Phonics vs, the Look Say Method

Over the quondam(prenominal) decades, the disintegration in the rate of literacy in America has baffled many. At least 20% of high school graduates be functionally uneducated, contempt the education they receive in the public school administration. As these graduates work out the world tapeing at an elementary level, they argon un subject to stretch forth a normal life, which leads to poverty and can lead to delinquency and imprisonment. This decline is non tho a decline of literacy, but also a decline of indep reverseence, ingenuity, and responsibility.The beginning of this decline can be traced back to a certain event in the history of the public school system the introduction of the witness allege regularity in the 1930s. Ever since the nip scan manner, or all account book instruction, took the place of phonics, the number of illiterate graduates has grown higher and higher. Evidence proves that the belief regularise manner is non sufficient to properly de termine students how to call for. Phonics is distant superior to the count say system of let oning to strike. First of all, phonics is better than the look say regularity acting of learning to read because phonics has a firmer foundation than the look say method acting.Phonics is found on rules that the electric shaver gyps therefore, when he has memorized these rules, he can read some any intelligence he sees. A small article by the Abeka reading programs intends many rules that atomic number 18 taught in phonics, much(prenominal) as the quest When there is whizz vowel in a word, that vowel comm scarcely says its short sound and when there are two vowels in a word, the first vowel says its long sound, and second vowel is silent ( sextet Easy Steps to Reading, 1). When the kidskin learns clear rules such as these, he is more likely to apply them because he knows that they will non change.Sebastian wren writes in his article Developing Research- found Resource s for the Balanced Reading Teacher, he tells that tiddlerren are explicitly taught the rules about the way spoken communication are written and spelled, and they are taught spelling-sound relationships. After the teacher provides an explicit lesson in a particular Phonics rule, the child is presented with a passage text that contains many haggling consistent with that rule. This provides the child with an opportunity to apply each Phonics rule on a bod of actors line in context of the passage.The goal of the Phonics teacher, accordingly, is to instill the children with the Phonics rules and the common spelling-sound relationships, and to teach children to apply this knowledge in sounding-out each word they encounter, making that presumptuousness that comprehension and appreciation will be a natural progeny of accuracy (Wren, 1). Basically, when the child is taught these rules and then granted the opportunity try the rules, he will sustain that these rules can help him to r ead with ease. In contrast, the look say method has no definite rules that he can tramp into practice as he reads.Phonics is better than the look say method because it has a definite set of rules that the child can apply when he reads. The look say method requires much guessing if the child does not know the word that he is trying to read. Because he has not been taught definite rules like those of the phonics method, he is shy(p) of how to accomplish the task of reading. In her allow The Good check, Peg Tyre tells Instead of children being needed to learn individual letters by rote memory, then syll adequates, and finally words, they were given books with pictures of common objects.Underneath each picture was its simple fall upon. Kids were taught to derive meaning from words by memorizing the look of the words, or looking at the picture and guessing, or reviewing the context and extrapolating, instead of sounding them out (96). Rather than being taught how to read using rul es and hints, the children are taught to read by guessing what the word is based on the context. Samuel L. Blumenfeld explains in his book The New Illiterates some of what the students are taught He is taught the names of seventeen consonant letters and their sound values only as appear at the beginnings of words.What phonetic value they have in the middle of words is neither considered nor discussed. The letter is taught merely as a phonetic clue to the wordone clue among several taught as word-attack skills. In fact, the child is not encouraged to use a phonetic clue until he has first exhausted context and word-form clues. If these fail him, then he is to try the phonetic clue of the initial-consonant sound (74). Phonetic rules are not demonstrated clearly, and looking at the context to determine the word and its meaning is encouraged. However, simply guessing what the word is only makes the child unsure of himself.Phonics and its rules are far better to teach than the look say m ethod and its guessing. Secondly, phonics is better than the look say method because it is far easier for the child to comprehend, conquer, and enjoy. In an article entitle Whole Language vs. Phonics, Sebastien Wren, Ph. D. says that the look say method is nothing more than the rote memorization of e genuinely word in the side of meat language (Whole Language vs. Phonics, 1). The look say method basically requires the student to basically memorize every single English word in existence, an passing difficult endeavor for a preteen person.The article Whole countersign Versus Phonics tells that only the smartest Chinese can memorize 20,000 of their ideograms, but Whole Word promoters expect you to memorize 50,000 to 10,000 English words. In short, Whole Word expects ordinary people to accomplish a feat thats only possible with a photographic memory (Whole Word Versus Phonics, 1). A young student can hardly expect to conquer reading this way. Memorizing that many words is absolutel y ludicrous when one could read them if they knew the simple rules of phonics. Phonics is especially needed with someone who may be slow at learning.Blumenfeld writes it in his book NEA Trojan Horse in American Education Slow learners in particular found look-say irresistibly difficult. That would explain why before look-say was adopted slow learners learned to read without great bar via the alphabetic phonics method (118). The phonics method is far easier than the look say method to understand for any person. Progress with the phonics method is far more rapid than that of the look say method. The article Whole Word Versus Phonics says Phonics, it is claimed, can teach al just about all children to read by the end of first grade.The reading may be slow and halting at first, but in a few years the child is able to read ordinary books for amusement or education (Whole Word Versus Phonics, 1). This is vastly more rapid than the look say method. The article continues In fact, few stu dents can memorize even 300 words per year. This difficulty is confirmed all over the Internet by lists of sight words that have third grade students learning simple one-syllable words such as bring, clean, cut, done, draw, drink, eight, fall, far, full, got, grow, hold, hot, hurt, if, and keep (Whole Word Versus Phonics, 1).Students learning phonics would have conquered these words in the first grade, if not sooner. The progress of the look say method is significantly slower than that of the phonics method. Phonics is more entertaining for the child, whereas the look say method becomes dull and monotonous. learning phonics is more interesting for the child because they are able to use the rules themselves and apply it to the words themselves. However, the look say method is very repetitious. Blumenfeld writes the following about his look for in his book The New Illiterates Oh is ingeminate 138 times and see 176.Repetitions of these two words alone must make up the entire wordag e of the first Pre-Primer. What a slow, tedious, monotonous way to learn two words (43). The look say method is dull and monotonous to the block of being just unnecessary. The children who are taught this method become extremely backward to reading because the way that they were taught is so tedious and uninteresting. Phonics is better than the look say method because it easier for the child to comprehend, conquer, and enjoy.Finally, the phonics method produces a larger number of competent, literate students than that of the look say method. Phonics gives the students a sense of definite understanding and work that can encourage them to make something of themselves. Because they tint confident, they will want to show the world what they can do. However, the reading students that the look say method produces do not feel as confident. The disappointment that this child will feel because he cannot read is acute.In his book NEA Trojan Horse in American Education, Samuel L. Blumenfe ld cites an article by Dr. Samuel T. Orton Faulty teaching methods may not only prevent the acquisition of academic education by children of average susceptibility but may also give rise to far make damage to their emotional life (111). The look say method could not only cause the child to be a poor reader but also harm the childs confidence. However, the phonics method gives the child a desire to use this ability to make a name for himself.Students who cannot read well are less likely to be successful in productive in their living. In her book The Good School How Smart Parents Get Their Kids the Education They Deserve, Peg Tyre tells of some research on the outcome of learning the look say method lxxiv percent of struggling third-grade readers still struggle in ninth grade, which in turn makes it hard to graduate from high school. Those who do manage to raise onand who manage to graduate from high schooloften find that their dreams of succeeding in higher education are frustr atingly elusive.It wont surprise you to know that kids who struggle in reading grow up to be adults who struggle to hold on to steady workthey are more likely to experience periods of prolonged unemployment, require welfare services, and are more likely to end up in jail (94). Learning the look say method has wrought horrible effects on the lives of many students in terms of their future. Because these students were taught how to read using the look say method and therefore do not read well, they are most likely not going to live productively. Phonics is far better than the look say method of learning to read.Evidence proves that the look say method is not teaching students how to read properly. The public school claims that they teach children how to read exceptionally well however, if that is the case, these students who graduate should be reading at high levels. only when as more and more functionally illiterate students graduate, they find it extremely difficult to live the liv es they had always dreamed for themselves because they cannot read well. This inability to read leads to many of the problems that are in society today, such as unemployment, negligence, and addiction on the government.

Research Methodology Essay

The domain of man contains a greater variant of sharp styles than each different atomic number 18a of pagan endeavor. How antithetic loving scientists go about their be eat, and what they aim t accomplish by it, often do non dependm to pose a greenness denominator Let us admit the campaign of our critics from the adult maleities and from the experimental sciences affectionate science as a substantial is both noeticly and morally confuse. And what is called sociology is very oft generation in the middle of this confusion. Wright Mills Images of Man Abstract The quest for fellowship has al ways been at the forefront of societies mind.What makes us tick as a association or an exclusive, what circumstances overhear to come about to decease to opposite phenomena to occur? Sociologists, psychologists, philosophers and fond scientists submit spent eons of time reflective on these questions. Research is the way in which these questions whitethorn be performed, neertheless the question remains, as to what token of question leads us to the right answer or, if there is a right answer, what is the unmatched true answer? If resistent search methods produce diametric answers, which is the right, the true answer and if we take in it does this try out all the other answers null or wrong?These ar virtually of the questions that I will be communicate in this newspaper publisher with with(predicate) examining excogitations such(prenominal)(prenominal) as the emblematical hostel in seek, the role of emotions in look, the grouping together of assorted methodologies to create a cle atomic number 18r picture of the look into and the importance of reflexivity during the enquiry process. Key treatments emotions, symbolic order, reflexivity. The word look for originates from the fresh 16th century French word recerche, re (expressing intensive force) and cherchier to search.It kernel the systematic investigating into and stud y of materials and sources in order to establish facts and get to new conclusions. In this es recount I will be snap on qualitive seek methods, examining some of the problems that may be encountered when conducting complaisant seek and how these problems may be overcome and used to advantage. Qualitative research takes an interpretative, representational approach to its subject matter qualitative research workers study things in their inseparable settings, attempting to make sense of, or interpret, phenomena in terms of the meanings that people wager to them.This process begins by pinch that there are a variety of ways of making sense of the world and therefore focuses on discovering the meanings that are seen by those who are being researched, to better understand their view of the world. The methodological abbreviation used in research will vary in unity with the research being conducted, this nooky be limiting if a type of methodology is decided on and rigidly adh ered to d matchlessout the research going no room for reconsideration or transform of view. Different methodological Approaches. The manner in which sociologists study society varies greatly between individual sociologists. at that place are many reasons for these varying views such as enduregrounds, culture, family influences, religious belief and experiences with these experiences leading them to come to certain conclusions about certain situations. For this reason it is of the essence(predicate) not to rely on one type of sociological part which may constrict the investigator in the researching of certain phenomena. In research however accusively the reality of the affectionate world was approached, its meaning was never self evident alone incessantly subject to exposition with this interpretation being subject to the researchers biases formed out of the afore mentioned factors.Some of the different methods of researching or research style are Positivism which mean s scientific positive(p)s would fight that it is potential and desirable to study complaisant behavior in ways corresponding to those used by natural scientists when studying the natural world. The interpretive approach to research has been gaining attention in recent years as an alternative to the more(prenominal) customs dutyal positivist approach (leeward 342). Lee describes the interpretive approach as such procedures as those associated with ethnography, hermeneutics, phenomenology and case studies. By the positivist he refers to inferential statistics, hypothesis testing, mathematical digest and experimental and similar experimental design. Ethnography (Greek ????? ethnos = folk/people and ??????? graphein = writing) is a qualitative research method often used in the well-disposed sciences, in particular in anthropology and in sociology. It is often employed for gathering empirical selective information on human societies/cultures. Data appealingness is often done through participant observation, interviews, questionnaires, etc.Ethnography aims to describe the nature of those who are analyse (i. e. to describe a people, an ethnos) through writing. In the biological sciences, this type of study might be called a field study or a case report, both of which are used as common synonyms for ethnography. Lee states that the difference between positivist and interpretive approaches has been described as objective versus subjective (Burrell and Morgan 1979), outsider versus insider (Evered and Louis 1981), quantitive versus qualitive (Van Mannen 1979) and etic versus emic (Morey and Luthans 1984).In literature it may seem that these 2 methods of research are opposed and irreconcilable and there is some equal over what Morey and Luthans call the widening gap between the ii major(ip) orientations to organizational research (1984, 84). Lee puts forward the idea of joining the two methodologies together as he argues that they both have something to offer the researcher. He devised a framework called three levels of taking into custody. picThe first level belongs to the observed human subjects, this consists of common sense and meanings which are true for these subjects and how they see themselves, which give rise to the behavior that they manifest in socially constructed settings. The second belongs to the observing organizational researcher. This understanding accord to Lee is the researchers reading and interpretation of the first level, common sense understanding where the researcher may use concepts such as subjective interpretation, the hermeneutical circle or thick description.The third level of understanding also belongs to the researcher. This understanding is one that the researcher creates and tests in order to excuse the empirical reality that he is investigating. This explanation is called scientific theory is do up of constructs that belong all to the observing researcher. This explanation consists of formal positions that typically posit the existence of unobservable entities such as social structure, issues that may attempt to account for the influence of certain factors of which the observed subjects may not level off be aware.The above diagram shoes the flow of ideas and understanding between the three levels of understanding and the relevance of the two methods of research in question. This illustrated the importance of varying the methods of research used, to create a legitimate establish of research work it is vital to come at the work from different angles quite a than taking a blinkered approach. This is vital all there roll in the hay be no definite noesis in research as there are so many variables and researchers take the research on for so many different reasons with so many different worldviews.Identifying relevant research strategies is almost as difficult as methodologies tend to differ according to the various factors found deep d sustain the desired outcome. Yet methods cannot be orchestrated to generate this outcome from the data, only when merely facilitate its collection and synthesis. Any successful research methodology does not, therefore, create knowledge, but rather is an applicable strategy for identifying and processing the reading which exists.Hathaway (1995) stresses that there are decisions embed within the creation and conduct of research methodologies that are generated both within the research setting and within the perceptions of the researcher. The concept of an unbiased methodology is and then inherently unthinkable Are we creatures of reason and logic? Or are we better characterized as the victims of unconscious drives, forces and emotions? Does the different language we use authentically make such a difference in what we have to say? Are we saying something better and more academic if it is considered almost overly technical for the reader to understand?Are texts considered more valid if they are difficult to und erstand and read? Are these technical essays and writings elitist, write by elitist academics just to be appreciated by the like object and like educated individuals? Why publish research ideas that are pathless to society? All researchers come to the experimentation process with preconceived opinions of how and wherefore the research process should transpire. When one chooses a particular research approach, one makes certain assumptions concerning knowledge, reality, and the researchers role.These assumptions shape the research Endeavour, from the methodology employed to the type of questions asked. (Hathaway 1995). So how do we carry out the most informed research possible? It is strategical not to take a sat nav approach to the research, asking a question that you already know the answer to and not be prepared to form course along the way, the research process is the information that the researcher finds along the pathway to the research, the phenomena the researcher enc ounters along the pathway is as relevant as the final conclusion and it is vital to include this in the research process.If the research question is not working is it preferable to change the question or come at the research from a different angle rather than trying to fit your research question into all area of the study? Reynolds argues that the methodologist turns research technician, in spite of himself, and becomes an aimless itinerant, moving in whatever direction his research techniques summon him, studying ever-ever-changing patterns of voting because these are readily accessible to his techniques rather than the workings of semipolitical institutions and organizations for which he has not evolved satisfying techniques of investigation. Reynolds 190). In my own research on texting differences between adults and teens I will be using field work which will consist of focus groups with informal questioning and conversation, individual interviews and data analysis in the form of analyzing a number of text interactions in both focus groups. Bourdieu and the Importance of Reflexivity in Social Research. Is knowledge independent of the situation of the knower, or a product of it? Bourdieu stresses the importance in reflexivity period conducting social research.The sociologist must(prenominal) at all times be aware of their own habitus, their position of thought and in manners and how put to working this to research will affect the research outcome. According to Bourdieu it is impossible for our objectivity to remain unbiased and unprejudiced due to our preconceived habitus. It is only by maintaining such a continual vigilance that the sociologists can spot themselves in the act of importing their own biases into their work. Reflexivity is, therefore, a bod of additional stage in the scientific epistemology.If there is a whiz feature that makes Bourdieu stand out in the landscape of contemporary social theory, wrote Loic J. D. Wacquant (1992 36), it i s his signature obsession with reflexivity. For Bourdieu, reflexivity is an epistemological principle which advises sociologists, as objectifying subjects, to turn their objectifying gaze upon themselves and become aware of the hidden assumptions that structure their research. Without this self-referent move, sociology cannot escape the fallacies of scholasticism and loses its chances to provide a truly scientific analysis of the social world. Reflexivity requires an awareness of the researchers contribution to the construction of meanings throughout the research process, and an acknowledgment of the impossibility of remaining outside of ones subject matter while conducting research. Reflexivity then, urges us to search the ways in which a researchers interlocking with a particular study influences, acts upon and informs such research. (Nightingale and Cromby, 1999, p. 228). In the rush of worry in qualitative research in the past 15 years, hardly a(prenominal) topics have de veloped as broad a consensus as the relevance of analytic reflexivity. (Macbeth 2001).Macbeth argues that contemporary expressions of reflexivity have attachments to critical theory, stand headland theory, textual deconstruction and sociologies and anthropologies of knowledge and power and function with theorists such as Bourdieu and Wacquant at the forefront of this type of thinking. Bourdieu has problematised social research in relation to his concept of habitus stating that the researcher must at all times be aware of his habitus,(prevailing and long learned individualized norms and biases, formed over a lifetime) and take steps to acknowledge this habitus by looking back on himself and his research with a critical eye.The postmodern condition is such that there are no certainties in social research as norms and values become intertwined, identities and culture intermingle and clash as do gender and sexualities, power is gained and lost through means of popularity alone and s ocial researchers can only strive to explore every avenue of their research subject reflexively in the quest for knowledge and answers.In research this reflexivity can be put into two categories, personal reflexivity, which involves the researcher acknowledging their own habitus and how this is affecting their research and in turn affecting the researcher carrying out the research. The second is epistemological reflexivity which requires us to ask questions of the research such as How has the research question defined and limited what can be found? How have the design of the study and the method of analysis constructed the data and the findings?How could the research question have been investigated differently? To what extent would this have inclined rise to a different understanding of the phenomenon under investigation? Thus, epistemological reflexivity encourages us to reflect upon the assumptions (about the world, about knowledge) that we have do in the course of the research , and it helps us to think about the implications of such assumptions for the research and its findings. (Willig, 2001). The Use of Emotion in Social Research.Williams and Bendelow (1996), map the field of sociology of emotions onto the concerns of sociology emotions have fundamental implications for a range of pertinent sociological themes and issues including social action, agency and identity social structure gender, sexuality and intimacy the embodiment of emotions crosswise the life-course (from childhood to old age) health and illness and the social organization of emotions in the workplace (formal and informal). Emotions play an important part in the field at a number of levels. It is important to realize that the researchers identity and experiences shape the ideas with which they go into the field, their political and ideological stance, and there is an analytic cost if this interplay of person and research is not taken into consideration. The researcher takes assumptions and emotions into and generates emotions in the field about the researched.Kleinman and Copp (1993) counsel that if a researcher experiences negative emotions about their participants they would prefer to ignore, or invalidate those feelings, since to admit them might constitute a threat to their paid and personal identity. But these can be the very feelings (anger and disappointment perhaps) that could help the researcher to understand their own assumptions and their participants. It is clear to me that emotions are very important in fieldwork, both those of the participants and of the researchers.The researchers emotions can have effects at the personal and professional levels, in relation to their understanding of their self and identity, and their capacity to perform in a fashion that they would themselves regard as professional, and these effects can be long term. A considerable amount of emotion work is called for in qualitative research, and often the dangers consequent on this are not recognized. In some instances researchers have been made quite ill (physically or emotionally) through their experiences of denying, ignoring or managing emotions.The emotions experienced by respondents in the field are data and need to be drawn into analysis and interpretation. It has been suggested here that emotions are important in the production of knowledge from a number of perspectives. In most cases, despite some unpleasant experiences, researchers value the extra power in understanding, analysis and interpretation that the emotions they experience in the field can bring to the research. In his article Hidden Ethnography Crossing emotional Borders in Qualitive Accounts of Young Peoples Lives.Shane Blackman concludes that different ethnographic episodes show how strong feelings of emotions from love to hate grip both the researcher and the researched. He states that his fieldwork consisted of invariable negotiation and respect with participants who allowed him access to their public and private spaces. He advises that to go on more open, reflexive approaches that explain how research is conducted and written, sociology needs greater disciplinary understanding and recognition of the real challenges and opportunities faced by qualitive research, which demands emotion.The Symbolic recount in Social Research. The Symbolic arrange achieved its currency in Anglo-Saxon human sciences by way of Jacques Lacans psychoanalytic theory but originated in Claude Levi-Strausss Les structures elementaires de la parente (1949) translated into English as Elementary Structures of Kinship, 1969 which used the term to group the many different codes which constitute human societiesfrom social identities and kinship relations to cooking and feasting rituals and religious observancesin minuscule all cultural practices and inscriptions, whatever their language.Levi-Strauss showed that patterns we can observe in one level are invariably linked to and determin ed by similar patterns in other levels. (Clark 2004) How important is the symbolic order in social research? There are many factors to take into account when discussing the symbolic order in relation to research. Gusfield and Michalowicz argue that in recent years, sociologists and anthropologists have conducted significant studies of modern life using concepts and perspectives derived from symbolic anthropology.Among anthropologists words like ritual, myth, ceremony and symbolism are central to the study of social life in primitive societies. In contemporary society they have been off-base terms and the activities they denote have not usually been studied in modern societies. (Gusfield and Michalowicz 1984). The symbolic is of huge importance in social research and cannot be separated from it. When researching we must ask, what is happening here? Recognizing the potentially four-fold responses to this question illuminates the way in which meaning is mediated by cultural categori es and structures of thought.This awareness of the social construction of reality, which Richard Brown calls symbolic realism (Brown 1977), implies that any segment of human, social activity can be experienced in different and in multiple ways by diverse actors and observers. David Blacker in his thesis argues that for Gadamer, all understanding whether of a text or of other person is interpretive. This means is that, whatever else it is and does, understanding moves in what Heidegger called a hermeneutic circle. This circle is productive of meaning.To generate meaning from a text, for example, one must always move around from whole to part and back again. The whole may be the language in which the text was written, the literary tradition to which it belongs, its historical period, the life circumstances of its author, and so on. This whole, then, provides the backdrop against which one gives logical implication to the part, e. g. , the particular words comprising the text, the individual work in question or the specific period of the authors life. A helpful likeness is with understanding an ambiguous word within a sentence.If the meaning of the word itself is not immediately obvious, one must find it in its big context. The newly appreciated meaning of the part (the word) then alters to a point in time the meaning of the whole (the sentence). One never escapes outside this whole-part circuit even the dictionary only relates words to other words. In my own research on the difference in meaning of texting between teens and adults the symbolic order plays a large part. The mobile band will mean different things to these two groups and these issues must be taken into account when formulating the research.Mobile border has been widely adopted by many people in society. As it integrates into daily life, it alters the way people communicate, identify their personalities and relate to others in social system. It affects socio-economic structures as well as individual life. Mobile telephone enables accessibility, emancipation, aegis and micro-coordination and serves as a symbol of prestige, pride and self-identity. The aim of this study is to explore the symbolic factors influencing the use of mobile telephone among teens and dults where in the case of adults the phone may be vital for communication the teen may find it impossible to function socially without the use of the phone and the texting facility. Conclusion There is no way of determining a sure path for arriving at sociological knowledge there is unlikely to be, just over the horizon, a new approach, paradigm or perspective to rescue us from the intellectual difficulties involved in a sociological theorizing which can give us a better understanding of our social world. Reynolds 339) As researchers we must be aware of our limitations in the social world in so much that we cannot really promise to theorize in a way that explains everything. This is not possible in life as ther e are also many different collective and individual ideas that are thousands of years in formation. In social research these variables and ideas must be acknowledged and given importance within the research area and with their relevance acknowledged the researcher may move on to the findings of her own particular studies.Karl Mannheim answers critics in earn to the members of a seminar on the sociology of knowledge, by stating that if there are contradictions and inconsistencies in my paper this is, I think, not so much due to the fact that I have over looked them but because I make a point of developing a theme to its end even if it contradicts some other statements. I use this method because I think that in this marginal field of human knowledge we should not conceal the inconsistencies, so to direct covering up the wounds, but our duty is to show the sore muscae volitantes in human thinking at its present stage.In a simple empirical investigation or straightforward logical ar gument, contradictions are mistakes but when the task is to show that our whole thought system in its various parts leads to inconsistencies, these inconsistencies are the thorn in the flesh from which we have to start. The inconsistencies in our whole outlook, which in my presentation only become more visible, are due to the fact that we have two approaches which move on a different plane. (Mannheim in Reynolds 1970) David Hume held that we can never be absolutely sure that what we know is true. (Bernard 2006).He argues that we come to understand what is true from what we are exposed to. This reiterates the fact that research is personal even when we try our outflank to avoid this being the case. We can never be sure according to Hume what we know is true, Humes brand of skepticism is a fundamental principle of social science according to Bernard, the scientific method, as it is understood today, involves making improvements in what we know, edging towards the truth, but never qui et getting there and always being ready to have yesterdays truths overturned by todays empirical findings.. (Bernard).In the social sciences we can see sociologists, philosophers and social psychologists such as Michael Foucault, Fredriech Nietzsche, Pierrie Bourdieu and others changing their views on subjects and seemingly contradicting themselves but I would consider that this is paramount when conducting any type of research, as society evolves, technology changes and people become more individualized the world is changing rapidly so we as researchers must be open to change and not be afraid to re-examine our research and research motives to interpret that we are generating the most informed and comprehensible research possible.In the case of Foucault , Tom Keenan argues that these contradictions and paradoxes do serve a very important strategic purpose since they allow to articulate a judge of the juridical address on a theoretical level. Foucaults work produces paradoxa sin ce it struggles against doxa, it seeks to place in question orthodoxies of political thought and leftist critique. It is contradictory since it contradicts dominant forms of critique that itself functions as a constraint for imagining political alternatives (Keenan 1987).Bibliography Blacker, D. (1993). Article on procreation as the Normative Dimension of Philosophical Hermeneutics. University of Illinois, Urbana-Champaign, USA. Bourdieu, P &038 Wacquant (1992). An Invitation to Reflexive Sociology. University of boodle Press, Chicago. Burrell, G. , &038 Morgan, G. Sociological Paradigms and Organizational Analysis, Heinemann, 1979 Cuff. E. C, Sharrock. W. W, Francis. D. W (1998) Perspectives in Sociology. Fourth Edition. Routledge, capital of the United Kingdom. Clark, R. (2004) The Symbolic revision. The Literary Encyclopedia. March 2004. Evered, R. , Louis, M. R. (1991), Research perspectives, in Craig Smith, N. , Dainty, P. (Eds),The Management Research Book, Routledge, Londo n Gusfield. J &038 Michalowicz. J (1984). Secular Symbolism Studies of Ritual, Ceremony and the Symbolic Order in Modern Life. Annual follow-ups Inc 1084 Holland, J (2007) International Journal of Social Research Methodology. Volume 10 Issue 3. July 2007. Keenan, T, (1987) The Paradox of Knowledge and bureau Reading Foucault on a bias, in Political Theory, Vol. 5, No. 1, 1987. Kleinman, S. &038 Copp, M. A. (1993) Emotions and fieldwork. Sage, revolutionarybury Park, CA Macbeth, D. (2001). On reflexivity in qualitative research Two readings, and a third. Qualitative Inquiry. Morey, N. , and Luthans, F. (1984) An Emic Perspective and Ethno cognizance Methods for Organizational Research, Academy of Management Review (91), 1984. Nightingale, D. &038 Cromby, J. (Eds) (1999). Social constructionist psychology A critical analysis of theory and practice. Buckingham unbuttoned University Press.Reynolds, L &038 J (1970). The Sociology of Sociology. Analysis and Criticisim of the Thought, Research and Ethical Folkways of Sociology and its Practitioners. David McKay Company INC, New York. Van Maanen, J, (1979). Reclaiming Qualitative Methods for Organizational Research A Preface, Administrative Science Quarterly, Vol. 24 Williams, S. J. &038 Bendelow, G. A. (1996b) Emotions and sociological imperialism A rejoinder to Craib. Willig. C, (2001) Introducing Qualitative Research in Psychology (p. 10).

Challenges and Opportunities for Ob

ORB PQ Chapter 3 Attitudes and Job Satis particularion1. Which of the fol d aver in the m egresshing(a) answer choices is the best(p) definition of attitude? a. Attitudes indicate how iodin leave aloneing react to a apt(p) event. b. Attitudes ar the yardstick by which one amount of moneys ones actions. c. Attitudes ar the emotional part of an military grade of some person, object or event. d. Attitudes are evaluative statements concerning objects, people or events e. Attitudes are a measure of how the worth of an object, person or event is evaluated.2. The belief that violence is upon is a evaluative statement. Such an opinion constitutes the theatrical section of an attitude. . cognitive b. affective c. reflective d. sortal e. re diligent3. The _____ component of an attitude is the emotional or feeling component of that attitude. a. affective b. cognitive c. managemental d. evaluative e. reaffective4. The fol dispiriteding are possible actions that an private may take if they behave in a way that is inconsistent with an attitude that they hold I sort the behavior II change the attitude third rationalize the behavior IV ignore the inconstancy Which of these actions are the about likely to be taken? a. Either I, or II b. Either III or IV c. One of I, II or III . One of I, III or IV e. One of II, III or IV5. whatsoever incompatibility betwixt two or more attitudes or in the midst of behavior and attitudes results in _____. a. organizational discrepancy b. cognitive illegitimate enterprise c. attitudinal light d. values clarification e. affective reactance6. The scheme of cognitive dissonance was pro be by ______________. a. Maslow b. Festinger c. Hofstede d. Skinner e. Pavlov7. Dissonance heart and soul ______________. a. reactance b. constance c. resistance d. consistency e. inconsistency8. check to Festinger, people will seek a(an) ________________________. a. ari subject state with inconstant dissonance b. lasting state w ith maximal dissonance c. unstable state with maximal dissonance d. unstable state with marginal dissonance e. stable state with minimal dissonance9. Festinger proposed that the desire to reduce dissonance is determined by ternion factors including the_________________. a. values of the elements creating the dissonance b. degree of influence the individual opines he or she has over the elements c. degree of optimistic affect the person has toward the behavior d. fact that values and attitudes will vary over the short term e. wareness that dissonance lasts10. The primeval organizational implication of cognitive dissonance theory is that it helps to promise _____. a. overall trick contentment for employees b. the likelihood of a given employee good-natured in impression management c. the overall level to which the die hardforce will conduct g block uper, racial or other showcases of bias d. the willingness of the workforce to accept comp both rules and work get alongs e . the propensity to engage in attitude and behavioral change of the workforce11. Which of the following is non a moderating variable of the A-B relationship? . direct experience b. consistency c. specificity d. accessibility e. importance12. The theory that attitudes are engrossd, after the fact, to make sense bulge of action that has already occurred is best explained by ______________. a. cognitive dissonance b. escalation of commission c. self intuition theory d. uncertainty avoidance e. organizational commitment13. The E. M. Foster quote, How lay slightly I know what I bet til I see what I say? reflects the nonions captured by ______________ theory. a. cognitive dissonance b. escalation of commitment c. self acquaintance d. ncertainty avoidance e. kindly affirmation14. The degree to which a person identifies with his or her job, actively participates in it, and considers his or her performance as being weighty to self-worth is _________________. a. job pleasure b. j ob involvement c. job stability d. organizational commitment e. social embeddedness15. ________________ shadower be defined as a positive feeling about ones job resulting from an evaluation of its characteristics. a. Job atonement b. Job involvement c. Job stability d. organizational commitment e. Social investment16.In her work in the publishing industry, Vera seeks out untried authors who she considers promising. In the past two years she has found a heel of impertinently writers whose work she impression was exceptional, and immersed herself in the t learn of lot them shape their manuscripts for submission to her managers for publishing. Although she was extremely proud of the results, none of the authors she worked with were chosen for publication. Vera believes that the determination not to publish these authors was establish on personal rivalries within management, kind of than the forest of her writers work.She is extremely frustrated, dreads coming into work dist ri aloneively morning and is poorly ventureing of resigning. How stomach Veras job attitudes best be describe? a. low job satisfaction and low job involvement b. low job satisfaction and elevated job involvement c. high job satisfaction and low job involvement d. high job satisfaction and high job involvement e. low organizational commitment17. Organizational commitment is defined as ___________________________. a. the degree to which an employee identifies with the organization they work for and its goals b. n employees belief that the organization they work for will go to considerable lengths to cover that its employees are treated fairly c. the degree to which an employees sense of fulfilment and self worth is related to their job d. the amount of effort an employee will make in order to keep or advance their pip in an organization e. the degree to which an employee believes their work stirs their organization18. Of the following, the best predictor of turnover rate is __ ____________. a. job satisfaction b. job involvement c. organizational commitment d. cognitive dissonance e. ffective dissonance19. The following are methods of measuring employee attitudes I. a one-question global rating II. a summation score made up of a number of job facets III. a 360? battery Which of these methods are the best to use in order to measure job satisfaction? a. I but b. II only c. III only dI and II are equally as good e. II or III are equally as good20. The following statements are about the relationship between job satisfaction and customer satisfaction for frontline employees who have regular customer contact I. employee satisfaction is positively correlated to customer satisfaction II. employee satisfaction has no correlation coefficient to customer satisfaction III. satisfied customers tend to raise employee satisfaction Which of these statements are true? a. I only b. II only c. III only d. I and III e. II and III21. Actively and ca-caively attempting to im prove conditions, including suggesting improvements and discussing occupations with superiors would be what type of response? a. exit b. voice c. obedience d. go bad e. reification22. softly continuing to do your work when you know things wont improve, is what type of response to dissatisfaction? a. exit b. oice c. loyalty d. neglect e. social voice23. Maria is dissatisfy with the way that her manager treats her. She has quit her job and found a new position with another firm. She has expressed her dissatisfaction by means of __________. a. exit b. voice c. loyalty d. neglect e. social voice24. atomic number 1 is dissatisfied with his job but believes that his supervisory program is a good man who will do the right thing. Henry has decided that if he on the nose waits, conditions will improve. Henrys undertake to this problem is termed ________. a. exit b. voice c. loyalty d. neglect e. reificationSCENARIO-BASED QUESTIONSMrs. Jonas believes strongly that it is distinguishe d that workers rights be respected, and that one of the more to the highest degree-valuable ship mintal of doing this is to ensure that all workers be properly documented. She is supervising a assure comp all that is building a new warehouse for her comp whatever. While doing this she discovers that more of the workers employed by the contractor are unregistered aliens working for hale below minimum wage.25. Mrs. Jonas is likely experiencing _____. a. cognitive dissonance b. unresolved provoke c. ethical evasion d. uncertainty avoidance e. social pressure 6. In this situation Mrs. Jonas has a/an _____ that is in conflict with a/an _____. a. behavior behavior b. attitude attitude c. social need social interest d. social need social need e. behavior attitude27. Mrs. Jonas can be anticipate to relieve the discomfort she is experiencing by _____. a. deciding this issue is unimportant b. rationalizing that it is not her problem since she is not the contractor c. attempting to st op the contractor utilize undocumented workers d. coming to accept that victimisation undocumented workers does not harm workers rights e. any of the aboveEmployees at Acme Express are dissatisfied with working conditions, salary, and the worldwide attitude of management. Mark, Susan, and Toni are good friends who work at Acme, yet each seem to be reacting differently to the problems at work.28. Toni has decided that shell and restore a new job and get away from the problem. Toni is dealing with her dissatisfaction through and through _____. a. exit b. voice c. loyalty d. neglect e. acceptance29. Susan has composed a itemization of concerns along with her suggestions for improving conditions. Susan is dealing with her dissatisfaction through ________. a. exit b. voice c. oyalty d. neglect e. acceptance30. Mark believes that his manager is a good person and will work things out if Mark just gives him time to do so. Mark is dealing with his dissatisfaction through _____. a. exi t b. voice c. loyalty d. neglect e. acceptanceDESCRIPTIVE QUESTIONS1. Explain the model of job satisfaction and discuss how job satisfaction can impact employee productivity, absenteeism and turnover.1. Discuss Cognitive dissonance and Self Perception Theories and examine their substance in understanding relationship between Attitude and Behavior ( A B Relationship) ___________________Challenges and Opportunities for ObInternational Review of Social Sciences and Humanities Vol. 3, nary(prenominal) 2 (2012), pp. 139-147 www. irssh. com ISSN 2248-9010 (Online), ISSN 2250-0715 (Print) The Constructivist Theory in Mathematics The Case of Botswana Primary Schools Thenjiwe Emily major (Corresponding Author) Department of educational Foundations University of Botswana Private Bag- 00702, Gaborone Botswana- 00267 E-mail email&160protected ub. bw Boitumelo Mangope Department of Educational Foundations University of Botswana Private Bag- 00702, Gaborone Botswana- 00267 E-mail email&160p rotected ub. w (Received 13-10-11 / Accepted 12-4-12) Abstract This paper is based on a voluminous explore learning that compared instructor tonus and assimilator performance in Southern Africa countries of Botswana and South Africa. In this paper we explore the extent to which the primary cultivate instructors in Botswana use the urinateivist approach in the article of faith and charter of math. info was poised through schoolroom videotaping. Sixty out of the 64 maths teachers tenet at least one maths lesson, and more than one third of the teachers were videotaped twice.A total of 83 mathematics lessons were videotaped. The results of the charter indicated that a giant percentage of lessons observed required look aters to manifestly recall rules, plot of land a very small percentage of the lessons observed required learners to go over or explore relationships between mathematical ideas. Keywords Constructivism, mathematics, active schooling, Botswana, ha nds-off erudition. establishation Constructivism is a skill theory describing the process of noesis scoreion. familiarity construction is an active, or else than a passive process. Constructivists believe that experience should not be just deposited into the learners minds instead it should be constructed by the learners through active involvement in the scholarship process. Hausfather (2001) noted that, Constructivism is not a method. It is a theory of friendship and learning that should inform expend but not prescribe practice. By its very nature, constructivism emphasizes the Thenjiwe Emily Major et al. 140 mportance of the teaching context, student preliminary intimacy, and active interaction between the learner and the content to be in condition(p). (p. 18). In the constructivist perspective, companionship is constructed by the individual through his/her interactions with the environment. Unlike the conventional mode of learning whereby the teacher encounters a n active role in the teaching/learning environment, and learners passively receive the content, constructivists believe the learning should be centered on the learner.This has been ac acquaintance by Simon (1995) that we construct our knowledge of our world from our perceptions and experiences, which are themselves mediated through our previous knowledge (p. 115). When teachers believe that learners are empty vessels to be fill with the information from the authority, thence teacher supremacy will always go in the teaching learning environment. concord to Freire (1970) the domination of the teacher is referred to as the banking concept education.The banking concept sees the teacher as the only source of information. It is important that teachers should actively involve learners in their teaching to enable the students to construct knowledge. According to the Educational Broadcasting Corporation (2004) in the classroom teaching, constructivist view of learning can point towards a number of different teaching practicesit means encouraging students to use active techniques (experiments, trustworthy-world problem solving) (p. 1).Kennedy (1997) besides noted that what students learn is greatly influenced by how they are taught (p. 2). Mathematics by nature is a subject that requires learners to be fully engaged in order for learning to take place. Therefore, this paper explores the extent to which learners were given the opportunity to construct their proclaim knowledge in the mathematics lessons. Statement of the Problem Botswana students need to learn mathematics differently than the current practices employed. explore has revealed that most teachers in Botswana end to present mathematics knowledge to the learners to swallow and regurgitate when needed, and not with the abide by of helping them to develop separate skills to construct their get mathematics knowledge (The Report on the process of learning in Botswana An in-depth subject field of the qu ality of mathematics teaching in sixth grade classrooms and its effect on learner achievement, 2011). Teachers have likewise been discovered to have insufficient skills to present maths skills to learners (The Report on the process of learning in Botswana, 2011).Teachers, therefore, must(prenominal) change their instructional techniques for learners to be actively engaged in their ingest learning and not passive recipients. Learners must learn to communicate and think mathematically. For future educational growth, , Botswana needs learners who are creative, analytic, problem solvers. Such skills can be promoted at the school level through the constructivist approach. Review of books Constructivism The constructivist theory to teaching and learning has been broadly addressed in a number of researches in mathematics education (Katic, Hmelo-Silver &038 Weber, 2009 Steele, 1995).According to this theory, students do not just passively receive information but constantly create new kn owledge based on prior knowledge in connecter with new experiences. As opposed to the traditional approaches where students learn by copy word for word what teachers say, constructivism has shifted to a more radical conception of teaching and learning whereby learners fresh ideas are brought to class, acknowledged, and enhanced through a regeneration of teaching and learning techniques that actively engage them.A number of studies have shown the enduringness of the constructivist approach in teaching and learning in contrast to the traditional drilling and reciting approach (Hmelo-Silver, Duncan, &038 Chinn, 2007 Steele, 1995). A study by Steele, (1995) on A construct visit Approach to mathematics teaching and learning.. revealed that utilise constructivist International Review of Social Sciences and Humanities, Vol. 3, No. 2 (2012), 139-147 141 learning strategies has positive gains. For type, such strategies tend to create an exciting environment for students to learn mathem atics and enhance their self-esteem.According to this study, when students learn to construct their own knowledge, they tend to have fit of mathematical concepts and think mathematically. Another study by Katic, Hmelo-Silver &038 Weber, (2009) on substantive Mediation, suggest that materials can help to motivate and mediate the participants collaborative problem solving discussions. In this study, Katic, et al. , teachers used a variety of resources to solve a mathematics problem and construct ex curriculumations about the learning process they, then, posed questions about the problem to clarify their solutions.This is a method that is promote in social theories like constructivism, as it generally assists in keeping the learners on task. Although constructivist learning theory does not tell us how to teach mathematics, a teacher with a constructivist background can facilitate learners construction of knowledge by applying different constructivist teaching approaches that are in a ligned with this learning theory. This type of mathematics teaching forms the basis of this study.Nevertheless, a number of studies in Botswana on teacher centered versus learner centered approaches have revealed that teacher centered approaches are dominant in Botswana classrooms (Prophet, Rowell, 1993 Republic of Botswana, 1993 Tabulawa, 1997, 1998). For example a study By Tabulawa, (1997), on pedagogical Classroom Practice has indicated that students in the classrooms have been shown to be passive recipients of knowledge, which means that they are not given the opportunity to construct their own knowledge.The commission on Education (1977) has also highlighted this as a major concern in the education agreement of Botswana. According to this policy, teachers have a tendency to dominate in the classroom as most of the information transmitted to students is often too abstractionist and mostly requires them to memorize. This policy in a way was calling for a radical change in the c lassroom practices to allow for students growth through teaching and learning that is learner driven.Tabulawa, (1998) has also indicated a concern on the perceptions that teachers have that influence their classroom practices. In addition, Tabulawa, noted that there are certain factors that influence teachers to be dominant in the classrooms such as teachers assumptions about the nature of knowledge and the ways it ought to be transmitted and the perceptions of students. These factors are worrisome as they tend to perpetuate teacher centered approaches as opposed to learner centered practices.The study is out to find out the extent to which teachers apply the constructivist theory of teaching and learning when teaching mathematics. This is a theory that has been proven beyond reasonable doubt to enhance students independent learning. Methodology Sampling To address the objective of the study, the researcher used selective information from Human Research Science Council (HRSC) -Stanf ord- University of Botswana Regional Education Study that was conducted in 2009/10 as a comparative study on teacher quality and student performance in Botswana and South Africa.Out of 60 specimend schools in Botswana, selective information was obtained from 58 schools and 64 classrooms (two math classrooms in six of the schools taught by the same teacher in each school). The sample focused on 5 districts in Botswana, namely low-income schools in five districts within 50 kilometers of the South African border, Gaborone (18 schools, 617 students), Kgatleng (16 schools, 495 students), Lobatse (6 schools, 152 students), South East (10 schools, 305 students), and Southern (8 schools, 205 students). InstrumentationData was collected through videotaping 83 standard six mathematics teachers teaching at least one mathematics lesson. More than one-third of the teachers were videotaped twice. The filming was through with(p) at the middle and towards the end of the year by ingenious forcef ulness of the Thenjiwe Emily Major et al. 142 Botswana team from the University of Botswana. Teachers whose classes were videotaped were informed in advance about the research team visits. They were just told that the videos will only be used for the study. Data AnalysisThe videotape analysis was also done by well trained personnel from the University of Botswana and the U. S. A. From various video analyses conducted, the levels of cognitive learn were selected based on the relevance of this paper since the focus was on the thinking process in which the learner was engaged. The level(s) of cognitive pick up in which learners were engaged in during the lesson were derived from a rubric in stein et al. s (2000) classification of high and demean cognitive affect. These are Lower Level Demand 1.Memorization Memorization medical history of facts, formulae, or definitions 2. project requires the recall of previously knowledgeable material. Or the committing of facts, formulas or definitions to memory. problem cannot be solved using procedures because procedures do not exist or the time frame in which task is to be consummate is too short to use a procedure. trade union movements involve exact reverberation of previously seen material and what is reproduced is clearly and directly stated. Task has no continuative to concept or meaning that underlies the facts, rules, formula, or definition being learned or reproduced.Processes without Connections Performing algorithmic type of problems and have no connexion to the underlying concept or meaning Task is algorithmic. Use of procedures either is specifically stated or its use is evident based on prior instruction, experience, or placement of task. Task leaves little ambiguity about what needs to be done and how to do it. No connection or explanation of the concept is needed. Task focuses on producing correct answers rather than development mathematical understanding. Higher Level Demand 3.Processes with C onnections Use of procedures with the purpose of underdeveloped deeper levels of understanding concepts or ideas Task requires use of procedures to develop deeper understanding of the concept. Task suggests pathways to follow that are broad general procedures rather than algorithms that are swarthy with respect to underlying concepts. Tasks are usually represented in dual ways (e. g. visual diagrams, manipulatives, symbols, problem situations) Connections among the representations builds meaning to concept. Tasks require some thinking, although using a procedure t cannot be followed mindlessly. Students need to engage in conceptual ideas to successfully complete the task. Doing Concepts and Processes Doing mathematics complex and non-algorithmic thinking, students explore and look into the nature of the concepts and relationships Task requires access of relevant knowledge, self-reflection on actions, exploring concepts, processes and relationships in non-algorithmic activity. Ta sk demands self-monitoring or self-regulation of thinking. 4. International Review of Social Sciences and Humanities, Vol. 3, No. 2 (2012 139-147 (2012), 147 143 Task requires analysis of constraints that may limit possible solution strategies and solutions. Task is irregular due to nature of solution process required. The focus in this component (the levels of cognitive demand) is the thinking processes in cognitive which learners engage in the observed lessons. In a constructivist classroom, learners are expected to think at a very high level, as they are actively involved in their own learning. Apart from the analysis of the levels of cognitive demand, the data analysis members also s made some observations on how students interacted with the teacher.They made notes on these observations. Findings Levels of cognitive demand in classroom teaching in a sample of Botswana School 90 80 70 Percent of Lessons 60 50 40 30 20 10 0 Memorization Procedures without connections Procedures with connections Doing mathematics The findings of the study indicated that 7. 3. 5% of the lessons required learners to recall a fact which in fact is memorization, 85% of the lessons do procedures without connections, and 23% do procedures with connections and only 3% students explore and investigate the nature of the concepts and relationships.From the video note observations, the data indicates that in most lessons teachers asked the students questions and allowed the whole class to call out the answers. These findings concur with Arthurs (1998), that I observed many teacher dominated classroom procedures, in teacher-dominated particular lengthy recitations of questions by teacher and answers by individual or whole class (p. 314). When teachers are the only ones asking questions and students being the s respondents, learning is no longer centered on the learner but more on the teacher.Discussions From the findings it is evident that teachers used the procedural teaching and stu dents learned by memorizing facts. When learners do the rote learning they are not boost to think critically and to construct their own knowledge as the teacher is the one who put ups the one content for them. Memorization in Botswana classrooms is very frequent as evidenced by previous researchers such as untouched and Snyder (1991), Arthur (1998), Tabulawa (2004, 1998, Thenjiwe Emily Major et al. 144 and 1997).Arthur and Martin (2006) in their study on comparative classroom teaching and learning found that most teachers in Botswana ask low-altitude factual questions, with few opportunities for pupilslearners do not exercise their reasoning powers or imaginations (p. 195). As data has indicated that lessons were predominately recalling of facts and procedures without any application to real life sentence situations, one may assume that learners were not constructing their own knowledge but were simply spoon-fed by teachers. The National Commission on Education of Botswana (19 77) also oncurs with this study that learning is mostly memorizing and recalling of facts which, in a way, does not add any value to the learning process. One of the goals of vision 2016 is for the education system of Botswana to provide quality education that would enable Batswana to adapt to the changing needs of the acres as well as the global changes. This vision goal can be achieved if teachers adapt to theories such as constructivism that allow learners to explore and come up with their own solutions to the problems.Memorization and imitating teachers will not give Botswana learners sufficient wisdom to survive independently in this world of socio-political and economic unrest. From the data, one concludes that learners were not given tasks that challenged their thinking and the construction of their own knowledge. Henningsen and Stein (1997) noted that numeric tasks are central to students learning because tasks convey messages about what mathematics is and what doing math ematics entails(NCTM, 1 991, p. 24). The tasks in which students engage provide the contexts in which they learn to think about subject students. p. 525) matter, and different tasks may place differing cognitive demands on Indeed if learners are given tasks that encourage memorization of ideas, according to Stein et al. s (2000) levels of cognitive demands, the learners are at the lowest level. In this level students are given formulas to memorize and just follow procedures without making any connections to real life situations. For example, in one of the videos the teacher was teaching the matter area. This is how she taught the lesson first she asked the learners the meaning of the word area.Learners could not define the word, and instead of the teacher defining it, she gave the learners the formula for solving the area of a square. She then drew some shapes on the board, solved one as an example and then asked the learners to use the formula to find areas of the rest shapes. Ind eed using the formula given, most learners were able to find the areas of the shapes drawn by their teacher. exclusively can the learners apply the idea to real life? The procedure may be correct. However, did the learners make any connections to real life?From the analysis of the data it is evident that most tasks given to the learners only concentrated on the low levels of cognitive demand. The task focused on producing correct answers rather than exploitation mathematical understanding. Various reasons such as examination driven broadcast may have workd to Botswana teachers delivering facts (giving lower level tasks) to learners rather than allowing learners to think and construct their own knowledge. The centralized curriculum as well as examinations does contribute to teacher-domination as teachers are more concerned with completion of the syllabus at a given period.Arthur and Martin (2006) acknowledged that pupils examination success provides access to further education in Botswana (p. 192) forcing teachers to rush through the syllabus. This has also been confirmed by Tabulawa, (1998), that teachers perceptions of students and the goals of schooling have a direct influence in the way teachers teach because teachers see themselves as the main transmitters of knowledge, while students are passive recipients who must memorize and produce during examinations.Another reason may be the large numbers of teacher to students ratio which then encourages delivering of facts rather than allowing learners to construct their own knowledge. In a constructivist learning environment, learners learn best by discovering their own knowledge. Teachers encourage higher level thinking so that students can secure beyond the simple factual response. Moreover, in a constructivist classroom, learners are encouraged to summarize concepts by analyzing, predicting, justifying, and defending their ideas.Cobb (1999) noted that constructivist learning theory predicts that knowledge encoded from data by learners themselves will be more flexible, transferable, and useful than knowledge encoded for them by experts and transmitted to them by an instructor or other obstetrical delivery agent (p. 15). International Review of Social Sciences and Humanities, Vol. 3, No. 2 (2012), 139-147 cxlv In constructivism knowledge construction is emphasized rather than knowledge reproduction. Knowledge construction helps the learners to remember what they have learned.The second highest level of cognitive demand encourages use of procedures with the purpose of developing deeper levels of understanding concepts or ideas. For learners to master the content, constructivist believe that higher order thinking skills and deeper understanding should be emphasized in the learning environment. Learners develop into critical thinkers if they are actively involved in the learning process and are encouraged to apply the concepts to real life situation. By this, learners are making meanin gful connections.Learners can use their experiences to construct new information if given the opportunity to practice in the teaching/learning environment rather than having facts poured into them by the one in authority. The role of the teacher is to serve as a facilitator. The highest level of cognitive demand calls for doing mathematics complex and nonalgorithmic thinking, students explore and investigate the nature of the concepts and relationships. Tasks that learners are alleged(a) to be engaged in should help them explore the relationship between concepts they are learning and reality.For, example, if learners are doing area as a case of study, let them explore the idea and find out how the topic can be applied in real life situations. Teachers should provide tasks that will lead the learners to explore, discover, and apply the concepts. Richard cited by Simon (1995) noted that It is necessary for t he mathematics teacher to provide a structure and a set of plans that hold back the development of informed exploration and reflective inquiry without taking opening or control away from the student. The teacher must design tasks and projects that rock student to ask questions pose, problems, and set goals.Students will not become active learners by accident but by design through the use of the plans that we structure to guide exploration and inquiry. (118) It is, therefore, the responsibility of every(prenominal) teacher to plan activities that require high level of cognitive demand. It is important to note that high levels of cognitive demand require students to use their prior knowledge as advocated by the constructivists. Henningsen and Stein (1997) contended that connections with what students already know and understand also play an important role in engaging students in high-level thought processes (p. 27). For students to perform tasks that require critical thinking and applying of concepts, experience or prior knowledge used as a base is cruci al. The findings in this study indicate that teachers did not engage the learners on tasks that required them to use higher levels of cognitive demand. These findings concur with what Prophet and Rowell cited by Fuller and Snyder (1991) that teachers in Botswana classrooms ask for factual information through sentence completion exercise with pupils individual or in chorus simply adding the missing word.Students are seldom asked to explain the process or the interrelation between two or more event (p. 276). This is a clear indication that teachers in Botswana classroom give learners tasks that are mostly associated with the low level of cognitive demand of which the constructivist theory does not encourage. The theory of constructivism also values the uniqueness of every learner. Students learn differently. The teacher, as the facilitator, should appreciate every learners strengths and weaknesses. distributively learner should be given the opportunity to construct knowledge from his /her own experiences.Summary DeVries, Zan, Hildebrandt, Edmiaston, and Sales ( 2002) asserted that teacherswho have been accustomed to teaching by vocalizing and directing childrens work must shift from seeing themselves as central in producing learning to seeing thechild as central(p. 36). From the study one concluded that there was a lot of spoon-feeding in most classes. Students were not given tasks that encouraged them to be doers and thinkers of mathematics, but rather to be consumers of mathematics concepts. Knowledge construction was very limited in most classes making learning more teacher-centered.Thenjiwe Emily Major et al. 146 The continued teacher domination in the Botswana teaching/learning environment will result in learners who cannot think deeply and critically. Knowledge is not passively received, but actively built up by the learners. Constructivism, therefore, encourages learners to be given the opportunity to construct their own knowledge from the previous exper iences so at to be able to apply theory to practice and to make meaningful connections to what they learn to the real world. References 1 2 J.Arthur, Institutional practices and the cultural construction of primary school teachers in Botswana, comparative Education, 34(4) (1998), 313-326. J. Arthur and P. Martin, Accomplishing lessons in postcolonial classrooms Comparative perspectives from Botswana and Brunei Darussalam, Comparative Education, 42(2006), 177-202. S. K. W. Chu, K. Chow and S. K. Tse, Developing Hong Kong primary school students information literacy and IT skills through collaborative teaching and inquiry PjBL, Library and study Research, (2011), (In Press). 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The role of content in constructivist teacher education, Educational Horizons, 80(1) (2001), 15-19. S. Hmelo, E. Cindy, R. G. Duncan and C. A.Chinn, Scaffolding and achievement in problem based and inquiry learning A response to Kirscher, Sweller and Clark (2006), Educational Psychologist, 42(2) (2007), 99-107. E. K. K atic, Hmelo-Silver and K. H. Weber, Material intermediation Tools and representations supporting collaborative problem-solving discourse, International journal of Teaching and Learning in Higher Education, 21(1) (2009), 13-24. M. M. Kennedy, Defining an ideal teacher education program, Paper fain for the National Council for Accreditation of Teacher Education, (March 1997), Retrieved on April 11 2011, from http//www. su. edu/mkennedy/publications/Kennedy %20 to%20NCATE. pdf R. Prophet and P. M. Rowell, head and control Science teaching strategies in Botswana, Qualitative Studies in Education, 6(3) (1993), 197-209. M. 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Engendered Mass Media Essay

Mass media is a powerful socialization two-way tool wherein whizz engages in an inter-play man views the world as reflected by the medium in the process the medium gazes back with a modified reflection of what has been sent by the viewer. The process of gazing and reflecting creates a frankness satiated with meanings ready to be read and given form by both the viewer and the medium.How this process is presented will be analyzed in this paper using one of the online hubs of Regent Entertainment Media Incorporated, Out.com, an ezine that showcases most of the content of its print counterpart Out Magazine, a print medium dedicated for articles related to the third call down.This medium has been con billetred for the analysis for several reasons 1) the third sex as a topic for magazines is quite touchy and absorbing since much readers would opt to consider looking at another(prenominal) gender-specific and topic-specific magazines 2) magazines such as Out. com provides a foresigh t on gay culture presented using a less informal approach (easy to read, short articles) and 3) this serves as an eye-opener on the goal of how mass media has been an effective tool that unavoidably forced society to take for granted the gay population as a bona-fide member of the society as members of the third sex nonplus progressively come out of their closets. In Out. coms site, one would see the following sections home, blogs, video, style, galleries, extras, model citizen, travel and subscription sections which argon commonly seen in other online magazines.The design, however may be considered a full contrast (traditional with its still-old-fashioned though compelling black and white video display that projects a sense of balance) to the lurid, more show-of-the-skin presentations found in other general magazines such as Cosmopolitan, GQ, and Maxim. Engendered Media Out. com is just one of the online hubs of Regent Entertainment Media, Inc. (for other sites just hover an d click on the links found at the lower end of the homepage) though.This site, however, seems to be more provocative and out-of-the-box (stereotypical) presentation than the relievo (perhaps to cater to all the possible reading requirements of its target audience). What is unusual in the presentation of the third sex, however, is how they are milled up not as one would suspect them to be seen on the streets or anywhere else. kinda they are pictured being dressed up as how one sees a female or a male in afoot(predicate) times are dressed up.What changes is the role that they portray however. Consider for physical exertion a feature story entitle, The Gay Agenda, which describes an upcoming event titled billed as Stripped Stories Teases Chicago (Out. com, April 2009). A snapshot of Giulia Rozzi and Margot Leitman spending an intimate time in the tub (though both are dressed in lingerie, wearing make-up and nail polish, one may extrapolate what specific role each character (mal e or female) is portraying from the speciality they are displaying in the photo.Guilia Rozzi is pictured clinging onto Margot Leitmans legs, giving the latter more authority in terms of the space occupied in the photo, and the serial meaning it translates that somewhat points to the masculine role that Leitman is projecting. Most of the photos and articles found in the site depict the third sex being celebrated and pore on the positive reflections concerning this population. Even the digital image of the magazines current issue with an outline of the contents of the magazine focuses mainly on the positive hence criticisms and ill treatment that society usually bestows them are kept veiled.Engendered Media A grim reality that the magazine might have kept from the intended readers for them to have some time to consider the brighter side of life even when dark clouds keep looming from above.ReferenceOut. com. May 2009 Issue. Retrieved April 27, 2009 from Out. com Website http//www. out. com/current_issue. asp viper The Gay Agenda. (May 27, 2009). Retrieved from Out. com Website http//www. out. com/gay_agenda. asp? id=25145

Concept of childhood Essay

Break their will betimes begin this bully work before they can run alone, before they can chat plain, or perhaps speak at all make him do as he is bid, if you whip him ten times running to exertion it Break his will now and his soul will live, and he will probably bless you to all eternity. (Wesley, quoted in Reader,Foley p. 28) It was not until the 18th deoxycytidine monophosphate Western culture began to see a new view of claw roof. Philosopher Rousseau in his largely influential book Emile published in 1972 wanted to protect the innocence of the child, believing it was the childs right to be a child.His writings seemed to suggest the first realization of the concept of childhood being a special time of life. Rousseau was a large influence of writings of this time as children begun to dominate art and literature, and ceased to become souls in charter of salvation but childhood became synonymous with innocence. This judgment existed in electrical resistance to the older depression that children were instinctively sinful because of the Judeo Christian belief of schoolmaster sin and continues to be seen in both literature of 19th and twentieth century.In more recent times social construction has been antitheticaliate by another theory postmodernism. An important part of the postmodernism theory is the idea of communion. Within postmodernism discourse is taken to mean a hearty set of interconnected ideas that work together in a egotism contained way, ideas that are held together by a particular ideology or view of the world The term discourse is also used to specify a particular take on some phenomenon. The twain visualizesthe image of the innocent and wholesome child and the image of the wicked and sinful child can be seen as being based upon cardinal different discourses of childhood. (Children in fraternity p29) Although the both discourses within the postmodernism have two very different views on children and how they should be tre ated, they both share a common concept of concern about children. This is a shared belief that adults do in fact have a responsibility towards children. However, they do not confine on what the actions of the adults are but do agree on action.Theses two different discourses are defined as the discourse of offbeat and the discourse of authorization. The discourse of welfare being based on the romantisization of childhood and the assumptions that children are entitled to a good child hood and are innocent and need protection from the adult world. The discourse of control is based on the theory of original sin and children should be controlled and disciplined. The two discourses in annul have influenced indemnity and practice towards children.The discourse of welfare informs the Childrens Act 1989, which allows intervention where a child is seen to be at the risk of harm and the discourse of control informs education policy magisterial compulsory education and strict regulation o f the material being taught. Although the legal age of time the two discourses can co exist well aboard each other conflicts can arise. withal though each discourse has its own set of professional bodies they can sometimes find the two competing discourses confusing and stressful and can leave employees sometimes failing.This in turn is highlighted by the media and leaves the Government under immense pressure to tighten their policy and procedures leaving it even harder for workers within health and social care Even today childhood is not seen as a universal branch of human life. Variations over time and culture are dramatic. Historians such as Aries and Rousseau had a profound impact on Western society and their beliefs on childhood and how children should be perceived and treated. This in turn has shape the policies and practices for those working with children and their families.

Bombardier Transportation & the Adtranz Acquisition Essay

Bombardier had evolved from its humble beginnings as a snowmobile manufacturer establish in Joseph-Arman an Bombardiers garage to a global subscriber line in which its once core recreational products were over shadowed, on a revenue basis at least, by its offerings in transportation, aerospace, and capital. In every segment in which the company operated it was either number 1 or 2 globally. This was not the case for the Transportation group (BT) in Europe, where in 2001 it sat in fourth place behind Alstom, Siemens and Adtranz (AT). However, the AT acquisition presented the opportunity to vault BT to the forefront of the industry. At a expense tag of US$715 million (23% of ATs 2000 revenue) AT was a bargain and an opportunity worth considering for several reasonsRevenue Growth strange all other Bombardier businesses, BTs revenue was counter-cyclical so growth in the sector would provide better balance to its overall revenue (Figure C1 in Appendix C).With the addition of AT, BTs an nual rail-related revenue could grow to US$7.6 billion in 2001 (up from US$2.2 billion in 2000) with a reticence of US$14.5 billion. 1While BT was a low margin business it was a cash generator that helped to finance other Bombardier businesses.Geographic involution AT had a presence in a broader range of European markets and the region was viewed as the center of technological development. Asia and South America utilize European engineering and practices so AT provided BT better access to succeeding(a) markets.Comp permition of Product Portfolio BT lacked propulsion system and train controls competence. This had been mitigated by outsourcing to competitors and suppliers however it was a competitive weakness as was exemplified by ATs exclusion from a key deal in the UK in 2000. AT excelled in these areas, and provided immediate cost synergies and long term strategic strength. Naturally the acquisition was not without its downside. There were many aspects of the deal that warrante d consideratenessAcquisition SizeWhile BT had a successfully track demo of acquisitions it had never integrated a company of ATs size. ground on 2000 figures, AT had nearly 40% more employees, just below 50%more in sales, and operated in 60 locales. The differing company structures were alike of concern.Financial PerformanceAT posted net losses button back 4 years in spite of restructurings. Even at a bargain purchase price, an unsuccessful integration could threaten BTs income and cash flow.Due DiligenceAT was understandably reticent to let a competitor gain full access to its books should the deal not complete, so BTs diligence process was not comprehensive. Furthermore BTs European management had not participated in the deal only amplifying the electric potential risks.Customer LossThe acquisition could trigger the loss of customers or spic-and-span contracts. Additionally, AT had earned a reputation for poor production and avail that competitors could exploit.A comprehe nsive plan would be required to realize the intercommunicate synergies, tackle the above noted concerns, and should the deal clear anticipate and shroud regulator stipulations.

Investment strategy Essay

Adams discontinuity based enthronization dodging revolved close to reservation invest in companies which were in in the process of or on the fore of exploiting dramatic and sudden changes in well real markets. Adams center oned on both discontinuities and a targeted enthronement strategy in his look for above average returns. Adams operationalized his discontinuity based investing method by hiring still engineers as partners, leveraging their technical training in the search of promising markets in which to invest.Overtime ACMs investment focus evolved to focus on markets which he and his partners were already relatively familiar with and had already recognized as attractive. From a Limited Partners perspective Adams strategy in comparable to a festering-investing strategy many fund managers utensil in the equity markets. That existence said, Adams is searching for method of discontinuity based investing looks to capitalise on a companys potential growth well before the y have reached a large enough surface to be listed on the equity market.ACM developed more sophisticated pre-requisites to investment developed overtime, these methods digress from typical investment managers and Private Equity/ enter Capital theories firms. Firstly, ACM was only interested in investing in companies which had transmission line to commerce relationships with their customers, meaning companies without a retail branch from which to distribute products or services to consumers. Secondly, ACM believed the firm values and hence the value of their investment would be driven by return on investment (ROI) of single business customers.Whilst always remaining focused on the business making us of first generation applied technology or being one of the first companies to use a specific technology for a specific application. A combination of ACMs investment strategys divergence from typical investment theory, as it invested in small companies whos growth prospects were infini te, focused on ROI of a firms business clients and utilise the partners wealth of knowledge and expertise to gear ACM to being extremely technology focused allowing for Limited Partners looking for diversification to make probatory ground.Not only were investors being exposed to diversification in the carcass of different investment methodologies, an LP also received exposure to the inherently graduate(prenominal)-pitched growth technology sector, all of which was a fantastic way to urinate access to shifts that would create opportunities for start-up companies to become market leaders leading to high returns for investors. The four primary causes of discontinuities 1. Standards  2. Regulation  3. Technology  4. DistributionAdams believed Market cod diligence is the only due diligence you can do autonomous of a transaction. A unique part of the ACM strategy was the need for strong firm agreement upon the industry or market before single(a) companies were consi dered for investment. This was based on the premise of top down analysis, meaning that only when market or industry based analysis showed potential for a discontinuity based investment would further research be conducted to find workable target companies.In addition, the inclusion of a Discontinuity Roundtable, consisting of twenty industry experts and observers that sporadically met with the ACM partners to identify and discuss market discontinuities, provides a comprehensive and systematic advent to identifying investment opportunities in the market, and makes ACM more attractive as an investment partner.

Cultural Event Paper

A ethnic event that I have attended in the past that has had a memorable affect on my life was a primal American Powwow. This event takes place every year, Thanksgiving weekend in Tucson, AZ. I arrived in the late afternoon, as the sun was going down. I hark back seeing many an early(a)(prenominal) different types of people, from tourists to the different primordial American performers. The personal setting of this finicky celebration was outside, and based or so, one main circle. Drums were shell so loud, you could feel the pound inside your chest.Different activities were going on all around, such as dancers, vendors, and a huge variety of foods to elect from. The circular dancing arena is known as the arbor, this area is jocund before any of the events begin (Schultz, 2001). This area is considered to be sacred ground, and is respect throughout the entire celebration (Schultz, 2001). The arbor was made of tree limbs and leaves. The quartet main entries into the festi vities were used to resemble the four points of a compass (Schultz, 2001). The dancers entered from the eastward entrance, and the main announcer was located by the West entrance.Many spectators were sitting on blankets, and some on lawn chairs. The environment was relaxed, and a very friendly atmosphere. The activities include dance and drum contests, different ceremonies, and many different vendors. The crafts were all hand-loomed and amazing. Each piece looked as if it were specially made from the heart. The Native American culture to me felt festive, warm, and very inviting. The dancers come from many different tribes. Their faces were painted, and their costumes consisted of beautiful festive colors. They were made of feathers, sequence, dye, and other natural fabrics.A huddle is a Native American gathering, or celebration that began with the Plains tribe, and continue to other Native American tribes through the days (Schultz, 2001). A powwow is also the oldest known public ritual of the Native Americans (Schultz, 2001). This culture considers this particular festivity, a celebration of the circle of life. They include much of their culture in their dance, music, art, food, and drumming, especially while performing these rituals (Schultz, 2001). In the past powwows took place around seasonal changes.This changed as non-natives began to join in celebrating these Native American springer (Schultz, 2001). Native American powwows earliest record dates back to July 4th, 1900 in a Missoula, MT newspaper (Schultz, 2001). Native Americans hold a type of mystic concept that comes from their philosophy of preserving their environment as well as their chemical attraction that ties them together (Access Genealogy, 2009). They non only have social ties, they are politically and religiously organized through their rituals, government, and other institutions (Access Genealogy, 2009).They work together to bide in a territorial area, and speak a common lecture ( Access Genealogy, 2009). They are not characterized by any one accredited body structure (Access Genealogy, 2009). However, the society agrees on fundamental principles that bond together a certain social fabric (Access Genealogy, 2009). Different Native American tribes throughout the years have had different ideas, opinions, philosophies, which are not al government agencys predetermined by their past ancestors. The roots and customs of Native American tribes run deep.A feeling of respect and tradition is in the air. Every little lucubrate has meaning and a certain level of pride and of importance to individually individual taking part in the ceremony. According to Access Genealogy, 2009, kind-heartedistic discipline are studies of the human condition, whether it is the study of art, sociology, anthropology, literature, history, or any other human endeavor. Humanities are the core of humanism, and are the product and creativeness of to each one individual society. Each cultu res has its own form of locution in this case, it was the powwow.This was a way to entertain and promote awareness to the Native American culture. They are not afraid to show who they are, like other cultures, which can be more refined in the way they celebrate. Native Americans choose to embrace their heritage, and make it a part of their everyday lives. They are trying to hold on to a special place from their past, and not let it slip away. America is known as the Melting eatage with many different cultures, I believe that celebration is a way for each culture to hold onto their identity, and gain respect in a world that is constantly changing.

Death of a Salesman Essay Outline

Death of a Salesman by Arthur Miller (1915-2005) Explore the ways in which Miller constructs the personal identity operator of Willy Loman and what is suggested by his interactions with his work and his wife in this extract. Thesis StatementIn the passage, Miller criticises society for being stifling and breaking shoot youths erstwhile full of passion into meek workers resigned to their fate. To convey this, Miller uses Loman, an exaggerated form of what the population is going through. They are battered from exhaustion, too accommodating as they are afraid of change and as well as mentally crushed. thing Sentence 1Miller constructs the identity of Willy Loman as one that largely comprises of him being the Salesman. The entire dialogue in the passage was dedicated to work, although they were placed in a homely setting, exhibit that it is hard to separate the private self with the public working self. inference from passage The identity the Salesman is one that identifies Loman the most accurately. The title, death of a salesman, also shows that the identity of being a salesman triumphs over all his other identities and thus far his name. He is also depicted to be living a genuinely rigid, robot-like life.Evidence from passage Each action is stated clearly in a mechanical manner. He closes the door then carries his cases out into the living elbow room or unlocks the door comes into the kitchen thankfully lets his burden down feeling the inexperience of his palm Topic Sentence 2Loman is also seen to be, after 60 old age of his life in this stifling capitalism system, resigned to his fate. He is beaten down and is dubious of new prospects as he is much too palmy and familiar to his current life. Evidence from passageYoure too accommodating, dear. I couldnt make it his massive dreams and little cruelties, served her only as precipitous reminders of the turbulent longings within him, longings which she shares but lacks the temperament to utter and foll ow to their end. This unfitness to change his life in real life seems to manifest into stupid imaginations, where he lives out his dreams. Evidence from passage But its so beautiful up there Speaks of his dream-like imagination with wonder, although it was a dangerous situation. Topic Sentence 3Much like his name, Willy, Loman is seen to be much of a willy-nilly and seems illogical and haphazard.Miller constructs this through the use of the Lomans erratic dialogue with his wife. The constant repeat of phrases and restating his points Evidence from passage I couldnt make it. I honourable couldnt make it, Linda, I stopped for a cup of coffee. possibly it was the coffee. ConclusionLoman criticises society for breaking down a man, stripping him of his singular identity as a person and giving him the identity of a worker. This life manages to drive Willy to slight insanity, and self-doubt so serious that he is unable to provoke any change in his life.