Key Concepts From Reading Instruction Past And Present...

Honesty Statement: I solemnly swear that this is my own work, and I will not share it with anyone else ever. __KM__(initials) Key concepts from Reading Instruction—Past and Present Perspectives: Medical Model of Literacy Assessment: first the problem has to be â€Å"diagnosed† and once it is identified, we can come up with a way of â€Å"curing† the problem. This is Remediation and is no longer the way we look at reading instruction for struggling readers. Causes of Reading Difficulties: some reading difficulties can be a result of a disability but others can be a result of English as a non-native language, the experiences, or lack of, that they may have been exposed to at home with both education as a whole but also reading specifically, and the lack of knowledge about resources (school/public library, books at home, etc.) What can we do?: The earlier we can identify and start to try and fix the problem (both with reading and with any subject, really), the better the chances are that the student will be able to remain on grade level and learn successfully with their peers throughout the rest of their educational experiences How do we fix it?: One-on-one instruction is often the way most intervention is administered. Pros: Individualized instruction, direct student-teacher interactions, no falling through the cracks or being â€Å"looked over† Cons: Being pulled out of the classroom often has a negative stigma attached to it. Students can also feel left out or miss out on manyShow MoreRelatedPrinciples of Scientific Management1149 Words   |  5 Pages 1) Replace rule of thumb work methods with methods based on a scientific study of the tasks. 2) Scientifically select and then train, teach, and develop the workman, whereas in the past the employee (or workmen) chose his own work and trained himself as best he could. 3) Provide Detailed instruction and supervision of each worker in the performance of that worker s discrete task (Montgomery 1997: 250). 4) Divide work nearly equally between managers and workers, so that the managersRead MoreGrouping Literature Review3900 Words   |  16 PagesPractices in the Elementary Reading Classroom Abstract Reading instruction has a long history of being one of the most highly debated topics in education. American teachers have been criticized for not producing effective readers. Teachers recognize the need to differentiate reading instruction and provide a balanced literacy program. In an effort to meet the needs of all students, teachers use a variety of grouping methods while teaching reading. In recent history, the typeRead MoreDeductive and Inductive Grammar Teaching2897 Words   |  12 Pagesattention to some specific grammatical form in such a way that it helps them either to understand it metalinguistically and/or process it in comprehension and/or production so that they can internalize it. Further, Ellis (2006) points out some key concepts in teaching grammar. First, some grammar lessons might consist of presentation by itself (i.e., without any practice), while others might entail only practice (i.e., no presentation). Second, grammar teaching can involve learners in discoveringRead MoreEED 465 Interview And Investigate Standards1850 Words   |  8 Pagesaffects what social studies content is being taught to our students( Passe,J 2002). 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Critically evaluate how analysisRead MoreStrategic Management Assignment2850 Words   |  12 Pagesdevelopment. †¢ To develop knowledge and practice in the application of strategic management concepts and techniques. †¢ To develop analytical, evaluative and enterprise skills/competences associated with the formulation of organisational strategy. The learning outcomes assessed in this assignment include the student’s ability to: 1. Understand and apply a range of strategic management principles/concepts and contribute to the development of strategic options. 2. Critically evaluate how analysisRead MoreDesigning And Implementing Social Studies Instruction5967 Words   |  24 PagesElementary Methods Unit 6: Designing and Implementing Social Studies Instruction Summary: Social studies is an important content area that is often overlooked since it is not part of the standardized testing that occurs nation wide. This course will explain the importance of social studies in children?s lives and how educators can successfully and efficiently integrate social studies into other content areas using multiple perspectives and trade books. Course Objectives: By the end of this unit, learnersRead MoreThe Video Of Simon Sineks Speech At Ted Talk1656 Words   |  7 Pagesbegan with telling a military story, which he saw it from a personal-recorded video and the military story is about the Captain William Swenson (US) rescuing his soldiers under the attack from some local anti-governmental organizations in Afghanistan when they trying to convoy few governmental officers from the US and Afghanistan to meet the local village elders. And Simon found that the captain kissed each injured soldiers’ neck when he saved them from the war; Simon believe that the thing behind theRead MoreThe Video Of Simon Sineks Speech At Ted Talk1658 Words   |  7 Pagesbegan with telling a military story, which he saw it from a personal-recorded video and the military story is about the Captain William Swenson (US) rescuing his soldiers under the attack from some local anti-governmental organizations in Afghanistan when they trying to convoy few government al officers from the US and Afghanistan to meet the local village elders. And Simon found that the captain kissed each injured soldiers’ neck when he saved them from the war; Simon believe that the thing behind theRead MoreThe Pillars Of School Leadership1740 Words   |  7 Pagesleader in one of our urban school system today is a questions asked repeatedly in our class reading? The qualities of a leader are courage, flexibility and confidence. Leadership today is the process by which leaders individually or collectively influence their colleagues. The Center for Comprehensive School Reform and Improvement (2005), A leader is â€Å"being so awesome that everyone want to follow you†. (quote from Leadership handout). Additionally, leaders must motivate people and have other skills

Noras Symbolism in Henrik Ibsens A Dolls House Essay

Noras Symbolism in Henrik Ibsens A Dolls House In every society power is the bringer of fortune and influence. In his play A Dolls House, Henrik Ibsen portrays, through the character of Nora, the power women are gaining in patriarchal societies. Nora, who symbolizes all women, exercises her power throughout the entire play. She cleverly manipulates the men around her while, to them, she seems to be staying in her subordinate role. In all three acts of the play Nora controls many situations and yields the most power. Act I, along with the introduction of Ibsens tone and style, brought the introduction of power. It seems that since the Helmer household is symbolizing patriarchal European society that male†¦show more content†¦Krogstad feels threatened by her influence because she can be the pivotal deciding factor in whether or not he keeps his job. Nevertheless, Krogstad tries to turn her influence to benefit himself by threatening to reveal her crime if she does not help him to keep his job. This backfires on Krogstad when two women, Nora and Mrs. Linde, manipulate Krogstad into feeling obstinate and therefore he promises never to tell anyone of what Nora has done. Noras power helped her to remain protected throughout the entire play. Torvald, Noras husband, feels powerful by referring to Nora as different types of feeble animals. Nora realizes this and uses it to her advantage. During act II she wants a favor from Torvald so she manipulates him by calling herself the animal names that make Torvald feel dominant. She says, Nora: If your little squirrel were to ask for something very, very prettily--? Torvald: What then? Nora: Would you do it? Torvald: I should like to here what it is first. Nora: Your squirrel would run about and do all her tricks if you would be nice, and do what she wants. Torvald: Speak plainly. Nora: Your skylark would chirp about in every room, with her song rising and falling- (33) By saying all these things Nora is seemingly proving to Torvald that he has power over her. Luckily, Torvald is not incredulous and feels that Nora is beingShow MoreRelatedRights of Women in the Nineteenth Century and in Henrik Ibsen’s A Doll’s House1103 Words   |  5 PagesHenrik Ibsen, who was born in Norway but made his name internationally, was a painter as well as the one of most famous playwrights during the period of Realism. Ibsen’s plays are well-known by the themes of domestic and political issues and conflict in nineteenth century. Scholars call it â€Å"Ibsen’s problems play† (Henrik Ibsen, 650). In addition, in Ibsen’s plays, the general topics that are usually discussed are hypocrisy of the society, restriction of women, and the self-sacrifice. Under theRead MoreAnalysis of A Dolls House Essay1108 Words   |  5 Pageshistorical reality has on an audience. Henrik Ibsens widely regarded work, A Dolls House, was first introduced in 1879 as a theatrical presentation of human rights. Today, Ibsens work remains as such, although often conveyed as more focused on womens rights. The Norwegian playwrights vision of a seemingly common home is quickly translated through Ibsens use of symbolism, setting, and diction. Symbolism is a key aspect in much of Ibsens writing, much of which can be dually interpretedRead More Symbolism in A Doll’s House Essay949 Words   |  4 PagesHenrik Ibsen’s â€Å"A Doll’s House† is a controversial play focusing on the marriage of Nora and Torvald Helmer. The play is filled with symbols that represent abstract ideas and concepts. These symbols effectively illustrate the inner conflicts that are going on between the characters. Henrik Ibsen’s use of symbolism such as the Christmas tree, the locked mailbox, the Tarantella, Dr. Rank’s calling cards, and the letters allows him to give a powerful portrayal to symbolize aspects of characters andRead More Symbolism in A Dolls House by Henrik Ibsen Essay example2771 Words   |  12 PagesSymbolism in A Dolls House by Henrik Ibsen      Ã‚   A Dolls House by Henrik Ibsen is perhaps one of the most hotly debated plays to come out of the 19th century.   The 19th century continued the process of the demystification that began with the Enlightenment.   Because of the discoveries of the Enlightenment, humans could no longer be sure about their place in the universe.   This, of course, had an impact on the theater.   The movement toward realism, which, like the 19th century in generalRead MoreUse of Symbols in Ibsens Play, A Dolls House Essay845 Words   |  4 Pagesto stimulate the mind. Henrik Ibsens play, A Dolls House, is filled with symbols that represent abstract ideas and concepts. These symbols successfully illustrate the inner conflicts that are going on between the characters. A few of the symbols are the Christmas tree, New year’s day, the title of the book and the nicknames Torvald called Nora emphasizes a theme of comparing perfect marriage relationship to the reality of the relatio nship, that is an artificial â€Å"Doll’s House† relationship. TheRead MoreHenrik Ibsen’s Symbolism in A Doll House695 Words   |  3 PagesA Doll House was written in 1879 by playwright Henrik Ibsen. Ibsen is known as the creator of modern realistic style drama. The play tells the story of a nineteenth century woman who breaks the chains of society that decide her role in life so that she can find herself. The woman, Nora, lives a relaxed and seemingly untroubled life until her husband Torvald Helmer becomes sick. She then must forge her father’s name on a contract that would allow her to borrow enough money from a lawyer named NilsRead MoreHenrik Ibsen’s A Doll’s House Essay example1182 Words   |  5 Pages Phylogeny versus misogyny, arguable one of the greatest binary oppositions in a work of literature, is present in Henrik Ibsen’s 1879 Norwegian play A Doll’s House. The title itself suggests a misogynist view, while the work mainly consists of feminist ideology, as Ibsen was a supporter of the female as an independent, rather than a dependent on a male. Nora knew herself that her husband did not fully respect her, and this became a major conflict in the play as Nora progressively became more self-reliantRead MoreHenrik Ibsens A Dolls House1489 Words   |  6 Pagesmany other types of literature, drama relies on several separate components all working together to tell a story. These components serve to draw an audience in, create a believable situation, and illicit a particular response. The play â€Å"A Doll’s House† by Henrik Ibsen provides an excellent example for analysis, with each component strongly supported. Often the first, and most obvious, component that can be observed when reading drama is the point of view that it is written from. Point of viewRead MoreSymbolism and Sexism in Ibsen’s â€Å"a Doll’s House† Essays949 Words   |  4 Pages Symbolism and Sexism in Ibsen’s â€Å"A Doll’s House† Henrik Ibsen, the author of the controversial play â€Å"A Doll’s House† said, â€Å"There are two kinds of moral laws, two kinds of conscience, one for men and one, quite different, for women. They don’t understand each other; but in practical life, woman is judged by masculine law, as though she weren’t a woman but a man†¦A woman cannot be herself in modern society.† Isben created the plot of â€Å"A Doll’s House† from those ideas. IbsenRead MoreA Doll s House By Henrik Ibsen1288 Words   |  6 Pages Henrik Ibsen’s A Doll’s House is based in the Victorian society of the 19th century. It assesses the many struggles and hardships that women faced because of marriage â€Å"laws† that were crucial during that time period. The society was male- dominated with no equality. Nora is the protagonist in A Doll’s House and the wife of a man named Torvald. This play is about Nora’s voyage to recognizing her self- determination and independence. She transforms from a traditional, reserved woman to a new, independent

Early Childhood Performing Arts Essay Example For Students

Early Childhood Performing Arts Essay First, introduce the puppets to the children. Inform the children that this is Forte Frog and this is Piano Penguin. Say hello to them! Let the children greet the puppets. Else the puppets in hand and reply the children accordingly; loudly for Forte Frog and softly for Piano Penguin. Explain to the children that Forte Frog is a very noisy frog that loves loud music. Now, can you say hello to Forte Frog again but loudly this time round Reply the children loudly and proceed to introduce Piano Penguin. With the Piano Penguin puppet in your hand, pretend that he is whispering something to your ear and ask the children to be very quiet first. Then tell the children Oh, this is Piano Penguin. He told me that he is very very very shy and he only likes quiet music. Now, lets say hello to Piano penguin softly shall we? Again, reply to the children but softly this time round. Lesson Development: New Skills/Concepts: Attentive listening skills, move responsively to music- dynamics in music Process: Now that the children are aware of the two different puppets, put on a classical piece that changes its dynamics levels often. Hide the two puppets behind you. Play the music, when the music is quiet hold out Piano Penguin and ask the children to make themselves as small as they can when they see Piano Penguin. When the music gets louder, hide Piano Penguin behind you and hold out Forte Frog. Ask the children to make themselves as big as they can. As the music continues, the children Will slowly have to recognize which dynamic the song is at when either Forte Frog or Piano Penguin appears and grow or shrink their bodies accordingly to the dynamics of the song. This will give them a sense of dynamics in the music. Remove the use of the puppets when the children are able to recognize and distinguished the dynamics of the song without looking at them. This activity not only helps the children to appreciate and understand music but also aids in their physical development gross motor skills which is most evident in this age group as they have just spent a good portion tooth developing gross and fine motor skills (Walsh, 2009), a-year-olds are often described as energetic and Imaginative (Ostriches, 1995) thus this activity touches on these two aspects to aid in their development as the children gets to express themselves via music by using their body as a creative expression. Transition: When getting the children ready for their closure activity, you can use the puppets again to inform the children to settle down and get ready for the next activity. Poor example, you can use the Porte grog and speak loudly to he children alright children, Piano Penguin have something to say now. Can we lower down our volume a little so that we can hear our friend? After the children has settle down, use Piano Penguin and say Hello friends, I really enjoyed today hope you all feel the same way too. Porte grog and I hue to go soon, shall we do this one more time before we say our goodbyes? Proceed on to the closure activity after this. Closure: NOW that the children have developed a sense Of dynamics in the music, let the children try it out again but with another song this mime round. Let the children pick the song themselves. This closure activity will help to reinforce what the children have learnt and also it helps the teacher to check at which level the children are at; fifthly have understood everything or are having some difficulties in certain aspects. .u0492a0553a761490cd54514049978795 , .u0492a0553a761490cd54514049978795 .postImageUrl , .u0492a0553a761490cd54514049978795 .centered-text-area { min-height: 80px; position: relative; } .u0492a0553a761490cd54514049978795 , .u0492a0553a761490cd54514049978795:hover , .u0492a0553a761490cd54514049978795:visited , .u0492a0553a761490cd54514049978795:active { border:0!important; } .u0492a0553a761490cd54514049978795 .clearfix:after { content: ""; display: table; clear: both; } .u0492a0553a761490cd54514049978795 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u0492a0553a761490cd54514049978795:active , .u0492a0553a761490cd54514049978795:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u0492a0553a761490cd54514049978795 .centered-text-area { width: 100%; position: relative ; } .u0492a0553a761490cd54514049978795 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u0492a0553a761490cd54514049978795 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u0492a0553a761490cd54514049978795 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u0492a0553a761490cd54514049978795:hover .ctaButton { background-color: #34495E!important; } .u0492a0553a761490cd54514049978795 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u0492a0553a761490cd54514049978795 .u0492a0553a761490cd54514049978795-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u0492a0553a761490cd54514049978795:after { content: ""; display: block; clear: both; } READ: Sexuality EssayFollow up: Leave the puppets in the learning corner or the table tops. Children can play with the puppets and play around with their intonations when indulging in pretend play with the puppets. For example, the children will speak loudly when they are playing with Forte Frog ND they will whisper when they use Piano Penguins in their role play. Activity 2 Cold and Hot Game Activity Title: Cold and Hot Game I _ Children Will be able to recognize rhythm patterns in music 2. Children Will be able to develop a sense of rhythm in music through creative movement Materials/Resources: Object to be hidden Teddy Bear Introduction: As this activity is a continuation from their previous lesson on dynamics, it is good to Start Of the day by reiterating What they have learnt. Ask them if they remembered Forte Frog and Piano Penguin. Teach them a simple once movement to reinforce their lesson on dynamics and also to lead them to the main activity for the day. You can ask the children to sing a simple tune that they are familiar with, egg: twinkle twinkle little star, ask them to stamp their feet rhythmically to this notating rhythm: xx xx xx X, xx xx xx X, xx xx xx X etc. (Horn, 2001). Demonstrate this with the children and go through this with them so that they will understand it. Lesson Development: New Skills/Concepts: Communicating through creative enactment, teamwork, using body percussion to perform rhythm patterns, process: For this activity, SE an item trot the classroom that is portable and easy to spot when hidden. For example, you can use a teddy hear as the object to be hidden, Now, explain to the children the game that they are playing, explain the rules and what is expected of them during this game play. Pick one child to be the Hider and another child to be the Seeker. Ask the Seeker to stand in a corner far away where he/she is unable to see or hear vatu is going on the classroom. Now, ask the Hider to hide the Teddy Bear anaphora within the classroom As the Hider is hiding the Teddy Bear, the rest of the classmates are able to see this. When the Hider is done, ensure with the rest of the class that they know where the Teddy Bear is hidden before you ask the Seeker to re-enters the classroom. Once the Seeker is back in the classroom, have the class starting singing a simple song, egg: baa baa black sheep, while stamping their feet to the rhythm of the song as they have done so during the introduction. DO this dance movement along With the children as a form of guidance for them to follow. The children will have to tip toe softly and tap their feet lightly (Piano) if the Seeker is far away from the Object ND then the children will have to gradually stamp their feet hard and loudly (Forte) when the Seeker is close to the object. This activity not only touches on what the children have learn previously, Dynamics, but also allows the children to be expose to the rhythm of the song during their dance movement. Children at this level are interested in rhythms and rhythm instruments and should be able to play along with songs even though they might not be able to keep a steady beat yet, (England, BIBB) 50 this activity caters to their interest as they uses their body as a percussion to make the rhythm. Transition: To settle the children down, you can clap your hands in a certain rhythm that indicates the children that is time to settle down and hurdle together. Most of the centers adopt this practice to easy manage the children during transitions and switch of activities. .u918b32b11adc1dd068bc01d8cf4dbedd , .u918b32b11adc1dd068bc01d8cf4dbedd .postImageUrl , .u918b32b11adc1dd068bc01d8cf4dbedd .centered-text-area { min-height: 80px; position: relative; } .u918b32b11adc1dd068bc01d8cf4dbedd , .u918b32b11adc1dd068bc01d8cf4dbedd:hover , .u918b32b11adc1dd068bc01d8cf4dbedd:visited , .u918b32b11adc1dd068bc01d8cf4dbedd:active { border:0!important; } .u918b32b11adc1dd068bc01d8cf4dbedd .clearfix:after { content: ""; display: table; clear: both; } .u918b32b11adc1dd068bc01d8cf4dbedd { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u918b32b11adc1dd068bc01d8cf4dbedd:active , .u918b32b11adc1dd068bc01d8cf4dbedd:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u918b32b11adc1dd068bc01d8cf4dbedd .centered-text-area { width: 100%; position: relative ; } .u918b32b11adc1dd068bc01d8cf4dbedd .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u918b32b11adc1dd068bc01d8cf4dbedd .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u918b32b11adc1dd068bc01d8cf4dbedd .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u918b32b11adc1dd068bc01d8cf4dbedd:hover .ctaButton { background-color: #34495E!important; } .u918b32b11adc1dd068bc01d8cf4dbedd .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u918b32b11adc1dd068bc01d8cf4dbedd .u918b32b11adc1dd068bc01d8cf4dbedd-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u918b32b11adc1dd068bc01d8cf4dbedd:after { content: ""; display: block; clear: both; } READ: Musicmakesmehigh EssayClosure: Have the children sit down and ask them to sing another song, be star light star bright. After singing the song and familiarizing with the tune of the song, have the children to listen to the song and clap the rhythm onto their knees. This Veil show if the children are able to apply what they have learnt onto another song. Assist them if they are still having any difficulties in doing so. Googol up: As a follow up activity, you Can teach the children the notation rhythm to the song that they have learnt in this lesson.

Scientific Method Matching free essay sample

A scientist observes that a pond adjacent to an industrial plant has heavier algae growth than ponds farther away (G). I chose this as an example of observation because the sentence explains in detail how the scientist first gathered the idea to for conducting the experiment. 2. Ask a question. A scientist wonders if the waste water emitted from an industrial plant is accelerating the growth of algae in a pond. I believed this sentence to be where the scientist asked himself whether or not the industrial plant had any bearing on the accelerated growth. I believe this sentence shows this. 3. Create a hypothesis. A scientist, based on his observation of the pond, believes that if a pond is exposed to the waste of an industrial plant, then the growth of algae will be accelerated (A). This to me is an educated guess. Although the scientist has not tested or proven anything yet, his educated guess is clearly stated here in this sentence. We will write a custom essay sample on Scientific Method Matching or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page .Conduct an experiment. In her laboratory, a scientist pours a vial of waste water, collected from the industrial plant, and adds it to a dish containing pond water. A second dish (the control dish), containing the same pond water, does not receive the waste water sample (B). This sentence gives the reader a hint by stating that the scientist is in her laboratory. It is here where the scientist usually conducts any experiment so it is only right that I would believe this to be the appropriate sentence for this step. . Collect data. After 5 days, the scientist measures the amount of algae present in each dish (D). Here the scientist is about to actually see if his hypothesis was correct. It is here that he will gather the information he needs to either prove or disprove his assumption. 6. Interpret results. After the data is collected, the scientist discovers that the dish containing both the pond water and waste water had more than twice the amount of algae than the control dish. I choose this sentence or step in the scenario because it is after you gather your data that you are able to make a proven statement about what it is you have discovered in an experiment. 7. Report results. The scientist submits his findings to a scientific journal (E). By sending or submitting his findings to a scientific journal leads me to believe that the scientist has concluded his experiment and are satisfied with his findings. Therefore he is ready to submit results.

Quantitative Analysis and Decision Methods Formulas Essay Example

Quantitative Analysis and Decision Methods Formulas Essay Quant Formula Study Guide MISCELLANEOUS, COMMONLY USED FORMULAS Finite population correction factor: Multiply SE of sample mean by fpc to make the correction - Independent samples of same population with same standard deviation (variances are equal). Confidence interval: df for t-multiple is (df1 + df2), or (n1 – 1) + (n2 1) Pooled estimate of common standard deviation: SE of difference between two sample means - Confidence interval for differences in sample means when variance is not equal. df for t-multiple is given by complex formula not shown in book when variance is not equal. Use StatTools. Confidence interval for difference between two proportions. SE for difference between two proportions. - Chapters 2 and 3 Describing the Distribution of a Single Variable and Finding Relationships among variables Mean Formula Excel Function: = AVERAGE Coefficient of Variation: Standard Deviation / Mean Standard Deviation: square root of variance Sample Variance Population Variance Excel Function: Variance = VAR Standard Deviation = STDEV Mean Absolute Deviation Covariance Correlation Excel Function: =CORREL Chapter 4: Probability and Probability Distributions Conditional probability: P(A|B) = P(A and B) / P(B) Multiplication rule: P(A and B) = P(A|B) P(B) If two events are INDEPENDENT: P(A and B) = P(A) P(B) Variance of a Probability Distribution: Standard Deviation of a Probability Distribution: Conditional Mean: * when the mean of a variable depend on an external event Covariance between X and Y: Correlation between X and Y: Joint Probability Formula: P(X = x and Y = y) = P(X = x|Y = y) P(Y = y) Alternative formula: P(X = x and Y = y) = P(Y = y|X = x) P(X = x) Joint probability formula for independent random variables: P(X = x and Y = y) = P(X = x) P(Y = y) Expected value of a weighted sum of random variables: E(Y) = a1E(X1) + a2E(X2) + †¦ + anE(Xn) Chapter 5 Normal, Binomial, Poisson, and Exponential Distributions Normal Density Function Mean Stdev Chapter 7 Sampling and Sampling Distributions Unbiased Property of Sample Mean Standard Error of Sample Mean Approximate Standard Error of Sample Mean Approximate) Confidence Interval for Population Mean Standard Error of Mean with Finite Population Correction Factor Finite Population Correction Factor Chapter 8 Confidence Interval Estimation Typical Form of Confidence Interval Standardized Z-Value Standardized Value Confidence Interval for Population Mean Point Estimate for Population Total Mean and Standard Error of Point Estimate for Population Total Approximate Standard Error of Point Estimate for Population Total Standard Error of Sample Proportion Confidence Interval for a Proportion Upper Limit of a One-Sided Confidence Interval for a Proportion We will write a custom essay sample on Quantitative Analysis and Decision Methods Formulas specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Quantitative Analysis and Decision Methods Formulas specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Quantitative Analysis and Decision Methods Formulas specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Confidence Interval for Difference Between Means Standard Error of Difference Between Sample Means Confidence Interval for Difference Between Proportions Standard Error of Difference Between Sample Proportions Sample Size Formula for Estimating a Mean Sample Size Formula for Estimating a Proportion Sample Size Formula for Estimating the Difference Between Means Sample Size Formula for Estimating the Difference Between Proportions Chapter 9 Hypothesis Testing Hypothesis Test for a Population Mean: one-sample t-test P(t-valueconst)= ?. Excel functions: TDIST() and TINV() Test statistic for test of proportion: Test statistic for paired samples test of differences between means: Test statistic for independent samples test of difference between means: Standard error for difference between sample proportions: Resulting test statistic for difference between proportions: Chapter 10 Regression Analysis: Estimating Relationships Formula for Correlation: Slope in simple linear regression: Intercept in simple linear regression: Y is the dependent variable, and X1 through Xk are the explanatory variables, then a is the Y-intercept, and b 1 through bk are the slopes. Collectively, a the bs in the equation are called the regression coefficients. Standard Error of Estimate: R squared / R^2 General Linear Regression: Regression line: Sampling distribution of a regression coefficient has a t distribution with n-k-1 degrees of freedom: ANOVA total variation of a variable The part unexplained by the regression equation: The part that is explained: SSR = SST SSE Point Prediction: Standard error of the prediction for a single Y: Standard error of prediction for the mean Y: Chapter 11, Regression Analysis: Statistical Inference Population regression line joining means: ?Y|X1†¦Xk = ? + ? 1X1 + †¦ + ? kXk error a: Y = a + a1X1 + †¦ + akXk + a Regression line : Y = ? + ? 1X1 + †¦ + ? kXk + ? Sampling distribution of a regression coefficient has a t distribution with n-k-1 degrees of freedom: The ANOVA table splits the total variation of a variable: into the part unexplained by the regression equation: Standard error of prediction for a single Y: Standard error of prediction for the mean Y: Chapter 12, Time Series Analysis and Forecasting Mean Absolute Error: Root Mean Square Error: Mean Absolute Percentage Error: All forecasting models have the general form of the equation: Yt = Fitted Value + Residual ?Linear trend model is given by: Yt = a + bt + et Appropriate regression equation contains a multiplicative error term: ut: Yt = cebtut. Equation for the random walk: Yt = Yt-1 + m + et. Simple Exponential Smoothing: ? Formula: Ft+k = Lt = ? Yt + (1 – ? )Lt-1 Formulas for Holt?  ¦s exponential smoothing method: Winters’ Exponential Smoothing Method : Bayes’ Rule: Chapter 13: Introduction to Optimization Modeling No formulas there..

Spectator Ion Definition and Examples

Spectator Ion Definition and Examples Ions are atoms or molecules that carry a net electrical charge. There are different types of ions, including cations, anions, and spectator ions. Spectator Ion Definition A spectator ion is an ion that exists in the same form on both the reactant and product sides of a chemical reaction. Spectator ions may be either cations (positively-charged ions) or anions (negatively-charged ions). The ion is unchanged on both sides of a chemical equation and does not affect equilibrium. When writing a net ionic equation, spectator ions found in the original equation are ignored. Thus, the total ionic reaction is different from the net chemical reaction. Spectator Ion Examples Consider the reaction between sodium chloride (NaCl) and copper sulfate (CuSO4) in aqueous solution. 2 NaCl (aq) CuSO4 (aq) → 2 Na (aq) SO42- (aq) CuCl2 (s) The ionic form of this reaction is: 2 Na (aq) 2 Cl- (aq) Cu2 (aq) SO42- (aq) → 2 Na (aq) SO42- (aq) CuCl2 (s) The sodium ions and sulfate ion are the spectator ions in this reaction. They appear unchanged in both the product and reactant side of the equation. These ions just spectate while the other ions form the copper chloride. These ions are canceled out of a reaction to write the net ionic equation, so the net ionic equation for this example would be: 2 Cl- (aq) Cu2 (aq)  Ã¢â€ â€™ CuCl2 (s) Although spectator ions are ignored in the net reaction, they affect the Debye length. Table of Common Spectator Ions These ions are spectator ions because they dont react with water, so when soluble compounds of these ions dissolve in water, they wont directly affect pH and can be ignored. While you can consult a table, it worthwhile to memorize the common spectator ions because knowing them makes it easier to identify strong acids, strong bases, and neutral salts in a chemical reaction. The easiest way to learn them is in groups of three or trios of ions found together on the periodic table of the elements.

Advertisement Essay Example | Topics and Well Written Essays - 500 words - 1

Advertisement - Essay Example It is hence no surprise that some advertisements have chosen to depict none other than the master artist himself, Leonardo Da Vinci. The advertisement for the movies Da Vinci Code was one of many advertisements that have opted to select the professional and captivating works of the artist to sell their products. The advertisement uses his painting, the Vitruvian Man. This painting was chosen because it contains a precise and intriguing image style and composition which sketched his impressions of things with realism and precision. The painting is noted as providing the earliest reference to the importance of vortices in fluid motion. This was a factor taken into consideration when selecting the painting to be used for the advertisement. The advertisement is structured in such a way that it links your cognition to the actual paint is original aspects to amplify and emphasize the color and design. To enhance authenticity, a wooden mid-century palette is shown to be used in the design of the painting. This is similar to palettes used by most artists at the time of Leonardo. There is a blend of colors used to smooth out the transition of appearance and structure. Brown and crimson are the main colors used to deliver this fascinating visual appearance which triggers visual appeal from the target consumers. The design characteristics of the advertisement are quite complex. This is because they center on one of the most dynamic paintings by the master artist. The design offers complexity in structure since it is based on a painting made in a renaissance-era where determining ratio and proportion was an extremely important activity because there was no standard monetary unit or standard system of weights and measures. Text is used to further effect the advertisement by fading it in and out relative to the positioning of the image itself. The text fades in at the start and end of the advertisement in accordance to the various proportions of the Vitruvian man.

Bank of America Essay Example | Topics and Well Written Essays - 2000 words

Bank of America - Essay Example The services offered by the Bank of America range from banking, asset management, investing as well as other additional products and services in the financial domain. The Bank of America Corporation offers a broad assortment of financial services and products by means of their numerous banking as well as nonbanking subsidiaries all over the United States of America and in certain parts of the global market. The bank offers its services in six major business divisions, viz. Deposits, Home Loans & Insurance, Global Card Services, Global Banking & Markets, Global Commercial Banking and Global Wealth & Investment Management (Bank of America, 2011). As on December 31, 2010, the Bank of America Corporation possessed assets worth $2.3 trillion and revenue values worth $111,390 million. The bank undertook the acquisition of Merrill Lynch & Co., Inc. on January 1, 2009. Consequent to the acquisition, the Bank of America has become one of the biggest wealth management companies in the globe wi th almost 19,700 wealth advisors and further 3,000 front-line consumers facing specialized staffs and in excess of $2.2 trillion in customer assets (Bank of America, 2010). Furthermore, Bank of America Corporation is the worldwide leading organization in corporate and investment banking as well as trading over an extensive variety of asset classes catering to the large corporations and institutions, governments, and individual clients throughout the world. The Bank of America also provides industry-leading support to around four million people owing small businesses and is the issuer of highest number of debit cards in the United States of America. It holds the leading position in credit card loans in Europe and possesses the second largest market share for credit offerings in the United States. The Bank of America has a well-built foothold in the mortgage business sector and is one of the foremost two mortgage service providers and instigators in the US (Bank of America, 2010). SWO T Analysis Strengths of Bank of America The Bank of America holds an important market position in the banking industry of the US and operates an enormous extent of operations in the nation. Bank of America has well-built and structured investment banking as well as trading operations. The performance of the bank in these two segments compensates any failures in commercial banking or other segments. The wide variety of financial products and services offered by the bank to both individual and institutional clients enable the bank to perform as a financial superstore. The Bank of America had in the past successfully and effectively incorporated with the organizations it has acquired. This successful integration with the acquired companies, with Merrill Lynch being the latest, has acted as an immense strength for the bank. Bank of America had paid off the Troubled Asset Relief Program funds worth $45 billion to the government. This has enhanced and strengthened the bank’s capabi lity to sponsor private funds (Bank of America, 2010). The Bank of Amer

Management Strategy Essay Example | Topics and Well Written Essays - 2500 words - 1

Management Strategy - Essay Example It is also through this mission statement that Toyota was able to focus even more in the U.S., its old market and where it gets its high portion of sales and market share. In fact, focusing in the U.S. market was never been a mistake considering that the U.S. is one of the most influential countries in the world when it comes to setting various trends in economics and politics in general. Toyota sales were growing in this country and in fact, Toyota was heading on to even more wider expansion just even as it continues to grow in popularity and acceptance around the world. However, amidst global economic recession, and despite the fact that this strongly caused strong negative impact to every automaker around the world, Toyota is not accustomed to experience them. To wit, Toyota’s experienced troubles are the following (Flint, 2009): In 2007, Toyota was able to sell 9.37 million cars world wide, an indicator that it was then making out well. In fact, it made profits of $2.27 billion beating the General Motors as the world’s largest car maker as of the year 2007 (Japanese economy hitting record lows, 2008). However, it had an operating loss almost $5 billion in 2008 (Flint, 2009). In the last quarter of 2008, the Japanese exports dropped by $60 billion as a result of a rising Yen making cars and electrical goods expensive overseas (Japanese economy hitting record lows, 2008). This made its sales in its biggest market, the USA suffered. Based on last year’s sales, its sales was down 38% in the U.S., 20% in Canada, 30% in Japan and 18% in Europe (Flint, 2009). Toyota has never been accustomed to failures considering that the automotive industry where it belongs identifies it as one of the world’s largest automotive producers which aims to promote quality products in an international scale by making the world’s one of the greatest markets a target, the United States of America. Toyota is also known as the Japanese giant because it is the leading

The Autoimmune Hemolytic Anemia Biology Essay

The Autoimmune Hemolytic Anemia Biology Essay Autoimmunity is a disorder in which an organism loses its ability to recognize the self and non-self antigen, which would further lead to immune response against its own cells and tissues. Diseases that results from such abnormal immune responses are termed as autoimmune diseases. Autoimmune hemolytic anemia (AIHA) is an autoimmune disorder in which endogenous antibodies are directed against the red blood cells and upregulated leading to erythrocyte death. This review article focuses on the types of AIHA based on the classification of the antibodies and the temperature at which they are active i.e warm AIHA, cold AIHA and mixed AIHA , based on the age of its occurance i.e adult or pediatric AIHA, causes, diagnostic techniques, diseases which may cause AIHA as a secondary disorder, treatment and its aftereffects, current and future prospectives of its studies. Abbreviations: AIHA Autoimmune hemolytic anemia, WAIHA Warm autoimmune hemolytic anemia, CAIHA Cold autoimmune hemolytic anemia, RBCs Red blood cells, DAT Direct antiglobin test. INTRODUCTION: Autoimmune hemolytic anemia (AIHA) is a disorder in which the auto-antibodies are directed against the persons own red blood cells (1). It is a relatively uncommon but not a rare disorder. It has an estimated incidence of 1 to 3 cases per 100,000 population per year (1). There are three types of AIHA based on the temperature of activity of the autoantibodies i.e warm AIHA, cold AIHA and mixed type AIHA of which warm AIHA has the most common occurance (more than 70%) followed by cold AIHA (about 20%) and mixed type has least occurance (2). Further AIHA is classified on the basis of age of the patient suffering from the disorder i.e pediatric AIHA and adult AIHA. Pediatric AIHA is from the age group of 1 to 16 (or 18) years and mostly has no underlying causes (2). Adult AIHA is from 18 years and above and is mostly associated with some underlying primary diseases. Sometimes AIHA is caused due to administration of some drugs and is called drug induced AIHA. AIHA may also be of secondary or idiopathic type. The further description of the different types of AIHA is explained below. TYPES OF AIHA: Based on the temperature at which the auto-antibodies are active: Warm autoimmune hemolytic anemia (WAIHA) It the most common type of AIHA. Warm auto-antibodies are usually IgG. It is called warm autoimmune hemolytic anemia because the antibodies have their peak activity at 370C. IgG effectively binds to the FC receptor of phagocytic cells. Hence the destruction of RBCs takes place mostly by phagocytosis. IgG may or may not fix complement. Hemolysis of RBCs also takes place in spleen. WAIHA may be idiopathic i.e when there is no primary infection causing the disorder or secondary to lymphoproliferative diseases, autoimmune diseases, viral infections, immune deficiency etc (1)(2)(3)(6). Cold autoimmune hemolytic anemia (CAIHA) Cold auto-antibodies are usually IgM antibodies. Rarely IgG or IgA antibodies can act as cold auto-antibodies. It is so called because the antibodies have their peak activity at temperature ranging from 0-40 C (1)(2)(3)(6). IgM antibodies are potent classical complement pathway activators. Hence causes complement mediated lysis of RBCs. Paraxysmal cold hemoglobinurea a form of CAIHA, is caused by cold active IgG hemolysin. It was usually associated with some underlying diseases like syphilis, measles, mumps or other viral diseases (1)(2)(6). Mixed autoimmune hemolytic anemia Both warm auto-antibodies and cold auto-antibodies are present the blood. It is more fatal than the WAIHA and CAIHA. Detection and diagnosis is also more difficult than the earlier types (1)(2)(3)(4)(6). Based on the age of the patient suffering from the disorder AIHA is classified as: Pediatric AIHA Affects the age group of 1-16 years, with a higher incidence of occurance in the first four years of life (1). It may spontaneously resolve on its own. It shows a good response to the steroid treatment. It has a severe onset and less morbity rate. Males are more prone to pediatric AIHA (2). Adult AIHA Affects the age group of 18 years and above. It is more often associated with the underlying lymphoproliferative, autoimmune and infectious diseases. Treatment is steroid therapy or spleenectomy. Has higher morbity rate compared to adult AIHA because of the difficulty or inability in treating the underlying disease (2). Based on the cause of its occurance, following are the types of AIHA: Secondary AIHA It is mainly caused due to some underlying diseases like bacterial, fungal or viral infections. The primary underlying diseases that may cause secondary AIHA are Sjogrens syndrome (10), lymphoproliferative and autoimmune diseases (2).Treatment of the secondary AIHA would also include the treatment of the underlying primary disease, for its complete remission (1). Idiopathic AIHA Has no particular underlying causes like infections or primary diseases for its occurance. Mortality rate is comparatively less than that of secondary AIHA (1). Drug induced AIHA Cause of occurance are drug molecules that binds to the surface of the RBC membrane, acts as non-self antigens, thus inducing the autoantibodies against the RBCs and further leads to hemolysis (2). Examples of the drugs that cause drug induced hemolytic anemia are Ibuprofen, Diclofenac, L-dopa, Procainamide (6). CAUSES In majority of the cases AIHA is caused due to some primary underlying diseases like lymphoproliferative, autoimmune and infectious diseases (2). For example, after the M.suis infection in pigs, warm IgG autoantibodies are directed against the RBCs and destroys it. In this case actin was the active component that played a vital role in inducing an autoimmune response. Actin acted as a target protein for the autoreactive antibody during the acute phase of the M.suis infection. The autoreactive antibody production is induced by a misguided upregulation of the naturally occurring B cells specific for self antigens, appearance of previously cryptic antigens, occurance of altered self antigens, tolerance to self antigens due to molecular mimicry. The autoimmune epitopes (in this case actin) on the RBCs may be due to contact with the proteolytic enzymes. Cytoskeleton of the RBCs gets modified by the attachment and invasion of the infectious agent. Also the infectious agent causes damage to the RBCs making the hidden cytoskeletal proteins of the RBCs accessible for the circulating antibodies. Due to all the above mentioned reasons the antibodies recognizes them as non-self and elicit an immune response (3). There are several other causes which may lead to AIHA other than due to a primary infections. For example higher incidence of occurance of AIHA after allogenic hematopoetic stem cell transplantation in adult patients. Further studies proved that the chances of development of AIHA is more in patients with HSCT from unrelated donors and also that they develop chronic extensive graft versus host disease (GVDH). In such cases it was observed that AIHA was never the primary cause of death, rather it was due to infection of GVDH (5). In some rare cases, liver transplantation or solid organ transplantation leads to the development of AIHA (11)(14)(15). DIAGNOSIS: The destruction or removal of red blood cells from the circulation before their normal life span of 120 days is called Hemolysis. Hemolysis manifests itself as acute or chronic anemia, reticulocytosis or jaundice. Intravascular hemolysis refers to the destruction of red blood cells in the blood with the release of contents into plasma. This is then followed by direct membrane degradation and cell destruction caused by mechanical trauma from a damaged endothelium, complement fixation and activation on the cell surface. On the other hand, extravascular hemolysis refers to the removal and destruction of red blood cells with membrane alterations by the macrophages of the spleen and liver. The hemolysis can be categorized broadly into the following types: HEMOLYTIC ANEMIA HEREDITARY (6) ACQUIRED (6) ( Due to infections (6) Microangiopathic (6) Autoimmune (6) Autoimmune (6) Alloimmune (6) Drug induced (2) (6) Paroxysmal (1)(2)(6) Mixed (1)(2)(3) (4)(6) Cold (1)(2) (3)(6) Warm (1)(2) (3)(6) Immune complex or Auto-antibody (6) Drug absorption (hapten induced) (6) Delayed transfusion reaction (6) Acute transfusion reaction (6) Flow chart 2: Broad classification of autoimmune hemolytic anemia. Since all the above said categories of hemolytic anemias have many similar symptoms and expressions, efficient diagnostic techniques should be developed to detect the correct category of hemolytic anemia for its appropriate treatment. DIAGNOSTIC TESTING Basic diagnosis for hemolysis on the basis of laboratory and peripheral smear findings: Hematologic tests Reticulocytosis which is the normal response of the bone marrow to the peripheral loss of blood cells is an important characteristic laboratory feature of hemolysis. Checking for the presence of reticulocytosis can be used for diagnosis of hemolysis. Review of the peripheral blood smear with an assessment for pathognomic red blood cell morphologies (spherocytes or schistocytes) along with examination of WBCs and platelets is very important for the evaluation of any anemia (6). Chemistry tests Increased unconjugated bilirubin, increased lactate dehydrogenase, and decreased haptoglobin levels are characteristic feature of the distruction of RBCs and thus can be used for diagnosis of hemolysis (6). c) In addition to the above tests, urinary tests are also be performed (6) After diagnosis of the basic hemolysis, its etiology is determined by performing further diagnostic tests. This review article focuses on the diagnostic techniques specific for AIHA. Microspherocyte on a peripheral smear and positive direct antiglobin test (DAT) is a characteristic feature of AIHA (1). The direct antiglobin test ,is also known as direct Coombs test (8). It demonstrates the presence of antibodies or complement on the surface of red blood cells which is the hallmark of autoimmune hemolysis (8). In this technique, the patients red blood cells are mixed with rabbit or mouse antibodies against human IgG or C3. The test would give a positive result if an agglutination reaction between the patients antibody or complement coated red blood cells by anti-IgG or C3 is observed. RBC agglutination with anti-IgG serum indicates warm AIHA and RBC agglutination with anti-C3 indicates the cold AIHA. However further efficient and very specific diagnostic techniques should be developed to distinguish mixed AIHA and paraxysomal cold hemoglobinuria from the other types. Also the present diagnostic techniques many a times failed to give an errorless distinction between these two types of AIHA (4). The three types of drug induced anemia based on their mechanism of their mechanism of action can be detected by a positive DAT and its type can be identified by the intravascular or extra-vascular hemolysis that it produces (6). TREATMENT: Treatment mainly depends upon the type of AIHA i.e warm antibody type, cold antibody type, mixed antibody type or paraxysomal cold hemoglobinuria and also on the secondary or the idiopathic forms. The following are the treatment options for AIHA. However each treatment stratergies has its own advantages and disadvavtages. Warm antibody autoimmune hemolytic anemia i) CORTICOSTEROIDS The initial therapeutic agent used for treatment of WAIHA patients are the corticosteroids. There is a rapid onset of response. This therapy is usually maintained for 1-3 weeks, however sudden ceasation of therapy may result in prompt relapse of hemolysis. The adverse effects of long term use of corticosteroids as a therapeutic agent would include pulmonary aspergellosis, central nervous system hemorrhage (2), osteoporosis, avascular necrosis, susceptibility to infection, abnormalities in glucose and lipid metabolism and growth suppression in children (7).The gluocorticoids may inhibit antimicrobial activity of macrophages thus showing side effects when treated with it (2). In cases of pediatric anemia, prednisolone along with folic acid supplementation was used for therapy which showed a positive response in 81% of the patients (8). ii) SPLENECTOMY Splenectomy is mainly considered in patients who donot respond to the corticosteroid therapy. The main advantage of splenectomy is that it has a potential for a complete and long term remission. The adverse effect of spelectomy would include overwhelming postspelectomy infection (OPSI) which may result in serious morbity or mortality in a small percentage of patients after spelectomy (2)(7)(8). iii) IMMUNOSUPPRESSIVE DRUGS This is the third therapeutic option after both corticosteroid therapy and spelectomy. Examples of the immuno-suppressive drugs would include azathioprine, cyclosporine (8), rituximab (9)(11) etc. iv) DANAZOLE It is an attenuated androgen with good responses and comparatively lesser side effects (2)(7). v) INTRAVENOUS IMMUNOGLOBIN In patients who doesnot respond to the corticosteroids, it is used as a second line therapy. However, intravenous immunotherapy is expensive (2)(7). vi) PLASMA EXCHANGE Used for acute reversal of severe hemolysis along with other therapeutic agents. Cold antibody autoimmune hemolytic anemia The simplest and the possible way for reducing the severity of CAIHA is avoidance of cold. Plasma exchange showed a temporary benefit in a small percentage of patients. Any other therapeutic options involved more potential risks than probable benefits. Paroxysmal cold hemoglobinuria In most of the cases hemolysis terminates spontaneously and hence only supportive care is required. Sometimes transfusion of RBCs and corticosteroid therapy may have a positive impact on the treatment. Atmost care should be taken in case of secondary autoimmune hemolytic anemia i.e the underlying diseases like chronic lymphocytic leukemia, systemic lupus erytromatous, lymphomas etc should be treated for complete remission from AIHA (7).Combinational therapy was used in some cases of AIHA as secondary infection. Example, a case in which AIHA was found in association with Plasmodium vivax infection was treated with chloroquine and primaquine (for P.vivax infection), prednisolone and transfusion of least incompatible RBCs (for AIHA) (12). CONLUSION This review article gives a very short explanation about autoimmunity as a disorder. It mainly focused on auto-immune hemolytic anemia which is a subset of autoimmunity. The types of AIHA, causes, diagnosis and possible treatment stratergies were discussed. The future area of research under this topic is in finding out more efficient and specific diagnostic techniques to detect mixed and paroxysmal cold hemoglobinuria and treatment options with maximum results and minimum side-effects. Drugs like Bortizomib (13), Alemtuzumab (humanized monoclonal antibody targeting CD52 antigen) etc are still under research for the treatment of hemolytic anemia (16).

How Can the Different Ways of Knowing Help Us to Distinguish Between Something That Is True and Something That Is Believed to Be True

How can the different ways of knowing help us to distinguish between something that is true and something that is believed to be true? By using different ways of knowing, we can distinguish between something that is true and something that is believed to be true. In order to express these distinctions, personal experiences, their implications, and their counterclaims are needed to be stated. For something to be â€Å"true† it must be public, eternal, and independent. If the â€Å"truth† does not follow these guidelines then it can not be â€Å"true. The ways of knowing that something is â€Å"true† is comprehended by one’s own perception, language, reason and emotion. With these â€Å"ways of knowing† than the â€Å"truth† can, in theory, be understood. Perception is one of the most broad and vague ways of knowing. It is hard for someone and another to have the same â€Å"perception† of an object or event. Take example that Jimmy, a y oung yet intellectual boy who wears glasses, has just seen the biggest bully Bob assault the youngest and smallest kid in school Fred. Their teacher comes over and asks the three boys what happened. According to Bob, Fred fell and received the bruises that way; Fred says that he was attacked by Bob; and Jimmy states that, due to his glasses fogging up, that Bob had inflicted the pain to himself. This vagueness is why the judicial system takes so much time to resolve problems between one party and another. This has implication due our ability to not ever â€Å"know† the whole â€Å"truth†. The cause of not â€Å"knowing,† due to inability to not see â€Å"everything,† leads to the effect of problems between us and our kin based solely on our perception of the events that took place. According to the definition of â€Å"truth† is that it must be public, eternal and independent and thus begins the problems of â€Å"knowing† between Jimmy, Bob, and Fred. The fact that there was a fight and Jimmy watch is public and everyone â€Å"knows† thus the first part of â€Å"truth† is correct. Eternal works as well due to that point in time there was an incident between those three boys. Lastly it was independent from all outside sources, however the problem arises with what is â€Å"true† and who believes that their story is â€Å"true. Bob believes it was not his fault; Fred believes that he was attacked by Bob; and Jimmy believes that Fred did it all to himself. This causes the problem of who â€Å"knows† the â€Å"truth. † The teacher, being unbiased of course, has no real way of â€Å"knowing† who the culprit is based off what the children believe to be â€Å"true†. This has global implications as well for cultures perceive things differently than that of another culture. Take example the United States and Japan; the United States shakes each other hands when greeting someone politely were as in Japan they would bow to each other first. This could cause a massive global conflict if for example the United States offends the Japanese Councilor at the United Nations due to not bowing when greeting. As a counterclaim, someone could say that just using perception as a tool for â€Å"knowing† is simple not enough. Also perception just is not solely based off the ability of someone to see something but the usage of all five senses. The ability to use the five senses would be the correct way in order to learn the â€Å"true. There is no real way of â€Å"knowing† something solely off the assumption of our perception and there is no real â€Å"truth,† rather just a collection of â€Å"believed truths† that we choose to be the â€Å"truth. † Vladimir Lenin stated that â€Å"a lie told often enough become the truth. † We want to believe that we have found the â€Å"truth† and we will not stop look for that â€Å"truth. † Yet how can we communicate this â€Å"knowledge? † Thus we need the usage of language and its imprecations in â€Å"truth. † Language plays an important role in our lives. We created this tool to pass on the â€Å"knowledge† of others, empirical, and thru this we â€Å"learn. † With Vladimir Lenin’s previous quote can be applied to language as well. The winners of wars are the one’s that create the history. It happens to every culture and every civilization that every existed with the ability to record their history. This has global implications that can be recognized off the fact that if a war were to be started and ended than the victory most like would right about how â€Å"morally righteous† their country was and how their opposition, the losing country, was. Now as a counter argument to that claim would be that maybe the country was â€Å"telling the truth† but then we are right back to the beginning in where â€Å"how do we really know what we know? † Can that country account for every action that each one of its civilians, and, or army infantry did during the course of the war? Most likely neither county could. Therefore they can not â€Å"truly know† based off their beliefs or their â€Å"truths. † This in conjecture with perception is adequate but not 100 per cent sufficient in â€Å"knowing† something. We add a third way of knowing: reason. Reasoning skills are a hard thing to explain about it terms of how we â€Å"know† something. Some things can be taught and thus learned by reasoning: putting your hand down on a hot pan thus teaches us to not do it again because it hurts. However when it comes to reasoning skills with moral can be hard to comprehend. One person may see that killing a human is wrong, were as a military general may see the killing of a human a necessity. Bishop Beilby Porteus states that â€Å"one murder made a villain; millions a hero. † Is he telling the â€Å"truth? Do we glorify war? The implication of reasoning is of the greatest importance because it literally comes down to our inner instincts. In contrast how should we let our animalistic emotions control us or should we have a higher level of â€Å"knowledge? † Can any creature or object ever obtain such a thing? Do we or will we ever â€Å"know? † In my option, I believe not; then again what do I â€Å"know? † Emotion is the final piece to the puzzle of knowledge. With the raw passion with what emotion is cannot be simply summed up or described with words along. How can we describe what an emotion is between people? Take for example the emotion of â€Å"love. † One passionate couple may explain there definition of what â€Å"love† is, however if a restaurant owner was asked the same question he or she may say that their â€Å"love† is their restaurant. Hence this gives us the emotion of sympathy towards dictionary writers. Describing such a raw and passionate feeling is incredible. Globally how can one culture translate the emotion of â€Å"love† from one culture to another? Our love could not possibly be the same as someone in Russia or India. Is emotion something that we are born with, or grow into? We will never â€Å"know,† yet this is the final piece of ways of knowing and thus while using all four pieces of â€Å"knowledge† stills leaves us with the belief that we will never â€Å"truly know. † The difference between truth and believed truth can only be answered thru the ways of knowing. The problem is that there is more than one answer. By assuming that there is a finite answer undermines the whole idea of our â€Å"ways of knowing. † The age old question of the creation of life has been the greatest battle between science and religion. Who is to say that one side is â€Å"right† and one side is â€Å"wrong† when we ourselves do not even â€Å"know. † There is no â€Å"obtainable truth†, only the â€Å"truth† that we â€Å"believe to be true. † â€Å"Everything we hear is an opinion, not a fact. Everything we see is a perspective, not the truth. † -Marcus Aurelius How can the ways of knowing help us distinguish between what ‘is true' and what ‘is believed to be true'? â€Å"? i need examples from real life and how you can tell the difference between truth and the believed truth. Best Answer – Chosen by Voters It seems to me that what is true can also be what is believed to be true. Example: the world is not flat. To answer your question, though, look for scientific evidence. For example, some people believe that the earth is only a few thousand years old. Age dating techniques and the fossil record indicate an age of several billion years. 1) Truth is simply the statement of a fact. A fact is something real, whether an object or an occurrence. Consider the following: I say to you â€Å"I ran a marathon,† but you didn't see me run it. Thus the FACT – the ‘truth' – is that I did SAY it; you know that because you were right there. Whether I actually DID run the marathon or not is another question entirely. Did I lie? Did I exaggerate? You can't be sure. And then you go check the records and see that I was registered to run this marathon. You now know that it's true that I was registered, but you still don't know if I actually ran. You might also find witnesses that SAY they saw me running (catching on yet? lol); so you know it's true that those witnesses SAID that they saw me, because you watched them physically speak the words, but you didn't SEE them seeing me, so you still can't be sure I ran. You could, by now, BELIEVE that I ran, but you still don't KNOW it to be true. Now a time-stamped video that clearly shows me running, that might be about the only thing that could convince you that I truly did run†¦ although that could be doctored†¦ It all comes down to the level of evidence you're personally willing to trust. Do you trust a scientist's data? Do you trust a priest's truthfulness? (And don't get me started on God and faith lol) (And don't get me started on your textbooks, either) The difference between what ‘is true' and what is ‘believed to be true' in the Arts? This could be in painting, art, or english I have an essay to wrote about: â€Å"How can the ways of knowing (language, perception, reason, emotion) help us distinguish between what ‘is true' and what ‘is believed to be true'? † apply this question with examples in the Arts 1) I see art as a representation of reality or a mimic or mirror and the representaitons set at different levels, standards or views depending on who is presenting in whatever form. I see truth as having different levels as well. What we call something is indeed what we call it like a flower is red or whatever. Then there are all sorts of cause and effect relatinships that are indirect or direct cause and effect. One thing can be caused by many things acting together to cause it or a sequence of events and it can make it tough to find the true or the first or most significant root cause (to solve the problem). Mostly, one has to see something to its conclusion to find out what is true vs. what is false, what is consistant vs. hat is inconsistant. Sometimes what is believed is actually true and sometimes what is believed is actually false. Experience is such a great teacher! I guess these ideas can be represented in the arts in various ways in colors, masks, shadows, inconsistancies, demeanor, etc. Some of it left open to interpretation just as art imitates life. We all have the need to believe things we think are true and might also turn out to be true. It is wh at life is about mostly, faith. I don't know if I answered your question or not, but that is what I think so far. ) the difference between what ‘is true' and what is ‘believed to be true' in the arts is the same as that of what is true and what is believed to be true in any other field. you will apply the value ‘true' to that which you can empirically evidence (the type of oil the artist used in a particular painting or the economy of words of a certain novel) and you will apply ‘believed to be true' to that which may or may not be true (evidenced) depending on the individual involved (the feeling of melancholy the particular painting evokes). guess my feeling is that anything highly susceptible to subjectivity isn't really there to help us to distinguish but will serve greatly to enhance our experience of the thing (the objet d'art) itself. Source(s): i don't know a great deal about the philosophy of art nor about the art of philosophy but your question stru ck me as interesting. †¢ Read Karl Popper â€Å"take' on this. He correctly identified the â€Å"arts from â€Å"science†,and in doing so realised that all our knowledge ,in Both(! ), was really â€Å"Suspect†. Hence he became famous for the modern way-of-using and deciphering just how real(or knowledge based) â€Å"criticism† can enable all the mistakes-within Science and even the Arts-†¦. to †¦.. be†¦. learned†¦. from ! (and if you study his work,you should quite easily see that serious-and-dangerous mistakes SHOULD NOT BE MADE. So†¦ this is almost the sole â€Å"point† to our -all our-traditions. That we CAN learn from our mistakes(E. g. in the Arts as well as in the sciences), and even gain a glimmer of good,critical knowledge from those previously,dangerous and deadly ones,too. And†¦. after rereading the above†¦ i think its a virtual responsibility of the arts, to HELP IN THIS; and one obvious modern way is for artists everywhere to â€Å"look† at the current serious and dangerous mistake(s) being made with our environment- and this is just one ONE example that i can think of here;(and although works-of-art should,i think be direc ted to show awarness of this type-of-real-complex problem;i do NOT think that the Arts should promote the breaking-of-laws,ecetera. Rather,the Arts should â€Å"take-our-minds† to new places,to new and better ideas,especially so when in search-of better solutions to the above problem-and other critical problems,too! ). Source(s): The work of the late scholar,teacher and philosopher; Sir Karl. R. Popper, et al. Are Some Ways Of Knowing More Likely Than Others To Lead To Truth? In this essay I will discuss whether some ways of knowing are more like than others to lead to the truth. There is no single definition of the truth where every philosopher agrees with. What we can say is that the truth is ne of the most important elements in our society which extends from â€Å"honesty, good faith and sincerity in general to agreement with fact or reality in particular†. Instead of just concentrating on the four ways of knowing, language, perception, reason and emotion, I will also look at the areas of knowledge, such as sciences and mathematics to help finding which of the four ways of knowing is the most lik ely to lead to the truth. To answer the research question, we first have to look at the truth itself. In a dictionary is said that truth is â€Å"The degree to which a statement corresponds with reality and logic †. Every human being defines truth in a different way. Truth can be what one is prepared to accept as truth, as well as something which is proved by a study for being true or what for example the media, books, government and yourself name to be true. In the first area of knowledge I will discuss, the sciences, truth will always change during the time. A good example is Isaac Newton’s theory of mechanics and universal gravitation. In this time everyone believed his theory describing the universe as being â€Å"true† and there was no evidence for it being not the truth. Than after some centuries some scientist discovered things where Newton’s theory didn’t account for. Therefore his theory was than called â€Å"untrue† and Albert Einstein’s evidence which fitted more into these discoveries was named as being true. This is evidence therefore, that science is a process, the truth will always change in time, but in this particular time period the truth cannot be named as â€Å"untrue† because it cannot be disproved by knowledge or technology. On the other hand in mathematics, one has these principles like â€Å"1 + 1 = 2† or â€Å"2 + 2 = 4†. People do not†¦ ‘ All Of The Other Ways Of Knowing Are Controlled By Language. What Does This Statement Mean And Do You Think It Is A Fair Representation Of The Relationship Between Perception, Emotion, Reason And Language? Language is such a universal phenomenon in human society. Whenever we write or speak, we use it; whenever we make a promise or ask a question, we use it. In the statement ?  §All of the other ways of knowing are controlled by language , language is defined as ?  §words and this ?  §control can be defined as ?  §dominate. Then this saying seems not so fair to represent the relationship between the four ways of knowing. It is more sensible to say language gives some support or limit to our reason? Aperception and emotion. It may influence them, but not only one way ? V the four ways of knowing interact with each other. The function of language is particularly relevant in reason. We should believe our application of reason is within our mind before we express it into words. Most natural science is called logic facts and we often use the name of theories to represent our reason instead of explaining the essence in details. For example, if your hand pushes against the edge of a desk, the desk pushes against your hand. Probably we will tell others this phenomenon is because ?  §Newton?  ¦s third law of motion but won?  ¦t explain the content of this theory word by word. In this case, language has no meaning itself, but it is more like a symbol to represent reason. Another example is ?  §Chaos Theory. Ten years ago, Chaos is just a simple English word, but as Chaos theory become part of modern science, people easily associate the idea of finding the order in random data? when they see the word ?  §Chaos. However, reason requires precision. Scientists use scientific language to give strict definition of a theory before they name it. Newton?  ¦s third law of motion states: ?  §Whenever one object exerts a force on a second object, the second exerts an equal and opposite force on the first. (Isaac Newton 1687) People must have the sense of reaction before this theory is built, but it needs a m edium to become verbalized and communicated in order to evaluate its validity†¦. Best Answer – Chosen by Voters The â€Å"how† of something that is believed true is called â€Å"justified true belief. † (Google it) On the other hand, another way of knowing â€Å"how† something is true or not is called the â€Å"correspondence theory of truth,† wherein everything is true or false according to the context in which you are using the word, phrase, or premise. The correspondence theory can be described this way: â€Å"The degree to which our metaphysical worldview is correct is the degree to which we are able to comprehend the world, and act accordingly. Without this firm foundation, all knowledge becomes suspect. Any flaw in our view of reality will make it more difficult to live. † http://www. importanceofphilosophy. com/Me†¦ http://www. iep. utm. edu/truth/#H3 How Can The Different Ways Of Knowing Help Us To Distinguish Between Something That Is True And Something That Is Believed To Be True? 4. How can the different ways of knowing help us to distinguish between something that is true and something that is believed to be true? â€Å"We create knowledge ourselves, through the four ways of knowing;† (Dombrowski, 91-92) sense perception, language, reasoning and emotion. These ways of knowing are also the means by which knowledge claims are judged for their credibility, validity and most importantly, their likelihood to be true. When a knowledge claim is made, three scenarios are presented with the least problematic being that the claim is false based on the four ways of knowing coupled with past experiences. A claim is not said to be true just because it is false. The aim of this essay will be to illuminate how certainty, confidence and the convincing nature of claims distinguish between claims believed to be true and claims that are known to be true. True† and â€Å"false†, in simplicity, can be viewed as divisors for separating knowledge claims or beliefs but in reality, we view â€Å"true† and â€Å"false† as the extreme boundaries of a scale that determines with reason whether or not claims should be accepted as true or not. In history, where we make value claims, â€Å"Claims that embed evaluations on a scale that is not calibrated in measurable units† (Dombrowski, 106), there seems to be a lot of subjectivity as these claims themselves are subjective. They hold some truth because they are actually made from observational claims. In the story of Nazi Anschluss with Austria, where a plebiscite was held to ask whether Austria wanted to become a part of Nazi Germany and the Nazi’s â€Å"claim to have received 99. 73% of the vote† (â€Å"Anschluss†), two value claims that could come out will be that the Austrians loved Nazis and wanted to be a part of it or that the Austrians feared Nazi Germany and did not have any other option than to be part of Nazis. These two opinions show the subjective nature of such areas but these statements cannot be taken as false. The fact that there is†¦ 1. No comments Join Now For Free

Developing a relationship between student and teacher

In recent clip, there is more to learning than merely presenting course of study ; therefore Teachers are more concerned about how to develop a good acquisition environment. Teaching procedure is now focused on how to undertake issues such as the type of inquiries to be asked, who should reply them in Class, approximately when to acquire involved in treatments, when and how to promote and censure pupils and besides when to stir or decelerate down. These inquiries are assorted and the list could travel on and on. Teachers are besides cognizant of the differences in categories with each category developing its ain alone larning environment. Therefore when instructors teach two categories in the same twelvemonth degree with the same class, the category needs varies as a consequence of their differences A relationship exists between Students and Teacher as a consequence of the Learning environment. In given clip norms of behavior are established, both on the portion of the instructor every bit good as by the pupils, as values and outlooks on both sides become clear. A behavioral form consequences from this based on the cognition that pupils have of their instructor and frailty versa. Therefore ensuing in a acquisition environment which may either be a really encouraging one where pupils enjoy their work and experience respected or be detering if the work ethos and satisfactory relationships are absent. Harmonizing to a Research into schoolroom larning environments by Fraser1994, and Wubbels & A ; Levy, 1993 which is based upon pupils ‘ perceptual experiences of their acquisition environment it is established that pupils ‘ larning behaviors in category will be mostly determined by the manner in which they perceive their acquisition environment. This can be farther substantiated, by another survey carried out by Brekelmans, Wubbels & A ; Creton, 1990 which besides indicate that pupils ‘ perceptual experiences of their instructor ‘s interpersonal behavior accounted for more discrepancy in pupil results than did the debut of a new natural philosophies course of study. Besides, Brekelmans, Wubbels & A ; Levy, 1993 besides illustrated that pupils ‘ perceptual experiences of their instructor ‘s interpersonal behavior accounted for discrepancy of a full appraisal class.CONCEPTUAL FRAMEWORKGoodrum, Hackling and Rennie ( 2000 ) structured the research towards specifying the â€Å" ideal † image of quality in scientific discipline instruction and acquisition, to happen out the â€Å" existent † pattern of what is go oning in schools, and in conclusion, to develop effectual recommendations to travel towards shuting the spread between the existent and ideal. This was achieved through a assorted method of informations aggregation which includes systematic reappraisal of educational research, scientific discipline course of study and studies ; group meetings of scientific discipline instructors ; random telephone study of instructors ; pupil ‘s studies and aggregation of informations from stakeholders. .IDEAL PICTUREThe ideal image cardinal footing is that scientific literacy is a high precedence for all human therefore enabling them to develop involvement and understanding the universe around them, besides leting them to prosecute in discourses of scientific discipline, to be doubting and inquiring of claims of others on scientific related affairs in order to be able to place inquiries and give decisions based on grounds, and besides to transport out determinations about the environment and their ain good being and wellness. The ideal and existent image is therefore described by Goodrum, Hackling and Rennie ( 2000 ) in the undermentioned subjects: â€Å" ( 1 ) The scientific discipline course of study is relevant to the demands, concerns and personal experiences of pupils. ( 2 ) Teaching and acquisition of scientific discipline is centred on enquiry. Students investigate, concept and trial thoughts and accounts about the natural universe. ( 3 Assessment serves the intent of acquisition and is consistent with and complementary to good instruction. ( 4 ) The teaching-learning environment is characterized by enjoyment, fulfillment, ownership of and battle in acquisition, and common regard between the instructor and pupils. ( 5 ) Teachers are life-long scholars who are supported, nurtured and resourced to Construct the apprehensions and competences required of modern-day best Practice. ( 6 ) Teachers of scientific discipline have a recognized calling way based on sound professional criterions endorsed by the profession. ( 7 ) Excellent installations, equipment and resources support instruction and acquisition. ( 8 ) Class sizes make it possible to use a scope of learning schemes and supply Opportunities for the instructor to acquire to cognize each kid as a scholar and give Feedback to persons. ( 9 ) Science and scientific discipline instruction are valued by the community, have high precedence the school course of study, and scientific discipline instruction is perceived as exciting and valuable, Lending significantly to the development of individuals and to the economic and societal wellbeing of the state † .Actual PictureThe existent image of scientific discipline instruction and larning seem to be a really dissatisfactory one and besides of great variableness. Goodrum, Hackling and Rennie ( 2000 ) , explained that course of study statements by and large â€Å" supply a model for a scientific discipline course of study focused on developing scientific literacy and assisting pupils progress toward accomplishing the stated results, the existent course of study implemented in most schools is different from the intended course of study † . In their research it is observed that in some instances some primary schools do non learn scientific discipline at all hence, pupils lack the scientific background and where taught on a regular footing, all activities are centred towards the pupil, resulting a high degree of pupil satisfaction hence making a room to encompass scientific discipline. Many of the pupils on acquiring to the high school feel greatly defeated, because the scientific discipline they were taught is neither important nor appealing and does non look relevant with their involvements and experiences. The new acquisition environment characterized with the Traditional chalk-and-talk Teaching procedure, note copying and practical lessons which the pupils are now sing gives small challenge and no room for exhilaration. A high figure of scientific discipline instructors feel undervalued, with no equal resource and overloaded with non learning responsibilities. As the instruction systems is invariably altering in response to the alteration in society demands, â€Å" many of the instructors lack resources and professional development support needed for this clip of alteration to be a period of personal growing, instead it becomes a clip of emphasis and feeling of insufficiency † . It is hence as a consequence of this that up to half of instructors of scientific discipline degree Celsius ) hypertext transfer protocol: //www.aare.edu.au/98pap/fis98269.htmonsider alteration in calling.LITERATURE REVIEW.Goodrum, Hackling and Rennie ( 2000 ) carried out a research literature on course of study paperss and studies refering scientific discipline instruction in schools followed by synthesis of research about the instruction and acquisition of scientific discipline. Foregrounding the importance of scien tific literacy as a general intent for scientific instruction for all pupils and besides taking a place that good instruction provides the experiences and supportive environment that encourages scientific discipline acquisition.Meaning AND IMPORTANCE OF SCIENTIFIC LITERACY.Science is an component of the human hunt for understanding and wisdom, therefore reflecting human wonder about the universe. Obtaining an penetration to what scientific literacy is, will guarantee that we acknowledge its importance as it is cardinal to quality instruction and acquisition in scientific discipline. Scientific literacy is defined clearly in the National Science Education Standards ( NSES ) [ NRC, 1996 ] . Briefly, it is â€Å" the cognition and apprehension of scientific constructs and procedures required for personal determination devising, engagement in civic and cultural personal businesss, and economic productiveness † ( p.22 ) . . Scientific literacy has many aspects, from leting a individual to inquire, happen, or determine replies to inquiries derived from wonder about mundane experiences.- the ability of a individual to depict, explicate, and predict natural phenomenon.Therefore leting Persons to expose their scientific literacy in different ways, such as utilizing proficient footings in the appropriate ways, or in scientific constructs applications and procedures. Besides making the avenue for persons to frequently hold differences in literacy in different spheres, such as more understanding of life-science constructs and words, and less understanding of physical-science constructs and words. Scientific literacy has diverse signifiers and grades which lasts over a life-time, it widens and deepens, and non limited to old ages in school. But It hence follow on the attitudes and values that has been established toward scientific discipline during the early old ages and so determine a individual ‘s growing of scientific literacy as an grownup. Layton et Al. ( 1994 ) grouped scientific discipline and engineering together, uncovering the manner that the two are normally spoken or written about in analysis of scientific literacy. The nexus between scientific discipline and engineering is debatable, this explains the ground they are separated in some school course of study or placed together at different instruction degree in the National Curriculum. While some facets of engineering, and its definition when perceived in footings of doing or planing, might be distinguished from scientific discipline, there lies the fact that scientific discipline can non be split up from engineering and up to this clip will stay important to the universe of pupils and the wider human race. Jenkins ( 1992 ) makes a instance that scientific discipline has changed in the terminal parts of the twentieth century therefore, going more commercialised and industrialised and more integrated with engineering. He besides stated that the hereafter citizens pupils â€Å" should cognize something of the great rational accomplishments of scienceaˆÂ ¦their lives will be affected more straight, personally and, sometimes, adversely, by the ways in which scientific cognition is deployed through arrange of engineerings runing from medical specialty, conveyance and communicating to employment, design and fabrication † . Harmonizing to Jenkins, it is arguable â€Å" that the scientific discipline to be taught in schools should be relocated within these contexts, instead than, as at nowadays, be concerned with the grammar and sentence structure of the scientific subjects † .Teaching and Learning in ScienceA societal constructivist position is the prevailing position of lar ning in scientific discipline. Driver, Asoko, Leach, Mortimer, & A ; Scott, 1994 wrote that basically this means † that scholars construct their ain cognition and apprehensions based on what they already know and the socio-cultural context in which they find themselves † . Learning is an effectual process in which scholars adopt doing sense of their understanding about the universe. However this is required of everyone so as to be able to work in the universe around them. Learning either in scientific discipline schoolrooms or any environment, from any beginning occurs in similar ways. Learners build cognition and thoughts in scientific discipline which logical to them by associating the new information acquired to their bing conceptual models. Significantly, the extra information is integrated into bing mental model in ways that are meaningful to the scholar. Therefore, scholars ‘ old cognition and experiences are of import in placing what their new cognition and apprehension will be like. Accountability of how pupils learn can be measured through effectual instruction. In another sense, good instructors know a great trade more than the capable affair they teach. Darling Hammond ( 1997 ) points out that Research confirms that instructor cognition of capable affair, pupil acquisition and development, and learning methods are all of import elements of instructor effectivity. The recent reappraisals of more than two 100 surveies contradict the long clip established myths which indicates that anyone can take up learning and that so called instructors are born and non made. Because scholars and contexts differ, there is no individual best attack for instruction of scientific discipline. Alternatively, in accomplishing effectual acquisition in scientific discipline assorted attacks are needed, to do a peculiar facet of scientific discipline available to each peculiar group of scholars. Clearly, significant contemplation and apprehension is indispensable on the portion of the scientific discipline teacher although this requires clip and experience but its ownership should non be undervalued. Shulman ( 1986 ) explained pedagogical content cognition to be a quality which involves careful planning in mixing the cognition of the topic and cognition of the scholar. Lemke 1990 demonstrated that Teachers must further the usage and development of linguistic communication accomplishments in scientific discipline as it is a topic which require the usage of linguistic communication in peculiar ways when depicting scientific constructs. For illustration, Words such as energy and work have specific significances in scientific discipline that are reasonably different to mundane significances. .Student besides need to be capable of utilizing appropriate linguistic communication in conveying and clear uping their thought and to pass on their apprehension of scientific discipline constructs in a scope of signifiers, including diagrams, tabular arraies, words, graphs and symbols.RESEARCH APPROACH /METHODOLOGY.David, Rawnsley, Darrell Fisher ( 1998 ) carried out an fact-finding research appraising a sample of 490 pupils in 23 Year 9 mathematics categories in Adelaide, South Australia. Year 9 pupils were chosen in this study sing that they are of the age wher e the instructor plays a important function in their schoolroom. During the twelvemonth 8, which is the first twelvemonth of the secondary school, there is a edifice block of newness and freshness about schooling, whilst in senior old ages pupils frequently have a motivational factor about their future employment or third survey. Besides, Year 9 by and large contains common mathematics across the twelvemonth group, which eliminates the divisions of concern and applied mathematics present in some Year 10 cohorts. Year 9 besides is known to be a complex twelvemonth for pupils and as a consequence one where the instructor has an cardinal function in the initiation of an proper schoolroom larning environment. Two instruments were used to obtain the information from pupils ; 1: A alteration of What is Happening in this Classroom? ( WHIC ) was used to find the perceptual experiences of pupils about their schoolroom acquisition environment. 2: . The Questionnaire on Teacher Interaction ( QTI ) was used to find pupils ‘ perceptual experiences of their instructor ‘s interpersonal behavior in the schoolroom. Choices of pupils besides were interviewed to supply qualitative informations to assist explicate and magnify the findings of the instruments. The version of the WHIC instrument used in this survey has been late developed for mensurating pupils ‘ perceptual experiences of their schoolroom acquisition environment. The instrument which was developed in two signifiers consist of a Personal signifier and a Class signifier, both of which are indistinguishable but the accent in the Personal signifier is based on pupil ‘s perceptual experiences of his or her personal interaction with the schoolroom environment while, on the Class signifier each point focuses on pupils ‘ perceptual experiences of the category ‘s interactions with the schoolroom environment The instrument contains 64 statements, mensurating pupils ‘ perceptual experiences based on eight graduated tables. These 8 graduated tables step pupils ‘ perceptual experiences of the sum of ( 1 ) Student Cohesion, ( 2 ) Teacher Support, ( 3 ) Involvement/Negotiation ( 4 ) , Investigation, ( 5 ) Cooperation, ( 6 ) Undertaking Orientation, ( 7 ) Equity, and ( 8 ) Emphasis on Understanding in the schoolroom. Below are two given illustrations of the statements on the ( 1 ) personal and category signifiers and ( 2 ) Teacher support ( one of the eight graduated tables of measuring ) On the Personal signifier the first two points are, â€Å" I make friendly relationships among pupils in this category † and â€Å" I get to cognize other pupils in this category well † . These points have a personal focal point. The same points in the Class signifier have a category focal point: â€Å" Friendships are made among pupils in this category † ; and â€Å" Students in this category get to cognize each other good † . The instrument has been shown to be dependable, with acceptable discriminate cogency and to satisfactorily discriminate between categories. An illustration of the statements in the instrument based on instructor support that the pupils were asked to reply was ( a ) †The instructor takes a personal involvement in pupils † , and ( B ) â€Å" The instructor considers pupils ‘ feelings † . Given the undermentioned option for them to take ‘Almost Never Happens ‘ , ‘Seldom Happens ‘ , †˜Sometimes Happens ‘ , ‘Often Happens ‘ or ‘Almost Always Happens ‘ to find the state of affairs traveling on in the schoolrooms. After which Students ‘ perceptual experiences of their schoolroom acquisition environments are so profiled harmonizing to the category point average mark for each graduated table The 2nd instrument used in the study was the Questionnaire on Interaction ( QTI Teacher ) . This is a 48-item instrument which measures pupils ‘ perceptual experiences of their instructor ‘s interpersonal behavior in the schoolroom. It is based on the Leary ( 1957 ) theoretical account of interpersonal behavior and measures pupils ‘ perceptual experiences of the grade of dominance/submission and cooperation/opposition in the instructor ‘s behavior in the schoolroom. Brekelmans, Wubbels & A ; Creton, 1990 attest to Its dependability and cogency and it has been good documented for surveies in The Netherlands. Interpersonal behavior by the instructor scores extremely on the Leadership graduated table and this is chiefly the dominant behavior in the schoolroom. Wubbles, Creton, Levy & A ; Hooymayers,1993 explained that with a 2nd feature of cooperation, that such instructor will â€Å" detect what ‘s go oning, lead, organize, set undertakings, determine processs, construction the schoolroom state of affairs, explicate, keep attending † . . Table below shows the primary and secondary features and sample points from each of the eight dimensions of the QTI. When the category is surveyed, the category point mean for each dimension can so be mapped to demo the profile of pupils ‘ perceptual experiences of their instructor ‘s interpersonal behavior in the schoolroom.ConsequenceAssociations Between Student Perceptions of their Classroom Learning Environment, Using the WHIC, and Student Outcomes can be grouped into two a ) Attitudinal results and B ) Cognitive resultsAttitudinal result ; The consequence obtained showed that there is high correlativity between the represented behavior in the graduated tables of the WHIC and pupils ‘ attitude towards their acquisition of mathematics. The consequence is both clear on the Personal and Class signifiers. In larning mathematics a more encouraging consequence were established in categories where pupils see coherence among themselves and just intervention, and where f act-finding work was carried out by pupils, and obtained a clear way of their undertaking. The surveies besides show that pupils appreciate a small sum of competition instead than stressing cooperation. Hattie, Byrne & A ; Fraser ( 1987 ) found that pupils were more ready to clash and fight, and more marked in male pupils. Cognitive results in footings of simple correlativity and standardised Regression coefficients ; the graduated table of Investigation was negatively correlated with pupils ‘ cognitive results. This suggests that pupils who have the highest cognitive results see that they are involved in less fact-finding work in their mathematics categories. On the other manus, those pupils who observe they are involved in more fact-finding behavior scored lower on the cognitive trials. The QTI examines the interpersonal behavior between instructors and pupils, as perceived by pupils. The graduated tables of Leadership, Helping/Friendly, Understanding and Student Responsibility/Freedom each had positive correlativities with pupils ‘ attitudes towards the mathematics category. Conversely the staying four graduated tables of Uncertain, Dissatisfied, Admonishing and Strict interpersonal behavior each had negative correlativity It was discovered that a more positive attitudes was developed in categories where the instructor was perceived to be just, extremely supportive, stressing strongly on pupils ‘ understanding the work, were involved in probes, showed leading, helping-friendly behavior and lesser admonition of pupils. Students displayed the highest cognitive additions in categories where pupils discovered that the instructor emphasised understanding the work. The lowest cognitive additions was seen in categories where pupils perceived that the instructor was dissatisfied, gave excessively much freedom to them and duty, and where they were involved in probes. David, Rawnsley, Darrell and Fisher ( 1998 ) reported that † In categories where pupils view their instructor as largely demoing high degrees of Leadership, Helping/Friendly, and Understanding behavior, and give high degrees of Student Responsibility and Freedom, pupils have much healthier attitudes towards their category and bask their lessons more than in categories when the other side of instructor behavior is common. Where instructors show high degrees of Strict, Admonishing, Dissatisfied and Uncertain behavior, pupils do non bask their categories as much and develop more negative attitudes towards the topic. Consequently, the usage of the QTI in this survey, showed a strong correlativity between pupils ‘ perceptual experiences of their instructor ‘s interpersonal behavior and their attitudes towards the mathematics category. .This survey confirms the importance of interpersonal behavior which shows strong leading, coupled with helpful, friendly and understanding behavior.RECOMMENDATION.It is by and large acceptable that scientific literacy is a high precedence for all, assisting them to be interested in, and besides understand the universe around them, to prosecute in the discourses of and about scientific discipline, to be doubting and inquiring of claims made by others about scientific affairs, to be able to place inquiries and pull grounds based decisions, and to do informed determinations about the environment and their ain wellness and wellbeing. Osborne and Collins ‘ ( 2000 ) averment that a critical constituent of any scientific discipline class is to let geographic expedition of facets of modern-day scienceaˆÂ ¦such an component is indispensable to supplying a linking yarn between school scientific discipline and the â€Å" existent † universe of grownups, induing the topic with a relevancy that no other mechanism can. Whilst students will accept a course of study diet which consists mostly of the standard wisdom of uncontested and pre established cognition, modern-day scientific discipline offers a glance into the universe of here and now, non the universe of past. This is a universe of science-in-the-making, of future possibility and uncertainness where their positions can Get down.Teacher alteration is the footing of educational invention, reform and betterment. The research findings presented in this study emphasize repeatedly that the most of import factor in bettering acquisition is the instructor. Attempts to shut the spread must concentrate on assisting instructors recognize the spread between pupils ‘ existent demands in scientific discipline and what is offered in the existent course of study. Changes to instructors ‘ professional pattern involve important displacements in beliefs and professional Knowledge, and accordingly, take considerable clip, resources and attempt. A teaching manner that emphasizes an inquiry-oriented, student-centred, outcomes-focused attack requires more refined learning accomplishments than those associated with traditional didactic methods. Teachers working entirely in their schoolroom can do little stairss towards alteration. Teachers working jointly can do larger paces. Schools join forcesing make a greater impact still. But choice scientific discipline instruction course of study and professional development resources are really expensive and necessitate the really best expertness to develop. Collaborative ventures that pool the fiscal and human resources from a figure of legal powers have the possible to bring forth the world-class stuffs that are required for a modern-day, relevant and prosecuting scientific discipline instruction for all pupils.DecisionThe intent of school scientific discipline is to better scientific literacy of pupils. Scientifically literate individuals are interested in developing an apprehension of the universe around them, are doubting and inquiring of claims made by others about scientific affairs, take part in the discourses of and about scientific discipline, place inquiries and pull evidence-based decisions, and do informed determinations about the environment and their ain wellness and wellbeing. Educational legal powers have developed modern and progressive course of study Structure for school scientific discipline but despite this actions, there is a important spread between the † ideal † or intended course of study and the â€Å" existent † or implemented course of study. There is a high incompatibility between schools in the quality of scientific discipline instruction. Goodrum, Hackling and Rennie ( 2000 ) research indicates that In primary schools, where scientific discipline is taught, † it is by and large student-centred, activity-based and stimulates the wonder of pupils. In the compulsory old ages of secondary schooling, most pupils find scientific discipline unrelated to their involvements or concerns, and in many schools scientific discipline does non develop the acquisition outcomes that contribute to scientific literacy † . The set of carefully expressed recommendations given in their study provides the schemes that can be used in bettering the instruction and acquisition of scientific discipline in schools. This nevertheless enhances the consciousness of all stakeholders of the nature and importance of scientific literacy as the first measure. This is so followed by constructing the expertness of the instruction profession through improved resourcing of initial instructor instruction, motives to intrigue and keep our best immature people in scientific discipline instruction, and provides improved support for come oning professional growing of practising instructors within a construction of professional criterions. Qualified and experient instructors need greater course of study stuffs, comfortss and equipment if they are to set into consequence a quality scientific discipline plan. In the present clip, the quality of scientific discipline instruction and acquisition is restricted by attacks to assessment which are non focused on results that promotes scientific literacy or on the agreement of feedback to instructors and scholars so that learning and larning can be enhanced. A deficiency of national focal point, coaction and pooling of resources across legal powers presently limits the quality of the course of study and professional development resources that are being developed.