Obesity in Black American Women Essay

Culture, Biology and Lifestyle Cause Forty Nine Percent of Black American Women to be Obese Abstract. Obesity is a major factor in health today. Certain ethnic groups and genders suffer from obesity more than others. Around 49% of all Black American women are classified obese today. There are many reasons for this. But the three the Black American women are susceptible to are culture, lifestyle and biology. Forty nine percent of Black American women are obese. This is an over representation compared to 38% of Latina women and 33% of non-Hispanic white women. (Phelan, Johnson, Wesley). Many factors determine a person’s weight and health status. Economics, lifestyle, diet, culture, biology and society all affect a person’s body size and composition. Culture, biology and lifestyle have the largest impact on why Black American women are obese. Health, economic and societal implications of obesity are overwhelming and affect every person in this country. The medical community defines obesity as having a Body Mass Index (BMI) of 30 or greater. BMI is simply a comparison of weight to height. The actual formula is weight in kilograms divided by height in meters squared. A BMI of greater than 25 but less than 30 is considered overweight and a BMI of greater than 40 is considered morbidly obese. BMI is a comparison of weight to height, not fat to height. BMI is a useful tool for most of the population, but does not work well for heavily muscled people, such as body builders. Fat is damaging to health. Muscle is not. The general population knows that obesity causes diabetes and heart problems. But obesity is much more severe than that. Obesity causes health problems that many find eye opening. Obesity causes hardening of the arteries, increased cholesterol and cardiac failure. In addition to damaging the heart and arteries obesity causes cancer. Twenty percent of all cancer related deaths in women are attributed to obesity (Dixon). Fifty percent of all Type II diabetes patients are obese. (Dixon). Obesity is associated with increased risk of metabolic syndrome and fatty liver disease (Kogiso, Moriyoshi and Nagahara). Obesity causes many more not so well known, but still very concerning health issues. Thirty one percent of all arthritis patients are obese. (Dixon). Sixty three percent of women who suffer from osteoarthritis are obese (Dixon). Obese women show a 37% increased risk of depression (Stunkard). Obesity can cause infertility and pregnancy complications (Phelan, Edelman). It even can reduce the effectiveness of birth control. Obese people are three times more apt to suffer from sleep apnea (Visscher, Seidell). And for the real shocker, 300,000 deaths per year in the United States alone are attributed to obesity! Obesity is only second to smoking in preventable deaths per year in the US. (Visscher, Seidell). The reasons nearly half of all Black women in the US are obese are complex and many. We can point our finger at economics, lifestyle, society, biology, diet, culture. Culture, lifestyle and biology are the primary reasons 49% of Black women in the US are obese. Studies have shown that culture can have a profound effect on body size. Several studies have found that the Black American population has a preference for larger body size (Johnson). Portia Johnson, in her article, Scholarly Perspectives on Obesity in Black American Women, references a 2002 study that shows that African American men prefer African American women with a larger body size. The same author also cites a 2006 study that shows that African American women â€Å"describe a model of health that speaks to the Black women’s cultural belief that a larger body size is ideal† (Johnson). African women also have a preference for larger bodies. A 2006 study on ethnic Zulus, Zulu migrants to London, and Anglo Londoners show a preference for larger body size by the Zulu migrants and the ethnic Zulus (Brewis 88). Each participant in were shown gray scale images of women of known BMI. The participants were asked to choose which image represented the most healthy and attractive body. The Anglo Londoners chose a BMI size of 20, the ethnic Zulus chose BMI 26 and the migrant Zulus chose a BMI of 24. Dr. James Kirby and colleagues made the interesting discovery that simply living in a community with 25% or more non-Hispanic blacks increases ones propensity of being overweight (Kirby et al). Similarly Dr. Kirby discovered that living in a community of 25% or more Asians decreases a person’s propensity of being overweight (Kirby et al). Kirby surmises this is due to the availability of healthy food, parks, sidewalks and recreation facilities in each community. Kirby found that a predominance of black Americans live in communities with fewer recreational facilities, gyms, parks and fewer choices of healthy food than other ethnicities. The same study also found more fast food restaurants and convenience food stores in predominately black and Hispanic American communities. Perhaps the most convincing evidence is in the words of African American women. In her article ‘Voices from the Inside: African American Women’s Perspectives on Healthy Lifestyles’ Jill Rowe interviewed African American women on healthy lifestyles and food choices. One woman explains eating in African American culture as: It’s almost like every person in my family has something they cook real good and I don’t want to hurt anybody’s feelings. When you go to your mama’s house, I’ve always gone to the refrigerator. That’s how African Americans show their love. From the birthday parties, to when you have company. My family, when we’re happy we eat. When we’re sad, we eat. We eat when we’re married, we eat when we’re born, we eat when we die. It’s always, who’s bringing the fried chicken and pound cake. (Rowe) Culture can significantly affect a person’s weight. But we should also be aware that biology can affect weight too. Researchers have found that Black American women have a lower Resting Metabolic Rate (RMR). RMR is the rate at which energy (calories) are metabolized to keep organs functioning at rest. Black American women have a lower RMR than white or Hispanic women. This means they burn fewer calories throughout the day and function more efficiently than white Americans making it harder to lose weight (Johnson). A 1996 study found that the Resting Energy Expenditure (REE) of black American women was lower than for Caucasian American women. The researchers measured the REE of each participant and found that the Black women had a REE of 1790 calories per day at rest, while the Caucasian women had an REE of 1949 calories per day at rest. Simply put this means that Caucasian women burn, on average, 250 more calories per day at rest than Black American women do. This makes it harder for black women to lose weight (Johnson). Researchers have also discovered that Black Americans have an over expression of fatty acid transport protein. This means that more fat is delivered to fat storage cells making it easier for Black Americans to store fat than white Americans (Barakat). Researchers have measured and found more upper body fat in Black Women compared to white women. A larger below the skin level (subcutaneous) fat level was found in Black Women as compared to white American women (Conway). Diet and exercise are part of a persons’ lifestyle and both have a significant impact on weight and health. Several studies have proven that Black Americans eat more sweetened foods as compared to European Americans. Portia Johnson and colleagues cite a 2000 study on preference for sweet food amongst African Americans and European Americans. The study offered taste tests to each ethnic group and compared how each group responded to sweets. The researchers discovered that Black Americans ate more of the sweetened foods offered at various intervals during a taste test (Johnson). They conclude that African Americans could be using a sweetened food to compensate for greater perceived stress causing greater weight gain and obesity. Angelia Paschal and colleagues examined the results of a study on self-reported diet and exercise habits of African American men and women. They found that 55-75% of the women in their study rarely exercise. They also found that 76% of all participants did not eat the minimum daily requirements for fruit and less than half met the minimum requirements for vegetables. Not surprisingly this study reports that 62% of participants were diagnosed with hypertension and 14% were diagnosed with elevated blood sugar levels and/or diabetes (Paschal et al). A study that compared fitness of Latina American women to Black American women found similar results. â€Å"More than one-half of the women reported engaging in no regular physical activity. However, the substantial variability in the number of minutes exercised per week points to the need to investigate methods to enhance the duration of physical activity. † (Sanchez-Johnsen et al). Genesis, a church based health and fitness program aimed at Black Americans, found that many of the participants did not correlate obesity with poor health. The participants in Genesis completed a self-reported survey where only 16% indicated they were obese, but when clinically measured 87% were found to be overweight or obese. This indicates that participants failed to connect excess weight with medical risk, possibly due to cultural conditioning, personal denial or not associating body weight with health risk (Cowart et al). It is not all gloom and doom for women of color in the US. Culture, biology and lifestyle are all things that can be changed or at least worked with to lose weight and gain fitness. There are several programs in this country aimed at overall fitness for Black American women. The Genesis program has worked with black Americans through churches and found this combination very successful. Genesis provided health and diet education, exercise prescriptions and a motivation partner. Some of their successes include a 71% less soda consumption, fried meat consumption was reduced from 91% to 55%. The percent of respondents reporting no exercise at all went from 45% at the start of the program to 27% on the post pilot survey (Cowart et al). Just as diet, lifestyle and culture can be changed so can biology. Resting Metabolic Rate (RMR) can be raised by obtaining a leaner body mass as muscle is more active than fat. Withers and colleagues have proved this with a study conducted on 49-70 year old women. Their study has found that aerobic training in older women increases RMR. They compared active women to non-active women and found that the active women had a significantly higher RMR. Having a body composition of more lean mass to fat mass greatly has â€Å"implications for increased independence and improved quality of life. † (Withers et al). Black American women have special challenges and considerations in weight loss and fitness. They face a culture that encourages eating and appreciates large body size, a more efficient metabolic system that uses fewer calories at rest, a propensity for their bodies to store fat, and a lifestyle that makes diet and exercise difficult. Yet knowing these challenges is half the battle. With knowledge, the support of the community and their family, and commitment they can overcome these challenges and reach a goal of lifetime fitness and health. Works Cited Barakat, HA. â€Å"Obesity; Overexpression of Fatty Acid Transport Proteins May Contribute to Obesity in Black Women. † Science Letter. 7 Feb 2006. 1218. Web. 18 Feb 2013. Brewis, Alexandra. Obesity Cultural and Biocultural Perspectives. New Brunswick. Rutgers University Press. (2011). Print. Conway, Joan. â€Å"Ethnicity and Energy Stores†. The American Journal of Clinical Nutrition. 62. 5. Nov 1995. Web. 18 Feb 2013. Cowart, Luvenia. et al. â€Å"Designing and Pilot-Testing a Church-Based Community Program to Reduce Obesity among African Americans. † ABNF Journal. 21. 1. (2010). 4-10. Web. 18 Feb 2013. Dixon, John. â€Å"The Effect of Obesity on Health Outcomes. † Molecular and Cellular Endocrinology. Vol. 316. Issue 2. 25 Mar 10. 104-108. Endocrine Aspects of Obesity. Web. 18 Feb 2013. Edelman, Allison. â€Å"Special Feature: Do We Have a Problem? Obesity and Contraception. † OB GYN Clinical Alert. Dec 2011. n. pag. Web. 18 Feb 2013. Johnson, Portia; Yvonne Wesley. â€Å"Scholarly Perspectives on Obesity among Black Women. † ABNF Journal. 23. 3. (2012). 46-50. Web. 18 Feb 2013. Kirby, James, et. al. â€Å"Race, Place, and Obesity: The Complex Relationships among Community Racial/Ethnic Composition, Individual Race/Ethnicity, and Obesity in the United States. † American Journal of Public Health. 102. 8. Aug 2012. 1572-1578. Web. 18 Feb 2013. Kogiso, Tomomi. et al. â€Å"Clinical Significance with Fatty Liver Associated with Metabolic Syndrome. † Hepatology Research. Vol. 37. Issue 9. Sep 2007. 711-721. Web. 18 Feb 2013. Paschal, Angelia. et al. â€Å"Baseline Assessment of the Heath Status and Health Behaviors of African American Participating in the Activities for Life Program: A Community Based Health Intervention Program. † Journal of Community Health. 29. 4. Aug 2004. 305-318. Web. 18 Feb 2013. Phelan, Sharon. â€Å"Obesity in the American Population: Calories, Cost and Culture. † American Journal of Obstetrics and Gynecology. Volume 203, Issue 6, Dec 2010. 522–524. Web. 18 Feb 2013. Rowe, Jill. â€Å"Voices From the Inside: African American Women’s Perspectives on Healthy Lifestyles. † Health Education and Behavior. Vol. 37. Dec 2010. 789-800. Web. 18 Feb 2013. Sanchez-Johnsen, Lisa. et al. â€Å"Ethnic Differences in Correlates of Obesity between Latin-American and Black Women. † Obesity Research. 12. 4. Apr 2004. 652-660. Web. 18 Feb 2013. Stunkard, Albert. â€Å"Depression and Obesity. † Biological Psychology. Vol. 54 Issue 3. 1 Aug 2003. 330-337. Web. 18 Feb 2013. Visscher, Tommy, Jacob Seidell. â€Å"The Public Health Impact of Obesity. † Annual Review of Public Health. (2001). 355-375. Web. 18 Feb 2013. Withers, RT. et al. â€Å"Energy Metabolism in Sedentary and Active 49- to 70-yr-old Women. † Journal of Applied Physiology. Vol. 84. Apr 1998. 1333-1340. Web. 18 Feb 2013. Bibliography Brewis, Alexandra. Obesity Cultural and Biocultural Perspectives. New Brunswick. Rutgers University Press. (2011). Print. Brewis’ book is a must read for anyone studying, researching or working in health, weight management or fitness. The author takes a look at obesity from an anthropologist’s standpoint. Where did obesity originate? How does if effect certain races/genders more than others? These are some of the questions answered. The author has lived in different cultures and worked with different ethnicities obtaining answers to some of the mysteries surrounding weight gain. She has uncovered reasons why obesity is prevalent in the United States and other countries. And discusses why some ethnicities are more vulnerable to weight gain after migrating to the United States or other developed nations. The author has studied the culture of the Pima Indians of both the US and Mexico and explains why obesity affects the US Pimas more than the Mexican Pimas. Brewis also explains why some ethnicities find larger body weigh acceptable and why some ethnicities have larger males than females and why they find this perfectly normal. Biagioli, Brian. Advanced Concepts of Personal Training. National Council on Strength and Fitness. (2007). Print. This book was by a medical doctor. This manual is applicable to anyone interested in learning more about physical fitness, nutrition, physiology, body composition and exercise mechanics. It is the National Council on Strength and Fitness’ guide for all their certified personal trainer candidates. The manual contains 540 pages with many illustrations explaining obesity, Resting Metabolic Rate (RMR), Body Mass Index (BMI) and physiology. This manual includes chapters on special populations such as women, children and special needs individuals. HBO The Weight of the Nation. HBO Documentary Films; Centers for Disease Control and Prevention; National Institute of Health. Et al. Various actors/directors. (2007). DVD. This is a four part documentary on obesity in America. Each part is approximately one hour long. The parts consist of consequences, choices, children in crisis and challenges. The films explore why the United States is facing an obesity crisis, and what we can do about it now. Various health experts narrate the films. Interviews are conducted with a host of citizens dealing with obesity right now. They tell in their own words the challenges they face. There is significant commentary and interview on ethnicities, females, citizens living in inner cities and the issues surrounding obesity and weight gain. The Skinny on Obesity. Perf. Robert Lustig et al. UCTV Prime. 12 Apr. 2012. Web Video. This video series plays on UCSF Prime TV online. Dr. Robert Lustig is endocrine expert at the UCSF Children’s Hospital. This is a seven part series that tackles the basics of the obesity epidemic such as sugar, hormones, fast food, childhood obesity, and endocrine system. Each part is about 15 minutes long. Only a basic understanding of health and physiology is needed to fully understand concepts presented. Platkin, Charles. The Automatic Diet. New York. Penguin. 2005. Print. This book discusses how to slowly improve your diet over time with small changes. Dr. Platkin holds a master of public health and is one of the nation’s leading public health advocates. He writes The Diet Detective, a syndicated article that appears in hundreds of newspapers throughout the country. His book takes the reader through small steps of diet and lifestyle changes that together create a whole new diet makeover making healthful eating simple and thus ‘automatic’.

College Essay Essay

The Ohio State University has been a college of my choice for multiple reasons. I always wanted to attend a college that would benefit me in a positive way. Before my visit to Ohio State I was undecided on what college I wanted to attend. However, after my visit to OSU’s campus I knew that Ohio State was the place for me. Ohio State is one of the few institutions that are committed to diversity and the overall success of its students. The rigorous curriculum, study abroad opportunities and student organizations offered will not only groom me as a scholar but a person as well. While OSU is one of the largest universities, the freshman programs discussed during my visit have assured me that I would not be a number, but a member of the OSU community. I would like to be in a positive environment where the level of expectation and measurement for success is paramount. From my research, OSU has a world class reputation in research and academics. As a prospective Finance major at the Fisher College of Business, I will plan to learn and operate in the values that reflect Max Fisher and the College of Business. With OSU being one of the top 20 colleges I felt there’s no other college that could fit me better. I feel The Ohio State University fits me best. I also can not forget the wonderful chant I was taught on the visit, when I say â€Å"O-H† you say â€Å"I-O.†

Evidence That Rita’s Open University Course

Using the evidence it could be said that Rita’s Open University course has had a broadly positive effect as the knowledge and experiences she has had are turning her into the type of person she wants to be. *Quotes not in chronological order 1. â€Å"Denny found out I was on the pill again; it was my fault, I left my prescription out. He burnt all me books. † Although this can be argued to have a negative effect I think it can be said to be positive as it has shown Rita what Denys is really like and as a result of this they break up so Rita is free to continue to grow and to learn like she wants too. . â€Å"This tutor came up to me†¦ an' he said, â€Å"Are you fond of Ferlinghetti? † It was right on the tip of me tongue, to say, â€Å"Only when it's served with parmesan cheese†, but, Frank, I didn't! † This demonstrates to the audience that Rita has come a long way from the person she once was. The fact that she says Ferlinghetti ; only his su rname shows how she now has some of the same familiarity as Frank does and that she can call poets by the surname only, as she is at that level of education now.The fact that she didn’t need to make a sarcastic jokey comment about the it being a type of pasta shows that she no longer feels like she has to hide her lack of intelligence as she has now reach a level of education where she feels comfortable discussing poets. 3. â€Å"(She goes and perches on the book shelf)†. This shows that after her time at summer school Rita is now comfortable around books and that sort of environment.She does feel awkward around them and feels at home, at home enough to sit on the bookshelf. This its self is an achievement as when she first came to lessons with Frank she only ever walked over to them but never interacted with the book and bookshelf, as she felt she wasn’t at the right level of education and didn’t feel comfortable doing it. 4. â€Å"(She tosses the book on the desk and perches on the bookshelf)†. When Rita â€Å"tosses the book† we as an audience can clearly see how much Rita has changed. hen Rita first went to Frank for lessons she used to sit and methodically empty out her bag and place her belongings on the desk showing a great care for her educationally belongings and her books as if to her knowledge is a really precious thing to her and that she has to treat it with respect and care as it doesn’t really belong to her. However when she â€Å"tosses the book† it shows that Rita no longer things it doesn’t belong to her as she has embraced education now and has a confidence about it as she just nonchalantly tosses the book on the desk as if it’s not important to her as it used to be.Almost as if she’s ‘been there done that’. 5. â€Å"(She takes off her shawl and gives it to Frank who hangs it on the hook by the door)†. The fact that she is wearing a shawl shows h ow much her life has changed. In the eighties when this was set it was seen to be upper class to wear a shawl and here Rita is wearing one and getting a gentlemen to hang it up instead of slinging it over her chair like she used too with her coat. This is all due to her education so has had a positive impact clearly on the way she now dresses. 6. â€Å"†¦ I asked her why. I said. Why are y’ cryin’, Mother? ’ She said, ‘Because – because we could sing better songs than those. † –Rita has begun to look at her life as an out sider now and she wants to change it she wants more from it. This is partly due to her education, partly due to Frank and partly due to her own desires. She is not happy with her life and is now more motivated than ever to change it and to â€Å"Know everything†. She believes that education is her way out and that it can change her life for the better. 7. â€Å"Come on, let’s go an’ have the tutorial down there. The fact that Rita wants to go â€Å"down there† with all the proper university students shows that she no longer thinks she isn’t good enough and that she can actually fit in there and that it is perfectly plausible for her to have her tutorial down there. 8. â€Å"(Rita burst through the door. She is dressed in new second hand clothes)† & â€Å"(She twirls on the spot to show off her new clothes)†. When Rita returns from summer school in London it’s not the old Rita that returns, it is a whole new Rita with a whole new wardrobe.This shows how much education has had an impact on her life and she is far away from the girl she once was which is exactly what Rita wanted. Education has changed her life. She also has a new air of confidence about her and feels she is now on the same level as Frank as she twirls to show her new clothes because he will be interested. However the fact that they are â€Å"new second hand clothes† shows that no matter how hard she tries she will never fully get rid of her past.

Organizing Essay Example | Topics and Well Written Essays - 1000 words

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Theory of Coping Essay Example | Topics and Well Written Essays - 1500 words

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Economics Of Industry Essay Example | Topics and Well Written Essays - 1500 words

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Philosophies of punishment Essay Example | Topics and Well Written Essays - 750 words

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Legal Aspects of Health Administration Essay Example | Topics and Well Written Essays - 1000 words - 2

Legal Aspects of Health Administration - Essay Example able medical equipment and supplies, parenteral and enteral nutrients, equipment, and supplies, prosthetics, orthotics, and prosthetic devices and supplies, home health services, outpatient prescription drugs, inpatient and outpatient hospital services and nuclear medicine. However the Law has around 35 exceptions that describe acceptable financial relationships that allow a physician to refer to an entity for the provision of designated health services. (Stark Law Questions & Answer). This anti-kickback statute, which states the punishment that may be meted out to anyone who knowingly, and willfully pays any remuneration to induce referrals of federal health care program services and products. Medicare & Medicaid Patient Protection Act 1987 (42 U.S.C. 1320a-7b) provided for criminal penalties for certain actions of Medicare and state health care .Under it, any offeror who induces another, inter alia, to refer people for providing any services which are been currently paid out of Medicare or state Funds, shall be liable for prosecution, with fine ranging to $25,000 and also five years’ imprisonment. (Manning, 1996). However, there are exceptions for Anti-kickback Laws which are known as safe harbors. Soon after the decision in the famed Jeffrey Feldstein v. Nash Community Health Services Inc., during November 1999, eight new anti-kickback safe-harbor provisions were published in addition to the existing 15 safe-harbors. The safe harbor provisions include actions such as investments in large publicly held health care companies, small healthcare joint ventures, rentals of space or equipment, personal services agreements, sales of retiring physicians’ practice, discounts and other arrangements, waivers of Medicare Part A inpatient cost-sharing amounts, managed care arrangements involving particular price reductions and enrollee incentives, investments in group practices and ambulatory surgical centers, joint ventures, practitioner recruitment, sales of physician

Martin and Malcom & America A Dream or A Nightmare Essay

Martin and Malcom & America A Dream or A Nightmare - Essay Example Martin and Malcolm both had similar philosophical thinking. They were both religious leaders who took a political position in campaigning for black civil liberties groups. It is uncommon for religious leaders to assume political role, and Individuals still find it strange that Malcolm and Martin engaged themselves in America’s politics. Secondly, Martin and Malcolm base their ideology on a supernatural being. They have common theoretical thinking as they both believe in the existence of a super natural being. Martin believes that God is an all complete God that finished work of creation alone, while Malcolm believes that his God is a reachable God who invites mankind to help in completing his creation work. Martin and Malcolm both advocated for civil rights using their religious principles that human beings were religious creatures, and thus should be awarded the freedom and the dignity they deserve. 1They both considered that God is the only being who rob human beings of thei r rights. They believe that he is the divine force that is behind all deeds on the planet. Martin and Malcolm had different political approaches in their civil right pressure groups and fight for the African American freedom. They both had their individual ways of fighting and supporting the civil rights pressure groups. They were communitarians who selflessly advocated for the rights of the African American and additional minority groups in America. Martin used his religious philosophies in fighting for freedom, while Malcolm was not anything close to that, and attained his philosophies through surrender. Martin achieved his philosophies through agape. 2Martin believed in a diplomatic society as he derived his teachings from Gandhi. He believed the only approach to attain equality in America was through peaceful negations and manifestations. He did not believe in the race factor and was strong

Short story using LITERARY DEVICES Essay Example | Topics and Well Written Essays - 250 words

Short story using LITERARY DEVICES - Essay Example I felt as if I had been given the world’s entire supply of ice cream! It was that big! After I had made my choice, I wondered if I would even be able to finish it before it melted away in the hot blazing sun. Just as I was about to take my first bite, whoosh! A taxi had sped past and its force had knocked my triple scoop ice cream completely out of my hands! I was devastated, but I could at least take comfort from the fact that I had tasted a single scoop before my dreams were shattered into a thousand pieces. I noticed the name of the taxi company emblazoned on the side of the taxi: â€Å"Taking Taxis.† I thought how fitting it was that the taxi that ruined my day was from that particular company, because it just took my one desire away from me. My ice cream was gone! I could almost scream! I was like a fish out of water—I didn’t know how to control myself. I consoled myself with the knowledge that I had two whole tubs of ice cream in my freezer back home . I sped like the wind to get home as fast as I could. That’s when I realized that I had finished all of my ice cream the previous night. My heart sank once

What Achieving a Degree Means to Me Essay Example for Free

What Achieving a Degree Means to Me Essay Hello my name is ______________ I am a twenty nine year old married mother of two. Ive been married for twelve years and I have an eight years old boy and a two years old girl. Since I was nineteen years old in the fall of 1991 Ive attempted to earn a college degree attending first Tarrant County Junior College and second Weatherford College stop and starting back again several times over the years trying to reach my goal. In the summer of 1995 when my oldest was two my husband and I moved our mobile home on to new land, which required my assistance helping out financially. I started working for a great company that I loved, Auto Rail Services of Texas they are an afflation of Burlington Northern Santa Fe Railway were I worked part time in the evenings doing data entry. Six months later I started working full time as the assistant office manager in charge of the day-to-day operations. I was sent to Tarrant County Junior College to gain a certificate in Microsoft Office applications. I continued to advance with in the company and enjoyed working there but in the July of 1998 the company suffered financially when Ford Motor Company moved there business to Union Pacific Railway, which caused downsizing in the company I was laid off. I contemplated going back to school after this but couldnt financially afford to stop working full time. The following October I became pregnant with our second child and after her birth my husband and I decided to downsize our financial situation so that I could remain home with the baby. When the child was seven months old I took a part time position in my aunts security company where I assisted in the office and was able to bring my child with me. Not long after my aunts company was forced to go out of business, which caused me to relay on unemployment compensation, threw Texas Workforce Commission there I was informed I could return to college and receive assistance with childcare. I began all the necessary proceedings for the program and was informed before I could actually get the assistance I would need to pass the TASP test a mandatory test required before you are eligible to receive a degree in the State of Texas. Having passed all but the math section of the test I decided I would take a preparatory tasp math class. The next six months I attended two such classes and in August of 2001 was successful in pass the math portion of the tasp. In June of that same year our home suffered water damage from a roof attempting to be put on but not finish before a storm hit water leaked in every where causing on the ceilings in the home to cave in. From June until September when were living in a hotel awaiting the finish of our home. Having so much going on at that time I decided not to attend college that fall. I am currently enrolled at Weatherford College 9 semester hours. Do the all the kayos this summer I was never able to update Texas Workforce Commission with my status and to ask for assistance with childcare. I had qualified for a seven hundred and fifty dollar federal Pell grant, which barely covered the costs and enrolled. I took a part time position as a tutor for Fort Worth Independent School District and I have received assistance from two family members with childcare on a temporary bases. Now that I have introduced myself and caught you up on my life history I would like to start telling you how strongly I feel and how important it is to me that I reach my goal of obtaining a college degree. I am going after a degree in the business field and I hope to eventually get a master degree as well. I know that people say that being a mother is a great accomplishment in itself. Dont get me wrong I too know it is, but sometimes is just not enough for some of us I just happen to be one of those some bodies. I love being a mom first and foremost but growing up as a young girl I always wanted and even thought that for sure I was gone be a great something or do something grand in life just what that was though I didnt quite know. Life some how takes you this way then that way and you sometimes end up off course as though you had a sail on our back a the wind was just drifting you around through life. Then some times being stubborn headed and getting way a head of yourself also contributes to blowing you way off course but you manage to grow in time and slowly start to see the way back on course but getting back on course isnt as easy as getting off course was. Even though it takes a slow, long and hard course back you get there you just stay strong, driven, and wanting it oh so bad. When the day finally comes that I do have my degree in hand and decided after all that maybe being a moms is grand enough I would at least have the self-satisfaction of know I did it I reached my ultimate goal and knowing the pleasures that come along with it such as independence, and knowledge gained. No longer needing to worry if anything ever happened would you be able to survive on your own, care for your children and maintain your lifestyle. How great it would feel to hang a plaque on the wall showing your accomplishment for all to see especially your children after all how could you expect them to accomplish such a task if you yourself never did. It has recently come to my attention the importance of just why I need this knowledge see I realized that one day my children would need my help with a school assignment and should be able to assist them. I need to be an example not to mention being able to keep up with current events around the world, the local economy as well as government issues such as politics. I say forget that I am not going threw life blind I want to always have at least one eye open at all times. That little voice that I use to hear inside of me telling me you are going to do something grand well shes getting louder and its time to listen. I know that over the course of my life I havent always made the right decision or took the right course or maybe even done some things a little backwards but I have always been able to see the light open up my eyes and see things for what they really are and find my way back around again. Some times it takes time, time to grow, to grow up, and to stop being so darn stubborn. Then it also takes just plan old school of hard nocks were you just plan have to live and learn for yourself. Ive lived and Ive learned knowledge is power and theres nothing you cant accomplish or learn once you try. Here is some things Ive learned over the years some even by mistake like getting married, buying your first home, land, a car, furniture, going to college and maintaining a fulltime job to support your household, doing your taxes, becoming a mother, attending college and being a mother, credit cards, mortgages, real estate taxes and insurance. Losing your credit, burial of a loved one after watching them die, to winning, to loosing, to finding new things out about yourself your crafty, creative, and resourceful, remodel your own home from tile, to drywall tape, bed, and texture, to cabinets and counters, to paint, you even learn over the years about the mechanics of cars these are just a few examples of where knowledge has got me so far. For me having a degree means accomplishment, independence, and knowledge. If it takes me the rest of my life to accomplish my goal of a degree I will no matter what obstacles come my way. I would just like to end by saying thank you for being out there trying to help people accomplish there goals and dreams and for making it a little easier to do so.

Chinese Culture Essay Example for Free

Chinese Culture Essay Chinese Culture changed during the Qin Dynasty. There was an increase in trade, agriculture, and military protection. The central government now had direct control of the population, allowing the ability to have a much bigger workforce. Many projects such as the Great Wall of China were done because of this. The Qin Dynasty had several reforms in China’s society; such as money, advanced writing system, and the weights and measurements became the same units. Book burning and burying of scholars occurred due to the desire to purge all traces of the old dynasties. The Qin’s military was revolutionary due to the fact of more developed weaponry, transportation, and military tactics. All this was done even though China’s government was strict and bureaucratic. Future Chinese regimes were influenced because of this Dynasty. Qin Shihuang was the emperor that was buried in the tomb. He was the first emperor of China. After 200 years of war between 6 states, he unified China. His rule only lasted for 15 years, but left a lasting impact on the country’s history. A few of Qin’s remnants were the legalist principles, a Chinese philosophy that followed hard discipline agreeing to the rule of law. This belief helped Qin to rule the masses in a more centered power order and show a very influential way to rule, but this did now allow for disagreement to occur. Qin introduced a uniform written language which helped the government to communicate and carry out policies. Scholars could share information to a bigger population which helped lead to the transfer of culture. Having one language helped the later dynasties to communicate with the nomads and pass along information on how to compromise or fight with them. The invention of constructing roads allowed better connection between major cities and provinces. The dynasty standardized the length of axles in carts so they could all ride on new roads. The construction of the Great Wall of China made a mark in history for the country’s boundaries, causing a greater unity. The nomadic tribes in the north were not able to attack because of the Great Wall protecting its Country. They dynasty standardizes all weights and measures, leading to a more effortless exchange of goods, and developing a taxation system. The Chinese money is also made equal all over, allowing even more efficiency of exchange in goods. Qin Shihuang had a lasting impact in the power of leadership in China. After his death in 206 BCE, his son, and later his grandson, took power but bother were short lived. The Qin Dynasty ended in 206 BCE. After his death, the same states that were in war before he became the emperor, began to fight again and many leaders sprang up over China until the Han Dynasty. Even though this happened, the lasting effects of practices that were put in place in the Qin Dynasty, lasted throughout the centuries. Qin’s power came from his top-down rule, and people conformed to his rule because of his powerful personality. They followed him because he showed them a vast difference in comparison to their small kingdoms, giving a way to a beginning of a future nation-state. The fact that China is names after Qin just goes to show how big of an influence he really was. For more than 2 thousand years Taoism has been the religious tradition that has influenced the people of East Asia. The work, Tao means the â€Å"path† or â€Å"way†, but with numerous subtle differences in folk religion and Chinese philosophy. There are three Jewels of Tao that are underlined: compassion, moderation, and humility. Taoism teaches mostly on nature, the relationship between humanity and the cosmos. The reason for all of Taoist’s rules and practices is to have Harmony with the Universe. Another thing that is popular in Taoism is godly fear for ancestor spirits and immortals. There is folk religion Taoism, and then there is organized Taoism, the difference is their rituals. Chinese alchemy, astrology, cuisine, Zen Buddhism, many Chinese martial arts, traditional Chinese medicine, and feng shun, and many style of qigong have been weaved with Taoism throughout history. Another philosophy developed in China is Confucianism. It came from the teachings of Confucius; Master Kong, 551-478 B.C. It is a complex system of moral, political, philosophical, social, and part religious thought that influences the culture and history of East Asia. Some East Asian countries consider it to be a state religion because of the adopted philosophies of Confucius. China, Taiwan, Korea, Japan, and Vietnam all are influenced by Confucianism as well as Singapore. The very first emperor of the Qin Dynasty, Qin Shi Huang was the patron. Not long after he became emperor, he ordered to have his mausoleum be built. It was ordered to be build at the foot of Li Mountain in Xian. Part of his grave goods was the Terra Cotta warriors. It is believed that it took 700,00 men and 40 years to build the mausoleum. Qin wanted not only to be the greatest king alive, but in his death and for eternity. This is why he would not allow a chance for there to be a rebellion between the 6 states that were in war with each other. The terra cotta army was built there to suppress them, and execute his dream of everlasting. This is why he built the army in his tomb.

Are Humans Naturally Violent?

Are Humans Naturally Violent? Its evident that most human beings think that war can never be avoided and for these reason many of the societal ideas have been based on the concept that violence is part of human nature. Human social, scientific thinking, religious and political ideas are basically based on idea that every person is born a killer. Violence is much in us that its rarely questioned by the society and other people. As human we tend to look for the cause of evil things or those that are considered to be vile for instance violence as we fail to look for the cause of the good things that are happening around us. Violence is thought to be caused by frustration and this is best explained by the aggression theory. For these reason one of the many questions in the human minds is how violence became part of us (Senker and Gifford 8). Violence is one of the prominent things in our civilization. Smell of war and violence has left its victims confused about what they might have done to deserve such a harsh treatment. As those who caused the much affliction and pain to humanity defend themselves by saying that was all that they had to do; we cant help it but wonder if violence is truly inborn in us. Despite the fact that violence is one of the best way that is applied by human to cover their inner emptiness and frustration it usually brings more harm than any good. For example those who have been victims of bombing and war are usually left with a scar that can never disappear or heal. Its very painful and difficult to loose your whole family in war and this are some of the daily happenings in our society (Kurtz and Turpin 100). Despite the controversies and argument surrounding these concept there are organizations which have come up with some evidence to dispel the concept of violence being perceived as innate human trait. For example UNESCO came up with a statement to oppose these belief and they further planned to incorporate their research into the student curriculum in order to mould the young people in the rightful way. Sigmund Freud argues that there is a spontaneous and natural aggression energy which is reserved within humans. And in order to avoid harmful deeds he recommends that one should do competitive sports more often in order for this energy to be removed. Freud argues that those who do not do exercise are more likely to indulge into violence as a way of removing the extra energy (Senker and Gifford 10). Many have regarded this model to be false since other behaviorist have indicated that the origin of violence is something which is external as opposed to internal stimulant. Some irritant external factors are thought to stimulate violent deeds and behavior. They support this fact by the aspect that many communities live quite well without any form of aggression and secondly he argues that there is no evidence to prove that there exists an in build pressure within people that makes them to behave violently. On the contrary if its true that there is energy that accumulates within us then we are not supposed to be aggressive as Aristotle indicates in his theory. Research that has been done indicate that people become violent by consistently watching or taking part in violent deeds. This is attributed to the fact that engagement in aggressive deeds enables one to react aggressively therefore if one has not accumulated violent scenes in his mind as a result of watching or practicing viole nt deeds they cannot become violent. Scientist concluded in 1986 that there is no scientific evidence to prove that aggression and violence is inborn. Despite the fact that it cannot be scientifically proven whether men are naturally violant the belief of the same is strongly held by our society. Some argue that animals are naturally violent and since we share the same ancestral line we cannot alienate ourselves from this truth. Our history has many stories about war, and cruelty and at the same point the physiologist has indicated that our brains have some hormones that are related to aggression and for these reason biologically man is created violent. Its important for humans to draw a line between themselves and animals since human beings are very complex than animals. There are many aspects that are in humans which are absent in animals. For example humans have the ability to reason whereas animals are not in a position to critically reason (Kurtz and Turpin 57). In spite the fact that science informs us about our ancestry we should not limit our mind to the actions of animals. Lets not allow the animal behavior to influence our actions as a society. For these reason we should not allow our instincts to influence us the same way animals are influenced. When we are violent because our relatives which are animals are also violent then we are not using the knowledge that we were given as humans. On the other hand animal are not very violent as many think unless they equate hunting to violence. Animals rare form aggression groups and if this actually happen it must be as a result of the circumstance animals found themselves in or because of the environment. Among the humans there is violate behavior but that does not give us the reason to belief that violence is innate. Therefore its important for us to realize that by the fact that something is universal done does not mean that its natural and innate. For instance, by the fact that several commu nities may be producing pottery is not an indication that there is a pottery gene in that community (Baumeister and Bushman 306). Therefore aggression is not a universal thing since there are some cultures which are peaceful. For these reason humans are not born violent simply because not all people are violent. Its also true that men who are very primitive are not war like; war like character has increased among the modern men. One can choose to be violent or peaceful and a good example is Sweden which in the past years was a violent nation but at the moments its rated among peaceful industrialized nation. On addition violence and war has a lot to do with politics, personal interest as well as the social setting therefore this practice has little to do with nature. The fact that war is a dominant aspect of our history does not men that war is part of a humane nature. Therefore whether we believe that we are naturally violent or not its our decision. The belief is still rooted in our society and the many controversies about the same will still continue. Finally everyone has a responsibility to make a rightful decision. Therefore one can choose to be peaceful or violent because there is much knowledge that is bestowed upon humanity to make the rightful decision. Our bad choices and character should not be excused in the name of nature because them that succumb of this ill remain in a state of confusion as they keep wondering about the turn of things. Life is precious and peace is a wonderful experience that every sensible person may ever long for (Baumeister and Bushman 304). Work cited Cath Senker and Clive Gifford. Violence on the Screen. New York, NY: Evans Brothers, 2010. Roy Baumeister Brad Bushman. Social Psychology and Human Nature. London,UK: Cengage Learning, 2007. Kurtz Lester Jennifer Turpin. Encyclopedia of violence, peace conflict. New York, NY: Academic Press, 1999.

The Effects Of Rap On Inner Cities Essay -- essays research papers fc

Thesis   Ã‚  Ã‚  Ã‚  Ã‚  Do you believe that one’s words can reflect on a certain person’s action? Today, Rap has become the most popular type of music in the US. The Rap industry is dominated by artists’ who mostly dedicate their lyrics to either violence, drugs, or sex. Through 1998 and 1999 the survey taken by the National Music Bureau, stated that 46% of the listeners of Rap are under the age of 19. While 65% of the listeners, live in run-down homes, or impoverished areas, usually being inner cities. The National Music Bureau also reported that in the 66% of the listeners of Rap who are under the age of 19, 86% of those teen-agers are black. Along with that fact, many of the artists sing about their ghettos, and their past ways of life, which included, drugs, sex, murder, and alcohol. The listeners of rap living in run down areas in the inner cities see themselves in the same situation as many of the rap artists’, and duplicate what they hear. So although a person may be responsible for his or her action, rap music dramatically affects the lives of America’s inner cities and slums. In this day and age, of the biggest problems in America has become teen pregnancy. 68% of 18-year old have had sexual intercourse, while half of 17-year old have had sexual intercourse. To add to that, 6 in 10 girls between the ages of 18-19 become pregnant. While pregnancy rates among teens continue to rise, rappers continue to rap and call themselves â€Å"Playa’s† and rap about their, â€Å"bitches,† and sexual encounters. In a song titled â€Å"The B.I.G† Notorious B.I.G AKA Biggie Smalls says â€Å"Please don’t shoot up your guns, ‘cause one of these ladies will be havin’ my baby.† Of the 66% of the listeners of rap, who are under the age of 19, 26% of them are women. Biggie is promoting sexual activity, and a bad message is being sent out to all women. Another important fact is that every year 3 million teens; about 1 in 4 sexually experienced teens acquire a Sexually Transmitted Disease (S.T.D). Another rapper, â€Å"Mast a’ Pimp† begins each song by saying â€Å"Pimpin’ Aint Easy!† In a song by Masta’ Pimp titled â€Å"The Way of Life,† Masta’ Pimp says â€Å"From the ghetto to where all my hooches at, I’ll ride for life, f$%# da condoms, ‘cause I’ll f$%@ all da’ bitches for life.† While Masta’ Pimp talks about his â€Å"hooches† in his ghetto, 60% of sexually active teens between the ages 15-19 ... ...n the cities of New York, Chicago, Washington DC, Los Angeles, Las Vegas, and Detroit. Also, in 37% of violent crimes committed in inner cities, the offender was high on some sort of drug, usually being marijuana. The bureau also stated proved that in 20% of un-planned pregnancies, one of the participants was intoxicated. And, 92% of the time the baby came out with a deformity. When researching what kind of affect rap has on America’s inner-cities, there is only one conclusion to come to. Yes, many people may say that people should be able to take responsibility for their own actions, but the statistics, and the eye-witness encounters has proven that rap does have a negative affect on America’s inner-cities. Works Cited 1) Bureau of Justice Statistics 2) http://www.ojp.udoj.gov/bjs/cvcivtgen.htm – Criminal Victimization 3) Facts in Brief: Teen Sex and Peganancy http://www.agi-usa.org/pubs/fb _ teen_ sex.html 4) Encarta 98 Encyclopedia 5) Groilers Encyclopedia 6) Violent Crimes: Drugs and Alcohol http://www.rom.pubs/atest/org.html 7) The Official Website of The Music Television http://www.mtv.com 8) The National Bureau of Music Distribution http://www.nbmd.musc.org.html

History as the Key to Unlock the Future in Omeros:Philoctete’s Healing, Achille’s Completion, and the Narrator’s Inspiration :: Omeros

History as the Key to Unlock the Future in Omeros:Philoctete’s Healing, Achille’s Completion, and the Narrator’s Inspiration â€Å"Time is the metre, memory the only plot† (129) Derek Walcott forced the literary world to disagree with him when he denied that Omeros was an epic. Some critics suggest that, like his narrator, Walcott is not sure where his work belongs. Others suggest that Walcott denies its obvious genre in order to avoid being categorized. Regardless, Derek Walcott repeatedly says that the purpose of his writing is to wrestle with the duality within himself and that of the Caribbean islands, specifically St. Lucia. Despite occasionally downplaying the significance of any existence, Walcott utilizes a history/ time motif to explore history’s importance in forging an identity and the future (Bloom 135). Set in St. Lucia, Walcott’s Omeros reveals an island possessing a rich past. St. Lucia, a former colony, has a history of ‘pagan’ religion and tradition, a different language, and an economic background based namely on fishing. Locals must try to reconcile their heritage prior to colonization, the influences of colonization, and how to create a new culture from the ashes of the others (Hogan 17). Through most of, if not the entire epic, the island is related to a woman. At times the references are general and at times they refer specifically to Helen. These references take many forms including a nurturing nature and physical attributes. The significance of relating the island to a woman lies in a somewhat matriarchal past where women would hold the secrets to healing and have a close link to the intrinsic nature of the island. This is in contrast to the men, who are all in search of something, and while closely linked with the island, they shy away from tradition – cutting down trees, turning from the old gods, focusing on tourism and money. Characters like Philoctete and Achille try to reconcile their knowledge of the old traditions with the new island, where tourism becomes a staple, as does the Christian religion. Others, including the Narrator, search for a place to belong. In the opening of the epic poem, Philoctete recounts to tourists the chopping down of a sacred grove of trees for canoes, replacing the old gods and values with a new God and varying values. This replacement, or at least shift, of the old with/ to the new runs throughout the epic following most, if not all, characters, each possessing a wound, which only heals upon some sort of reconciliation.

King Lear :: essays research papers

King Lear Assignment 1.  Ã‚  Ã‚  Ã‚  Ã‚  Betrayal, Reconciliation, Authority versus Chaos, and Justice are different issues or themes that Shakespeare presents to his audience and asks them to battle and wrestle against. The first issue is the betrayal of the king and of Gloucester, and the reconciliation between them and their loved ones in the end, and the authority versus the chaos in the city on England and finally the Justice issue in which both the bodies of the good and the bad lay next to the each other in the end of the play. 2.  Ã‚  Ã‚  Ã‚  Ã‚  Shakespeare implies a parallel between the two themes of Blindness and Madness. The two characters who suffer the most in the play are Lear and Gloucester. Their stories are similar in many ways; however, while Lear slowly goes mad, Gloucester is blinded but remains sane. Lear and Gloucester both seem to be able to perceive certain things more clearly after they lose their faculties. Lear realizes only as he begins to go mad that Cordelia loves him and that Goneril and Regan are flatterers. He comes to understand the weakness of human nature at the same time when Gloucester comes to understand which son is really good and which is bad at the very moment of his blinding. 3.  Ã‚  Ã‚  Ã‚  Ã‚  Betrayals play an important role in the play and show the workings of wickedness in both the familial and political realms. Brothers betray brothers and children betray fathers. Goneril and Regan’s betrayal of Lear raises them to power in Britain, where Edmund, who has betrayed both Edgar and Gloucester, joins them. Also Reconciliation has an important role between Lear and Cordelia as a dramatic personification of true, self-sacrificing love. Rather than hating Lear for banishing her, Cordelia remains devoted to her king and father who meanwhile, learns a cruel lesson in humility and eventually reaches the point where he can reunite joyfully with Cordelia. These two issues of betrayal and Reconciliation have a clear relevance to our world today where there are lots of betrayals and reconciliations between families. 4.  Ã‚  Ã‚  Ã‚  Ã‚  King Lear wanted to divide the kingdom among his three daughters. He intended to give up the responsibilities of government and spend his old age visiting his children. He commanded his daughters to say which of them loved him the most, and promised to give the greatest share to that daughter. Lear’s two older daughters, Goneril and Regan, responded to his test, telling him in exaggerated terms that they loved him more than anything else.

Why Will IT Continue To Affect Education Education Essay

Research shows that Information Technology will go on to impact instruction because it adjusts to larning manners and is in demand, despite cost and pupil disablements. Jennifer Cromley provides considerations of utilizing computing machines in instruction. It discusses the countries where computing machines are and are non utile in instruction. It besides provides utile advice. The article contains many mentions with back uping and opposing point of views. The writer is an Assistant Professor of Educational Psychology. The article was published in Focus on Basics magazine. It is a quarterly magazine for practicians created by The National Center for the Study of Adult Learning and Literacy ( NCSALL ) .NCSALL is a research and development centre and is funded by assorted authorities and educational establishments. It supports the thought that computing machines can be used by handicapped pupils and enhances larning. It is besides used for an opposing point of view in the debut ( Cromley, 2000 ) . Farr, G. ( 2009 ) . Mad magazine to Facebook: what have we learned? . Teacher Librarian, 36 ( 5 ) , 30-32. The Shannon Learning Center in Texas supports the usage of engineering in the schoolroom. It quotes a rule, contains illustrations from his yesteryear and a nexus to a picture to back up his points. The picture efficaciously demonstrates a demand from pupils to be allowed the usage of cell phones in school. The pupils likely have an subterranean motivation, but the article provides a possible solution. Gregg Farr is a high school rule in Texas at Shannon Learning Center. The journal article was published in Teacher Librarian: The Journal for School Library Professionals. It has been printing the diary for 30 old ages. It is used to back up the decision that Information Technology will go on to impact instruction due to a demand from pupils ( Farr, 2009 ) . Gulchak, D. ( 2008 ) . Using a nomadic handheld computing machine to learn a pupil with an emotional and behavioural upset to self-monitor attending. Education & A ; Treatment of Children, 31 ( 4 ) , 567-581. Daniel Gulchak discusses surveies that show how computing machines can help handicapped pupils instruction by supplying behavioural feedback. He specifically describes a survey conducted on a person that utilizes a hand-held computing machine with the intent of proving its effectivity on a pupil with an attending upset. The computing machine is used to assist the pupil better his ain behaviour during a undertaking. The survey concluded that behaviour improved by 34 % . Academicians improved as a consequence because it improved his ability to be taught. The writer reveals that more surveies need to be done and that the survey does non supply grounds that the computing machine was more effectual than traditional methods. Daniel Gulchak has his ain web site, a Doctoral grade, and works at the Institute for Human Development. Education & A ; Treatment of Children is a diary published by the West Virginia University Press. The journal article is used to demo that computing machines can be adapted for disablements ( Gulchak, 2008 ) . Hargadon, S. ( 2010, March 1 ) . Educational networking: The function of Web 2.0 in instruction [ available full-text, free ] . Multimedia & A ; Internet @ Schools. Retrieved March 8, 2010, from hypertext transfer protocol: //www.mmischools.com/Articles/Editorial/Features/Educational-Networking-The-Role-of-Web-2.0-in-Education-5bAvailable-Full-Text2c-Free5d-61342.aspx This article describes how societal networking has enhanced educational networking and assists professional development. It discusses how societal networking can do the acquisition experience more efficient, convenient, and gratifying. It is a good beginning for pedagogues to utilize for considerations when implementing educational networking. Steve Haragon has his ain web site and is a Social Learning Consultant that has founded a societal acquisition web known as Classroom 2.0. The article was published in Multimedia & A ; Internet @ Schools magazine. The magazine is a usher to electronic tools for instructors. I found this beginning seeking to happen the publishing house of one of the original beginnings. I exchanged beginnings because the original beginning ‘s publishing house no longer existed ; it is newer and better than the original. It is used in confederation with another beginning to demo how Information Technology and adjusts to larning manners. It provides an illus tration of how educational networking can be cost efficient ( Hargadon, 2010 ) . Hinchliff, G. ( 2008 ) . Toddling toward engineering: Computer usage by really immature kids. Children & A ; Libraries: The Journal of the Association for Library Service to Children, 6 ( 3 ) , 47-49. The Association for Library Service to Children ( ALSC ) discusses many surveies that show computing machines are good to immature kids. It mentions more surveies that need to be done and identifies some of the jobs and makes suggestions for the usage of computing machines for immature kids ‘s instruction. Gaye Henchliff is a librarian who created this diary article for the Research and Development Committee at ALSC. ALSC concentrates on doing libraries better for kids. The article is used to demo that computing machines can be utilized to better instruction among immature and handicapped kids because it enhances their learning experience ( Hinchliff, 2008 ) . O'Lawrence, H. ( 2006 ) . The influences of distance larning on grownup scholars. Techniques: Connecting Education & A ; Careers, 81 ( 5 ) , 47-49. Techniques: Connecting Education & A ; Careers discusses factors refering grownups in distance acquisition plans. It is utile to utilize as a resource for finding whether to inscribe in on-line class reveals some of the jobs associated with distance acquisition. Henry O'Lawrence works in the Occupational Studies Department at California State University. The diary published by the Association for Career and Technical Education ( ACTE ) . ACTE was founded in 1926 and is a primary association for the betterment of instruction. It is used to demo a demand for information engineering in instruction for distance acquisition and provides some opposing points ( O'Lawrence, 2006 ) . Pelham, B. , Crabtree, S. , & A ; Nyiri, Z. ( 2009 ) . Technology and instruction. Harvard International Review, 31 ( 2 ) , 74-76. The Harvard International Review discusses the contention environing whether computing machines are cost and educationally efficient. It shows that some hapless states have higher tonss due to computing machines. It gives an illustration of pupils in Nigeria that did an analysis using energy efficient computing machines provided by the One Laptop Per Child plan initiated by President Clinton. Three writers worked on this to be published in the Harvard International Review, which is a extremely respected forum for educational argument. It is used to demo that Information Technology is cost efficient and in demand by the authorities in instruction. It provides grounds that computing machines will go on to impact instruction ( Pelham, Crabtree & A ; Nyiri, 2009 ) . Thilmany, J. ( 2008 ) . A fount for you. Mechanical Engineering, 130 ( 9 ) , 18. The American Society of Mechanical Engineers ( ASME ) reveals a new manner of runing computing machines that is being developed at the University of Washington in Seattle. It describes the manner many things are adjustable to our demands, and it makes a contrast to the manner computing machines have typically been inactive. The new system is described to be used for people with disablements, but it is a good illustration to demo how computing machines can alter for the benefit of each person. The writer is presently one of the Associate Editors of Mechanical Engineering Magazine, the magazine of ASME. The article is from the same magazine. ASME is the taking professional community to assist applied scientists work out jobs by the usage of communicating. It besides develops codifications and criterions to advance the growing of cognition and safety. The article is used to show how the adaptability of computing machines can forestall a disablement from being a factor for runing a compu ting machine. It is besides used to in concurrence with another beginning to show how computing machines can accommodate to help acquisition manners ( Thilmany, 2008 ) . Thilmany, J. ( 2009 ) . Calculating. Mechanical Engineering, 131 ( 7 ) , 14-16. Jean Thilmany covers the application of some of the latest technological thoughts ensuing from the usage of computing machines. The subjects covered are: potentially bettering the design of a dust mask, a better apprehension of the behavioural consequence of picture games on pupils, the demand for more coders for the United States to remain up to day of the month in computing machine simulations, a new signifier of web that makes it faster to treat big sums of informations, new package utilized to aline a camera to find the enlargement of the existence. It can be noticed that computing machines are being applied to many different Fieldss, but it does n't indicate that out in the article. The magazine and writer is the same as the old mention. It on occasion quotes research workers, professors, applied scientists, and a plan manager from establishments and refers to major organisations of authoritiess which besides make the article even more utile. The survey of the behavioural conseq uence of picture games on pupils is used to back up the suggestion made from the old mention by utilizing it as an illustration of an version to video games that resulted in a erudite behaviour form in both surveies, this shows that video games as a acquisition manner was assisted by an accommodation to the game. Part of the article is used to demo a demand by the United States authorities for Information Technology in instruction ( Thilmany, 2009 ) Tsung-Yen, C. , & A ; Wei-Fan, C. ( 2009 ) . Consequence of computer-based picture games on kids: An experimental survey. Journal of Educational Technology & A ; Society, 12 ( 2 ) , 1-10. The writers describe an experimental survey among 3rd graders at Tainan City, Taiwan. It began with a void research hypothesis saying that picture games do non better learning any more than a typical Computer Assisted Instruction ( CAI ) . It statistically concluded that picture games improve larning but did n't better judgement. It is suggested that the game used was excessively hard to learn judgement accomplishments. This survey is good to demo how computing machines can better larning when applied decently. Both of the writers have Bachelors, Masters, and Doctorate grades. The Journal of Educational engineering & A ; Society is a quarterly academic diary. The beginning is used to turn out how computing machines can be adjusted to better acquisition manners ( Tsung-Yen & A ; Wei-Fan, 2009 ) .

Collegial And Formal Type Of Leadership Concerning Head Teachers

This assignment consists of two parts. In the first portion, the theoretical accounts of collegial and formal type of leading are considered and compared to the caput instructor ‘s function to which the writer is familiar within the educational system of Cyprus. The caput instructor ‘s function will be analysed in both leading manners. In the 2nd portion, the writer concentrates on the premises made about the school organisation and its values with the collegial and formal types of leading. The assignment ends with a decision based on the writer ‘s apprehension of leading that emerges from a consideration of both theory and pattern in relation to these two theoretical accounts. Part 1 Harmonizing to Pashiardis ( 1995 ) the educational system in Cyprus has a bureaucratic construction and school principals are invariably seeking to fulfill the administrative officials instead than the demands of pupils and parents. Everything must be done in a pre-determined mode, which barely leaves any infinite for mistakes or gives leeway for divergence from the mainstream. This is the chief ground why the formal theoretical account of leading is being chosen. Most of the elements of direction tantrum into the bureaucratic construction of the Cypriot educational system. On the other manus, within the collegial theoretical account of leading the regulating organic structure of each school is free to put extra purposes and aims that would non merely profit the school community but besides the quality of the instruction offered. Collegial Model of Management Harmonizing to Bush ( 1995 ) and his collegial theoretical account, the purposes emerge from a participative procedure whereby staff reach an understanding based on common values. The leader in a collegial theoretical account believes that school staff should ever be a squad in order to be effectual and that everyone should be involved in all activities refering the school patterns. In this instance, all instructors should hold a common vision, set a mission and be cognizant of their function to guarantee the success of the academic endeavor. The elements of Collegial Model are the procedures by which ends are determined by the nature of determination procedure and the leading manner. The collegial theoretical account is based on understanding ends among the members of an organisation and nowadayss sidelong constructions and all members have the right to take part in the determination procedure. As Kaily P. ( 2010 ) wrote A «specific jobs can be addressed by different commissions which are appointed at the beginning of the school twelvemonth. These commissions consist of instructors harmonizing to their abilities and expertness. They undertake to turn to and work out jobs that arise during the school twelvemonth such as pupil subject by explicating a codification of behavior, force at school- bar and intervention, development activities for motive in acquisition, larning troubles and workaroundsA » ( Kaily P. E849 Web Activity 1, 2 November 2010 ) . Furthermore, Palli C. ( 2010 ) A «there is a shared leading and a c orporate sense of duty among the staff at her school. At the beginning of the school twelvemonth at that place was a deputation of functions and duties. Besides the instructors had the chance to choose the commissions they wanted to be members harmonizing to their interestsA » ( Palli C. E849 Web Activity 1, 3 November 2010 ) . The most positive facet of the Collegial Model is the fact that ends have already been agreed, ensuing to the possibility for the participant staff to concentrate and to accomplish the ends set. Everybody ‘s aspirations, expertness and capablenesss are taken into consideration and used in a manner that promotes the public assistance of the school unit. As Bennett ( 1995 ) has argued, cognition is an of import power resource. Sharing cognition in a collaborative manner requires a high grade of common trust and consensus. Formal Model of Management Looking into Bush ( 1995 ) the formal theoretical accounts of direction aver that aims are set at the institutional degree. Goals are determined by senior staff and the support of other instructors is taken for granted. Therefore, the activities of schools are evaluated in the visible radiation of these official intents. Furthermore, the organisational construction is regarded as nonsubjective world. Persons hold defined places in the organisation and working relationships are assumed to be strongly influenced by these official places. Formal theoretical accounts treat constructions as hierarchal with decision-making as a ‘top-down ‘ procedure. In contrast to collegiality, the features ofA the formal direction modelsA harmonizing to Bush ( 2003 ) A «heads haveA authorization because of their positionsA and areA accountableA for what they do to their patron they use anyA rationalA manner to accomplish goalsaˆÂ ¦A »A ( Bush, 2003, p.126 ) fits a batch to the Cypriot Educational System. Not merely do public schools but besides private 1s have debt-reduction direction programmes and everything must be centralized and economic systems of graduated table must be made. One is asked to yearly describe in beforehand how many pupils are registered for the undermentioned academic twelvemonth that the figure of instructors is reduced to the lower limit to salvage resources as Webb and Vulliamy ( 1996 ) reference A «in bureaucratism, efficiency, subject, control, reliabilityA is more importantA » ( Webb and Vulliamy, 1989, p.312 ) . Promotion is on the footing of seniorityA ( Bush 2003 ) more like a typical formal bureaucra tic Cypriot school. However, after a long waiting at the age of 40-55 one eventually leaves from the low-paying Cypriot private school and is employed by a ‘highly-benefiting ‘ Cypriot public school. When he/she gets employed in a public school, which will merely happen out merely a few yearss before the school twelvemonth starts, uncovering bureaucratism which is neither efficient nor dependable. Part 2 Harmonizing to Bush and Derek ( 2003 ) leading may be understood as ‘influence ‘ but this impression is impersonal in that it does non explicate or urge what ends or actions should be sought through this procedure. However, A «certain alternate concepts of leading focal point on the demand for leading to be grounded in steadfast personal and professional valuesA » ( Bush and Derek, 2003, p.4 ) . Wasserberg ( 1999 ) besides claims that A «the primary function of any leader is the fusion of people around cardinal valuesA » ( Wasserberg, 1999, p.158 ) . Furthermore, harmonizing to Gross ( 1985 ) values are generated externally to the person instead than being internal, personal creative activities. However persons play important function in set uping peculiar values with environments in which they live and work. Bush ( 1998 ; 2003 ) besides links A «leadership to values or aim while direction relates to implementation or proficient issuesA » ( Bush, 1998, 2003, p .324 ) Collegial theoretical account is interpinned by integrative and actuating values. Integrative values are those that serve to pull persons into collectivity and motivation values are those that shape single and corporate perceptual experiences of demands and involvements. The deduction of these values for leading function in the educational system in Cyprus could be justified since caput instructors normally encourage the staff to take portion in any decision-making process. In this certain values are agreed in the schools. Thus the personal sentiments of ( instructors, parents pupils ) are acceptable by others, differences and dissensions are shown in a democratic signifier. In add-on, coaction is promoted by caput instructors. Every instructor, parent, pupil has its personal demands and involvements. Head instructors try to assist all members in personal and professional troubles and offer ways in order for everyone to hold a function in the school. Furthermore, caput instructors pr omote trust and assurance among all members, make constructive remarks and promote staff to take part in educational seminars and other educational plans. The formal leading theoretical account combines largely regulative and directing values which seek to command the behavior of persons and groups. The equal chances and race dealingss statute law is enacted in many developed states. Such values are an of import portion of the policy procedure both nationally and within organisations. Whether we accept or reject person else ‘s value system is non the same as denying that it is a value which shapes their actions. This is one of the three different sorts of Gross ‘s ( 1985 ) classified values which influence different aspects of the school.A Although the ministry of Education and Culture directs schools on how to run, each school may develop its ain rules and values harmonizing to its peculiar demands and purposes. Under the counsel of the Head Teacher certain values have been defined for my school ‘s civilization like: Equal chances for all kids as an look of cardinal human rights, the development of pupils ‘ soc ietal accomplishments, democratic duologue in instance of struggles among the kids, the multi-dimensional betterment of kids ‘s personality, the importance of interaction with the external environment ( parents ) , and the pattern of multiple intelligences. All the above societal values are articulated within the school serve to pull persons into a formality. The manner that my school is managed promotes coaction and reduces conflict between staff. The caput instructor supports the attempts of his instructors and motivates them to portion and bring forth the school ‘s values. He helps instructors cope with the troubles encountered and promotes respect, democracy, honestness and trust. He encourages instructors to take portion in educational seminars and provides equal chances for engagement in determination doing seeking to follow democratic values. As Gross ( 1985 ) references â€Å" Persons play a important function in set uping peculiar values within the environments in which they live and work. Valuess are manifested in the actions people take, including the things that they say and the linguistic communication they use † ( Gross, 1985, p.47 ) . A Harmonizing to Sergiovanni ( 2000 ) , how we resolve a job relates to the extent to which our determination devising is dominated by the values of our life universe and our syst em universe. As he interprets, system universe should be interdependent with life universe ( the kernel of values and beliefs ) Decision In decision it can be seen that at that place has to be a leading manner which will integrate patterns from both manners of leading and which promote the development of the school through the engagement and engagement of all the staff members. A caput instructor ‘s function is to do the vision and the mission of the school known to his/her staff in order for the instructors with the right cognition and ability to be involved in the determination devising. Bennett, N. ( 1995 ) Pull offing Professional Teachers: in-between direction in primary and secondary schools, London, Paul Chapman. Bush, T. ( 1995 ) , 2nd edn, Theories of Educational Management, London, Paul Chapman. Bush, T. ( 1998 ) The National Professional Qualification for Headship: the key to effectual school leading? , School Leadership and Management, 18 ( 3 ) 321-34. Bush, T. ( 2003 ) , Theories of Educational Management, 3rd edn. London: Sage. Bush, T. And Derek G. , ( 2003 ) , School Leadership: Concepts and Evidence, Full study Spring, 2003 E849 Leading and Managing for Effective Education, Study Guide, ( 2003 ) , The Open University. Gross, F. ( 1985 ) , Ideologies, Goals and Values, Westport, CT, Greenwood Press. Kaily, P. E849 Web Activity 1, 2 November 2010 Palli, C. , E849 Web Activity 1, 3 November 2010 Pashiardis, P. ( 1995 ) , A «Cyprus principals and the catholicities of effectual leadership'A » , International Studies in Educational Administration, Vol. 23 No. 1, pp. 16-26. Sergiovanni 2000, Effective Educational Leadership, O.U. , Sage Wasserberg, M. ( 1999 ) , Making the vision and doing it go on, in Tomlinson, H. , Gunter, H. and Smith, P. ( Eds. ) , Populating Headship: Voices, Valuess and Vision, London, Paul Chapman. Webb, R. and Vulliamy, G. ( 1996 ) , The altering function of the primary caput instructor, Educational Management and Administration, 24 ( 3 ) , 301-15.

Group work in Primary Schools

Group work, known to others as collaborative or concerted acquisition, is defined as a â€Å" state of affairs in which, two or more people learn or attempt to larn something together † [ Wikipedia Contributors, 2010 ] . This paper focuses on how on the job collaboratively impacts both instruction and acquisition in primary schools. It describes the background to the development of collaborative acquisition and high spots the techniques frequently employed. The rules to effectual group work are explained, with both advantages and disadvantages noted. Collaborative acquisition is a pedagogical scheme which utilizes a assortment of larning activities to heighten a pupil ‘s apprehension of a peculiar subject. This is an betterment to traditional acquisition theoretical accounts besides defined as non-interactive talks, where cognition is gained from direct talks or the reading of books and articles. Traditional larning bids really small interaction or engagement from the pupils, hence a batch or really small may be learnt depending on the person. Collaborative larning accordingly stands as a constructivist attack to acquisition, and is identified as arising from a constructivist epistemology, as pupils are asked to take part and lend to their ain acquisition and development. The thoughts of bookmans such as Burner, Kohlberg, Piaget and Vygotsky are used in the development of collaborative acquisition, which basically implies that both the pupil and the environment are actively dynamic entities in the acquisition procedure as the pupil tries to portray the lessons. This procedure requires that cognition be discovered and translated utilizing linguistic communication and other larning Plutos to which the pupils can actively associate. Lawrence Kohlberg researched the moral determinations made by kids. His probe is such that â€Å" he developed an interview procedure offering a figure of scenarios, each with a moral quandary † for which he had pre-determined replies. He realized that six phases of moral development existed and that some people are unable to make most advanced degrees of ethical reading. He thereby concluded that ; â€Å" the development of moral concluding happens in a peculiar sequence, and that each measure of the manner is a precursor to the following † [ KidsDevelopment.co.uk, 2010 ] . Jean Piaget ‘s theory of Cognitive Development suggests that persons go through a series of phases on their manner to independent thought. Piaget provinces that â€Å" all cognition refering world consequences from actions or operations upon it, which makes it alter, uncovering its stable and variational belongingss † ( Piaget, 1980 p222 ) . Lev Vygotsky believed that socialisation increases cognition and frequently clip changes a kid ‘s ideas and behaviors. Vygotsky suggests that larning is achieved in three ways ; imitative, instructed and collaborative. Imitative larning involves the pupil merely copying what was taught and instructed acquisition involves the pupil following waies antecedently given. Vygotsky ‘s work was focussed on two of import thoughts. First being the Zone of Proximal Development ( ZPD ) ; this describes the degree of distinction between a job that a pupil can work out independently and a job in which a pupil will necessitate the aid of others. ZPD is frequently identified as an person ‘s degree of existent competence relation to their degree for possible development. The 2nd thought is known as staging and describes the facet of support given to pupils when it is desired. Group work allows pupils to work together in little squads, uniting people with changing backgrounds, experiences, proficient and rational competences, towards the attainment of a specific aim. Each member of the squad has the duty of larning the stuff for himself, while besides assisting other members to clearly understand the lesson therefore making an â€Å" ambiance of accomplishment † ( Palmer, Peters and Streetman. 2008 ) . Students thereby derive both cognition and societal accomplishments. The usage of group treatments helps pupils to explicate constructs and thoughts by supplying immediate feedbacks. Students learn how to trouble-shoot hand in glove in order to happen the best solution to a job. â€Å" When pupils formulate their ain solutions in this mode, they are genuinely believing critically ( Davis, Mahler & A ; Noddings, 1990 ) . Swortzel expresses that there are two major theoretical attacks to group work â€Å" Motivational and Cognitive † ( Swortzel, 1997 ) . Group work is seen as motivational because pupils recognize that their success or failure in the attainment of the specified end is dependent on them being able to work together as a squad. They thereby encourage each other to acquire the assigned undertakings done decently and on clip, in so making â€Å" concerted acquisition additions pupils ‘ motive to make academic work † ( Johnson, Johnson & A ; Holubec, 1986 ) . The cognitive attack suggests that through group work pupils go more critical with their thought. Students are stimulated to believe ‘outside the box ‘ , therefore geting increased degrees of perceptual experience, consciousness, and concluding and judgment abilities. Group treatments are really synergistic with each person showing their point of view. Within a diverse group, there will be doubtless changing sentiments accordingly foregrounding attacks to the same subject. A collaborative model must foremost be established before the execution of collaborative larning techniques. The instructor should research collaborative acquisition and observer other instructors who have already implement the usage of group work. The instructor should hold on a good apprehension of the advantages and disadvantages to group work and must develop a acute grasp for the technique of scaffolding. The instructor so needs to make up one's mind if collaborative acquisition is ideal for the topic being taught, the type of pupils and take into history schoolroom limitations, if any. Teachers implementing collaborative acquisition are expected to be competent in the undermentioned countries: Stipulating instructional aims Determining group size and assign pupils to groups Determining Group Size and Assign Students to Group Classroom agreement Planing instructional stuffs to advance Interdependence Delegating group functions Delegating undertakings Structuring positive mutuality and answerability Explaining the standards for success Stipulating desired behaviors Before implementing collaborative larning the instructor should explicate to the pupils their determination for the usage of group work and explicate the advantages and disadvantages. The finding of group sizes may change depending on the nature of the undertaking and the work load. Groups can be homogenous or heterogenous, grouping pupils with similar involvements and strengths or they may be wholly indiscriminately selected. Once groups are established they normally do non alter really frequently, so as to let pupils to develop a constructive working relationship with each other. It is of import that the furniture in the schoolroom be organized in a manner which allows the pupils to work as a unit, sooner confronting each other, whilst leting for their flexible motions. Teachers should take into history the bing resources needed for successful undertaking completion and guarantee that they are readily accessible by the groups. The instructions and stuffs a instructor chooses for a group should guarantee that each member of the group makes a meaningful part and that single assignments within the group will be equally distributed. Teachers should construction positive mutuality and answerability by regularly proving both the groups and the members of the group for apprehension of the capable affair. Members should be encouraged to be able to actively support the stance of the group and their ain. The standards for success of the group should be clearly communicated and measures put into topographic point to measure the group ‘s public presentation as a unit every bit good as the single public presentations of the members. Once the groups have been established, instructors need to supervise the behavior of the pupils and aid with demands while monitoring. In so making, instructors may help with the answering of inquiries and supply and jump point of position or sentiment. Teachers may besides supply feedback on the work completed or the advancement made. Should struggles originate within the groups, instructors should step in to guarantee that such struggles are rapidly resolved and explicate the deductions of unwanted behaviors. It is besides really of import that instructors provide approbation and, or motive where it is deserved. Students play the most of import function in the art of collaborative acquisition. Their functions include and are non limited to, working together, actively listening to each other, maintaining records of work and advancement, oppugning each other, presuming personal duty and finishing the assigned undertaking. An article written by Dillenbourg and Schneider provinces that there are a few mechanisms to collaborative acquisition: Conflict or Disagreement, proposing that when equal to peer struggles originate, societal factors cause scholars to disregard the dissension and to some extent forces them to happen a executable solution to the job. One facet of this theory states that diverging point of views normally lead to academic additions, while the other provinces that â€Å" when struggles are non verbalized they do non foretell positive results † ( Dillenbourg and Schneider, 1995 ) . This article draws two decisions relative to this mechanism one being that â€Å" little misinterpretations can be every bit efficient as a clear struggle between two agents who severally believe P and non P † and the 2nd being that â€Å" verbal interactions generated to work out struggle are related to larning results † ( Dillenbourg and Schneider, 1995 ) . Alternate Proposal besides referred to as the â€Å" verification prejudices † by Dillenbourg and Schneider ( 1995 ) . In so making pupils actively develop thoughts that support their suggestions and wholly disregard thoughts that do non. They frequently times can non abandon their thought or suggestion because another suggestion may non be forthcoming ; nevertheless other group members make alternate suggestions. ( Self- ) account ; the Self-Explanation consequence, as it is in known in many cognitive scientific discipline literature, describes that in a state of affairs where one pupil is more cognition that the other, the latter will automatically larn from the signifier, and besides that the former will hold on a better apprehension of the subject being explained as he endeavours to interpret into to footings to with the latter pupil can actively associate. Having successfully explained the more knowing pupil would hold improved upon his accomplishments to interrelate and gained improved assurance. Had there been any uncertainnesss in the account, person even more knowing might be able to clear up. Internalization ; the article explains this mechanism as one in which pupils explain or justify their suggestions to each other, the verbalisation of such impacts all involved and that the constructs communicated are integrated into the hearers concluding. â€Å" Thinking is viewed a treatment that 1 has with oneself and which develops on the footing of treatments we had with others † ( Dillenbourg and Schneider, 1995 ) . The article besides states that for this mechanism to be effectual a few conditions must be met, â€Å" One status is that topics can merely absorb constructs which are within their ‘zone of proximal development ‘ , i.e. within the vicinity of the current cognitive degree. Another status is that the less able equal is non left as a inactive hearer, but participates into the joint job work outing scheme † ( Dillenbourg and Schneider, 1995 ) Appropriation, this is explained as one pupil detecting the thoughts or accounts of another and taking those thoughts or accounts and edifice on it to do their ain. Learning is double as the first pupil reinterprets his actions relative to that of the 2nd, and the 2nd pupil got a sound foundation on which to construct. Shared Cognitive Load, this involves the distribution of undertakings which will come together to accomplish the overall aim of the group. When the work load is even shared between pupils, each pupil can work meticulously on the assigned undertaking, thereby extinguishing redundancies and bettering the efficiency of the group. Common Regulation, by using any of or a combination of the mechanisms antecedently described, pupils frequently have to modulate the actions of each other to guarantee that the stipulated guidelines are adhered to for the attainment of their ends. Social Grounding, described limpidly by Dillenbourg and Schneider as â€Å" the mechanism by which an person efforts to keep the belief that his spouse has understood what he meant, at least to an extent which is sufficient to transport out the undertaking at manus † ( Dillenbourg and Schneider, 1995 ) . This mechanism requires the talker to look into for apprehension, and where misunderstand is seeable to clear up, thereby constructing a portion apprehension of the job. George W. Gagnon. Jr. , and Michelle Collay developed another design for collaborative acquisition and in this theoretical account teachers develop a series of stairss that their instruction construction follows every bit listed below: â€Å" They develop a state of affairs for the pupils to explicate † ( Gagnon and Collay, 2004 ) â€Å" They select a procedure for groupings of stuffs and pupils † ( Gagnon and Collay, 2004 ) â€Å" They build a span between what pupils already cognize and what the instructors want them to larn † ( Gagnon and Collay,2004 ) â€Å" They anticipate inquiries to inquire and reply without giving away an account † ( Gagnon and Collay, 2004 ) â€Å" They encourage pupils to exhibit a record of their thought by sharing it with others † ( Gagnon and Collay, 2004 ) , and â€Å" They solicit pupils ‘ contemplations about their acquisition † ( Gagnon and Collay, 2004 ) . A comparing of there collaborative techniques, is illustrated in Appendix 1. Johnson, Johnson, and Smith ( 1991 ) high spots three cardinal undertakings instructors should follow for the rating of the efficiency and effectivity after there group work is completed. First, instructors should supply a closing through summarisation. That is, to sum up the lessons of import points or to hold each group explain their work and the points they found of most significance. Second is to measure the pupils larning, by measuring how they have attained or failed to achieve the coveted result and supplying the feedback required, leting pupils to better on their ability to work as a group and therefore personal development. Third, instructors should do note of the techniques that worked and why they worked and if necessary adjust their lessons. A popular definition of constructivism is that â€Å" Constructivism is a theory of cognition which claims that cognition is non passively received but actively constructed by the scholar, and that the map of knowledge is adaptative, functioning to organize experience, instead than detect world † ( online, 2010 ) Group work has academic, societal and physiological benefits to both pupils and instructors. Academic benefits include: the development of critical thought and the active engagement of pupils in the acquisition procedure. The societal benefits include: the development of societal larning systems for pupils and physiques diverseness apprehension among pupils and instructors. The physiological benefits include: increased self-esteem through peer-to-peer instructions and it reduces the anxiousness of pupils. Although collaborative larning seems to be dependent on the actions and willingness to larn, which should for many be a natural procedure, there are many disadvantages as there are advantages to is execution. A few of the obstructions faced are ; some pupils prefer to work competitively instead that collaboratively, instructors lack the ability to readily measure the work produced, instructors sometimes do non cognize how to mensurate the effectivity of their instructions in a collaborative scene, sometimes the assigned undertakings are non applicable to a pupils ends or abilities, and sometimes the undertakings are non â€Å" hard plenty to dispute but non so hard as to stonewall a conversation. † Some groups may be comprised of ‘slow scholars ‘ who may be viewed as others as priceless, thereby advancing ‘superior ‘ behaviour by the ‘fast scholars ‘ . Table 1, Appendix 2, illustrated assorted group constructions and the advantages and disad vantages to these groups. Nigel Hastings and Karen Chantrey-Wood from Nottingham Trent University explores the many schemes instructors utilize in group work activities, many of which are strongly endorsed by a commission known as the ‘Plowden Committee ‘ . â€Å" By disbursement clip with groups of kids, instructors could set their instruction to the demands of the persons of that group to a greater extent than when working with an full category of pupils as a whole. This besides ensures that all kids have a sensible sum of direct contact with their instructor regardless of the fact that they are working in groups † [ Hastings & A ; Wood, 2002 ] . This suggests that collaborative acquisition enhances the happening of individualised attending given to pupils, by presenting â€Å" one-on-one † interactions between pupils and equals and pupils and instructors. The article besides illustrates that schoolroom agreement is really of import in guaranting that collaborative acquisition is efficient and effectual. It shows that collaborative acquisition in widely accepted and really normally practiced across the Earth ; â€Å" In primary schoolrooms throughout the UK, it is standard pattern for kids to sit around sorted tabular arraies – normally with four to six kids in each group. Such agreements are besides common in primary schools in other English-speaking states, Australia and USA for illustration. Precisely because this constellation is so normal and so good established in our schools, it is unusual to inquire about its principle or to oppugn its rightness † [ Hastings & A ; Wood, 2002 ] . An abstract written from an experiment conducted by Gillies and Ashman, â€Å" One hundred and 92 Grade 6 kids participated in a survey which compared the effects on behavioral interactions and accomplishment of ( a ) co-op acquisition in which group members were trained to join forces to ease each other ‘s acquisition, and ( B ) co-op acquisition in which members were non trained but were simply told to assist each other. Graded random assignment of participants occurred so that each gender-balanced group consisted of one high- , two medium- , and one low-ability studentaˆÂ ¦ † ( Gillies & A ; Ashman, 1999 ) . The observations showed that the pupils who worked in the ‘Trained ‘ groups where more antiphonal and helpful to each other, giving accounts where necessary to help as they worked together. It showed that pupils in the ‘untrained ‘ groups were a batch less helpful towards or concerted with each other. From the consequences it was besid es concluded that â€Å" the kids in the ‘trained ‘ groups exercised more autonomy with their acquisition and obtained higher acquisition results than ‘untrained ‘ equals † ( Gillies & A ; Ashman, 1999 ) . This survey is one of the many to certify to the success of group work. Despite some drawbacks Collaborative acquisition has legion benefits, as is explained, runing from academic to physiological and it execution in primary schools is rather a positive move. Students at the primary school degree are rather waxy and there is no better clip for them to develop the really valuable competencies that working in a group has to offer. At the primary school degree they are mature plenty to hold an apprehension of what group work requires. Many of the surveies conducted were centralized around childhood developments. Students who can successfully work in groups from the primary school degree are normally better equipped for when come ining higher degree larning establishments. They would hold learnt to comfortably associate with equals and grownups, such as instructors or other authorization figures, they would hold learnt the value of self-expression and self-explanation, actively listen and esteem the positions of others. These pupils realize that as persons w e have different backgrounds, experiences and traditions and as such may hold diverging attacks to the same job. These pupils will besides be better able to distinguish between the demand to work collaborative and the demand to work competitively and in so making will cognize when best to use the several attacks. This research has revealed that both the instructors and the pupils play a polar function in the success of collaborative acquisition. Teachers are non expected to merely delegate undertakings and sit back while the pupils work on their ain. Teachers must play an active function throughout the procedure. They must be after for the assignment with clearly structured undertakings that will advance collaborative interactions, promote mutuality and excite cognitive thought among pupils. Teacher must supervise the procedure supplying ongoing feedback and be readily able to decide struggles should they originate. Teachers should be able to actively scaffold their pupils, cognizing when their support is needed and that it should bit by bit be withdraw. Students in order to successfully accomplish their aims in groups must appreciate the benefits of group work. They must hold a clear apprehension of the coveted aim and the sub-task demand to successfully accomplish the aim. They must be able to actively and reflectively listen to each other and utilize creativeness and objectiveness to work positively together. In so making they will larn to further positive work attitudes with others, thereby bettering on their interpersonal accomplishments as they prepare for the work universe. Appendix 1 Three Constructivist Design Models [ 1 ]1. The Learning Cycle2. The Learning Step developed by George W. Gagnon. Jr. and Michelle Collay 3. The Information Construction ( ICON ) theoretical account created by Robert O. McClintock and John B. Black, and is really similar to Dillenbourg and Schneider. Appendix 2 Table 1: Forms of Cooperative Groups [ 2 ]Name OF GROUPWHAT IS THIS?WORKS BEST FORBenefitsDrawbackPair-share 2 pupils with one job portion their thoughts or inquiries. Each individual speaks, listens, & A ; gives feedback. Content that requires treatment, contemplation, or account. Increased engagement clip, Helps those who are diffident Fewer positions and solutions Saber saw Each member of the little group researches one portion of the inquiry /content for a certain sum of clip. The members of the group come back together. Each member teaches his/her portion to the remainder of the group. Content with four or five parts to research. Students gain learning and research accomplishments Some pupils feel pressured by a clip bound Split-class treatment The category is split into half. Each side discusses /debates their cognition /beliefs, etc. Arguments or treatments Students may alter their sentiment or develop a different position Some pupils may talk less with such a big group. Random groups of 3 Class is split into groups of 3. The groups discuss the subject. Predicting what will go on, reacting to a state of affairs. Receive a assortment of feedback, group members are accountable Easy to go forth out or team up against a diffident pupil or one who has a different sentiment Ability/Interest/Friendship Group Students are divided into groups based on some quality that they all have in common. Making plays/skits or an activity in which pupils must work together outside of category. Students can work at a gait that best suits them, pupils are seldom world-weary and frequently motivated It is unrealistic to happen a wholly homogenous group, weaker or unpopular pupils may be excluded. Diverseness Groups Students are formed into groups where they come from a broad assortment of backgrounds, involvements, etc. Researching geographics, history, and diverse life styles. There are many chances to derive different positions Minorities may go anomic Multi-aged groups Students are divided into groups in which there are a mixture of ages Older pupils learning younger pupils ( i.e. scientific discipline experiments ) . Older students- there is less force per unit area to vie with equals, Younger pupils fell of import that an older individual is passing clip with them Older pupils may be a bad influence ; Older pupils may non cognize how to work with a younger kid or an â€Å" at hazard † pupil Peer-led Conferences Students prepare and take a treatment of stuff with parents, teachers, pupils, etc. A major undertaking in which pupils set up Stationss for several intelligences. Students get the chance to genuinely learn, pupils learn self assurance. Students whose parents are inactive in the school may be alienated from those whose parents participate ; some pupils may non be involved in interactions. Notes: These diagrams were obtained from: hypertext transfer protocol: //www.thirteen.org/edonline/concept2class/constructivism/implementation_sub1.html This tabular array was obtained from: hypertext transfer protocol: //projects.coe.uga.edu/epltt/index.php? title=Cooperative_Learning # Frequently_Asked_Questions_about_Cooperative_Learning