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.

New Year Wishes From the Arts and More

New Year Wishes From the Arts and More When the clock strikes twelve on December 31st, people all over the world cheer and wish each other a very happy New Year. For some, this event is no more than a change of a calendar. For others, the New Year symbolizes the beginning of a better tomorrow. So, if you look forward to a good year ahead, spread happiness with these wonderful New Year wishes. Irish toastIn the New Year, may your right hand always be stretched out in friendship, never in want. Minnie L. HaskinsAnd I said to the man who stood at the gate of the year: Give me a light that I may tread safely into the unknown. And he replied: Go out into the darkness and put your hand into the hand of God. That shall be to you better than light, and safer than a known way. Movie: When Harry Met Sally, Harry BurnsAnd I love that you are the last person I want to talk to before I go to sleep at night. And its not because Im lonely, and its not because its New Years Eve. I came here tonight because when you realize you want to spend the rest of your life with somebody, you want the rest of your life to start as soon as possible. Edith Lovejoy PierceWe will open the book. Its pages are blank. We are going to put words on them ourselves. The book is called Opportunity and its first chapter is New Years Day. Charles DickensA merry Christmas to everybody! A happy New Year to the world! Sydney SmithResolve to make at least one person happy every day, and then in ten years you may have made three thousand, six hundred and fifty persons happy, or brightened a small town by your contribution to the fund of general enjoyment. AnonymousYour Merry Christmas may depend on what others do for you. But your Happy New Year depends on what you do for others. William Makepeace ThackerayCertain corpuscles, denominated Christmas Books, with the ostensible intention of swelling the tide of exhilaration, or other expansive emotions, incident upon the exodus of the old and the inauguration of the New Year. Aisha ElderwynEvery new year people make resolutions to change aspects of themselves they believe are negative. A majority of people revert back to how they were before and feel like failures. This year I challenge you to a new resolution. I challenge you to just be yourself. F. M. Knowles, A Cheerful Year BookHe who breaks a resolution is a weakling; He who makes one is a fool. G. K. ChestertonThe object of a new year is not that we should have a new year. It is that we should have a new soul. John Greenleaf WhittierWe meet todayTo thank Thee for the era done,And Thee for the opening one T. S. EliotFor last years words belong to last years language and next years words await another voice. And to make an end is to make a beginning. Emily MillerThen sing, young hearts that are full of cheer,With never a thought of sorrow;The old goes out, but the glad young yearComes merrily in tomorrow Martin LutherGlory to God in highest heaven,Who unto man His Son hath given;While angels sing with tender mirth,A glad new year to all the earth Walter ScottEach age has deemed the newborn yearThe fittest time for festal cheer Benjamin FranklinBe always at war with your vices, at peace with your neighbors, and let each New Year find you a better man. Edgar A. GuestA happy New Year! Grant that IMay bring no tear to any eyeWhen this New Year in time shall endLet it be said Ive played the friend,Have lived and loved and labored here,And made of it a happy year. William Arthur WardThis bright new year is given meTo live each day with zestTo daily grow and try to beMy highest and my best! Ella Wheeler WilcoxWhat can be said in New Year rhymes,Thats not been said a thousand times?The new years come, the old years go,We know we dream, we dream we know.We rise up laughing with the light,We lie down weeping with the night.We hug the world until it stings,We curse it then and sigh for wings.We live, we love, we woo, we wed,We wreathe our prides, we sheet our dead.We laugh, we weep, we hope, we fear,And thats the burden of a year. Charles LambOf all sound of all bells, the most solemn and touching is the peal which rings out the Old Year.

Great Quotations About College

Great Quotations About College College quotations can address everything from life as a starving student to the value of an education. Below are some of the most on-the-spot, pithy, and overall great quotations about college. (For full citation information, please see details at the end of the article.) College Quotations A University should be a place of light, of liberty, and of learning. Benjamin Disraeli, speech, House of Commons, March 11, 1873 (Oxford)Men may be born free; they cannot be born otherwise, and it is the duty of the university to make the free wise. Adlai Stevenson (Esar)The true University of these days is a collection of books. Thomas Carlyle, On Heroes, Hero-Worship, and the Heroic (Oxford)Our colleges ought to have lit up in us a lasting relish for he better kind of man, a loss of appetite for mediocrities. William James, The Social Value of the College-Bred (Bartlett)A college education doesnt make fools; it merely develops them. (Esar)Universities incline wits to sophistry and affectation. Francis Bacon, Valerius Terminus of the Interpretation of Nature (Oxford)An education is a wonderful thing; no college should be without one. (Esar)College is a refuge from hasty judgment. Robert Frost, quote, July 9, 1961 (Oxford)My whaleship was my Yale College and my Harvard. Herma n Melville, Moby Dick (Bartlett) The use of the university is to make young men as unlike their fathers as possible. Woodrow Wilson (Esar)A Harvard education consists of what you learn at Harvard while you are not studying. James B. Conant, Time (September 29, 1986) (Oxford)Dont join too many gangs. Join few if any. Join the United States and join the family But not much in between unless a college. Robert Frost, Build Soil (Bartlett)Many a man spends the happiest years of his life as a freshman at college. (Esar)D ye think th colledges has much to do with th progress iv th wurruld? asked Mr. Hennesy. D ye think, said Mr. Dooley, tis th mill that makes th wather run? Finley Peter Dunne, On Wall Street (Bartlett)To live for a time close to great minds is the best kind of education. John Buchan, Memory Hold-the-Door (Oxford)Life isnt all beer and skittles, but beer and skittles, or something better of the same sort, must form a good part of every Englishmans education. Thomas Hughes, Tom Browns Schooldays (Bartl ett) Some students go to college to learn to think, but most go to learn what the professors think. (Esar)He who enters a university walks on hallowed ground. James Bryant Conant, Notes on the Harvard Tercentenary (Bartlett)Education begins when your father sends you to college, and is completed when you send your son there. (Esar) Sources: Bartlett, John. Bartletts Familiar Quotations, Fifteenth Edition. Little, Brown, Company. 1980. Esar, Evan. 20,000 Quips Quotes. Barnes Noble, Inc. 1995. The Oxford Essentials Quotations Dictionary, American Edition. Oxford University Press, Inc. 1998.

The Inuit Tribe Essay Example | Topics and Well Written Essays - 1250 words

The Inuit Tribe - Essay Example The Inuit population, is just like many other societies in America, significantly decreased. The explanation for their decrease was due to the arrival of the Europeans who occupied their territories in the 19th century. The Europeans were criticized for introducing new diseases(Marsh, 1976). In addition, these colonialists also terminated local land claims. At the long run, they either relocated or integrated groups, and even removed them from their native homes. Since the Inuit gained access to other societies their lives have transformed impressively. To label out some of the transformation, they include the introduction of Snowmobiles which have replaced the traditional dogsled that was used for transportation. On the other hand, homemade rifles have replaced the harpoon which is used for hunting. It is believed that Inuit inhabited the earth more than two thousands years ago, during the time of the last ice age, and the mile-thick glaciers which covered a vast portion of North Am erica, and the Asian continent. At that time, however, the Arctic areas of Alaska, Beringia, and Siberia were at liberty of ice(Marsh, 1976). It was during this period also that herds of caribou, muskoxen, and bison voyaged to these plans. Following the caribou and the muskoxen were the nomadic Asian ancestors of present-day Inuit and Indians. Nonetheless, the doorway that led to Asia closed about three to four thousand years later. This was after all the glaciers receded and melted.

Manager of a company Assignment Example | Topics and Well Written Essays - 1500 words

Manager of a company - Assignment Example When it comes to organization in the company, the manager is in charge, be it getting parts to be used in the manufacturing department or distribution of finances and resources to all the departments which is facilitated by the finances and human resources departments. The company has an information system that helps the management know the number of employees in each department and required for each shift; night and day shifts. When it comes to management it’s mostly about leadership though these are two different activities; management of employees and the company resources is led by the top level manager. The manager supervises all the activities through the various departmental leaders; moreover, knowing and listening to our employees needs, ideas and suggestions have a great impact on the leadership of our company. Controlling is mostly about guaranteeing whether as an organization we have achieved our objectives and met our goals; this is done by evaluating the situation of the company after the duration set in the objectives or plan. Evaluation is mainly about comparing the cost and the output/benefits/performance of the organization ie no of motorbikes sold, their cost of manufacturing and profit. Noticeably, the management shares this information with the employees, giving copies of this information to all the departments and discussing the different figures; this builds a sense of trust, feeling of involvement and team work for the employees. By implementing these four functions in managing the HD Cycles company, it is clearly understood by the top level management that it’s all about these functions in all the organization’s departments. The HD cycles company has an overall number of 100 employees and five departments/branches i.e. finances, human resources, sales, manufacturing and employee welfare departments. Management is