Philosophy of Teaching Essay -- Teachers Education Learning Essays

Reasoning of Teaching My objectives as an educator are to assist understudies with conveying successfully and cultivate a longing to learn. I accept these two attributes are significant for understudies to have on the grounds that in spite of what issues they experience or what circumstance they are in, the capacity to impart successfully will help them in working with others and the craving to learn will spur them to roll out positive improvements throughout their life. As an educator, I need my understudies to get keen on learning, both in school and in their own lives. In light of these two objectives, my job as an instructor is to assist them with obtaining these aptitudes and qualities. Be that as it may, successful correspondence is perhaps the hardest assignment for instructors since we as a whole impart in various manners and through various methods. This is the reason educators likewise need the craving to learn in light of the fact that it will propel them to learn increasingly valuable methods of conveying and interfacing with the understudies. To assist understudies with accomplishing these objectives, an instructor who shows others how its done can exhibit to understudies how to impart to other people. Likewise, if educators are amped up for what they instruct, they will make a superior learning condition that will rouse the understudies to learn. My way of thinking of showing comprises of these two attributes in light of the fact that after they leave my class, I need them to proceed with their instruction with the longing to find out more and to convey this craving and the aptitudes they have gotten with others. As a future social examinations ... Reasoning of Teaching Essay - Teachers Education Learning Essays Reasoning of Teaching My objectives as an educator are to assist understudies with conveying adequately and encourage a longing to learn. I accept these two qualities are significant for understudies to have on the grounds that notwithstanding what issues they experience or what circumstance they are in, the capacity to convey viably will help them in working with others and the longing to learn will spur them to roll out positive improvements throughout their life. As an instructor, I need my understudies to get keen on learning, both in school and in their own lives. In light of these two objectives, my job as an instructor is to assist them with getting these aptitudes and qualities. Be that as it may, compelling correspondence is perhaps the hardest errand for educators since we as a whole impart in various manners and through various methods. This is the reason instructors additionally need the craving to learn in light of the fact that it will persuade them to learn progressively helpful methods of imparting and associating with the understudies. To assist understudies with accomplishing these objectives, an instructor who shows others how its done can exhibit to understudies how to impart to other people. Also, if instructors are amped up for what they educate, they will make a superior learning condition that will rouse the understudies to learn. My way of thinking of showing comprises of these two attributes on the grounds that after they leave my class, I need them to proceed with their instruction with the craving to find out more and to convey this longing and the aptitudes they have gotten with others. As a future social investigations ...

The Progression of the American Musical Free Essays

The World Two extraordinary authors of American melodic theater, Richard Rodgers and Oscar Hammerstein II, had one regular thought. They needed to present to the American open another, progressive melodic that would stand apart among the rest. They needed to have an effect on the social orders of the time. We will compose a custom article test on The Progression of the American Musical or then again any comparative theme just for you Request Now They needed to be imaginative and accomplish something that was viewed as insubordinate. At the point when they at long last consolidated their thoughts together they made an American magnum opus: Oklahoma!. This was the primary Rodgers and Hammerstein coordinated effort, beginning the best inventive artnership throughout the entire existence of American melodic theater. In the prior years Oklahoma! was made, Broadway was passing on. New and reviving musicals were an uncommon event and when a craftsman attempted to make something that he trusted his crowd might want, he was unfortunately frustrated. Broadway was experiencing an absence of what it was respected for: amazing plays and musicals. Its season of fabulousness and excitement was nearly overlooked, and needed being spared. That is the reason Oklahoma! is viewed as a resurrection of the American melodic auditorium at that point. It breathed life into Broadway back, filling theater seats with nthusiastic crowds who grasped the progressions of this new performance center melodic with great affection and made it a legend. Oklahoma! set new measures for exemplary American venue by presenting new methods of introducing the melodic to the crowd, presenting another sort of music into the theater, and wandered away from the typical great structure and structure of a melodic that crowds had become used to. It was a period of progress, a period of energy, and a period of setting gauges for what's to come. Nearly from the primary execution at the St. James Theater on March 31, 1943, Oklahoma! has been perceived as another sort of melodic play that denied its Broadway crowds a significant number of their most loved conventions, says David Ewen in American Musical Theater: â€Å"There was no initial tune line, no ensemble until halfway through the primary demonstration, actually. There was fairly a genuine expressive dance and different genuine suggestions, remembering a slaughtering for act two. The story, which was so basic, appeared to draw in the crowd in more than simple night diversion† (248). These changes, a long way from baffling to watchers, were maintained by a triumph that had never been found throughout the entire existence of melodic theater. He kept on saying that with their first cooperation, Rodgers and Hammerstein shered in another period for the melodic performance center This wonderful people play acknowledged completely that which the prior Rodgers and Hart musicals had been endeavoring to acquire: a synchronization of the considerable number of components of the melodic auditorium into a solitary substance. Best case scenario Oklahoma! could make a case for have deliberately woven another component, move, into the cunning texture of the advanced melodic. No longer would artists sing and afterward Dance was not another component in the theater domain. It had been utilized for a considerable length of time as a method of translation of sentiments of a character that the author or chief needed the crowd to feel outwardly. Through development, articulation of those sentiments was depicted and helped the crowd to some degree experience that solitary feeling of dread, detest, love, or blame right alongside the character in front of an audience. Be that as it may, what was regular was that it was never united with the music and singing. The melody was typically trailed by the beautiful move. A tune followed by a move would normally lost the audience’s consideration, or regardless of whether the move was excessively long or didn't compare to the melody or story line what so ever. Rodgers and Hammerstein set a standard that consolidated the two components (music/routine) so the crowd would ind more rationale in the move. It would have an importance and a reason in the play and uplift the energy in the melodic. Furthermore, in numerous examples, it would assist the plot or, best case scenario help the crowd to completely comprehend the individual character’s sentiments by then in the melodic. David Ewen utilizes the case of Agnes de Mille’s (choreographer of Oklahoma! ) artful dance, which enlivened the heroine’s dream and gave her intention to denying the hero’s greeting to a case unique. It was a piece of the story. (248) According to Gerald Bordman, the creator of American Musical Comedy, the thought cap coordination, something new and frantically required, grabbed hold of Broadway’s thinking. Actually, it turned out to be so elegant to coordinate move into the melodic, that it was once in a while infused when it filled no emotional need, and now and then in any event, when it frustrated the unfurling of the story. (160) After for a little while move became abused, which appeared to demolish what Rodgers and Hammerstein had decided to do (the fuse of move to uplift the significance of the melodic). Different journalists or choreographers who embedded move were not including it when it would support the melodic. Executives came to accept that move was a need in a melodic, for it was ne of the key reasons why Oklahoma! as so effective. So the options were made, however were not so much idea about their motivation when they were included. What was overlooked was the conspicuous requirement for the move by any means. Move was believed to be a need of the crowd, not thinking about if the melodic even required the move by any means. Along these lines, this issue formed into a fr ee for all, including move Just for the negligible scene of it. However, in Oklahoma! , everything fit into its place. Just because, not exclusively were the tunes and story indistinguishable, yet additionally the moves uplifted the dramatization by uncovering he fears and wants of the main characters. As indicated by Bordman, Richard Rodgers once stated, â€Å"when a show works superbly, it’s on the grounds that all the individual parts supplement one another and fit together†¦ in an incredible melodic, the arrangements sound the manner in which the ensembles look. That’s what made Oklahoma! work†¦ it was a work made by numerous that gave the impression of having been made by one† (160). joint effort. Joseph Swain includes that much was made at the hour of the hero’s killing the lowlife in front of an audience in Oklahoma!. This also was not new. In any case, while the case to innovation was by and by overstated, Oklahoma! uprightness of its immense fame, a notoriety not the slightest bit diminished by a horrendous scene, opened entryways. (74) Oklahoma! was in the class of Musical Comedy, and numerous pundits felt that lowlifess and murder were not components that ought to show up in a parody. It was felt that such things would dismiss crowds from Oklahoma! , having going to see a parody and leaving feeling like they had seen a homicide secret, and not giggling at all was not the principle target of satire theater. In any case, indeed, these components were a key piece of the melodic. David Ewen called attention to in The Story of America’s Melodic Theater that the first play had the two lowlifess and a homicide, and Rodgers and Hammerstein had no goal of expelling them from their melodic. Ewen cites Hammerstein saying, â€Å"We understood that such a course was exploratory, summing nearly to the penetrate of a suggested agreement with the melodic satire crowd. I can't state honestly that we were stressed by the hazard. When we had settled on the choice everything appeared to work right and we had the inward certainty individuals feel when they have embraced the privilege and legitimate way to deal with a problem† (180). In any case, when the entryways opened and tickets started to sell and shows in the long run got old out, Rodgers and Hammerstein truly didn't have anything to fear. Their demonstrate before long demonstrated itself to be a triumph, even with a lowlife and a homicide. The crowds were from the start upset to see these components in a parody, however before long came into concurrence with these new increments and preferred its inventiveness and innovativeness. Additionally if these two components had been evacuated, it would have upset the synchronization and association of the various components of tune, move and plot in the melodic, which was what the scholars were attempting to maintain a strategic distance from no matter what. Alongside move and miscreants, Rodgers and Hammerstein additionally took on another pproach to shaping the music that they remembered for the melodic. In Gerald Bordman’s second book American Musical Theater: A Chronicle, he expressed that some time before they composed their first verse to â€Å"Oh What A Beautiful Mornin'†, Rodgers and Hammerstein had shown up at an immeasurably significant choice. The â€Å"flotsam and Jetsam† of melodic parody would need to be relinquished in deciphering a touchy, lovely people play for the melodic theater. Melodic comedies customarily opened with a major, swarmed stage scene. Oklahoma! ould start basically: a solitary character would be seen on the stage (a lady stirring spread), and from off-stage would come the trains of the main tune. Melodic comedies as a rule began with an astonishing line of theme young ladies from the stage covers right off the bat in the creation, however Rodgers and Hammerstein chose to postpone its appearance until part of the way through the principal demonstration (535). bring a specific otherworldly and triumphant starting to a melodic, beginning with energy and volume. This was additionally censured; many inclination a crowd of people would not represent their most cherished qualities of a play being removed. Yet, Rodgers and Hammerstein by and by faced another challenge, and it end up being a hazard that was not all that awful to take. Crowds were from the start disillusioned with the cancellation of the initial ensemble, however in the long run pardoned it, for they went gaga for the style of melodic that Rodgers and Hammerstein were introducing to them. The play developed from a straightforward opening to a stupendous finale, which constructed the energy of the crowd and kept them invigorated and inspired by the unfurling of the melodic until the last chorale line and drapery call. It fabricated anticipation and a consuming

Blog Archive Dealing with Long Underlines in GMAT Sentence Correction Questions

Blog Archive Dealing with Long Underlines in GMAT Sentence Correction Questions With regard to the GMAT, raw intellectual horsepower helps, but it is not everything.  Manhattan Prep’s  Stacey Koprince teaches you how to perform at your best on test day by using some common sense. Many of the more “standard” (and lower-level) Sentence Correction (SC) questions have easier-to-identify “splits,” or differences in the answer choices. For instance, answers A and B might use the word “have,” while C, D, and E use the word “has,” indicating a relatively easy-to-spot singular versus plural issue. Sentences with longer underlines, however, are more likely to be testing such global issues as Structure, Meaning, Modifiers, and Parallelism. In these questions, large chunks of the sentence move around, the fundamental sentence structure changes, and so on. In one GMATPrep problem, for example, answer A includes the text “the brain growing in mice when placed” while answer B says “mice whose brains grow when they are placed.” This is not just a simple switch of a single wordâ€"something more complicated is happening. Take a look at  this article for the full example. To have a chance at answering these correctly, we may need to modify our standard approach to SC. In GMATPrep’s  Lake Baikal  problem, the entire sentence is underlined, and the answers seem to be changing completely around. Where do we even start? Click the link to try the problem and learn more about how to tackle these types of SCs. Here is another one discussing an organization called  Project SETI. When you are done with this, try this third one:  FCC rates. Here, only about two-thirds of the sentence is underlined, but the sentence is unusually long. When you are starting to feel more comfortable with those, I have an exercise for you. Pull up some long-underline Official Guide  questions that you have previously completed. Cover up the original sentence and look only at the answers (in other words, if the entire sentence is not underlined, then you are going to do this exercise without actually reading the full sentence!). Based on the differences that you see, try to articulate all of the issues that are being tested and eliminate as many answers as you can. (Note: You will not always be able to eliminate all four wrong answers; sometimes the non-underlined portion of the sentence contains some crucial information!) When you are done, look at the full thing and review the explanation to see how close you got and whether you missed anything. Share ThisTweet GMAT Blog Archive Dealing with Long Underlines in GMAT Sentence Correction Questions With regard to the GMAT, raw intellectual horsepower helps, but it is not everything. Manhattan Prep’s  Stacey Koprince  teaches you how to perform at your best on test day by using some common sense. Many of the more “standard” (and lower-level) Sentence Correction (SC) questions have easier-to-identify “splits,” or differences in the answer choices. For instance, answers A and B might use the word “have,” while C, D, and E use the word “has,” indicating a relatively easy-to-spot singular versus plural issue. Sentences with longer underlines, however, are more likely to be testing such global issues as Structure, Meaning, Modifiers, and Parallelism. In these questions, large chunks of the sentence move around, the fundamental sentence structure changes, and so on. In one GMATPrep problem, for example, answer A includes the text “the brain growing in mice when placed” while answer B says “mice whose brains grow when they are placed.” This is not just a simple switch of a single wordâ€"something more complicated is happening. Take a look at  this article  for the full example. To have a chance at answering these correctly, we may need to modify our standard approach to SC. In GMATPrep’s  Lake Baikal  problem, the entire sentence is underlined, and the answers seem to be changing completely around. Where do we even start? Click the link to try the problem and learn more about how to tackle these types of SCs. Here is another one discussing an organization called  Project SETI. When you are done with this, try this third one:  FCC rates. Here, only about two-thirds of the sentence is underlined, but the sentence is unusually long. When you are starting to feel more comfortable with those, I have an exercise for you. Pull up some long-underline Official Guide  questions that you have previously completed. Cover up the original sentence and look only at the answers (in other words, if the entire sentence is not underlined, then you are going to do this exercise without actually reading the full sentence!). Based on the differences that you see, try to articulate all of the issues that are being tested and eliminate as many answers as you can. (Note: You will not always be able to eliminate all four wrong answers; sometimes the non-underlined portion of the sentence contains some crucial information!) When you are done, look at the full thing and review the explanation to see how close you got and whether you missed anything. When you are starting to feel more comfortable with those, I have an exercise for you. Pull up some long-underline Official Guide  questions that you have previously completed. Cover up the original sentence and look only at the answers (in other words, if the entire sentence is not underlined, then you are going to do this exercise without actually reading the full sentence!). Based on the differences that you see, try to articulate all of the issues that are being tested and eliminate as many answers as you can. (Note: You will not always be able to eliminate all four wrong answers; sometimes the non-underlined portion of the sentence contains some crucial information!) When you are done, look at the full thing and review the explanation to see how close you got and whether you missed anything. Share ThisTweet GMAT Blog Archive Dealing with Long Underlines in GMAT Sentence Correction Questions With regard to the GMAT, raw intellectual horsepower helps, but it is not everything.  Manhattan Prep’s  Stacey Koprince  teaches you how to perform at your best on test day by using some common sense. Many of the more “standard” (and lower-level) Sentence Correction (SC) questions have easier-to-identify “splits,” or differences in the answer choices. For instance, answers A and B might use the word “have,” while C, D, and E use the word “has,” indicating a relatively easy-to-spot singular versus plural issue. Sentences with longer underlines, however, are more likely to be testing such global issues as Structure, Meaning, Modifiers, and Parallelism. In these questions, large chunks of the sentence move around, the fundamental sentence structure changes, and so on. In one GMATPrep problem, for example, answer A includes the text “the brain growing in mice when placed” while answer B says “mice whose brains grow when they are placed.” This is not just a simple switch of a single wordâ€"something more complicated is happening. Take a look at  this article  for the full example. To have a chance at answering these correctly, we may need to modify our standard approach to SC. In GMATPrep’s  Lake Baikal  problem, the entire sentence is underlined, and the answers seem to be changing completely around. Where do we even start? Click the link to try the problem and learn more about how to tackle these types of SCs. Here is another one discussing an organization called  Project SETI. When you are done with this, try this third one:  FCC rates. Here, only about two-thirds of the sentence is underlined, but the sentence is unusually long. When you are starting to feel more comfortable with those, I have an exercise for you. Pull up some long-underline Official Guide  questions that you have previously completed. Cover up the original sentence and look only at the answers (in other words, if the entire sentence is not underlined, then you are going to do this exercise without actually reading the full sentence!). Based on the differences that you see, try to articulate all of the issues that are being tested and eliminate as many answers as you can. (Note: You will not always be able to eliminate all four wrong answers; sometimes the non-underlined portion of the sentence contains some crucial information!) When you are done, look at the full thing and review the explanation to see how close you got and whether you missed anything. Share ThisTweet GMAT

Bipolar Disorder Depression And Depression - 1591 Words

Bipolar disorder is a mental disorder characterized by an alternating or shift in moods of elevation and depression. It is also known as manic depression. This mental illness is that brings severe high and low moods, it can cause changes in sleep, energy, thinking, and behavior. â€Å"Bi† which means two or alternating between two, explains the two common episodic moods that occur in individuals with this disorder; mania and depression. According to the DSM there are multiple forms of bipolar disorder, coming in four major forms; bipolar I, bipolar II, bipolar disorder and Cyclothymia. Bipolar II which is a â€Å"major depressive episodes alternate with hypomanic episodes rather than full manic episodes.†(Barlow et al., 2014). Individual with bipolar I are similar, â€Å"except the individual experiences a full manic episode.† (Barlow et al., 2014). Lastly Cyclothymia is just a mild form of bipolar disorder. Mania episodes take into account the high elevated mood s; where an individual’s is extremely energetic, excited, may partake in usually activities, for example excessive spending, promiscuity or dangerous behavior. On the other hand, there are depressive episodes, which are mark by similar symptoms as the common disorder of depression, such as extreme sadness, lack of motivation, constant fatigue and irritable. More prevalent in women, although it can occur in children and older adults, this disorder is seen to suddenly develop in ages ranging from 18 to 24. Although similar men andShow MoreRelatedBipolar Disorder : Depression And Depression Essay1953 Words   |  8 PagesA popular fallacy of bipolar disorder is that it is simply a rapid shift in someone’s mood. This misconception leads to the frequent misuse of the word, when, in actuality, it s a serious mental illness that negatively impacts a person’s emotions and manners of thinking. By definition, bipolar disorder is characterized by intense and fluctuating states of depression and mania (Caponigro Lee, 2011, p. 6). Despite popular opinion, bipolar disorder is not simply fluctuating from happy to sad, itRead MoreBipolar Disorder : Bipolar And Depression1461 Words   |  6 Pageshaving Bipolar Disorder is like living at your best and you are worst and having no control over it. People may refer to bipolar are manic depressive disorder, this is due to for the individuals having periods of mania, and periods of depression. Bipolar is derived from having two moods, hence mania and depression. Mania is a period of energy, individuals will feel energized, on top of the world and may even experience sleep deprivation. Sometime later, the energy goes away, and depression will setRead MoreBipolar Disorder : Bipolar And Depression1461 Words   |  6 Pageshaving Bipolar Disorder is like living at your best and you are worst and having no control over it. People may refer to bipolar are manic depressive disorder, this is due to for the individ uals having periods of mania, and periods of depression. Bipolar is derived from having two moods, hence mania and depression. Mania is a period of energy, individuals will feel energized, on top of the world and may even experience sleep deprivation. Sometime later, the energy goes away, and depression will setRead MoreBipolar Disorder, And Depression1616 Words   |  7 PagesBipolar Disorder, Manic Depressive Disorder, and Depression When looking at the difference between Bipolar Disorder, Manic Depressive Disorder, and Depression there are not many difference. One could look at the symptoms and see that with each there is a risk of moving towards the next disorder. An individual can be diagnosed with the lowest form of depression and if not taken care of can push the individual to the extreme without ever really knowing. Knowing the symptoms of each disorder, takingRead MoreBipolar Disorder : Bipolar And Depression Essay1490 Words   |  6 PagesBipolar Disorder Bipolar disorder is a mood disorder known for severe persistent mood instabilities between mania and depression, . It causes unusual changes in mood, energy, and activity levels which makes ability to perform daily tasks very hard. (Concepts Advisory Panel [CAP], 2015). BPD affects more than 2.3 million adult Americans, or 1% of the population. (Guo, Patel, Li, Keck 2010). There are four basic types of bipolar spectrum; All of them involve clear change in the mood energy, andRead MoreThe Bipolar Disorder And The Depression1295 Words   |  6 Pagesreported that he is currently attending to a psychiatric session once a month due to his bipolar disorder and that it is very helpful for him. He also stated that was prescribe Seroquel 30 mg once a day for the bipolar disorder, Luvox 30 mg for anxiety and depression once a day as well and one B12 for energy. He has been taking Seroquel and Luvox for more that tree yeas since he was diagnose with bipolar disorder and the B12 since he ha d the bypass surgery. Education/Employment History: ClientsRead MoreBipolar Disorder And Treatment Of Bipolar Depression1098 Words   |  5 Pagesparticipants searched had a primary diagnosis of bipolar disorder according to DSM-IV (Zhang et al., 2013). This literature review found, the following: â€Å"Antidepressant medications did not offer statistical benefits when compared with placebo in the short-term phase† (Zhang et al., 2013, p. 11). This statement is relevant to answering question 1: Can at any time antidepressants be used safely in Bipolar disorder? When considering treatment of Bipolar depression, there was no statistical benefit of an antidepressantRead MoreBipolar Disorder And Major Depression1358 Words   |  6 PagesMood disorders are characterized by unstable emotions, which are not always completely within the individual s control. Mood disorders are one of the most common categories of psychological disorders, and the two most common disorders within this category are bipolar disorder and major depre ssion (also known as clinical depression). These disorders often require a patient to take medications to regulate their mood, which is often paired with psychotherapy or â€Å"talk therapy.† While they are commonRead MoreBipolar Disorder or Manic Depression719 Words   |  3 PagesBipolar disorder is also known by many as manic depression. It is a serious mental disorder that is associated by sever changes in a person’s mood, the mood changes range from feeling low and depressed to being manic, these changes are the typical symptoms of Bipolar disorder. Bipolar disorder is a mental illness caused by a chemical imbalance in the brain, and can be managed with therapy and medication. The episodes can last for days, hours or can be very short. Bipolar disorder affects both womenRead MoreBipolar Disorder : Depression And Mania Essay2094 Words   |  9 PagesBipolar Disorder Bipolar Disorder is a mood disorder that is also known as manic depression. The term â€Å"bipolar† can be separated to find its definition. Bi- meaning two, and –polar meaning two opposing poles. Signifying the 2 polar opposites of depression and mania. Its first appearance in the American Psychiatrist Association Diagnostic and Statistical Manual of Mental Disorders (DSM), was in its 3rd revision of 1980. There are three types of Bipolar disorder: bipolar 1, Bipolar 2, and cyclothymic

Read the Scenario Below, and Then in a Short Paper (1-2...

Cross-Cultural psychology GE261 Assignment 2 Kwan Adams Read the scenario below, and then in a short paper (1-2 pages, typed, 12 point font, 1’’ margins) discuss and answer the following question thoroughly and thoughtfully, applying class concepts when possible: 1- What values of childrearing are represented by Lynn’s parenting of her son? (In other words, what parenting practices are considered acceptable in her culture and why? What is expected of children in her culture?) 2- How well do Lynn’s values of childrearing fit with the parenting values found in the United States? Be specific. 3- In your opinion, is it ever appropriate to interfere with someone else’s cultural practices? Why or why not? 4- Why do you think†¦show more content†¦Traditional Cambodian child-. Moreover, this type of physical punishment is a major component of the child’s learning process in her home country, where parental authority in the family is seldom challenged. Most parental behavior is supported by the ex tended family, the local community, and the Buddhist religion. A study found that more than 50 percent of Southeast Asian parents reported having used physical punishment of their children at some point (Tajima amp; Harachi, 2010). However, the same study found that among immigrant families, education and the experience of living the United States decrease spanking of children. Globally, affluence and education change parental attitudes toward the use of physical force against their family members. Shire, E.B., amp;Levy, D.A. (2013). Cross-Cultural Psychology: Critical Thinking and Contemporary Applications (5th ed.) Boston, MA: Pearson. ------------------------------------------------- Content -Each Question is answered and discussed in detail ------------------------------------------------- -Ideas and conclusions are reasonable and based around class material ------------------------------------------------- Organization and- Format- -Logical organization-Appropriate transitions ------------------------------------------------- - Coherent, with minimal lapses ------------------------------------------------- -Appropriate formatShow MoreRelatedStephen P. Robbins Timothy A. Judge (2011) Organizational Behaviour 15th Edition New Jersey: Prentice Hall393164 Words   |  1573 PagesOrganizational Behavior This page intentionally left blank Organizational Behavior EDITION 15 Stephen P. Robbins —San Diego State University Timothy A. Judge —University of Notre Dame i3iEi35Bj! Boston Columbus Indianapolis New York San Francisco Upper Saddle River Amsterdam Cape Town Dubai London Madrid Milan Munich Paris Montreal Toronto Delhi Mexico City Sao Paulo Sydney Hong Kong Seoul Singapore Taipei Tokyo Editorial Director: Sally Yagan Director of Editorial Services:

Teen Pregnancy Is Associated With Negative Consequences...

TaiAnn Williams Adam Cleary ENG 102- 10/19/2015 Teen Pregnancy Teen pregnancy is associated with negative consequences for both adolescents, and, when pregnancy is carried to term, their children. The great majority of teen pregnancies (82 percent in 2006) are unintended. In 2006, approximately 37 percent of unintended pregnancies to teens ages 15-19 ended in abortion, and almost 60 percent ended in a live birth. Overall, as of 2010, 26 percent of teen pregnancies end in abortion. Even after accounting for the fact that teen mothers tend to be from disadvantaged backgrounds, teen parenthood is linked to greater welfare dependence soon after birth, and to poorer long-term educational outcomes, as well as instability in family structure. Moreover, research finds that children of teen mothers fare worse on cognitive and behavioral outcomes than their peers with older mothers [I have to cite this still deciding if this should be my led or not] â€Å"In 2013, a total of 273,105 babies were born to women aged 15–19 years, for a live birth ra te of 26.5 per 1,000 women in this age group.1 This is a record low for U.S. teens in this age group, and a drop of 10% from 2012. Birth rates fell 13% for women aged 15–17 years, and 8% for women aged 18–19 years. Still, the U.S. teen pregnancy rate is substantially higher than in other western industrialized nations (CDC par 1).† Today teen pregnancies rates are high in the United States. Middle school/high school should enforce moreShow MoreRelatedTeen Pregnancy1426 Words   |  6 PagesIntroduction Teen pregnancy is often unplanned and challenging for the future life of mother and child. The increase risk of health problems for both mother and baby occur during teen pregnancy. Teen pregnancy impacts adolescent development in all aspects: physical, emotional, cognitive, and social development. Negative consequences result from teen pregnancy include: low income, increased school dropout rates, lower educational levels, and increased rates of substance abuse (Garwood, Gerassi, ReidRead MoreTeen Pregnancy And Its Effect On Children855 Words   |  4 PagesTeen pregnancy has been an ongoing social issue in the United States for many of years. Although the rate of teen pregnancy has decreased since the 90s, the United States is still the highest among industrialized nations. The US ranks at one and a half times higher than Great Britain, three times higher than Canada, seven times higher than Denmark and Sweden, and eight times higher than Japan (Azar 1). Society considers teenage pregnancies a problem because they believe teenagers are not emotionallyRead MoreTeen Pregnancy Essay1667 Words   |  7 PagesTeenage pregnancy has long been acknowledged as an important health, social and economic problem in the United States, one that creates hardships for women and families and threatens the health and well-being of women and their infants. Unintended pregnancies span across age, race and religion, with a specific negative impact among the teenage population. According to the Center for Disease Control (CDC, 2016) In 2015, a total of 229,715 babies were born to women aged 15–19 years, for a birth rateRead MoreEssay on Factors that Lead to Teen Pregnancy1363 Words   |  6 PagesFactors that Lead to Teen Pregnancy Although the overall rate of teen pregnancy has been declining, the rates have remained high for teens that are most vulnerable. The great majority of Americans believe that teen pregnancies are a serious national problem, indeed a problem that is the major component of what is thought to be national moral decline. However, what causes these teens to become pregnant at such a young age? A large body of research has identified a number of factoresRead MoreTeenage Pregnancy And Teen Pregnancy1341 Words   |  6 PagesTeenage pregnancy is a prominent dilemma in our nation because it continues to place adolescents into delinquency. According to the United States Health and Human Services, three out of ten American teen girls will become pregnant at least once before they reach the age of twenty. That is nearly 750,000 teen pregnancies in a year (1) (HHS Pg.2 2014). Also according to U.S. Department of State, teen pregnancy budgets the United States and tax payers approximately seven billion dollars annually (2)Read MoreTeenage Pregnancy : A Growing Epidemic1733 Words   |  7 PagesMcFadden Teenage Pregnancy: A Growing Epidemic Over the last five years, teenage pregnancy rates have increased substantially. According to Evelyn Kappeler, director of the Office of Adolescent Health, â€Å"One in four girls will become pregnant before the age of twenty.† (http://youth.gov/sites/default/files/2015TPPMonth_DirectorStatement.pdf) Teenage pregnancy is a growing problem that has now become a major epidemic. Most of the incidents that happen with accidental teenage pregnancy are spontaneousRead MoreMotherhood Is Cross Culturally Regarded As Vitally Important?2558 Words   |  11 Pagesprofession, and an inseparable part of her nature,† (Leskosek 2011). In contemporary society, however, negative social and biological consequences are associated with young maternity in developed areas (Kramer et al. 2010). Teenage pregnancy is defined as encompassing all pregnancies between the ages of 10 and 19, according to the World Health Organization (WHO) (Males 1992). According to a 2010 study, teen motherhood is â€Å"discouraged, debated as a public health issue and considered a societal problem inRead MoreThe Issue Of Teen Pregnancy1722 Words   |  7 Pagescounterpart. But although she may have broken many barriers and achieved great accomplishments, there are still some deep rooted issues which continue to af fect her in a most insidious manner. One of the issues that women face in the United States is teen pregnancy which is still an enormous problem that needs to be addressed. The rates are still higher than they were only a decade ago. Becoming a parent permanently and profoundly alters a teenager s life. Most of the girls forget about their dreams ofRead MoreSexually Active Teens1161 Words   |  5 Pagesto promote abstinence is through knowledge and educating teens on the risks associated with sexual activity. Teens need to understand the risks and know that there are other ways to express their emotions, as well as ways to deal with the intensity of their sexual feelings. U.S. Department of Health and Human Services Centers for Disease Control and Prevention states in their 2011 survey that in Massachusetts alone, only ten percent of teens are using more than one form of birth control such as pillsRead MoreThe Moral Justification For Contraceptive Provision Essay1481 Words   |  6 PagesThe moral justification for contraceptive provision to Adolescents Introduction The regulation of adolescent fertility and pregnancy prevention forms one of the top priority issues in modern society. Globally there are more than 15 million girls between the ages of 15 and 19 who give birth every year, with an additional 5 million who have abortions (WHO, 2012). In South Africa alone approximately 5.6% of females aged 14-19 fell pregnant in the year of 2013. To put this into perspective it means

Community Practice Educational Technology â€Myassignmenthelp.Com

Question: Discuss About The Community Practice Educational Technology? Answer: Introducation In order to analyse the research subject, the questionnaire survey has been taken with 400 respondents. Among the 400 respondents, about 66.8% are female. Besides, majority of the respondents (284 out of 400) are belonging to age group of 18 to 21 years. About 103 respondents fall within age group of 22 to 25 years. Concerning academic year, majority of the respondents (144 out of 400) have completed first year. About 94 respondents have completed the second year. The number of respondents who are in first year and fourth year are 67 and 70 respectively. With respect to the major taken by the respondents, it can be observed that 228 have science major and the rest 172 respondents has human as major in the college. Social Networking In order to understand about the social networking activities of respondents, they are asked about the primary method of using internet. From the findings it can be observed that about 87.5% of respondents use smartphone to access internet. Only 10.8% and 1.8% have found to use laptop and PCs for accessing internet, indicating the prevalence of smartphone usage among the college students. For understanding the popularity of social networking, the respondents are asked about the mots used social networking sites. Expectedly Facebook has obtained highest ranking where 75% of respondents have found to use this site. Apart from WhatsApp and Snap Chat is also used by considerable number of respondents (70% and 55% respectively). About 50% respondents have found to use Instagram. This signifies that Facebook is the most influencing social media for the purpose of communication and hence learning English language. Most of the respondents (about 37%) have also mentioned that they spend about two to four hours on social networking sites every day. Besides, 22% and 21% respondents have stated that they spend about five to six hours and more than six hours respectively in the social networking sites. This indicates that social networking sites play vital part to learn and use English language as considerable amount of time is spent on them. Female respondents have found to use the social networking sites more in comparison with the male. This indicates that social networking sites have more influence on language capability of female than male. From the findings, it can be observed that majority of respondents (265 out of 400) are using social networking sites for more than three years. About 97 respondents have found to use the social networking sites for one to three years. This indicate that the respondents have become habituated for using social networking for so long and therefore social networking has become a part of regular routine for them for communication. English Usage on Social Networking Sites With respect to the use of languages on social networking sites, 74% of respondents mentioned that they use both English and Arabic. Since, social networking is used by people throughout the world and English is the most prevalent language among most of the world people and also accepted worldwide, the respondents are bound to use English apart from their native language. Only 15% have found to use only Arabic language in social networking. Besides, it can also be observed that the use of English in social networking sites is higher among the female (267 out of 400) than male (133 out of 400). In order to understand to what extent English is used for communication or commenting or interacting in English in social networking, series of question has been asked to the respondents. On the basis of findings, it can be observed that the mean value is more than 3 for respondents who communicate with English speakers. This signifies the fact that social media gives operations for the respondents to study the speaking style of native speakers and therefore can learn from them. The mean value of respondents who read news and other information in English is observed as 4.04. This indicates that social media gives the opportunity to understand the reporting style and use of language used in various online news articles. This is huge benefit for the students to learn more about how to write in English. The mean value of respondents who comment on posts in English is observed as 3.94. Thus, it also indicates that through social media they can fearlessly express their viewpoints on any i ssue in English language. This can generate confidence among them to use English for communication. Furthermore, the mean value of respondents who communicate with companies and business in English is observed as 3.81. This signifies that organisations can also interact with the people through English and social media gives the respondents to understand more about formal and official communication pattern and use of language in professional environment. To a large extent respondents agreed to use English in social media website, specifically in Facebook and WhatsApp. The value of is observed as more than 0.80 for each variable, which indicate that there is much difference between the reactions of respondents. Integration of Social Media in Classroom The next question was asked in order to understand how and in what context tertiary EFL students in Jordan use English and social networking. The mean value of the analysis is observed as more than 4 which indicate that majority of respondents have agreed behaviour on the statements. In this context, most of the respondents ( = 4.40) have stated that Facebook and WhatsApp have made it simpler to access the instructional materials in the internet. This indicates that social media can be utilised by the teachers in contemporary classroom to better share the English language materials and also to clarify any queries of students easily. Besides majority of the respondents ( = 4.36) have agreed with the fact that these applications also helps to strengthen discussion between the learners and the teachers in English (Ynuus, 2016). This signifies that some students feel nervous to speak in English face to face with the teachers with the fear of embarrassment from other native students. Howe ver, through social media, students are able to interact with the teachers without such worries of embarrassment as the conversation cannot be seen by other students. Social media provides certain amount of privacy between the teachers and students to ask anything that bothers them and hence encourage interaction and learning. The students are able to openly ask questions through these applications and exchange knowledge and expertise (Mansor, 2014). The mean value of respondents who stated that social media help to encourage group discussion in chat room particularly with native speakers is 4.25. This finding specifies that social media gives the chance to provide properly thought out answers to discussion. Since, the students are not physically present; this reduces the chance for negative influence of the fear of discomfiture, particularly for students who are introvert in nature. In this way, social media inspire group discussion in English with the native speakers. Facebook and WhatsApp also help to establish specific educational network. Students can easily create a group through social media with likeminded people where they can exchange kn owledge and encourage educational discussion (Kalasi, 2014). Facebook also has tools such as like and comment which assist in obtaining the feedback of students regarding English Curriculum. Therefore, through these applications, the teachers are able to understand the requirements and effectiveness of students learning about English language (Brick, 2012). Finally, most of the respondents ( = 4.03) have also mentioned that through Facebook and WhatsApp, the teachers can share their blog post to the students. The blog post can be accessed by the students at any time. This function acts as a key aspect of English learning procedure (Facer, 2011). The of the analysis is observed as more than 0.70 which indicate that there is low level of similarity between the reactions of respondents. Practicing English through Social Media The fourteenth question was asked in order to understand the attitudes and beliefs of students in using English as foreign language in the social networking sites. The mean value of the reactions is observed as more than 3.5, signifying agreeing attitudes among the respondents. In this context, most of the respondents are agreed with the fact that they practice writing, reading, listening, and speaking in English via social networking sites. This signifies that social networking sites are great communication tools for increasing the proficiency in English (Chartrand, 2012). Majority of the respondents have also agreed with the fact that social networking sites have enhanced the English communication abilities and motivation to read English materials. Through constant communication with different students, the social networking sites also assisted in correcting the mistakes of using English language. Most of the respondents ( = 4.31) also stated that communication with different peopl e also assisted in learning new words and therefore social media also enhanced the English vocabulary of people (Dhanya, 2016). Through social media, students are able to communicate with native students who have much experience in English language. Therefore, they can use more words which provide learning opportunities for foreign students to understand English (Rogers, 2007). The respondents also agreed with the fact that using social networking enhanced the confidence to communicate by using English. This finding signifies that with continuous exposure of using English, the students knowledge on English has increased; they have understood their mistakes and lacking which makes them more self-assured to talk in English with others (Yunus, 2013). The respondents have also mentioned that social networking sites have made English language learning much interesting, collaborating and coexistent. The value of is observed as more than 0.7, indicating that most of the respondents reaction differs from mean value. Use of Social Media Application in English Language Classroom The fifteenth question was asked in order to understand the opinion of students and teachers regarding the utilisation of social networking sites as teaching instruments for EFL pedagogy (Recker, 2004). Most of the respondents ( =3.97) have mentioned that the social networking sites such as Facebook should be used for learning purpose. Facebook is the most popular site for social media and it gives maximum reach to the students. Teachers can use this media to share any post and to obtain the opinions of the students along with their English learning abilities. The mean value of students who mentioned to use WhatsApp for learning purpose is 3.90. In this context, it can be stated that through WhatsApp teacher can create group for sharing learning materials and also for conversing with the students in English, WhatsApp is also helpful for encouraging discussion on given topic in English thereby inspiring language learning (Monica, 2014). Apart from majority of the respondents ( = 3.91) also agreed that blogging should be used for learning English language. Through blogging, teachers can easily create blog post with useful information which can assist English language learning or remove any kind of misunderstanding regarding use of English. Twitter, Snap Chat, Google+ and Instagram among others also serve similar purposes and should be utilised for learning purposes in English language classroom. These tools have proven to be effective in learning in better way than the traditional methods (Yang, 2009). It provides motivation and confidence to the students in learning English in positive manner. Correlation Analysis In order to understand the relationship between communicating in English and reading, emailing and commenting on social networking sites, correlation analysis has been undertaken (see following table). From the above analysis, it can be observed that the value of correlation coefficient between the variables is positive. However, the values are not much closer to 1. Therefore, it can be mentioned that there is positive but weak relationship between communicating in English and reading, emailing and commenting in the social networking sites. However, no relationship has been found with respect to communicating with English speakers and communicating with companies and business persons in English as the correlation value is much closer to zero. Furthermore, correlation analysis is also undertaken in order to understand the connection between easy accessibility of instruction materials in internet and interaction between students and teachers, utilisation of social networking tools, encouragement of discussion with English speakers and establishment of educational network (see following table). From the analysis, it can be observed that easy accessibility of instruction materials in internet has no relationship with the interaction between students and teachers, utilisation of social networking tools, encouragement of discussion with English speakers, and establishment of educational network as the values of respective correlation coefficients are much less than 1. Correlation analysis is also undertaken in order to assess the relationship between learning new words in English through social network and utilising social network for enhancing motivation for English communication, using social network for enhancing English communication mistakes, practicing English through social networking, using social networking for making English learning simpler (see following figure). From the analysis, it can be observed that the value of correlation coefficient between practicing English writing in social networking and enhancing communication skill is 0.214, which is positive but not close to 1. Thus, it can be stated that positive but weak relationship exists between practicing English writing in social networking and enhancement of communication skill. The value of correlation coefficient between practicing English writing and motivation to learn English is 0.652 which is positive. Thus, it can be stated that strong positive relationship exists between these two variables. Then again, the value of correlation coefficient between practicing English writing and enhancing language mistakes is 0.693 which is positive and much closer to 1. Thus, it can be mentioned higher writing practice in social networking is related with higher development of language mistakes correction. In similar context, the correlation coefficient between practicing English writing in social networking and learning new words in English is observed as 0.649, which is positive and closer to 1. Thus, it can also be stated that high writing practice of English in social networking is related with better learning of new words in English. The value of correlation coefficient between practicing English writing in social media and enhancing motivation in communicating in English is 0.721 which is positive and much higher. Thus, it can be stated that strong positive relationship exist between the variables, i.e. more writing practice in English in social networking is related with high motivation to communicate in English. The value of correlation coefficient between English writing practice in social media and making English learning easier is 0.629, signifying strong positive relationship between the variables. Finally, the correlation value of English writing practice and making learning more interesting is observed as 0.660, which signify that strong positive connection between the variables. In order to understand the pattern of relationship between social media usage and learning English correlation analysis has been undertaken with the variables of twelfth to fifteenth question. From the findings, it can be observed that the mean value of twelfth question is 3.93 which signify that majority of the respondents are agreed with the fact that they are using social networking for texting friends, reading news, communicating with native speakers, commenting informal post in English and interacting with the employers. The mean value of thirteenth question is observed as 4.2 which indicate most of the respondents have agreed that social media can be incorporated in English language classroom through creating blog post, encouraging group discussion, establishing specific educational channel. The mean value of fourteenth question is 4.11 which signify most of the respondents agreed that they practice English in social media and social media helped to develop English language skill. The mean value of fifteenth question is observed as 3.75, indicating most of the respondents agreed that social media should be utilised for learning purposes in English language classroom. From the above table, it can be observed that the value of correlation coefficient between twelfth question and thirteenth question is 0.396, which is positive but not closer to 1. Thus, it can be stated that there is weak positive relationship between utilisation of social networking for texting, reading or communicating and incorporation of social media for English language classroom. On the value of correlation coefficient between twelfth question and fourteenth question is observed as 0.537 which is positive and closer to 1. Thus, it can be stated that strong positive relationship exists between the variables. Hence, it can be stated that using social network for texting friends, reading news, communicating with native speakers is positively related with development of English language skill among the respondents. Finally, the value of correlation coefficient between twelfth question and fifteenth question is 0.097, which is positive much closer to zero. Thus, it can be concluded that no relationship exist between the variables. Relationship between Age and Social Networking Usage for Learning English The following table demonstrates the relationship between age and social networking use: From the above analysis, it can be observed that young generation students are much inclined to use social media for the purpose of learning English. Young students with age group of 18 to 21 years have demonstrated much positive attitude towards utilisation of social networking in comparison with old people. Young students also believe that social networking sites should be integrated in English language learning. Thus, it can be stated that there exist negative relationship between age and use of social networking sites for English teaching, i.e. lesser the age, the more the use of social media for learning purposes. Relationship between Gender and Social Networking Usage for Learning English The following table demonstrates the relationship between gender and social networking usage for learning English: From the above table, it can be observed that the more female respondents prefer to use social networking for texting, reading news, communicating with native English speakers and commenting posts in English than male. Furthermore, female respondents have demonstrates much positive attitude towards integration of social networking in English language teaching in comparison with the male counterparts. Therefore, on the basis of analysis, it can be stated that there exist certain relationship between gender and use of social networking sites for English learning. In order to evaluate the reliability of the analysis, the Cronbachs alpha method has been used. It is the most commonly used method for assessing the inner consistency of questionnaire survey, developed through multiple Likert scales. For each correlation analysis, the alpha value is measured (see following tables). From the above analysis, it can be observed that the value of coefficient for each three correlation is 0.763, 0.761 and 0.856 respectively. The value of usually ranges from 0 to 1. If the value of is higher, then it signifies that more variables have shared covariance. In a typical analysis, value between 0.65 and 8 is regarded as reliable and value less than 0.5 is regarded as unacceptable. In this context, it can be observed that in all three questions, value is more than 7. Therefore, it can be stated that the outcomes has satisfactory level of internal consistency and that the research is reliable. Discussion The research financial illustrate the information regarding online social networking site utilised by the students, their online social network communications and their learning style preferences. The research findings indicate that the students most popular online social networking site is Facebook and they spend considerable time on conversing through this channel. This recommends the likelihood for the educators to mix the traditional classroom learning environment with online social networking functions, such as conversations and knowledge sharing. This finding must be considered while planning the English learning function by the online social network. The research also explored the relation between utilisation of social networking sites and their leering English environment. The outcomes are presented in two sections. The first section comprises descriptive information which contains respondents gender, age group, language use and time utilisation of social networking sites. On the other hand, the second section is classified into two aspects. The first aspect defines if social networking sites can act as online learning environment which facilitate learning of English language. The outcome signify that social networking sites can have positive influence on the aspects of students communication with the teachers and other students. Social network also assist in sharing learning resources, course materials and exchanging expertise. In university, the teachers are required to communicate with the students through only English, comprising every kind of interactions such as writing or speaking. In this context social networking help t o enriching English learning through constant conversation with English native speakers. Therefore, tis media is encouraging students to become more confident and inspired in learning English settings. The second aspect discusses of social networking sites posit valuable and enjoyable atmosphere for learning English. According to findings social network enhances English learning through encouragement of group discussion, creation of blog posts, commenting on posts and interacting with people. Through social networking students can find similar group who share similar understanding, knowledge and interests. They can express individuality and imagination. Being active and reflective in social networking impact on the way students can utilise chat and messaging service and the way they monitor learning page in order to claim learning information. To conclude, the research findings recommend the potentials and trends for the future of combined learning between traditional type classroom environment and learning functions on online social environment. The findings explored that social media play vital part in interacting with the teachers outside the classroom, in connecting with classmates, in giving knowledge and feedback and in exchanging course information. This signifies that social media will open a new door for methods and styles of learning for students, specifically English language. Utilising social networking sites will augment the prospects for the students to overcome the hindrances of classroom environment and inspire social communication which can result in additional learning opportunities and also will inspire involvement in face to face communication in classroom. Therefore, social networking technology can assist in developing a positive learning community and healthy atmosphere for improving students learnin g English language while they are exploring their accounts.; References Brick, B. (2012).The Role of Social Networking Sites for Language Learning in UK Higher Education: The Views of Learners and Practitioners. International Journal of ComputerAssisted Language Learning and Teaching, 2(3): 35-53. Chartrand, R. (2012). Social networking for language learners: Creating marketing output with Web 2.0 tools. Knowledge Management E-Learning: An International Journal, 4(1), 97-101. Dhanya, G. (2016). Influence of Social Media on English Language Learning. Journal of English language and Literature, 3(1), 105-110. Kalasi, R. (2014). The Impact of Social Networking on New Age Teaching and Learning: An Overview. Journal of Education Social Policy, 1(1), 23-28. Mansor, N. (2014). Social Media in ESL Classroom: Exploring the Impact on Language Learning. Journal of Business and Social Development, 2(1), 14-18. Monica, S. (2014). The Impact of Social Media on Vocabulary Learning Case Study Facebook. University of Oradea. Facer, B. R. (2011).Academic podcasting and mobile assisted language learning: Applications and outcomes.IGI Global. Rogers, P. C. (2007). A Web 2.0 learning platform: Harnessing collective intelligence. Turkish Online Journal of Distance Education, 8(3), 1633. Recker, M. M. (2004).Discovery and use of online learning resources: Case study findings. Journal of Educational Technology management Society, 7(2), 93104. Yang, S. H. (2009).Using blogs to enhance critical reflection and community of practice.Educational Technology Society, 12(2), 11-21. Yunus, M. M. (2013). The use of Information and Communication Technology (ICT) in teaching ESL writing skills. English Language Teaching, 6(7), 1-8. Ynuus, M. M. (2016). Activities and Suggestions for Using Social Networking in Teaching Esl Writing. Journal of Theoretical and Applied Information Technology, 84(2), 170-182.