How Children with Autistic Spectrum Disorder (ASD) React...

Qualitative and quantitative methods allow researchers to investigate, explore and inquire the nature of the phenomenon being studied. It is important that the researcher develops a clear understanding of the problem and design a plan to investigate it (Cresswell, 1998, para. 1). There are a variety of research methods; nevertheless, it is important to consider which research method is appropriate for the study. Qualitative research focuses on human experiences while quantitative research relies on numbers, measurements, and testing. Nevertheless, qualitative and quantitative methods use similar approaches to conduct research and collect data. For example, observations and interviews are approaches used in both research designs;†¦show more content†¦Quantitative research, although very reliable, is often criticized for the validity of its outcomes, and although qualitative research has good validity, it faces problems of repeatability and generality. (p. 569) Research Design Model The reason for using a mix method approach in the proposed topic will delineate an accurate qualitative and quantitative data, thus revealing the possible impact of a music intervention on the improvement of language development skills in children with Autistic Spectrum Disorders (ASD). Research topic Because music engages the whole brain, singing improves language skills in children with Autistic Spectrum Disorder ASD (Gonzalez, 2011, para. 4). To research this topic, the use of mix methods will determine the influence of vocal techniques, singing activities, and diverse props and instructional resources on language improvement in children with Autistic Spectrum Disorders (ASD). It is hasty to decide which research methods will be implemented at this time; however, this paper will define, compare and contrast advantages and disadvantages of three research approaches that appear suitable for the study. The combination of qualitative and quantitative approaches is: (a) case study, (b) quantitative observation study, and (c) quasi experimental research. The mixed methods illustrated in this paper appear to align with the proposed research topic byShow MoreRelatedA Case Study of a First-grade Student1344 Words   |  5 Pages Although he has deficits in communication and socia l skills, Adam excels in completing certain tasks that are designed for upper level students. After reviewing the symptoms and the reactions he exhibits, I believe the student has Autism Spectrum Disorder (ASD). At this time, I would choose treatment options that implement behavior modification techniques. I believe this is the correct form of treatment due to his behaviors not being severe enough to be treated with medication. He is not exhibitingRead MoreCt 276 Understand How to Support Individuals with Autistic Spectrum Conditions4912 Words   |  20 Pages------------------------------------------------- CT 276 Understand How To Support Individuals With Autistic Spectrum Conditions CONTRIBUTE TO THE SUPPORT OF PEOPLE WITH AUTISTIC SPECTRUM CONDITIONS Understand the meaning of the term â€Å"autistic spectrum conditions† THE AUTISTIC SPECTRUM According to the National Institute of Mental Health, all children with Autistic Spectrum Disorders demonstrate deficits in, social interactionRead MoreCompanion Dogs, Making a Difference1108 Words   |  5 PagesFor a number of children with autism having a companion dog is the difference between life and death. Methodically trained guide dogs help create an environment where autistic children are comfortable enough to live a more ordinary lifestyle. 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Evaluate the evidence supporting a biological basis for autism. Autism is a developmental disorder which usually occurs during infancy (Hyman, 2002:217). Autism spectrum disorder (ASD) is an umbrella term used to refer to many disorders which display symptoms of an autistic style. The spectrum covers all types of symptoms ranging from mild to severe (Hollander, 2003:102). Individuals in the spectrum can range from having severe learning disabilitiesRead MoreAutism Is A Disorder Of Neural Advancement1622 Words   |  7 PagesWhat is Autism? Autism is a disorder of neural advancement, impeded by social association and correspondence, and by dull and limited activity in conduct (Carlson, 2007, p. 594). These are signs that seem to start before an adolescent is four years of age. A mental imbalance influences, creating data in the mind by controlling how neural connections and nerve cells join together and are organized systematically, how this happens is not surely understood, but its 1 of 3 recognized issue in the a mentalRead MoreDefining Autism and Music Therapy2291 Words   |  9 Pages(Copley, 2011). The main characteristics of autism and the disorders of similar kinds are: Lack of social interaction Difficulty in adjusting to the changing environment Language deficits A compulsive need to engage in repetitive actions and behaviors etc (Boso et al., 2007). It has been noticed that in the patients who are suffering from autism the music therapy tends to play a very significant role in treating the disease. Music therapy is looked upon as a nonverbal and nonthreatening kindRead More378 LD310 Understand how to support individuals with autistic spectrum conditions5844 Words   |  24 Pages378 (LD310).1 Understand the main characteristics of autistic spectrum conditions... 1.1 Explain why it is important to recognise that each person on the autistic spectrum has their own individual abilities, needs, strengths, gifts and interests... When dealing with individuals with autistic spectrum it is important that you treat them as individuals as each person likes and dislikes different things if you treat each individual as the same this could course upset with the person as they may notRead MoreThe Effects Of Autism On The Function Of The Brain Essay2128 Words   |  9 PagesIn this paper, I will be discussing the disorder of Autism, a sever disorder that affects the function of the brain. It causes problems in such areas as social contact, intelligence, language and speech impediments, along with ritualistic or compulsive behaviors, as well as different responses to the environment that an autistic individual may have different than individuals not having autism would exhibit. I will be discussing generally about the history and description of autism. Also I will beRead More An Introduction to Autism Spectrum Disorder Essay2308 Words   |  10 PagesIntroduction to Autism Spectrum Disorder Autism spectrum disorder has become the most common neurological and developmental disorder diagnosed in children today. The United States Centers for Disease Control and Prevention (2012) estimate that 1 out of every 88 American children have been properly diagnosed. There is no known cure for autism, and the inconsistencies of the symptoms of autism in each case make it difficult to target a particular set of effective treatments. However some behavior

Hidden Curriculum For Public Schools - 810 Words

I found the articles written by Anyon (1980) and LeCompte (1978) very insightful and interesting. Both authors seem to imply that there is a â€Å"hidden curriculum† being taught in public schools. This hidden curriculum refers to the unintended lessons, values, and perspectives that students learn in school. While the â€Å"formal† curriculum consists of the courses, lessons, and learning activities students participate in, as well as the knowledge and skills educators intentionally teach to students, the hidden curriculum consists of the unspoken academic, social, and cultural messages that are communicated to students while they are in school. The hidden-curriculum concept is that students absorb lessons in school that may or may not be part of the formal course of study such as, how they should interact with peers, teachers, and other adults; how they should perceive different races, groups, or classes of people; or what ideas and behaviors are considered acceptable or unacceptable. The hidden curriculum is described as â€Å"hidden† because it is usually unacknowledged or unexamined by students, educators, and other individuals. Additionally, because the values and lessons reinforced by the hidden curriculum are often the accepted status quo, it may be assumed that these â€Å"hidden† practices and messages do not need to change even if they are contributing to undesirable behaviors and results, whether it is bullying, conflicts, or low graduation and college-enrollment rates, andShow MoreRelatedThe Problem Of Poverty Stricken Schools1257 Words   |  6 PagesStricken Schools Education is defined in our book as â€Å"the process through which academic, social and cultural ideas and tools, both general and specific, are developed† (Conley 497). In America children and young adults get an education through schools, either public or private. The focus of this paper will be on the public school system, but mainly the lower class public schools. Many problems with schools can be traced back to social concepts such as social values and norms. The hidden curriculumRead MoreWhat Did School Really Taught Me?921 Words   |  4 Pageswhat did school really taught me? What did the first twelve years of school brought into my life? I understand is a question many of us might ask, but it is also a question we might be very grateful for. We have all been through the phase of not wanting to go to school, or the lazy phase of not wanting to do our homework. When we are young we fail to realize how each teacher and each assignment given to us is helping us move fo rward in life. Now a day we have kids that drop out of school and the kidsRead MoreClass And The Hidden Curriculum Of Work987 Words   |  4 Pagessucceed and it is even more difficult for the minorities. Mantsios’ article relates well to Anyon’s â€Å"Social Class and the Hidden Curriculum of Work.† Anyon attempts to find evidence of the differences of schoolwork in lower class schools. Relating well along with these two articles is â€Å"Still Separate, Still Unequal† by Kozol. He discusses how minority and lower class schools are practically ignored therefore, setting them up for failure. Mantsios’, Anyon’s, and Kozol’s articles correlate seamlesslyRead MoreEducation, Change, and Society1305 Words   |  6 PagesEDUCATION, CHANGE AND SOCIETY ASSIGNMENT 2 – ESSAY Success, achievement and participation at school are not simply a matter of intelligence or ability. Discuss this statement with reference to the concepts of cultural capital, hidden curriculum, class and socioeconomic status. Since the beginning of education there have been many forms, which have been passed on from one generation to the next. Over the years education has evolved and is now seen as the education system all over the world. Read MoreEssay on Functionalism in Education1134 Words   |  5 Pagesï » ¿ Having attended public schools throughout my childhood and adolescence, I never was familiar with the term functionalism and its many elements. After observing and analyzing my field placement classroom I have come to understand the concept of functionalism to some extent. In general, functionalists â€Å"see schools as serving to socialize students to adapt to the economic, political, and social institutions of that society† (Feinberg, p.6, 2004). They also theorize that in order for societies toRead MoreThe Education System Can Influence Upward Or Downward Social Mobility By Conflict Theory858 Words   |  4 Pagessystem can influence upward or downward social mobility by conflict theory. Social mobility is ability to change social class. In conflict theory education is defined as a tool used by the wealthy to maintain the separation of social classes. In a school administrators control teachers, teachers control students, and students control other students. This order, i n a sense, helps students understand the order of capitalism. Just as an employer has to adhere to the manager, students have to adhere toRead MoreCurriculum and Professional Issues1444 Words   |  6 Pagesnature of public services and similar social institutions. A major factor in the changes made to these institutions is the prevalence of curriculum reform through planning and informed development. (A.V Kelly, 2004) There are various ways in which curriculum has been defined, Curriculum can be taken to mean the quintessence of a syllabus of learning and includes philosophy, substance, strategies and assessment. Although syllabus often implies greater definition of what the curriculum may containRead MorePsychological Issues Often Intersect With Racism Issues Essay1331 Words   |  6 Pagesexplanation to public that race as people dividing concept does not exist can contribute to uniting. Generally, race concept can be reviewed only on two bases (Darder Torres, 2009). One basis is a biological fact that all the people belong to one race (Fuentes, 2012). The other basis is that race exists as a historical and social concept (Darder Torres, 2009). This information seems obvious, when we think about it. Racism is a serious problem in diverse schools because the curriculum is based onRead MoreHow Curriculum Is Implemented All Within The California Public School System1117 Words   |  5 PagesRe form, the definition of curriculum is â€Å"the lessons and academic content taught in a school or in a specific course or program.† (S. Abbott (Ed.), 2014) This term, curriculum, can be as simple as a unit plan for a specific subject or as complex as district mandated lessons for an entire department. My focus will be on issues surrounding how curriculum is developed, how decisions are made on who teaches what, and how curriculum is implemented all within the California public school system. I believe theRead MoreAnalysis Of Jean Anyons Social Class And The Hidden Curriculum Of Work1369 Words   |  6 Pages In social activist and American professor Jean Anyon’s essay â€Å"Social Class and the Hidden Curriculum of Work†, the relation to social class and the established cycle of education systems is the main topic that Anyon aims to dissect and argue. Through extensive observation research, Anyon studies the behavior and curriculum taught at working-class, mid dle-class, affluent professional, and executive elite schools and analyses the comparison between each social class based education to the types of

12 Main Known Types of Maritime Accidents free essay sample

Commercial Fishing Mishaps:  Even fishing for commercial purposes can lead to fatal incidents being caused. Inexperienced fishermen – sometimes even experienced ones – can fall overboard. Harsh weather conditions can also could severe damages to a commercial fishing expedition.   Accidents on Tugboats:  Tugboats  are those which help move huge ships to enter docks. They are small in nature but are powerful to ensure that the large vessels are handled safely. But sometimes because of the blockage of the visibility of tugboats by the larger vessels, maritime accidents occur. Also human error on the part of the pilot of the tugboat can also lead to unwanted and unexpected tugboat mishaps.. Accidents on Crude Oil Tankers and Cargo Ships:  The major cause of accidents on  cargo tankers  is explosions. Since the very nature of the materials these tankers transport is dangerous and highly flammable, even the most minor of  explosions  can cause enormous losses. According to statistics, one of the main reasons for oil tanker accidents occurring is because of workers’ negligence – nearly 84-88%

Role of Fate Romeo and Juliet Essay Example

Role of Fate Romeo and Juliet Paper In William Shakespeares play, Romeo and Juliet have fate is one of the main contributors that lead to their deaths. Because of fate, the play becomes exciting and it is exactly what makes the two young lovers meet each other in the first place. It was fate that a Capulet’s serving man told Romeo and Benvolio about the party where the two lovers meet, in the prologue of the play Shakespeare says that Romeo and Juliet are â€Å"star-crossed lovers†, and lastly, the flaws in Friar Lawrence’s plan also contributed to the deaths of Romeo and Juliet. Therefore, fate is undoubtedly the most responsible for the couples heartbreaking tragedy. It is not a coincidence that Romeo and Juliet meet in the first place. A serving man comes across Romeo and Benvolio in the first act, unaware that they are Montague’s, and informs them about the Capulet party: My master is the great rich Capulet: and if you be not of the house of Montague’s, I pray come and crush a cup of wine ( Act 1, scene 2, 81-84). It is by fate that Romeo and Benvolio run into the Capulet serving man and discover the party. We will write a custom essay sample on Role of Fate Romeo and Juliet specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Role of Fate Romeo and Juliet specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Role of Fate Romeo and Juliet specifically for you FOR ONLY $16.38 $13.9/page Hire Writer In the prologue the chorus says pair of star-crossed lovers take their life; (Line 6) â€Å"star-crossed† meaning opposed of by the stars. Finally, it is also a result of fate that the flaws in Friar Lawrences plan eventually lead to Romeo and Juliets deaths. For example, Friar Lawrences plan is ruined because Friar John is unable to deliver the message to Romeo: I could not send it here it is again nor get a messenger to bring it thee, so fearful were they of infection (Act 5, Scene 2, 14-16). Because Friar Lawrences message is crucial to the plan he says that the fact that it is never sent creates a major flaw that can turn out to be very deadly. For these reasons, Romeo and Juliets first meeting is sure to happen, fate being the most powerful force at work, determining their future. In conclusion, Romeo and Juliet were star-crossed lovers who were never supposed to be happy together, and both Romeo and Juliet knew that no good would come with their love for each other (Romeo, 1. . 106-111) (Juliet, 1. 5. 141). In this, it is learned that the tragic ending to Romeo and Juliet was inevitable, and that no matter what, they would not end up living happily as a couple. Taking into consideration that Romeo and Juliet are doomed to meet, love and die together, fate is clearly the dominant force for the most part of the play.

Battle of Glorieta Pass in the Civil War

Battle of Glorieta Pass in the Civil War Battle of Glorieta Pass - Conflict: The Battle of Glorieta Pass occurred during the American Civil War. Battle of Glorieta Pass - Dates: Union and Confederate forces clashed at Glorieta Pass on March 26-28, 1862. Armies Commanders: Union Colonel John P. SloughMajor John Chivington1,300 men Confederates Major Charles L. PyronLt. Colonel William R. Scurry1,100 men Battle of Glorieta Pass - Background: In early 1862, Confederate forces under Brigadier General Henry H. Sibley began pushing west from Texas into the New Mexico Territory. His goal was to occupy the Santa Fe Trail as far north as Colorado with the intention of opening a line of communication with California. Advancing west, Sibley initially sought to capture Fort Craig near the Rio Grande. On February 20-21, he defeated a Union force under Colonel Edward Canby at the Battle of Valverde. Retreating, Canbys force took refuge at Fort Craig. Electing not to attack the fortified Union troops, Sibley pressed on leaving them in his rear. Moving up the Rio Grande Valley, he established his headquarters at Albuquerque. Sending his forces forward, they occupied Santa Fe on March 10. Shortly thereafter, Sibley pushed an advance force of between 200 and 300 Texans, under Major Charles L. Pyron, over the Glorieta Pass at the southern end of the Sangre de Cristo Mountains. The capture of the pass would allow Sibley to advance and capture Fort Union, a key base along the Santa Fe Trail. Camping at Apache Canyon in Glorieta Pass, Pyrons men were attacked on March 26 by 418 Union soldiers led by Major John M. Chivington. Battle of Glorieta Pass - Chivington Attacks: Assaulting Pyrons line, Chivingtons initial attack was beaten back by Confederate artillery. He then split his force and two and repeatedly flanked Pyrons men forcing them to retreat twice. As Pyron fell back a second time, Chivingtons cavalry swept in and captured the Confederate rearguard. Consolidating his forces, Chivington went into camp at Kozlowskis Ranch. On the following day the battlefield was quiet as both sides were reinforced. Pyron was augmented by 800 men led by Lieutenant Colonel William R. Scurry, bringing Confederate strength to around 1,100 men. On the Union side, Chivington was reinforced by 900 men from Fort Union under the command of Colonel John P. Slough. Assessing the situation, Slough planned to attack the Confederates the next day. Chivington was given orders to take his men in a circling movement with the goal of striking the Confederate flank as Slough engaged their front. In the Confederate camp, Scurry also planned an advance with the goal of attacking at the Union troops in the pass. On the morning of March 28, both sides moved into Glorieta Pass. Battle of Glorieta Pass - A Close Fight: Seeing the Union troops moving towards his men, Scurry formed a line of battle and prepared to receive Sloughs attack. Surprised to find the Confederates in an advanced position, Slough realized that Chivington would not be able to assist in the assault as planned. Moving forward, Sloughs men struck at Scurrys line around 11:00 AM. In the battle that followed, both sides repeatedly attacked and counterattacked, with Scurrys men getting the better of the fighting. Unlike the rigid formations used in the East, the fighting in Glorieta Pass tended to be focused on small unit actions due to the broken terrain. After forcing Sloughs men to fall back to Pigeon Ranch, and then Kozlowskis Ranch, Scurry broke off the fighting happy to have achieved a tactical victory. While the battle was raging between Slough and Scurry, Chivingtons scouts succeeded in locating the Confederate supply train. Out of position to assist in Sloughs attack, Chivington elected not to rush to the sound of the guns, but rather advanced and captured the Confederate supplies after a brief skirmish at Johnsons Ranch. With the loss of the supply train, Scurry was forced to withdraw despite having won a victory in the pass. Battle of Glorieta Pass - Aftermath: Union casualties at the Battle of Glorieta Pass numbered 51 killed, 78 wounded, and 15 captured. Confederate forces suffered 48 killed, 80 wounded, and 92 captured. While a tactical Confederate victory, the Battle of Glorieta Pass proved to be a key strategic win for the Union. Due to the loss of his supply train, Sibley was forced to withdraw back to Texas, ultimately arriving at San Antonio. The defeat of Sibleys New Mexico Campaign effectively ended Confederate designs on the Southwest and the area remained in Union hands for the duration of the war. Due to the decisive nature of the battle, it is sometimes referred to as the Gettysburg of the West. Selected Sources CWSAC Battle Summaries: Battle of Glorieta PassBattle of Glorieta Pass: A Shattered DreamPhotographs of Glorieta Pass

Expert Guide to SAT Grid-Ins 5 Key Tips

Expert Guide to SAT Grid-Ins 5 Key Tips SAT / ACT Prep Online Guides and Tips If you’re planning to take the SAT, you may have heard of this strange question type known as grid-ins. You probably know that there are multiple-choice questions and an optional essay, but what are grid-ins? Problems that require you to draw pictures or graphs, perhaps? The reality is grid-ins are almost identical to multiple-choice questions; they justdon’t provide answer choices. This guide will explain what grid-ins are, discuss where they appear, outline how many appear on the SAT, and provide tips on answering them. What Are SAT Grid-Ins? Grid-ins, also known as student-produced response questions, are questions that don’t provide you with possible answer choices. While regular multiple-choice questions look like this: Grid-in questions look like this: As you might have guessed, these are called student-produced response questions because they require you to come up with the answer on your own- no possibilities are provided for you. They’re also called grid-ins because you need to grid in the correct answer on your answer sheet. For a typical multiple-choice question, you’d simply bubble in A, B, C, or D to answer the question. For a grid in, you’re provided with a grid such as the one below. The slash represents a fraction line, and the period represents a decimal point. You then write the answer in the four slots provided and fill in the corresponding bubbles beneath. Below, I’ll provide some examples of how to grid in responses. If an answer doesn’t take up all four spaces (such as 8, 17, or 347), you can start it in any column. For example, if the answer is 201, either response below is correct: If an answer can be written in fraction or decimal form, you grid it in either way.For example, there are three acceptable ways to grid ${2}/{3}$. Where Do SAT Grid-In Questions Appear? These questions only appear on the SAT Math section in both the no-calculator and calculator portions. They will always appear at the very end of these two parts after the multiple-choice. How Many Grid-In Questions Are There? There are 13 total grid-in questions.There are five in the no calculator section and eight in the calculator allowed section.As I mentioned before, they always appear at the very end of the section, so they’ll be questions 16-20 in the no calculator section and questions 31-38 in the calculator section. How to Grid-In Answers Effectively: 5 Key Tips To ensure you answer grid-in questions correctly and to save time on the actual SAT, you should familiarize yourself with the rules now.That way, you won’t have to read the instructions during the test. Here are the five key tips regarding grid-in questions: Mark no more than one circle per column. There are no negative answers (since there is no way to bubble in a negative sign). You’ll never include pi in your answer; you’ll use a decimal. For example, 3Ï€ would be writtenas 9.425. You can write answers as fractions or decimals, but you cannot use mixed numbers. For example, $3{1}/{2}$ would need to be grid in as either 3.5 or ${7}/{2}$ since the grading machine will read $3{1}/{2}$ as ${31}/{2}$. Some questions will have more than one answer (they’ll typically tell you that in the question). Only grid in one answer. For example, if you’re asked for one value of x, which makes $(x-1)(x-3)=0$, then the answers are $x=3$ or $x=1$, and you’d have to choose to grid in either 1 or 3. SAT Grid Questions Let's look at a couple of example questions to see how these questions work on the actual test. Example 1 Wyatt can just at least 12 dozen ears of corn per hour and at most 18 dozen ears of corn her hour. Based on this information, what is a possible amount of time, in hours, that it could take Wyatt to husk 72 dozen ears of corn? Answer Explanation: Since Wyatt can husk at least 12 dozen ears of corn per hour, it will take him no more than ${72}/{12}=6$hours to husk 72 dozen ears of corn.Since Wyatt can husk at most 18 dozen ears of corn per hour, it will take him at least ${72}/{18}=4$hours to husk 72 dozen ears of corn.Therefore, it could take Wyatt 4 to 6 hours, inclusive, to husk 72 dozen ears of corn. As I mentioned, when there are multiple answer possibilities, you simplychoose one to fill in. In this case, it would be easiest to grid an integer such as 4, 5, or 6. However, you could also useany number between 4 and 6, inclusive, such as 4.5, 4.7, 5.2, etc. I'd advise against griding in non-integers whenever possible as it'll take longer, and there's a higher risk of making an error. Example 2 Jessica opened a bank account that earns 2 percent interest compounded annually. Her initial deposit was $\$100$, and she uses the expression $\$100(x)^t$ to find the value of the account after $t$ years. Jessica's friend Tyshaun found an account that earns 2.5 percent interest compounded annually. Tyshaun made an initial deposit of $\$100$ into this account at the same time Jessica made a deposit of $\$100$ into her account. After 10 years, how much more money will Tyshaun's initial deposit have earned than Jessica's initial deposit? (Round your answer to the nearest cent and ignore the dollar sign when gridding your response.) Answer Explanation: The question told us that Jessica made an initial deposit of 100 dollars into her account, and the interest on her account is 2 percent compounded annually. We will use this given information and the compound interest formula to figure out how much money Jessica has after 10 years. The compound interest formula is $A=P(1+{r}/{n})^(nt)$, where: P = principal amount (the initial amount deposited) r = annual rate of interest (as a decimal) t = number of years since initial deposit. A = amount of money accumulated after t years, including interest. n = number of times the interest is compounded per year. In Jessica's case, A is what we're trying to find, $P=100$, $r=0.02$, $t=10$, and $n=1$ because the interest is compounded once per year (annually). So, $$A=100(1+0.02)^(10)$$ $$A=100(1.02)^(10)$$ $$A=121.899$$ After 10 years, Jessica’s deposit is worth $121.899$ rounded to the nearest tenth of a cent. In Tyshaun's case, A is what we're trying to find, $P=100$, $r=0.025$, $t=10$, and $n=1$ because the interest is compounded once per year (annually).So, $$A=100(1+0.025)^(10)$$ $$A=100(1.025)^(10)$$ $$A=128.008$$ After 10 years, Tyshaun’s deposit is worth $128.008$ rounded to the nearest tenth of a cent. Jessica’s initial deposit earned $21.899$, and Tyshaun’s initial deposit earned $28.008$. Therefore, to the nearest cent, Tyshaun’s initial deposit earned $6.$ dollars more than Jessica’s initial deposit. As I mentioned, when gridding in, you cannot include any units. In this case, you'd need to ignore the dollar sign- as mentioned in the question. Example 3 Answer Explanation: Since the radius of the circle is 10, the circumference is $2Ï€r=20Ï€$. The full circumference of a circle is 360 °. Thus, an arc of length $s$ on the circle corresponds to a central angle of x °,where ${x}/{360}={s}/{20Ï€}$, or $x={360}/{20Ï€}s$. Since $5s6$, it follows that ${360}/{20Ï€}(5)s{360}/{20Ï€}(6)$, which becomes, to the nearest tenth, 28.6 x 34.4. Therefore, the possible integer values of x are 29, 30, 31, 32, 33, and 34. As I mentioned, when there are multiple answer possibilities, you must choose one to grid-in. This question explicitly asks you for only one possible integer value, so make sure you select either 29, 30, 31, 32, 33, or 34. Review Grid-ins only appear in the SAT Math section at the end ofthe no-calculator and calculator sections. They require you to produce a response- no answer possibilities are provided for you. Remember these fivekey tips when answering this style of question: Mark no more than one circle per column. There are no negative answers (since there is no way to bubble in a negative sign). You’ll never include pi in your answer; instead, you’ll use a decimal. You can write answers as fractions or decimals, but you cannot use mixed numbers. Some questions will have more than one answer (they’ll typically tell you that in the question). Only grid in one answer. What’s Next? Need additional help preparing for the SAT? Check out our ultimate SAT study guide. Taking the SAT soon? Learn how to cram for the test. Unsure how to prepare for test day? Learn what to do the night before the SAT, and read the rules and regulation. Not sure where you’d like to go to college? Learn how to do research right. Once you know where you’d like to apply, learn how to pick an SAT target score. Want to improve your SAT score by 160 points? Check out our best-in-class online SAT prep program. We guarantee your money back if you don't improve your SAT score by 160 points or more. Our program is entirely online, and it customizes what you study to your strengths and weaknesses. If you liked this Math strategy guide, you'll love our program. Along with more detailed lessons, you'll get thousands ofpractice problems organized by individual skills so you learn most effectively. We'll also give you a step-by-step program to follow so you'll never be confused about what to study next. Check out our 5-day free trial:

Health professional Research Paper Example | Topics and Well Written Essays - 1000 words

Health professional - Research Paper Example The argument that has come to light in relationship to this dual role assumption has been whether or not effective treatment can be given by those who are assuming administrative roles and whether or not administrative roles are being properly attended when the needs of patients are also the responsibility of the care giver. The loss of medical professionals to the administrative side of medical practice may constitute a loss, but the need for quality policy decisions provides for the hope that in losing medical professionals to administration, the overall profession will thrive. While the distance that is created by fulfilling an administrative position may sever empathy, an effort to continue connecting to patients can help to create good decision making experiences. Since the year 2000 the medical field has experienced rapid changes in relationship to the demanding expectations for professional medical personnel to take on deeper and more integral roles in administration (Williams & Torrens, 2008). Dual roles have meant that health care professionals have had to assume the duties of administration while continuing to treat patients. This means expertise in both administrative roles and the role of health care provider must be gained to be an effective part of the medical field. The argument that has come to light in relationship to this dual role assumption has been whether or not effective treatment can be given by those who are assuming administrative roles and whether or not administrative roles are being properly attended when the needs of patients are also the responsibility of the care giver (Williams & Torrens, 2008). In addition, medical professionals are also becoming a part of healthcare policy decisions which brings into question if there is a conflict of interest between the needs of the medical profession with the needs of the public where policy is concerned (Williams & Torrens, 2008). At

The Decipline of Teams Case Study Example | Topics and Well Written Essays - 1250 words

The Decipline of Teams - Case Study Example From that point he/she will be able to select the suitable members who possess the required skills or those who have related skills and are capable of improving them in order to accomplish the mandate of the team collectively. In essence, the journal is an insight into the idea of organizational teams as it explains what ought to be done to ensure teams perform as expected. Similarly, it acts as a benchmark for the best team practice that should be implemented in firms to ensure increased performance. Teams exist in nearly all companies, but the act of transforming the teams to tangible results or performance is what lacks in a majority of the organization. The Journal elaborates on the mistakes that are often committed in organizations that hinder the effectiveness of teams. From that notion, it offers solutions on the best practice as far as teams discipline is concerned to ensure a transformation in performance in those particular organizations. In a nutshell, the journal makes an in-depth analysis of how organizations can be able to build team performance through the implementation of a number of strategies that will revolutionize performance in the given firms (Woodcock and Francis, 2008).Describe in detail the main issues discussed in the journal articleThe Journal elaborates in detail the differences between a working group and a team in an organization. In essence, not all groups are teams but then some groups tend to have the characteristics of teams or rather operate in a manner that is similar.

Why the War on Drugs persists Essay Example for Free

Why the War on Drugs persists Essay Clearly the unstated aim of the federal government of the United States of America is the attainment of total control of the Earth, including all its material resources and peoples, by economic, political and military means. The achievement of this requires the expenditure of vast amounts of money over several decades. A major part of this money comes from covert U. S. government trafficking in illegal drugs, primarily the addictive drugs cocaine and heroin. U. S. -sponsored world-wide drug prohibition, a. k. a.the War on Drugs, is primarily a tactic to keep street prices high and profits astronomical, regardless of the huge social and personal damage done. U. S. -sponsored drug prohibition will continue until either the U. S. attains its aim of complete military and political domination of the Earth (which is still some time away, if it ever happens) or the junta which rules the U. S. and which aims at total control is removed from power. Only an alliance of anti-fascist nations, and sustained resistance by people who value their freedom, can prevent the subjugation of the Earth to those intent on controlling and exploiting it. Repeal of the laws, and of the U. S. -imposed international treaties, prohibiting possession and sale of drugs which are presently illegal would remove the enormous profits derived from wholesale illegal drug trafficking and cut off a major source of the money required by the U. S. for the achievement of its aim of total world domination. Obviously the U. S. will never repeal these laws and treaties, so it is up to the other countries of the world to do so, if they value their sovereignty, freedom and cultural tradition. Covert government by defense contractor means corrupt wars of conquest, government by dope dealer. When the worlds traditional inebriative herbs become illegal commodities, they become worth as much as precious metal, precious metal that can be farmed. Illegal drugs, solely because of the artificial value given them by Prohibition, have become the basis of military power anywhere they can be grown and delivered in quantity. To this day American defense contractors are the biggest drug-money launderers in the world. — Drug War: Covert Money, Power and Policy, p. 318. And, of course, the tactics used by one player in the game can be used by others. Not all the poppy fields are funded by the CIA. To some it will seem that with enough money one can buy control of the entire planet. This is no doubt an idea which occurred to some people long ago. But it takes time to achieve such an ambitious goal. Ethical considerations, of course, do not enter into the calculations. Any means may be used to attain the end. One useful means is the exploitation of the urge humans have to modify their consciousness by eating, drinking, smoking or snorting substances found to produce desirable effects. Humans have done it for ages. Bring in a capitalist socio-economic system and you have a sure way to make a lot of money. Especially if consumer prices can be jacked way up. And the way to do that is to make the possession and use of these substances illegal. Then suppliers become criminals and run the risk of punishment, and so must be financially compensated for the risks they take. The higher the risk, the higher the street price. So make it all very illegal and (try to) corner the market in mind-altering substances, especially the addictive ones (a captive market, so to speak) and voila! The greatest money-making scam in the entire history of the planet! Sufficiently lucrative that with the profits one can buy everyone who needs to be bought: police, judges, customs officers and politicians. Total control! The wet-dream of every fascist dictator — now within the grasp of any sufficiently large, sufficiently well-run, sufficiently immoral organization, such as a government of a country whose wealth has been acquired by war and ruthless exploitation of natural resources and which maintains a military-industrial economy larger and more threatening than that of any other. How long has there been a War on Drugs? Seems forever. (It was announced by Richard Nixon in 1971, but goes back millennia, as we saw above. ) And year after year, it just gets crazier and crazier, ruins more and more lives, and drives the U. S. further into the pit of social disaster. How is it possible that this insanity persists (even though intelligent and rational people have been pointing out for many years how crazy and evil it is)? Read this page (and page two) for an understanding of what lies behind this monstrosity. America, with less than 5 percent of the world population, has a quarter of the worlds prisoners. There are six times as many Americans behind bars as are imprisoned in the 12 countries that make up the entire European Union, even though those countries have 100 million more citizens than the United States. Our jails and prisons have become the 51st state, with a greater combined population than Alaska, North Dakota and South Dakota. — Editorial, San Jose Mercury News, 1999-12-31. In August [2000], the U. S. Department of Justice revealed that the number of men and women behind bars in the U. S. at the end of 1999 exceeded two million and the rate of incarceration had reached 690 inmates per 100,000 residents — a rate Human Rights Watch believed to be the highest in the world (with the exception of Rwanda). The unrelenting war on drugs continued to pull hundreds of thousands of drug offenders into the criminal justice system: 1,559,100 people were arrested on drug charges in 1998; approximately 450,000 drug offenders were confined in jails and prisons. According to the Department of Justice, 107,000 people were sent to state prison on drug charges in 1998, representing 30. 8 percent of all new state admissions. Drug offenders constituted 57. 8 percent of all federal inmates. — Human Rights Watch World Report 2001: United States At this time the Gulag Archipelago, the scattered islands of prisons in which hundreds of thousands of non-violent people are locked away for half their lives for their opposition to the disgraceful and immoral policies of a tyrannical and dictatorial state, is not in Russia, rather it is in the United States of America. This is a crime against humanity by which the government of the United States, which trumpets itself as a defender of liberty and democracy, makes itself into an object of contempt in the eyes of the world. The real problem with drugs in the modern world is that they are illegal. Put simply, the Drug War exists primarily to support — financially and otherwise — the maintenance of the criminal status of the possession of (certain) drugs so that those (mostly on the payroll of the U.S. federal government). Who profit big — directly or indirectly — from the supply of prohibited drugs can continue to do so, at the expense of everyone else, and especially at the expense of the hundreds of thousands of people imprisoned for victimless crimes. This is a scandal and a disgrace of the first magnitude. It will become for the United States of America a source of enduring shame and infamy just as the Third Reich became for Germany.

Many Lives, Many Masters Essay -- essays research papers

Many Lives Many Masters Many Lives, Many Masters is a book about a psychologist Brian L. Weiss, who by helping his patient he helps himself as well. Through Catherine he learned that his conventional approach through the scientific method and medication was not the proper way to heal his patients. Catherine comes in with anxiety, panic attacks and phobias and wants a way out of it all. Dr. Weiss approaches the situation in a scientific manner as he does with all of his patients, he doesn’t get very far until he decided to use hypnosis. He would have liked to use medication but her fear of swallowing pills prevented that. During hypnosis she begins to remember her childhood but not this childhood her past life. At first Dr. Weiss is very skeptical I mean there is no scientific explanation for this but he decides to continue. In her past lives he begins to discover why she has so many of the fears and phobias that she has. As well, during hypnosis she begins to identify others in her life now as some f rom her past lives. During one of these hypnosis after her death a different voice begins to speak. This voice knows things about Dr. Weiss’ past that no one else would and could know because he never shared the details with Catherine about his personal life. This Masters begins to tell him about his meaning in life, a message. One that through his religious beliefs as well as through his scientific methods he could not understand. The Masters spoke of many plains that were reached throughout your past lives. You could only reach these plains if you solved the problem you had in your life. For example, if you leave a life and never learn to trust in your next life, you must learn to trust. If this is achieved you would be able to reach to the next plain and receive more knowledge. He began to believe and listen. Through this listening, he began to have new meaning in his life and learned how to help Catherine through hers. He than began to try to reach the end of Catherineâ⠂¬â„¢s lives to get to the end in the hope that the Masters would relay another message through Catherine. The masters did not appear every time that Catherine remembered a death in her past life only when they decided to relay this message. These messages then stopped and Catherine was cured. Then years later Dr. Weiss believed it was time for him to pass this message to others through his b... ... was a phase in my life, which I had to learn from as difficult as it was for me it made me a much stronger person. They chose before they were born what they were to accomplish and when they should leave. The full meaning to why they passed away so young I don’t think I’ll fully be able to understand now but in time I will. Time should not be of so much importance to me. The idea of forever I think is the hardest for me to understand. I think even Marlo in Mutant Message didn’t fully understand the definition brought about by the â€Å"Real People.† It is also something, which in time we will be able to understand. I have to forget the past and worry about now and not that I won’t have time to do everything I want to do. I have a meaning and that is what I should focus on what I came to this life to do and learn. Only then will I be able to focus more clearly on what is important and not clutter my mind with everything that is going around me. I do think though that my meaning or at least on is to help people to be the alternative to medication as Dr. Brian Weiss believes now. I believe that through music therapy I will be able to help others and teach them to help themselves as well.

Hard Work

Hard work  will not guarantee you success. Let me explain – the hardest working athletes are not the ones making the most money. The most talented ones in any sport are not often described as being â€Å"hard working† The person who is putting in 12 hour days, sweating and plodding along? Getting the job done and earning very little reward? Do people get promoted within the organization on work ethic alone? Isn’t usually because they know someone, have a natural knack for something, have more â€Å"education†, or were just in the right place at the right time?I’m not saying that  hard work  goes unnoticed. Coaches, managers, leaders – they often go out of their way to acknowledge and praise hard-workers. They are held up as examples to the others and given momentary spotlights, but in the end, it’s not the attribute that brings success. I have seen a lot of hard-working people get treated unfairly over my career in all avenues of life. The person that quietly goes about their business and bothers no one is rarely acknowledged. The person who has a knack for doing a lot of things well is â€Å"too valuable† to move to higher positions of authority.Hard working people are often not vocal enough to â€Å"too their own horn† and get noticed, so they are not noticed (they believe their work speaks for itself). How many people do you know that are the fall guy to get stuff done? If no one else wants to do it, we know the guy or gal we can count on to get ‘er done, right? Am I wrong? So what value is â€Å"working hard†, and why should we work hard, or expect those we lead work hard as well if there isn’t a visible payoff? Well, there’s 2 things here I want to say.Number 1 – as a leader, if you have people in your organization that work hard – make sure you acknowledge them and take a deep, accurate look at how you treat them. Are you taking advantage of them? More importantly – you, the hard-worker. Why should you work hard? Do you work hard for a reward (pay, promotion, or prestige)? Should you work hard for these things? What about for self-pride? I’m talking ego – I’m talking good pride. I’m talking about sleeping well at night, knowing that whether you work for someone else, or work for yourself, you can take pride in putting forth an ffort today that made you, your oganization, and others you served better. I think there’s much value in hard work, and I believe that kind of pride in working hard reflects our creator. But be careful, don’t try and equate hard work and being busy as one thing. I’ve seen plenty of people that are masters at being busy doing nothing, appearing to work hard, and leveraging that to try and get ahead. That shows very little self-pride as well. So work hard, get satisfaction from doing a good job. Take pride in what you do.Just don’t ask your w ork to be the catalyst for pushing you to higher levels of success – that is asking too much of something so simple. Thoughts on hard work? Hard Work CAN Kill You Hard work never killed anyone. (Proverbial) Overworking can be seriously damaging to your health. Stress and long hours heart problems, increased susceptibility to infection, fatigue disorders like CFS/ME†¦ and even suicide. We live in a world where we often feel pushed to  do  more. You might be under pressure from your peers, your parents, or society in general.You might well have internalized these influences – and you may believe that to be â€Å"successful†, you need to have a high-flying career or a huge salary. Ultimately, though, you won’t be able to enjoy the fruits of your hard work if you ruin your health in the process. Working hard isn’t always a good thing. It can actually end up being selfish and destructive, if: * Your long hours cause problems for your family * Y ou’re short-tempered with colleagues or employees * You make mistakes because you’ve been working too hard You lose your sense of perspective, and let work take over your life How to Keep Work in Perspective Recognize the importance of other things – like friends, family, hobbies, sufficient rest and relaxation†¦ If you’re working hard in the hopes of retiring early, ease up on work and enjoy your  whole life a little more – instead of hoping for a few golden years at the end of it. If you’re working hard to buy more things for your kids, ask yourself whether it’s really more money that they need – or your presence. If you’re working hard because you feel that you â€Å"should† – then remember that this is  your life, and it’s up to you to decide how to live it. * *

Walmart 2012

Introduction Walmart has more than 10,020 retail units which is spread across 28 countries and operates under 60 banners. It sells both by brick and mortar (traditional stores) and Brick and click (e-commerce) formats. The average size of each Walmart store is more than a 1, 00,000 (1lac) square feet. Its store operations are categorized into following. 1. Walmart discount stores 2. Walmart super centers 3. Walmart neighborhood markets Walmart express stores Marketing Mix: Product and branding strategies (appropriate service strategy if the company has a consumer orientation).Walmart is a multinational retailer; in short it has every product or a brand which a person could see in his day to day life. The broad range of product categories include movies, crafts, gifts, college essentials, Electronic items, home appliance, jewellery, photo centre,   toys, outdoor living, funeral, grocery, video games etc Pricing strategies. Walmart business model doesn’t include manufacturing of any product; it procures products across the globe in large quantities in order to enjoy benefits of economies of scale. This makes price of Walmart to offer products at 15% lower price than other retailers.Walmart uses different pricing concepts to get focus of the customers and compel a purchasing behaviour through discount strategies. Sam Walton coined the term â€Å"Always lows prices† and â€Å"Everyday low prices†; according to this each product is offered at different discount prices based on the time and demand of the hour. The consumer electronics are offered at a very low price compared to other retailers. Supply chain strategies (how they place the product in the market). Walmart has been able to assume market leadership position primarily due to its efficient integration of suppliers, manufacturing, warehousing, and distribution to stores.Its supply chain strategy has four key components: vendor partnerships, cross docking and distribution management, te chnology, and integration. Walmart’s supply chain begins with strategic sourcing to find products at the best price from suppliers who are in a position to ensure they can meet demand. Walmart establishes strategic partnerships with most of their vendors, offering them the potential for long-term and high volume purchases in exchange for the lowest possible prices. Suppliers then ship product to Walmart’s distribution centers where the product is cross docked and then delivered to Walmart stores.Cross docking, distribution management, and transportation management keep inventory and transportation costs down, reducing transportation time and eliminating inefficiencies. Technology plays a key role in Walmart’s supply chain, serving as the foundation of their supply chain. Walmart has the largest information technology infrastructure of any private company in the world. Its state-of-the-art technology and network design allow Walmart to accurately forecast demand, track and predict inventory levels, create highly efficient transportation routes, and manage customer relationships and service response logistics.Wal-Mart’s supply chain management strategy has provided the company with several sustainable competitive advantages, including lower product costs, reduced inventory carrying costs, improved in-store variety and selection, and highly competitive pricing for the consumer. This strategy has helped Walmart become a dominant force in a competitive global market. As technology evolves, Walmart continues to focus on innovative processes and systems to improve its supply chain and achieve greater efficiency. Integrated marketing communications.Walmart's Integrated marketing communication is their   approach to achieving the objectives of a Marketing campaign , through a well coordinated use of different promotional methods that are intended to reinforce each other. Integrated marketing includes discipline communications advertising, public relations personal selling   and sales promotion. These methods help the corporation bring a better understanding to the consumer   this way they we will know which products best fits the consumers needs. Walmart usually does this through the tv commercials,online website,and weekly circular.Their tv commercials usually show items that are popular and are at a cheaper price then their competition this helps them to get better sales. http://stylesmar100-blog. blogspot. com/2011/11/chap-16-integrated-marketing. html Promotional strategy. Walmart has its own in-store promotional activities which includes sales promotions through product bundling and its pricing strategies. The online store of Walmart earns major revenues from through customers placing online gifts. The pricing strategies adopted by Walmart like â€Å"Everyday low prices†, â€Å"value of the day† increases the sales turnover.The online store uses strategies to pull customer by attractive slogans like ‘Grab it before it’s done’ which pushes customer to take a purchase decision immediately before the deals get expired. The company's presence in domestic and international markets. Walmart operates stores in 27 countries under 69 different banners. Learn more below about our store formats around the world. Walmart began building Supercenters in 1988 – a decision that led us to become the nation’s largest grocer. Today, there are more than 3,000 Supercenters in the U. S. Each store is about 182,000 square feet and employs bout 300 associates. Today, we operate more than 600 discount stores. There are now about 200 Neighborhood Markets in the U. S. The company's vision and execution of strategy that set its direction. Wal-Mart's advertised mission statement and its advertising slogan are the same: â€Å"We save people money so they can live better. † â€Å"If we work together, we’ll lower the cost of living for everyone†¦weâ €™ll give the world an opportunity to see what it’s like to save and have a better life. † The company's plans for growing and servicing its customer base.In order to fulfill its mission, Wal-Mart has developed some unique, policies, principles, rules, processes and procedures, the sum total of which form the Wal-Mart stores corporate culture: 4. Open Door Policy – Managers' doors are open to employees at all levels 5. Sundown Rule – Answering employee, customer, and supplier questions on the same day the questions are received 6. Grass Roots Process – Capturing suggestions and ideas from the sales floor and front lines 7. 3 Basic Beliefs & Values – Respect for the Individual, Service to our Customers, Striving for Excellence 8. 0-Foot Rule – Making eye contact, greeting, and offering help to customers who come within 10 feet 9. Servant Leadership – Leaders are in service to their team Wal-Mart Cheer – An actual struc tured chant that was created by founder Sam Walton to lift morale every morning http://www. usanfranonline. com/wal-mart-successful-supply-chain-management/ http://www. marketing91. com/marketing-mix-walmart/ http://retailindustry. about. com/od/retailbestpractices/ig/Company-Mission-Statements/Wal-Mart-Mission-Statement. htm

French Architecture Not to Be Missed

French Architecture Not to Be Missed Touring France is like time traveling through the history of western Civilization. You wont be able to see all the architectural wonders  on your first visit, so youll want to return again and again. Follow this guide for an overview of the most significant buildings in France and a look at historic architecture you wont want to miss.   French Architecture and Its Importance From medieval times to modern days, France has been at the forefront of architectural innovation.  In Medieval times, Romanesque designs signaled pilgrimage churches, and the radical new Gothic style found its beginnings in France. During the Renaissance, the French borrowed from Italian ideas to create lavish Chateaux. In the 1600s, the French brought exuberance to the elaborate Baroque style. Neoclassism was popular in France until about 1840, followed by a revival of Gothic ideas. The Neoclassical architecture of public buildings in Washington, D.C. and throughout capital cities across the U.S. is in large part because of Thomas Jefferson in France. After the American Revolution, Jefferson served as Minister to France from 1784 to 1789, a time when he studied French and Roman architecture and brought them back to the new American nation. From 1885 until about 1820, the hot new French trend was Beaux Arts - an elaborate, highly decorated fashion inspired by many ideas from the past. Art Nouveau originated in France in the 1880s. Art Deco was born in Paris in 1925 before the style moved to Rockefeller Center in New York City. Then came the various modern movements, with France solidly in the lead. France is a Disney World of Western architecture. For centuries, students of architecture have made a point of traveling to France to learn historic design and construction techniques. Even today, the Ecole Nationale des Beaux Arts in Paris is considered the best architecture school in the world. But French architecture began even before France. Prehistoric Cave paintings have been stumbled upon throughout the world, and France is no exception. One of the most popular sites is Caverne du Pont d’Arc, a replica of the Chauvet Cave in the southern France area known as Vallon-Pont-dArc. The real cave is off limits to the casual traveler, but Caverne du Pont dArc is open for business. Also in southwestern France is the Và ©zà ¨re valley, a UNESCO Heritage area containing over 20 prehistoric painted caves. The most famous is the Grotte de Lascaux near Montignac, France. Roman Remains The Western Roman Empire in the 4th Century A.D. included what we now call France. Any countrys rulers will leave their architecture behind, and so did the Romans after its collapse. Most of the ancient Roman structures are, indeed, ruins, but some are not to be missed. Nà ®mes, on the southern coast of France, was called Nemausus thousands of years ago when Romans lived there. It was an important and well-known Roman city, and, so, many of the Roman ruins have been maintained, such as the Maison Carrà ©e and Les Arà ¨nes, The Amphitheater of Nà ®mes built around 70 A.D. The most spectacular example of Roman architecture, however, is the Pont du Gard, near Nimes. The famous aqueduct carried springwater to the city from the mountains about 20 miles away. Within two degrees latitude of  Nà ®mes is Vienne near Lyons and another area rich in Roman ruins. In addition to the 15 B.C. Grand Roman Theatre of Lyon, the Roman theater in Vienne is just one of many Roman ruins in a city once occupied by Julius Caesar. The Temple d’Auguste et de Livie and the Roman Pyramide in Vienne have been more recently joined by the newly discovered little Pompei a couple of miles across the Rhone River. As excavation for new housing was underway, intact mosaic floors were unearthed, which The Guardian described as remarkably preserved remains of luxury homes and public buildings. Of all the Roman ruins that remain, the amphitheatre may be the most prolific. The Thà ©Ãƒ ¢tre Antique in Orange is particularly well-preserved in southern France. And, of all the French villages that have so much to offer, the cities of Vaison-la-Romaine in southern France and  Saintes or Mà ©diolanum Santonum on the west coast will lead you through time from Roman ruins to Medieval walls. The cities themselves are architectural destinations. In and Around Paris La Ville-Lumià ¨re or the City of Light has long influenced the world, as a center of the Enlightenment and a canvas for western art and architecture. One of the most famous triumphal arches anywhere in the world is the Arc de Triomphe de lÉtoile. The 19th century Neoclassical structure is one of the largest Roman-inspired arches in the world. The spiral of streets emanating from this famous rotary is the Avenue des Champs-Élysà ©es, the road that leads to one of the most magnificent museums in the world, The Louvre, and the 1989 Louvre Pyramid designed by Pritzker Laureate I.M. Pei. Outside but near Paris is Versailles, whose popular garden and chateau are rich in history and architecture. Also just outside Paris is the Basilica Cathedral of Saint Denis, the church that moved Medieval architecture to something more Gothic. Further afield is Chartres Cathedral, also called Cathà ©drale Notre-Dame, that takes Gothic sacred architecture to new heights. The cathedral in Chartres, a day trip from Paris, should not be confused with the Notre Dame Cathedral in downtown Paris. The Eiffel Tower, a New Seven Wonders of the World finalist, can be seen down the river from the gargoyles of Notre Dame. Paris is filled with modern architecture, too. The Center Pompidou designed by Richard Rogers and Renzo Piano revolutionized museum design in the 1970s. Quai Branly Museum by Jean Nouvel and Louis Vuitton Foundation Museum by Frank Gehry continued the modernization of Paris. Paris is also known for its theaters, most notably the Paris Opà ©ra by Charles Garnier. Integrated within the Beaux-Arts-Baroque-Revival  Palais Garnier is LOpà ©ra Restaurant by the modern French architect Odile Decq. Pilgrimage Churches of France A pilgrimage church can be a destination in itself, such as the pilgrimage church of Wieskirche in Bavaria and Tournus Abbey in France, or it can be a church along the route pilgrims take. After the Edict of Milan legitimized Christianity, the most popular pilgrimage for European Christians was to a place in northern Spain. The Camino de Santiago, also called the Way of St. James, is the pilgrimage route to Santiago de Compostela in Galicia, Spain, where the remains of Saint James, Apostle of Jesus Christ, is said to be. For European Christians who could not travel to Jerusalem during the Middle Ages, Galicia was wildly popular. To get to Spain, however, most travelers had to move through France. Camino Francà ©s or the French Way are the four pathways through France that lead to the final Spanish route to Santiago de Compostela. The Routes of Santiago de Compostela in France are historic, with historic architecture created to accommodate the REAL Middle Age tourist! These routes became part of the   UNESCO World Heritage site in 1998. Look for preserved, historic buildings and monuments along these routes. The symbolic use of the shell (an item given to pilgrims who completed the journey to Spains coast)   will be found everywhere. The architecture along these routes does not attract the large crowds of modern tourists, yet much of the historic significance is similar to more touristy structures.. Architecture Beyond Paris France has not stopped growing. Ancient Roman structures may stand near 21st century modern architecture. France may be for lovers, but the country also is for time travelers. Sarlat-la-Canà ©da en Dordogne, La Cite, the castle city of Carcassonne, Popes Palace in Avignon, Chà ¢teau du Clos Lucà ©, near Amboise, where Leonardo da Vinci spent his last days - all have stories to tell. The work of 21st century architects abound throughout up-and-coming French cities: Lille Grand Palais (Congrexpo), Rem Koolhaas in Lille; Maison Bordeaux, Rem Koolhaas in Bordeaux; Millau Viaduct, Norman Foster in Southern France; FRAC Bretagne, Odile Decq in Rennes; and Pierres Vives, Zaha Hadid in Montpellier. Famous French Architects The writings of Eugà ¨ne Viollet-le-Duc (1814-1879) are well-known to the student of architecture, but his restoration of Medieval buildings throughout France  - most notably Notre Dame in Paris  - are better known to the tourist. Other architects with French roots include Charles Garnier (1825-1898); Le Corbusier (Swiss born in 1887, but educated in Paris, died in France 1965); Jean Nouvel; Odile Decq; Christian de Portzamparc; Dominique Perrault; and Gustave Eiffel. Sources France: archaeologists uncover little Pompeii south of Lyon, The Guardian, August 1, 2017,  https://www.theguardian.com/world/2017/aug/02/france-archaeologists-uncover-little-pompeii-south-of-lyon [accessed October 29, 2017]

10 Vital Reasons a Study in Psychology Can Come in Handy in Everyday Life

10 Vital Reasons a Study in Psychology Can Come in Handy in Everyday Life 10 Vital Reasons a Study in Psychology Can Come in Handy in Everyday Life Do you think that the study in psychology is all about boring research and textbooks? You couldn’t be more wrong. Psychology is the study of human behavior. It’s the foundation of our relationships, our motivations, our conflicts, and our obstacles. On a basic level, psychology is really everything, and we use it every day without even knowing it. Here are all the ways that studying psychology can help you. Motivation. Studying psychology helps you understand the reasons why you want something, whether it’s good grades, a new job, or to go to a certain school. When you know the reason you want something, you will set clear goals and work much harder. Decision making. Whether it’s choosing a career or deciding what to eat for breakfast, psychology gives you the tools to analyze a decision from multiple perspectives to make the right choice. You will learn about the â€Å"six hats† of effective decision-making: the rational, the emotional, the intuitive, the creative, the positive, and the negative. Finances. Often our emotions lead us to make poor choices where money is concerned. You may put off saving for things like graduate school or even retirement. Or you may buy something you don’t really want that much because all your friends are buying it. Psychology makes you more aware of these emotions so that you will save more and spend less. Health. Learning about psychology gives you insights that empower you to have a healthier lifestyle. For example, if you tend to eat too much, psychology will help you understand the reasons for the overeating so you can address them. Understanding and empathy for others. Psychology builds your emotional intelligence. That means you understand your own emotions and those of others, an ability that some believe more predictive of success than traditional intelligence. Relationships. Psychology can help you avoid suffering from one failed relationship after another. It’s much easier to live with another person if you understand their behavior. It also helps you tell whether or not a potential friend or partner is compatible, eliminating heartbreak later. Communication. The ability to communicate involves not just speaking, but listening. It also means reading non-verbal cues. Understanding nonverbal communication helps you get your own message across more clearly because it keeps you and the other party on â€Å"the same page.† Leadership. You may not be the CEO of a company, but leadership is still a skill that you’re going to need in life. Studying psychology teaches you the skills to empower others to be their best selves, whether it’s a youth sports team you’re coaching or a subgroup at the office that you’re chairing. Persuasion. Why is it that some advertisements are so effective? Because their creators understand psychology. It’s a valuable tool to persuade others to your point-of-view. And who doesn’t want that? Self-confidence. Psychology helps you to know yourself better and to work on your weaknesses. You can be confident in the knowledge that you have strengths and that you are always improving. And other people will notice that confidence and respond positively to it. As you can see, psychology doesn’t just live at the pages of lab reports and research studies! It’s in the world all around you. So dive right in and learn how it affects you. We promise you’ll be glad you did.

Human Brain and Computer Essay Example | Topics and Well Written Essays - 1500 words

Human Brain and Computer - Essay Example Possibly, it can be said that the brain is better at doing some specific jobs and the computer is good at doing other jobs. This paper is intended to analyze the benefits and limitations of the metaphor "the brain is often compared to a computer" which is commonly used by many. Before getting into the details it is important to understand why such a comparison was made. Theoretically the brain is a machine just as the heart and kidney. It can be said that the brain is a computer (processor) with neural connections, programmed responses, and a data bank. It has sensors in the body that input information into the computer. It has an output to devices that perform actions, and the brain communicates with these devices through electrical and chemical channels. The comparison of the brain and the computer is a metaphor. In general metaphors are just used to help us better understand things. Or in other words metaphors are used to convey the idea that one thing is similar to another thing. They are useful for helping us understand things, such as mind/body interaction. Metaphors do not mean that both the things compared are one and the same neither is one thing is a substitute for the other. Since several processes in the brain are similar to the computer, it is commonly compared with each other. For instance, both brain and computers use electrical signals to transmit information. Both have a memory which tends to grow over time. With proper instructions given, both brain and computers can learn. Both work based on the energy present. Brain and computers are able to think logically and do math. There are also differences between brain and the computers. For instance, brain uses chemicals such as calcium and sodium to transmit information where as the computer uses electricity. Electrical signals generated in the brain travels much slower when compared to computers. A computer uses switches that are either on or off and works on the binary system, where as the brains do not have such a system. Memory of the brain generally grows by stronger synaptic connections but in a computer it is only possible by adding additional memory chips. The brain needs essential nutrients such as oxygen and sugar for working where as the computer only require electricity or a battery to keep working (faculty.washington.edu, N.D.). Though till date the technology had not grown to replace the brain with a computer, there have been several advantages with the development of this technology. For instance, today it is possible to use computer inputs as substitutes for other sensory inputs, and for outputs to limbs or devices to create movement of neurologically damaged limbs, control the environment by sensing the brain's electrical impulses, and even create limited forms of sight. Besides, great steps are being made in bionics, including artificial hearts that work for longer periods. In recent years study is under progress for replacements for muscle made from specialized ceramic or polymer materials that contract like muscles, which can be triggered by a computer. With this trend of advancement in technology, perhaps one day we could also replace computers with brain (Cole, 2003). A person can do many things which a computer cannot even attempt to do it. A brain beyond doubt has one thing that a computer doesn't and this is a major difference. A brain communicates with itself and the body

The Russian Revolution Essay Example | Topics and Well Written Essays - 1000 words

The Russian Revolution - Essay Example The thirst for equal opportunities that the French Revolution inculcated in people also was one of the major reasons for the development and growth of democratic institutions of power in the world. This was seen in another revolution that took place during the twentieth century, the Russian Revolution that ended the reign of the tsars in Russia and paved the way for governments that would be based on the consent of the people of Russia. The Russian Revolution managed not only to wrest power from the Tsar but also to place it in the hands of the Bolsheviks and not in the hands of any emperor as in the case of the French Revolution when power finally ended up in the hands of Napoleon, who in a sense perverted the goals of the revolution by installing himself as the emperor of France and not upholding the ideals of the French Revolution. There are several similarities between the Russian and the French Revolutions. Both were very important events in their own times and were important in shaping the future of the world. The Russian revolution not only affirmed the world’s growing faith in democracy and rejection of autocracy but also signaled a willingness to focus on the welfare of the masses of a nation and not on the diplomatic concerns of a country. The unwillingness of the Russian people to be a part of wars was seen in the lack of popular support for the First World War and the dissent that had started to breed in the masses after the setbacks that Russia had to face during the First World War. This is similar to the French revolution in two ways. The French revolution too had a great impact on the world and its main rival, Britain felt the shockwaves of the revolution throughout the period of the Regency and the Victorian age. The fear of a revolution can be seen in the literature of this period that in some cases valorizes the revolution and in others mocks and satirizes it as an ineffectual tool for social change. The French Revolution with its slog an of â€Å"Liberte, egalite, fraternite† (liberty, equality and fraternity) caused people around the world to harbor dreams of a utopia where the lords and the peasants would be able to live as equals and share the produce of the land equally with enough for all. Like the French Revolution which made not only the French but also people of other countries clamor for freedom from autocracy, the Russian Revolution too made the claims for freedom that countries under the yoke of imperialism had been making for many years. Apart from this, the resentment of the French public was due not only to the misery that they were facing but also due to the recognition that their country had been spending their money unwisely by helping the Americans in their war for independence. This expenditure was thought of as a waste of money by thy emergent class of the bourgeois who were at the forefront of the revolution. As in the French Revolution, it was a concern for the faltering economy of th e country that was one of the major reasons for the Russian Revolution. The emergence of a bourgeois mentality in the people can be considered as a reason for the sudden uprisings that took place during this time even though the Bolsheviks were overtly Marxist in their approach to the topic of governance. Awareness and concern regarding the manner in which the national revenues were being spent and dealt with, is an indication of the increasing desire for control that the middle classes of both France and Russia felt during their respective

Planning For Wealth, Retirement and the Great Beyond Case Study

Planning For Wealth, Retirement and the Great Beyond - Case Study Example as specified in the case study of the family is inclusive of the registered retirement savings plan of 650,000 dollars as well as the 150,000 dollars that are unused in the registered retirement savings plan. The market value of the home is estimated to be 900,000 dollars .the value is considered to inflate in the future (Roseman 2002). The investment advisor is expected to help in working out a realistic plan that will enable achievement of the goals pertaining to the long term investments. The realization now is that it will be hard to rely on the Old Age Security or the Canada Pension Plan or the employers Pension Plan to meet the expenses that emerge after the retirement. With that in mind, the time to build an investment portfolio that will help manage and support the life after retirement would be now. Having a trust company is a benefit especially when the company is the executor or the trustee (Currie, Chambers, and Brown 2001). When determining the personal asset, a variety of assets may be considered. For instance in the case presented, the family owns a home that is valued at 900,000dollars that is expected to inflate, they also own investments ranging from the real to non real that are worth a lot of money. The spouse also has an investment that will pay later. The expense that incurred includes the 90,000 dollars annual expenses and the mortgage that will be paid for the next eight years. The investment totals to 2.205 million dollars (Currie, Chambers, and Brown 2001). Having acquired the investment portfolio required, the projections for future income can hence be formulated. For instance, the sources of income after the retirement include the pension plan from the employer. Out of the salary paid, the contribution to the pension plan will be 6 percent... The case presented represents the family of a mature family. The priorities and needs of such a family have changed. This is evidenced by maturity of the children where two of them are in their twenties and have already been employed and the last one is in adolescent, due to Finish University in three years. The issue of guardian ship is not there. This stage is also marked by peak earnings years and accumulation of many considerable assets. This part requires assessing of the financial status, the personal and life goals and needs and also assessing the priorities of life now. This report makes a conclusion that life on earth is not guaranteed. Therefore, once one has died, there is the need for the estate to be managed and the property taken care of. This is the sole purpose of the will. The checklist needed in ascertaining a will includes preparation and signing of the power of attorney for the financial affairs and running of the real estate. According to Gray& budd one needs to ascertain whether the will and the power of attorney are up to date. One needs to take steps to ensure protection of the assets bought in the relationship. The will also entails naming the beneficiaries and the alternate beneficiaries of the registered retirement savings pan, the life insurance policies, the pension plans and RRIFs. These should always be up to date. The will also entails the backup executor and the back up power of attorney. All the dependants should be well provided for.

Eviewing The Nhs And Community Care Act Social Work Essay

Eviewing The Nhs And Community Care Act Social Work Essay Since the establishment of the Welfare State in the 1940s, the National Health Service and Community Care Act is among some of the most important laws in health and social services in Britain (Adams, 2002). Its policies, based around autonomy, empowerment and choice was supported by many writers who saw it as the cure to alleviate the deep and destructive problems encountered by social care (Levick, 1992). This paper will seek to explain the impact that subsequent social policy has had on social work practice and that of the experiences of older people since the inception of the 1990 NHSCCA. The paper will attempt to analyse the range of services available to older people before and after the 1990 Act and examine some of the main policies of the Act. The term community care was first coined in the 1960s and was originally used to describe the relocating of people from psychiatric surroundings into less institutionalised ones (Thomas and Pierson 2002). Prior to this, however, community care policy was derived from 18th Century Poor Law, which was the only legislation to meet the needs of older people, until the introduction of the National Health Act 1946 and National Assistance Act 1948 (Wilson, Ruch, Lymbery and Cooper, 2008). However, despite the new Acts, which helped to create a different world for social care (Wilson et al. 2008: 623), Townsend (1962, cited in Wilson et al 2008) reported that there was little social care provision for older people in the immediate post-war period other than residential care, which Townsend claimed clearly varied in quality. Furthermore, Beech and Ray (2009) argue that past policies have not considered the diverse needs of growing old and the number of physical, emotional and psychological ch anges that are faced by older people. Subsequent post war governments became increasingly sympathetic in the shifting of care services from residential settings to community based, which became a priority of the (1979-97) Conservative government (Adams, 2002). By the mid 1980s, many political commentators and professionals were calling for policies which involved the replacement of inappropriate residential care, which was still as Townsend had commented in the 1960s as variable in quality, and the introduction of high quality community care (Adams, 2002). Adams adds that it was hoped that community care would tackle the segregation, isolation and the stigmatisation felt by older people who may have been institutionalised for long periods of time. However, Adams (2002) points out, once the Conservative government had brought about the privatisation of public services, which included a programme of social security financing that in effect, encouraged older people to enter residential care and simultaneously leave communi ty care services under-developed due to a lack of public investment. The Audit Commission (1986) heavily criticized community care and the government appointed Sir Roy Griffiths to report on the future of community based services. This led to the Government White Paper Caring for People (Department of Health, 1989a) which ultimately transformed local authority social services departments from providers to purchasers of services to create a market economy. This had an effect on front line social workers as they were involved more in the care management of older people, like assessing needs and devising care packages (Adams, 2002). Holloway (2008: 315) supports this and claims that a common complaint among practitioners is were not social workers anymore, were just care managers. This led to a contract culture with the marketisation of the public sector where social service departments would need to commission and monitor services carried out by outside agencies (Department of Health, 1989: 23). Furthermore, social workers were more often removed from direct work with service users and there was a sharper focus and greater accountability, coupled with constraints on resources and gatekeeping for those who are in the greatest need (Levin and Webb, 1997). The NHSCCA (1990) increased the recognition of the need for community care and health care to become partners in services and to include voluntary agencies and housing departments, which heralded developing policy philosophy after 1990 (Braye and Carr, 2008). Furthermore, there was a belief that service users should have more control of the services available to them and being able to purchase the services they want, as opposed to not taking part in decisions regarding services provided for them (Braye and Carr, 2008). Another significant policy development for older people, explained by Wilson et al. (2008), was the National Service Framework for Older People which placed an emphasis on independence and autonomy. To increase the levels of independence, intermediate care; which was initially outlined in the NHS Plan (DoH, 2000) was brought about in a bid to reduce the number of days older people spent in hospital and as Lymbery (2005) points out, was often an unwanted and expensive form of treatment. Policy dilemmas are evident in the national eligibility criteria, Fair Access to Care Services (DH, 2002), which is a framework to ensure equality of access to people in need of social work intervention (Beech and Ray, 2009). Due to financial constraints, the needs of older people are only being met if they fall into the critical or substantial (CSCI, 2008). Furthermore, as Lymbery (2005) points out, older people experience negative effects with regards to access to services and options due to current policy, despite emphasising promoting independence, through the eligibility criteria, doubt surrounding the privatisation of services and the rules of assessment. This paper has charted some significant policies and services available to older people before and after the NHSCCA (1990) and has found that despite privatisation and the rhetoric of independence and promotion of choice, some key implications have materialised for older people. However, despite the Act, the paper suggests there are tensions between limited resources and unlimited needs with the role of social work changing from provider to enabler. This has had some practitioners comment that they are now care managers rather than social workers due to there being less direct work with service users and more work creating care packages.

Free College Essays - Shakespeares Sonnet 76 :: Sonnet essays

Sonnet #76 Sonnet #76 is in the section of Shakespeare's sonnets generally accepted as being written to the "fair young man." However, there is no clear indication within this sonnet to identify its recipient. The form is consistent iambic pentameter with an abab,cdcd,efef,gg rhyme scheme. The basic argument of this sonnet is the power of the sonnet itself as a lasting expression of love. In the first quatrain, the poet questions himself about his poetic style. He makes reference to it being "barren" (unproductive, dry, lacking richness or interest) of "new pride" which is an archaic expression for "ornament." He questions the lack of variety or innovation. Then he asks himself why he doesn't follow the current fads (trends) and new methods of expression. Within these lines the poet begins on a path of self-examination into what he is doing specifically in writing sonnets to express his love. These thoughts are further explored in the next quatrain. The poet asks why he writes always in the same form and style keeping his creative imagination tied to a well-known form. This form is the sonnet which fits the poetic style of the writer in the same way as a garment worn frequently enough to be recognized (therefore, a comfortable garment). The poet feels every word he writes reveals his identity because of the identification of the style and manner of word usage with himself. As a child who resembles his or her parent, his way with words is easily identified. Taking this further, just as a parent cannot disown his child as his true offspring, the poet cannot deny the sonnet as his own true form of expression. In the final quatrain, the poet tells his recipient that he always writes on one theme--his love and the one he loves. For this reason, the poet finds his best tool in reworking his words and the familiar form of the sonnet. Even as a child is a form of expressing true love (an idea from the early sonnets), his sonnets as his offspring express the poet's feelings in his own unique way. He may have to reuse words and images but he hopes that each new time he can improve the word combinations and embellishments to heighten his attempt to communicate love. The final couplet brings forth the idea that as the sun rises new each day with all its bright freshness while at the same time it is as old as creation, so the poet's love sonnets are both new and old in what they are saying.

Problem †Based Learning in Teaching and Learning High School Geometry: Its Effects on Students’ Attitude and Performance

CHAPTER 1 The Problem and Its Setting INTRODUCTION Rationale New mathematics are discovered and invented everyday and there is a great manifestation of growing recognition of the need among the mathematics educators to increase the emphasis placed on problem solving for all students. (Paja 2001). Mathematics evolved over the past few thousand years in many stages. In high school mathematics in Philippine settings involve elementary algebra, intermediate algebra, geometry and advanced algebra.All of these were center in answering questions about real life. Ordinary people of all ages are endeavor of mathematics in which they constructs concepts, discover relationships, invent methods, execute algorithms, communicate and solve problems posed by their own real worlds. (Cangelosis, as quoted by Paja 2001). Often times, mathematics is a difficult subject for students who has difficulty in memorizing formulas and using logical thinking.Students learn hardly anything of what they are taught but if they learn through hands on and minds on approach (Paja, 2001) and if it will incorporate into everyday activities and in subjects like languages arts, science, social studies, visual arts, music, physical education, life skills and performing arts. Posadas, as quoted by Paja 2001 said that they will learn more meaningfully and with longer retention. Students in today’s generation are practical work learners, investigational learners and sociable learner.In relevant to that mathematics educators should explore another strategy of teaching that caters the needs of the students that we have today. According to Paja 2001 in his study on Practical Work Strategy in Teaching and Learning Plane Geometry: Its Effects on Students’ Achievement says that utilizing practical work strategy in teaching and learning plane geometry with the aid of manipulative materials has more reaching effect on students’ achievement in mathematical content and process skills than the traditional.Problem – based learning is a student centered instructional strategy in which student collaboratively solves problems and reflects on their experiences. (http://en. wikipedia. org/wiki/Problem-based_learing). Dewey proposed that education should be built on the child’s interests and experiences (Ernest, 1991). Education becomes meaningful and real to students when it is connected to them personally, as opposed to using materials that may be abstract and unrelated to a child’s lived reality. (Douglas, 1994).In today’s world of education, lots of researches that conducted promoting and encouraging active learning in mathematics. But still we are searching for other methods in teaching mathematics. In a particular University of Cebu – Main High School Department focuses merely on the tasks of improving students’ competence on conceptual knowledge. In teaching mathematics is usually it is a teacher – centered because less at tempts for students to be involve in every class interaction, performing mathematical processes through investigation and discovery thus enhancing mathematics procedural skills.This study aims to determine the effectiveness of problem – based learning on students’ attitude and performance in high school geometry in which we seek other strategy that caters the kind of learners that we have. It provide teachers with suggested teaching strategies that would greatly influence student’s motivation and enthusiasm as they develop deep understanding of the challenging topics in mathematics. This study also offers a strategy that designed for individual learning and it encouraged to take responsibility of their group and organize and direct learning process with support from an instructor.Problem – based learning is used to enhance content knowledge and foster the development of communication, problem – solving and self direction learning skills. THEORETICA L BACKGROUND Problem – based learning (PBL) is an approach to structuring the curriculum which involves confronting students with problems from practice which provide a stimulus for learning. (Buod and Feletti, 1991). They used to enhance content knowledge and foster the development of communication, problem – solving and self directed learning skills.In PBL classes, students also summarize and present their solutions in a culminating experience. The principle role of the teacher in PBL is that of a facilitator or educational coach guiding the learners in the PBL process. Educator is not the sole resource of information, but instead guides students as they search out appropriate resources. Problem – Based Learning (PBL) is a student – centered instructional strategy in which students collaboratively solve problems and reflect on their experiences, rather than learn primarily through lectures or textbooks.Problem – based learning require the develop ment of a number of component competences, such as the skills of communication, critical reasoning, logical and analytical approach to problems, reasoned decision making and self – evaluation. (Buod and Feletti, 1991). Engel sees problem – based learning as a means of developing learning for capability rather than learning for the sake of acquiring knowledge. The effectiveness of the PBL depends on the nature of student engagement and the culture of the classroom, as well as the appropriateness of the problem tasks assigned.Proponents of PBL believe that when students develop their own problem – solving procedures, they are integrating their conceptual knowledge with their procedural skills. (Gilo, 2008). In 1960’s at McMaster Medical School, the PBL approach was started wherein the approach developed by the faculty out of the perceived need to produce graduates who were prepared to deal with the information explosion and who could think critically and so lve complex problems. This institution developed its entire curriculum around PBL. (Buod and Feletti, 1991).However medicine has also been among the pioneers in the application of problem based learning as a means towards rectifying the existing situation in undergraduate medical education (Spaulding as quoted by Buod and Feletti, 1991) and post graduate medical education (Jack and Engel as quoted by Buod and Feletti, 1991). Soon after medicine schools adopted PBL as their center of instruction not later other fields will be using problem – based learning in teaching. The movement has extended into the K-12 arena as well. Camp, 1996). Educators and administrators of the institution wanted students who could think critically, solve problems and work in teams. And many undergraduate institutions began to develop PBL programs and curricula. Aalaborg has one of the most comprehensive undergraduate PBL curriculum, and Maastricnt also has a develop PBL program of study. More recent ly, in the U. S. , the University of Delaware has turned attention toward Problem – based learning, as has Samford University in Birminghan, Alabama.In addition to these more comprehensive efforts, individual faculty members at more than 300 institutions are using PBL at the undergraduate level (PBL insight, p. 7 as quoted by Gilo, 2008). Through the researches conducted in medical school, we can formulate expectations about the outcomes of problem – based learning. Medical researchers show that problem – based learning provides students with the opportunity to gain theory and content knowledge and comprehension.According to Schmidt cognitive effects of problem – based learning are the following: (a) initial analysis of the problem and activation of prior knowledge through small-group discussion, (b) elaboration on prior knowledge and active processing of new information, (c) restructuring of knowledge, construction of a semantic network, (d) social knowl edge construction, (e) learning in context, and (f) stimulation of curiosity related to presentation of a relevant problem. Constructivism and Problem – Based LearningConstructivism is a philosophical view on how we come to understand or know. It is, in our mind, most closely attuned to the pragmatic philosophy of Richard Rorty (1991) as quoted Duffy and Savery, 2001. We will characterize the philosophical view in terms of three primary propositions by Rorty (1991) as well as vonGlaserfeld (1989). Firstly, understanding is in our interactions with the environment. This is the core concept of constructivism. We cannot talk about what is learned separately from how it is learned, as if a variety of experiences all lead to the same understanding.Learning takes place only through self – activity. (Froebel 1976). Dewey proposed that education should built on the child’s interests and experiences. (Ernest as quoted by Douglas, 1994). Since understanding is an individu al construction, we cannot share understandings but rather we can test the degree to which our individual understandings are compatible. An implication of this proposition is that cognition is not just within the individual but rather it is a part of the entire context. (Savery and Duffy, 2001).Secondly, cognitive conflict or puzzlement is the stimulus for learning and determines the organization and nature of what is learned. When we are in a learning environment, there is some stimulus or goal for learning — the learner has a purpose for being there. That goal is not only the stimulus for learning, but it is a primary factor in determining what the learner attends to, what prior experience the learner brings to bear in constructing an understanding, and, basically, what understanding is eventually constructed.In Dewey's terms it is the â€Å"problematic† that leads to and is the organizer for learning (Dewey, 1938: Savery and Duffy,2001). For Piaget it is the need fo r accommodation when current experience cannot be assimilated in existing schema (Piaget, 1977; Savery and Duffy, 2001). Lastly, knowledge evolves through social negotiation and through the evaluation of the viability of individual understandings. The social environment is critical to the development of our individual understanding as well as to the development of the body of propositions we call knowledge.At the individual level, other individuals are a primary mechanism for testing our understanding. Collaborative groups are important because we can test our own understanding and examine the understanding of others as a mechanism for enriching, interweaving, and expanding our understanding of particular issues or phenomena. As vonGlaserfeld (1989) has noted, other people are the greatest source of alternative views to challenge our current views and hence to serve as the source of puzzlement that stimulates new learning.In PBL, students learn content, strategies and self – directed learning skills through collaboratively solving problems, reflecting on their experiences, and engaging in self – directed inquiry. It established principles of learning which have been explained through observation and research over the past century, principles such as motivation, relevance, practice, active learning and contextual learning operate significantly in a PBL environment, and to a much lesser extent in conventional curricula.Figure 1: Schematic Diagram of the Theoretical – Conceptual Framework of the Study THE PROBLEM Statement of the Problem The main purpose of this study was to determine the effects of problem – based learning on students’ attitude and performance in high school geometry to the third year students of University of Cebu – Main, Cebu City of the school year 2010 – 2011. Specifically, the study sought to determine the following: 1. The profile of the students’ performance in the control group and the experimental group during the pre – test in terms of their high school geometry performance. . The profile of the students’ performance in the control group and the experimental group during the post – test in terms of their high school geometry performance. 3. The significant mean gain between the pre – test and post – test high school geometry performance profile of the students in the control group and the students in the experimental group. 4. The significant mean gain difference between the control and the experimental group’s performance in their high school geometry performance. . The significant change of the attitude towards mathematics before and after the exposure to the traditional teaching among the third year high school students of University of Cebu in the control group. 6. The significant change of the attitude towards mathematics before and after the exposure to the problem – based learning among the third year h igh school students of University of Cebu in the experimental group. Statement of HypothesesHo1: There is no significant difference between the hypothetical mean and the actual mean of the control group and the experimental group during the pre – test in terms of their high school geometry performance. Ho2: There is no significant difference between the hypothetical mean and the actual mean of the control group and the experimental group during the post – test in terms of their high school geometry performance. Ho3: There is no significant mean gain between the pre – test and post – test high school geometry performance profile of the students in the control group and the students in the experimental group.Ho4: There is no significant mean gain difference between the control and the experimental group’s performance in their high school geometry performance. Ho5: There is no significant change of the attitude towards mathematics before and after the exposure to the traditional teaching among the third year high school students of University of Cebu in the control group. Ho6: The significant change of the attitude towards mathematics before and after the exposure to the problem – based learning among the third year high school students of University of Cebu in the experimental group.Significance of the Study The effects of problem – based learning on students’ attitude and performance in high school geometry to improve classroom instruction and the quality of education rendered to continuing growing population. This study will benefit the following individual in learning and teaching mathematics in different approach. Students. The students were the primary reason of this study. They would be directly affected with the benefits of the study since they were the focus of it.Students would be relieved of the conventional classroom structure which they perceive as boring and unmotivating. They are given highly appropriate learning experiences to build positive attitude and productive individual. Teachers. The findings of this study would be of great help to the teachers not only in mathematics but also in some related areas of concern. Teachers at all levels would be able to select appropriate teaching techniques that complement problem – based learning. School Administrators.School administrators would likewise be benefited by the outcomes of the study and would capture an insight and opportunity to include in the present scope of the mathematics program and help improve the curricular content to adopt students’ level of learning with the same weight, being in the position, they have the chance to persuade the teachers to adopt problem – based learning as part of students’ learning experiences. Curriculum Writers. The result of this study would also enable the curriculum writers to redesign or restructure curriculum materials which could better facilitate math ematics learning through problem – based earning. Scope and Delimitation Content Delimitation The area of the study was the level of performance in high school geometry and the attitudes towards problem – based learning of the third year high school students of University of Cebu High School Department – Main Campus in the school year 2010 – 2011. Place Delimitation This study was limited to University of Cebu High School Department – Main Campus located in corner Sanciangko and Juan Luna Streets, Cebu City. Time Delimitation The study conducted in the school year 2010 – 2011.Subject and Area Delimitation The subjects of the study were the selected third year high students of University of Cebu High School Department – Main Campus in the school year 2010 – 2011. Chapter 2 Related Literature and Studies Observed that teachers are now being encouraged to move away from a tradition of teaching methods that are mechanistic in natur e and inappropriate to the ways students learn into a constructivist approach where active learning is emphasized. (Alindada, 199 as quoted in Paja, 2001).A teaching working from a multiculture, social – reconstructivist approach attempts to create a learning environment that is as democratic and open as the power asymmetries of the classroom allow, but with explicit recognition of this asymmetry. (Ernest 1991 as quoted by Douglas, 1994). Mathematics is our general education component that entails enriching a personal knowledge of the students that includes the opportunity to develop the power to explore, make conjecture and reason logically. This component helps students to become broadly educated, creative, cultured, morally pright and productive citizens. (Paja, 2001). Mathematics as an interdisciplinary language and tool. Mathematics can be used to help represent, communicate about, and solve problems in many different disciplines. Many jobs and other aspects of responsib le adult life in our society require some mathematical knowledge and skills. Problem – Based Learning , which encourages students to work in groups to carry out research and think independently to solve problems, is growing into an international movement. Moncure, 2005). According to Stephien and Rosenthal (1992) that PBL instruction is designed to provide students with a guided experiences in solving an ill – structured problem. It orienting students toward meaning – making over fact – collecting. They learn via contextualized problem sets and situation. (Rhem, 1998). Ulmer says, this approach gives students immediate feedback. â€Å"It keeps a constant flow going between teacher and student, and you cant’t put a price tag on that. According to the study of Gilo (2008), that PBL can produce socially responsible citizens. This gives the youth a sense of awareness and participation in the community. They love the challenge being the problem solvers and it gives a sense of accomplishment for having been part of the society they belong. PBL is a motivating way to learn as learners are involved in active learning, working with real problems and what they have to learn in their study is seen as important and relevant to their own lives. (http://www. bli. org/pbl/pbl. htm). According to Spence that problem based learning gives you opportunities to examine and try out what you already know; discover what you need to learn; develop your people skills for achieving higher performance in teams; improve your writing and speaking abilities, to state and defend with sound arguments and evidence your own ideas; and to become more flexible in your approach to problems that surprise and dismay others. Despite the work and effort it requires, PBL is never dull and is often fun.Problem – Based Learning proponents emphasize that it improves thinking and learning skills and cognitive abilities in students. It has been reported that PBL à ¢â‚¬â€œ trained students are more frequent users of libraries and other information resources, which support independent learning. They acquire life long study skills, especially in their early years of study, giving rise to sustained learning. PBL educated students have a more holistic approach to their subject, more readily integrate new information, adapt to change and work well as member of a team.Generally PBL appears to increase students interest and enjoyment to the subject and enhance their professional development. (Gilo, 2008). Chapter 3 Research Methodology Methodology This study utilized the quasi – experimental method with a content group and an experimental group using the pre – post tests. The quasi – experimental method was used since the subjects in each group were matched in terms of some selected variables such as classroom setting, classroom environment, instruction and academic performance. The study conducted on the second quarter grade.The two groups were given the pre – test on solid figures and its measurements to determine the mathematical achievement of each student. Intervention took place after conducting the pre – test which lasted for two weeks. The traditional way of teaching was given to the control group and the problem – based learning for the experimental group. After four weeks of experimentation a post – test was administered to determine the changes in their performance in high school geometry specifically in solid figures and its measurements.Research Environment This research was conducted in University of Cebu – High School Department Main Campus is located at the corner of Sanciangko and Juan Luna Streets, Cebu City. It is private non – sectarian institution of higher learning. It provides the learners with the essential knowledge, skills and attitudes that allow them to improve their quality of life and increase their opportunities to participate in and b enefit from social and economic development.It aspires to provide the learners with academic, scientific, technical and vocational, knowledge, skills and attitudes essential in meeting the demands of time, enhance the individuals emotional, social – cultural and spiritual needs; deeper the learners’ awareness and willingness to be pro – active in community projects and activities including environment protection and preservation, produce graduates who are highly qualified for the world of work. And as testament of its desire to provide est education for the masses, it is now the fastest growing university, if not the most dynamic among all the universities in the city of Cebu in terms of the number of students coming from public and private schools in urban or rural areas. Research Respondents The subjects of the study were the 82 selected third year high school students of University of Cebu – Main who are enrolled in the school year 2010 – 2011. Table 1 The Population of the Study Year and Section |Total Population |Research Population | | | |Sample (n) |Percent (%) | |III – Sapphire |41 |41 |100 | |(Control Group) | | | | |III – Jade |41 |41 |100 | |(Experimental Group) | | | | As indicated in the Table 1, the sections of third year classes were the groups under treatment of the study. The III – Sapphire class with 41 students composed the control group while III – Jade class with 41 students constituted the experimental group.Research Instruments The instruments in this study were the Mathematics Performance Test and an adopted Mathematics Attitude Scale. The achievement test was a teacher – made test about the high school geometry particularly solid figures and its measurement. To measure students’ attitude in mathematics, Mathematics Attitude Scale was used. This mathematics attitude scale was adopted from the study of Ruyca, 1994. It consisted of 20 positive and negative state ments. This attitude questionnaire is a 5 – point Likert scale to which the subjects indicate SA for strongly agree, A for agree, U for undecided, D for disagree and SD for strongly disagree.For reliability of the said test, split – half method was used. A coefficient of correlation of 0. 74 described that the test was highly reliable. Research Procedures The procedures of the study were done through data gathering and treatment of data. Data Gathering The researcher secured a written permit with the approval of the high school principal of University of Cebu –Main Campus. After the written permits signed and approved by the authorities, the researcher administered a 40 – item teacher – made test to the 40 third year high school students of University of Cebu – Main who are not respondents of the study to establish the validity of the test.When the test was found to be reliable and valid, a pre – test was administered to the actual re spondents, the third years Sapphire (control group and Jade (experimental group), a week before the experimentation started. The permit is found in appendix A. The III – Sapphire and III – Jade are the target subjects of the study. The III – Sapphire as the control group, which was exposed to traditional method; III – Jade served as the experimental group, which exposed to problem – based learning. In traditional way of teaching, lessons were presented by way of lecture, discussion and demonstration. Follow – up exercises were given in a form of seatwork and boardwork every after session. In this approach, teachers play an important role in learning process.All the discussions and presentations were delivered by the teacher. The pacing of the lesson depended on the teacher’s evaluation of the students’ performance in their previous activity. Each lesson was taught for not more than two meetings. After a month of experimentation , a post – test was given to evaluate whether the students in the control group gained knowledge in solving the areas, surface area and volume of a plane and solid figures. On the other hand, the 41 III – Jade students were exposed to problem – based learning. In the PBL, the learner will be given a problem and they were attempting to answer it of the information of what they already know.They will identify what they need to learn to better understand the problem an how to resolve it. Once they have worked with the problem and identified what they need to learn, the learners engage in self-directed study to research the information needed by finding and using a variety of information resources (books, journals, reports, online information, and a variety of people with appropriate areas of expertise). The learners then return to the problem and apply what they learned to their work with the problem in order to more fully understand and resolve the problem. After they have finished their problem work the learners assess themselves and each other to develop skills in self-assessment and the constructive assessment of peers.Self-assessment is a skill essential to effective independent learning. The faculty in turn become resources, tutors, and evaluators, guiding the students in their problem solving efforts. To measure the attitude of each student towards mathematics who had some through problem – based learning and traditional method, a Mathematics Attitude Scale the level of interest, feeling, perception and trend of attitude of the student towards high school geometry in both control and experimental groups were gathered. Each student was expected to answer the questions for their Mathematical Attitude Scale. Treatment of Data The data that will be gathered will be treated quantitatively.The following statistical treatments will be utilized for appropriate interpretation: 1. To determine the profile of the students’ performan ce in the control group and the experimental group during the pre – test and post – test in terms of their high school geometry performance, the z – test will be used with the formula: [pic] where: z = z – test value AM = actual mean HM = hypothetical mean SD = standard deviation N = number of cases/students 2. To determine significant mean gain between the pre – test and post – test high school geometry performance profile of the students in the control group and the students in the experimental group, the t – test will be used with the formula: [pic] here: t = t – test value [pic] = mean of the control group [pic] = mean of the experimental group SD1 = standard deviation of the control group SD2 = standard deviation of the experimental group N1 = number of cases of the control group N2 = number of cases of the experimental group 3. To determine the significant mean gain difference between the control and the experimental grou p’s performance in their high school geometry performance, the t – test will be used with the formula: [pic] where: t = t – test for the pre – post mean gain [pic] = mean of the difference SD = standard deviation of the difference N = number of cases 4.To determine the significant change of the attitude towards mathematics before and after the exposure to the problem – based learning among the third year high school students of University of Cebu in the experimental group, the weighted mean will be used with the formula: [pic] where:[pic] = weighted mean f = frequency n = number of cases Level of Significance A 0. 05 level of significance with a two – tailed test of statiscal significance for rejecting or accepting the hypothesis was applied in this study. Definition of Terms This study contains terms and ideas which may vary from its definition. To facilitate a better understanding of the study, some terminologies will be defined based on h ow they are used operationally.Mathematics Attitude refers to the significant contributors of detractors of effective performance. It is the behaviour shown by the students towards performing mathematics. Traditional Method refers to the ways of teaching mathematics used by teachers who depend on the teachers’ manual or textbook. It eliminates students’ experiences that are expected to motivate and sustain interest of the children. Plane Geometry refers to a branch of mathematics dealing with the properties and relations of lines, angles, surface and solids. Problem – Based Learning refers to a student instructional strategy in which students collaboratively solve problems and reflect on their experiences.Student Performance refers to the academic achievement of the student specifically mathematics. Chapter 4 Presentation, Analysis and Interpretation The presentation, analysis and interpretation of data will be presented after the experimentation of the class wi ll be done and if the data is being gathered. Chapter 5 Summary, Conclusion and Interpretation The summary, conclusion and recommendation of the study will be given after the data is being presented, analyzed and interpreted. Appendix A University of Cebu – Main High School Department Sanciangko Street, Cebu City June 15, 2010 DR. AGAPITO P. PINO JR. High School Principal University of Cebu – Main Sanciangko Street, Cebu City Sir: Greetings.The undersigned has come up with a thesis concept entitled â€Å"PROBLEM – BASED LEARNING IN TEACHING AND LEARNING HIGH SCHOOL GEOMETRY: ITS EFFECTS ON STUDENTS’ ATTITUDE AND PERFORMANCE† In this connection, she would like to request permission to conduct an experimental study with the third year students (III – Sapphire, Control Group and III – Jade, Experimental Group), who are enrolled in school year 2010 – 2011. Your favourable consideration and approval will be highly appreciated. Very truly yours, (Sgd. ) Judy G. Gutang Recommending Approval MARCELO T. LOPEZ (Sgd. ) President, SUC III Cebu Normal University Appendix B Mathematics Attitude Scales (Adopted from Maxima Ruyca) Name: _______________________ Year: ____ Sex: ___ Age: ____ Date: _____Directions: Each of the statement of this opinionnaire expresses a feeling, which a particular person has towards mathematics. Your answer is correct if it expresses your own opinion. This is not a test and you are not to be graded. Do not omit any item. You are to express, on a five – point scale, the extent agreement between the feeling in each statement and your own personal feeling. You are to check the better which indicators how closely you agree or disagree with the statement. The five – point scale are: SA – Strongly Agree; A – Agree; U – Undecided; D – Disagree; SD – Strongly Disagree. | |SA |A |U |D |SD | |1.I am always under a terrible strain in Mathematics | | | | | | |class. | | | | | | |2. I do not like Mathematics and it scares me to have to | | | | | | |take it. | | | | | | |3. Mathematics is very interesting to me and I enjoy | | | | | | |Mathematics course. | | | | | | |4. Mathematics is fascinating and fun. | | | | | | |5.Mathematics makes me feel scared and at same | | | | | | |time it is stimulating. | | | | | | |6. My mind goes blank and I am unable to think clearly | | | | | | |when working with Mathematics. | | | | | | |7. I feel a sense of insecurity when working with | | | | | | |Mathematics. | | | | | | |8. Mathematics makes me feel uncomfortable, restless, | | | | | | |irritable and impatient. | | | | | | | |A |U |D |SD | | | | | | | | | |SA | | | | | |9. The feeling that I have towards Mathematics is a | | | | | | |good feeling. | | | | | | |10. Mathematics makes me feel as if I am lost in a | | | | | | |jungle of numbers and I can’t find my way out. | | | | | |11. Mathematics is stimulating I enjoy a great deal. | | | | | | |12. When I hear the word Mathematics I have a feeling | | | | | | |of dislike. | | | | | | |13. I approach Mathematics with a feeling of hesitation, | | | | | | |resulting from a fear of not being able to do it. | | | | | | |14. I really like mathematics. | | | | | | |15.Mathematics is a course in school, which I have | | | | | | |always enjoyed studying. | | | | | | |16. It makes me nervous to even think about having to | | | | | | |do Mathematics problem. | | | | | | |17. I have never liked Mathematics. | | | | | | |18. I am happier in a Mathematics classes than any | | | | | | |other class. | | | | | | |19.I feel at ease in Mathematics and I like it very much. | | | | | | |20. I feel a definite positive reaction toward | | | | | | |Mathematics and it is enjoyed. | | | | | | UNIVERSITY OF CEBU HIGH SCHOOL DEPARTMENT TABLE OF SPECIFICATIONS Examination : Performance TestSubject / Year Level : Mathematics III Number of Items : 40Teacher : Miss Judy G. Gutang |SPECIFIC O BJECTIVES |CONTENTS |TIME FRAME |% ALLOCATION |NO.OF ITEMS |LEARNING DOMAIN |ITEM PLACEMENT |TYPE OF TEST | | Apply formulas in solving problems | | | | |Applying |I. 1 – 10 |Multiple Choice | |involving areas |AREAS |4 hours |25% |11 |Solving | | | |Solve problems on surface areas of | | | | |Applying |I. 11 – 25 |Multiple Choice | |solid figures |SURFACE AREAS |6 hours |37. % |15 |Solving | |Problem Solving | |Solve problems on volumes of solid | | | | |Applying |I. 26 – 40 |Multiple Choice | |figures |VOLUMES |6 hours |37. 5% |14 |Solving | |Problem Solving | |TOTALS | |16 hours |100% |40 | | | |University of Cebu High School Department PERFORMANCE TEST Name: __________________________ Year and Section: __________ Score: ____ I. MULTIPLE CHOICE. Read each item carefully. Encircle the letter of the correct answer. Use [pic]. 1. Find the area of a circular rug with 8. 5 cm radius. a. 182. 98 cm2b. 196. 68 cm2c. 226. 98 cm2 d. 53. 41 cm2 2. Find the area of a tr apezoid whose altitude is 6 cm and whose bases are 4 cm and 2 cm, respectively. a. 18 cm2b. 12 cm2c. 10 cm2d. 8 cm2 3. A triangle has an area of 65 ft2 and a base of 6 ft. What height corresponds to this base? a. 12 2/3 ftb. 13 2/5 ftc. 18 1/3 ftd. 1 2/3 ft 4. Find the height of a parallelogram whose area is 74 mm2 and a base length of 27 mm. a. 2. 70 mmb. 2. 74 mmc. 2. 47 mmd. 2. 41 mm 5. What is the area of the base in the figure at the right? a. 12 cm2b. 14 cm2 c. 21 cm2 d. 84 cm2 6. A square garden has a perimeter of 43m. What is its area? a. 151. 53 m2b. 151. 56 m2c. 151. 26 m2d. 115. 56 m2 7. The area of the rectangle is 162 in2. How wide is the figure if its 9 in long? a. 12 in b. 16 in c. 18 in d. 20 in 8. What is the area of a 3. 2 ft square board? a. 10. 24 ft2b. 14. 20 ft2c. 41. 20 ft2d. 40. 21 ft2 9. Calculate the area of the shaded region in the figure. a. 8. 34 in2b. 9. 3 in2c. 10. 25 in2d. 11. 43 in2 10. A man is buying a lot for P5,000 per square meter. If the lot is 20 m long and 15 m wide, how much will he pay for it? a. P9. 2Mb. P8. 1Mc. P3. 5Md. P1. 5M 11. How many 4 – inch square tiles are needed to cover a floor whose length is 12 feet and whose width is 8 feet? a. 486 tilesb. 648 tilesc. 684 tilesd. 864 tiles 12. The lateral area of a pyramid is 228 ft2. Find the area of the base if it has a surface area of 372 ft2. a. 84 ft2b. 98 ft2c. 112 ft2d. 144 ft2 13. A volley ball has a diameter of 12 cm. What is its surface area? a. 425. 31 cm2b. 452. 34 cm2c. 452. 39 cm2d. 452. 49 cm2 14.The side of a cube measures 6. 1 cm. How much foil is needed to completely cover its surface? a. 223. 36 cm2b. 226. 98 cm2c. 148. 84 cm2d. 37. 21 cm2 15. The sum of the areas of the bases of a cylinder is [pic] ft2. Find its radius. a. 6ftb. 8 ftc. 10 ftd. 12 ft 16. The side of a cube has length 9 cm. Find its surface area. a. 336 cm2b. 486 cm2c. 508 cm2d. 660 cm2 17. How much plastic is needed to manufacture five plastic balls of radius 2 cm? a. 521. 38 cm2b. 512. 33 cm2c. 215. 38 cm2d. 251. 33 cm2 18. Find the amount of cardboard needed to make a birthday hat with radius 4 in and a slant height of 10 in. a. 125. 7 in2b. 162. 7 in2c. 216. 5 in2d. 261. in2 19. A right cylinder has a lateral area of 2,480 cm2. The height is 16 cm. Find the radius of the cylinder. a. 7. 03 cmb. 8. 07 cmc. 9. 23 cmd. 10. 37 cm 20. The circumference of a basketball is 40. 8408 cm. What is its surface area? a. 453. 93 cm2b. 530. 93 cm2c. 533. 35 cm2d. 563. 53 cm2 21. How much paper is needed for the label of Youngstown sardines having a radius of 2 in and a height of 4. 2 in? a. 52. 78 in2 b. 95. 56 in2c. 99. 25 in2d. 112. 12 in2 22. Which of the statements is TRUE? a. No two spheres have the same volume and surface area. b. The lateral faces of a rectangular prism have two pairs of equal areas. c.The surface area of a sphere is equal to the area of the Great Circle. d. The area of the base of a cone is lwh. 23. What is the radius of a cone whose area o f its base is 22. 46 in2? a. 7. 62 inb. 6. 72 inc. 2. 67 ind. 1. 76 i 24. Two identical cubes, whose volume is 125 cm3, are placed side by side to forma rectangular prism. Find the surface area of the new solid. a. 150 cm2b. 250 cm2c. 350 cm2d. 450 cm2 25. The sum of the area of the bases of a rectangular prism is 120 ft2. How long is the solid if its width is 5 ft? a. 3 ftb. 4 ftc. 5 ft d. 6 ft 26. The surface area of a triangular pyramid, having four congruent faces, is [pic] mm2. How long is the base if its height is [pic]mm. a. ftb. 6 ftc. 8 ftd. 10 ft 27. Which of the following statements is FALSE? a. The ratio of volume of the cone to the volume of the cylinder is 3:1. b. The volume and surface area of a sphere can be equal. c. The volume of an irregular object can be determined by water displacement. d. No two cubes have equal volume. 28. How would the volume of the square pyramid be affected if the height is doubled? a. the sameb. doubledc. tripledd. quadrupled 29. Find the volume of a cube 3 meters high. a. 9m3b. 18 m3c. 27m3d. 54 m3 30. A spherical lollipop has a radius of 1. 5 cm. What is its volume? a. 14. 16 cm3b. 17. 07 cm3c. 28. 26 cm3d. 10. 60 cm3 31.Find the amount of space contained in a book 12 in by 1. 5 in by 6. 1 in. a. 89. 01 in3b. 180. 9 in3c. 109. 80 in3d. 801. 9 in3 32. How much sand is contained in a can whose height is 5 inches and radius is 1. 5 in? a. 53. 32 in3b. 35. 34 in3c. 33. 53 in3d. 52. 33 in3 33. The volume of a pyramid is 20 m3. If its height is 12 cm, find the area of the base. a. 5 cm2b. 10 cm2c. 15 cm2d. 20 cm2 34. The height of a 7. 1 ft by 4. 2 ft waterbed mattress is 2. 5 ft. Find its volume. a. 79. 785 ft3b. 79. 857 ft3c. 79. 758 ft3d. 79. 875 ft3 35. The water content in an aquarium is[pic]. How high is it if it is 2 ft long and 1. 7 ft wide? a. 1. 8 ft b. 2. 4 ftc. 3. 1 ftd. 3. 3 ft 36.A pipeline is 1200 ft long and has a diameter of 4 ft. How much cubic feet of gas can the pipe hold? a. 15,087. 68 ft3b. 17,950. 68 ft3c. 19,057. 86ft3d. 19,571. 68ft3 37. How much greater is the new volume than the original rectangular prism if its height is doubled and its height is halved? a. twiceb. the samec. thriced. can’t be determined 38. The radius and height of an empty Nido can are 4 in and 11. 8in, respectively. How much water it contains if it is one – half full? a. 296. 56 in3b. 296. 67 in3c. 296. 57 in3d. 296. 67 in3 39. A softdrink cup is cylindrical in shape. Its volume is 628 cm3 and the radius is 5cm. How deep is the cup? a. 6 cm b. 8 cmc. 9 cmd. 10 cm 40.A stalactite in Bukilat Cave in Camotes, Cebu is shaped like a cone. It is 2. 5 ft and has a diameter at the roof of 1. 2 ft. Find the volume of the stalactite. a. 2. 83 ft3b. 3. 28 ft3c. 8. 23 ft3d. 8. 32 ft3 CURRICULUM VITAE JUDY G. GUTANG PERSONAL PROFILE Age:25 years old Birth date:March 26, 1985 Sex:Female Civil Status:Single Religion:Roman Catholic Citizenship:Filipino EDUCATIONAL BACKGROUND Cebu Normal University Maste r of Arts in Education major in Mathematics Units Earned: 27 units Cebu Normal University Bachelor of Secondary Education major in Mathematics Graduated 2006 Don Vicente Rama Memorial National High School (Basak National High School)Graduated 2002 Don Vicente Rama Memorial Elementary School (Basak Elementary School) Graduated 1998 WORK EXPERIENCE University of Cebu – Main Campus High School Teacher (Math) 2007 – present Cebu Normal University Office Clerk – Accounting Department May 29, 2006 – January 1, 2007 Cebu Normal University Student Assistant – Accounting Department January 2003 – September 2005 EXAMINATIONS PASSED Licensure Examination for Teachers (LET) Secondary Level – August 2006 SEMINARS/WORKSHOPS ATTENDED Innovations in Classroom Teaching January 31, 2009 Computer Aided Instruction Seminar-Workshop November 29, 2008 Lecture – Forum on Numerical Analysis October 11, 2008Seminar/Workshop on Strategies and Techniques in Teaching Mathematics for High School September 27, 2008 Good Citizenship Values Formation August 30, 2008 Book Launch and Seminar on Teaching Skills and Strategies December 1, 2007 Seminar on Empowering Teachers with Strategies Anchored on Learner- Centered Paradigm October 24, 2007 Lecture-Demonstration on Innovations in Teaching Mathematics August 13, 2007 Restructuring Learning Strategies and Experiences: Paradigm Reflective of the UC Secondary Education Vision-Mission-Goals (Year Three) May 16 – June 8, 2007 Wellness Seminar September 20, 2006 Living Values Education Program January 27 – 29, 2006 Basic Training Course for Unit LeadersSeptember 30 – October 2, 2005 ———————– CONSTRUCTIVISM THEORY |Post – test | |Achievement |Attitude | |Pre – test | |Achievement |Attitude | ? Understanding comes from our interaction with our environment. ? Cognitive conflict stimulates learning. ? Knowle dge evolves through social negotiation and evaluation of the viability of individual understanding. Traditional Approach Control Group III – Sapphire Control Group III – Sapphire Problem – Based Learning Experimental Group III – Jade Experimental Group III – Jade Structured Plan in Mathematics (High School Geometry)