A Research Study On Li s Research - 1592 Words

Li’s research draws similar conclusions about the CLB. He argues that as a result of their research using satellite data to measure the amount of actual farmland lost shows that that policy was quite effective initially with the total area of land being protected from 1995-2000, but was not effective from 2000-2005. They posit that this period of the extensive loss of some of the most productive and quality land coincides with the implementation of many local economic development initiatives by local governments. They go on to argue that the changing role of local governments in regards to the land at the time put officials in conflict of interest as they were charged with the title of local developer and defender of local farmland. Thus even if farmers wanted to keep their land under agricultural production the system of land use rights in China paired with the breakneck speed of development across previously underdeveloped regions makes state acquisition of their land a hi gh priority. While programs like the Cultivated Land Balancing and Payment for Environmental Services regimes have stabilized the China’s food security situation for the time being it could not have predicted the changing and increasing demands on the system. At current levels China will soon outstrip its own ability to produce sufficient food to feed itself. These concerns about China’s ability to meet its own food security needs are strong enough to spur speculation that Chinese investments inShow MoreRelatedAttention Deficit Hyperactivity Disorder ( Adhd ) And Language Impairment Essay981 Words   |  4 PagesDiana Agaronova CSD 318, 26 October 2016 Redmond, S. M. (2016). 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ETSEIB), p. 11, 08028, Barcelona, Spain (Received 20 July 2007; final version received 26 September 2007) International Journal of Production Research Vol. 47, No. 11, 1 June 2009, 2943–2959 Reviewed by Shiddarth Pitchai IME 550- CRN 17747: Operations Research Professor Ismet Esra Buyuktahtakin December 3, 2014 Note: This paper for study purpose only. Introduction

Native American Tribes in Virginia and Powhatan the Powhatan Free Essays

string(70) " to the group by choice or perhaps by coercion or even greater force\." The Powhatan (also spelled Powatan and Powhaten), is the name of a Virginia Indian[1] tribe. It is also the name of a powerful group of tribes which they dominated. It is estimated that there were about 14,000-21,000 of these native Powhatan people in eastern Virginia when the English settled Jamestown in 1607. We will write a custom essay sample on Native American Tribes in Virginia and Powhatan the Powhatan or any similar topic only for you Order Now [2] They were also known as Virginia Algonquians, as they spoke an eastern-Algonquian language known as Powhatan. In the late 16th and early 17th centuries, a mamanatowick (paramount chief)[3] named Wahunsunacawh created a powerful organization by affiliating 30 tributary peoples, whose territory was much of eastern Virginia, called Tsenacommacah (â€Å"densely-inhabited Land†),[4] Wahunsunacawh came to be known by the English as â€Å"Chief Powhatan. † Each of the tribes within this organization had its own weroance (chief), but all paid tribute to Chief Powhatan. [5] After Chief Powhatan’s death in 1618, hostilities with colonists escalated under the chiefdom of his brother, Opechancanough, who sought in vain to drive off the encroaching English. His large-scale attacks in 1622 and 1644 met strong reprisals by the English, resulting in the near elimination of the tribe. By 1646 what is called the Powhatan Paramount Chiefdom by modern historians had been largely destroyed. In addition to the ongoing conflicts with the ever-expanding English settlements and their inhabitants, the Powhatan suffered a high death rate due to infectious diseases, maladies introducted to North America by the Europeans to which the Native Americans of the United States had developed no natural immunities. By this time, the leaders of the colony were desperate for labor to develop the land. Almost half of the English and European immigrants arrived as indentured servants. As colonial expansion continued, the colonists imported growing numbers of enslaved Africans for labor. By 1700 the colonies had about 6,000 black slaves, one-twelfth of the population. It was common for black slaves to escape and join the surrounding Powhatan; white servants were also noted to have joined the Indians. Africans and whites worked and lived together; some natives also intermarried with them. After Bacon’s Rebellion in 1676, the colony enslaved Indians for control. In 1691 the House of Burgesses abolished Indian slavery; however, many Powhatan were held in servitude well into the 18th century. [6] In the 21st century, eight Indian tribes are recognized by the state as having ties with the original Powhatan complex chiefdom. [7] The Pamunkey and Mattaponi are the only two peoples who have retained reservation lands from the 17th century. 5] The competing cultures of the Powhatan and English settlers were united temporarily through the marriage of Pocahontas and John Rolfe. Their son Thomas Rolfe was the ancestor of many Virginians; thus, many of the First Families of Virginia have both English and Virginia Indian[1] ancestry. History [edit] Naming and terminology The name â€Å"Powhatan† is believed to have originated as the name of the village or town that Wahunsunacawh came from. The official title Chief Powhatan used by the English is believed to have been derived from the name of this location. Although the specific situs of his home village is unknown, in modern times, the Powhatan Hill neighborhood in the East End portion of the modern-day city of Richmond, Virginia is thought by many to be in the general vicinity of the original village. Tree Hill Farm, which is situated in nearby Henrico County a short distance to the east, is also considered as the possible site. â€Å"Powhatan† was also the name used by the natives to refer to the river where the town sat at the head of navigation. The English colonists chose to name it instead for their own leader, King James I. Many features in the early years of the Virginia Colony were named in honor of the king, as well as his three children, Elizabeth, Henry, and Charles. Although portions of Virginia’s longest river upstream from Columbia were much later named for Queen Anne of Great Britain, in modern times, it is called the James River. It extends from Hampton Roads westerly to the confluence of the Jackson River and Cowpasture River near the town of Clifton Forge. (The Rivanna River, a tributary of the James River, and Fluvanna County, each survive as named in legacy to Queen Anne). However, the only water body in Virginia to retain a name which honors the Powhatan peoples is Powhatan Creek, located in James City County near Williamsburg. Powhatan County and its county seat at Powhatan, Virginia were honorific names established years later, in locations west of the area populated by the Powhatan peoples. The county was formed in may, 1777. [edit] Complex chiefdom Likewise, perhaps more significant misnomers are the terms â€Å"Powhatan Confederacy† and â€Å"Powhatan Confederation. This grouping of tribes is clearly not best-defined in modern terms as a confederacy. That word is generally thought of as a grouping of entities each with greater individual power than the group when united. In many uses, a confederacy is distinctly different in structure from a centralized greater power than the parts, such as the current federal structure of the United States. Many historians attribute to a minor level the failure of the Confederate States of America during the American Civil War in part to the weakness of the central government in comparison to the Union. It is important for a reader to note that most historians do not consider this difference as one of the major weaknesses leading to the Southern loss. However, the term Confederacy has become associated with the principal of states’ rights versus the central U. S. government). Using the word â€Å"confederacy† to define the Powhatan tribes extant in 1607 can therefore, be misleading when seeking to understand these people, their governments and their culture. It is true that the various tribes each held some individual powers locally. Each had a chief known as a weroance (male) or, more rarely, a weroansqua (female), meaning â€Å"commander,† [8]. As of 2010, we do not know to what degree most of the various tribes belonged to the group by choice or perhaps by coercion or even greater force. You read "Native American Tribes in Virginia and Powhatan the Powhatan" in category "Papers" As early as the era of John Smith of Virginia, the individual tribes of this grouping were clearly recognized by the English as falling under the greater authority of the centralized power (whatever it is labeled) led by the chiefdom of Chief Powhatan (c. June 17, 1545 – c. 1618), whose proper name was Wahunsenacawh or (in 17th century English spelling) Wahunsunacock. 9]. At the time of the 1607 English Settlement at Jamestown, he ruled primarily from Werowocomoco, which was located on northern shore of the York River. This location of Werowocomoco, itself only rediscovered in the early 21st century, was very central to l ocations of the various tribes. The improvements discovered during archaeological research at Werowocomoco have reinforced the paramount chiefdom of Chief Powhatan over the other tribes in the power hierarchy. Such issues in other cultures and the definitions are covered at some length by author Robert L. Carneiro in his 1981 work on anthropology, The Chiefdom: Precursor of the State. The Transition to Statehood in the New World. The center of power held by Chief Powhatan (and his several successors) is much more concisely defined as a â€Å"complex chiefdom. † [10] To refer to this complex chiefdom, the term â€Å"Powhatan Paramount Chiefdom† has become favored. Over time, this and other revisions to the knowledge and information available about the Powhatan peoples native to Virginia will undoubtedly be made as research work at Werowocomoco and elsewhere continues in the 21st century. See also: Werowocomoco edit] Chief Powhatan builds his chiefdom Wahunsunacawh had inherited control over just six tribes, but dominated more than thirty by the time the English settlers established their Virginia Colony at Jamestown in 1607. The original six constituent tribes in Wahunsunacock’s group were: the Powhatan (proper), the Arrohateck, the Appamattuck, the Pamunkey, the M attaponi, and the Chiskiack. He added the Kecoughtan to his fold by 1598. Some other affiliated groups included the Youghtanund, Rappahannocks, Moraughtacund, Weyanoak, Paspahegh, Quiyoughcohannock, Warraskoyack, and Nansemond. Yet another closely related tribe in the midst of these others, all speaking the same language, was the Chickahominy, who managed to preserve their autonomy from the Powhatan Paramount Chiefdom. In his famous work Notes on the State of Virginia (1781–82), Thomas Jefferson estimated that the Powhatan Confederacy occupied about 8,000 square miles (20,000 km2) of territory, with a population of about 8,000 people, of whom 2400 were warriors. [11] Later scholars estimated the population of the paramountcy[clarification needed] as 15,000. [edit] The English settlers in the land of the Powhatan John Smith taking the King of Pamunkey prisoner’, a fanciful image of Opechancanough from Smith’s General History of Virginia (1624). The image of Opechancanough is based on a 1585 painting of another native warrior by John White[1] The Powhatan Confederacy were the Indians among whom the English made their first permanent settlement in North America. This contributed to their d ownfall. Conflicts began immediately; the English colonists fired shots as soon as they arrived (due to a bad experience they had with the Spanish prior to their arrival). Within two weeks of the English arrival at Jamestown, deaths had occurred. The settlers had hoped for friendly relations and had planned to trade with the Virginia Indians for food. Captain Christopher Newport led the first English exploration party up the James River in 1607, when he met Parahunt, weroance of the Powhatan proper. The English initially mistook him for the paramount Powhatan (mamanatowick), who was in fact his father, Wahunsunacawh. On a hunting and trade mission on the Chickahominy River in December 1607, Captain John Smith, later president of the colony, was captured by Opechancanough, the younger brother of Wahunsunacawh. Smith became the first Englishman to meet the paramount chief, Powhatan. According to Smith’s account, Pocahontas, Wahunsunacawh’s daughter, prevented her father from executing Smith. Some researchers have asserted that a mock execution was a ritual intended to adopt Smith into the tribe, but other modern writers dispute this interpretation. They point out that nothing is known of 17th-century Powhatan adoption ceremonies. They note that an execution ritual is different from known rites of passage. Other historians, such as Helen Rountree, have questioned whether there was any risk of execution. They note that Smith failed to mention it in his 1608 and 1612 accounts, and only added it to his 1624 memoir, after Pocahontas had become famous. In 1608, Captain Newport realized that Powhatan’s friendship was crucial to the survival of the small Jamestown colony. In the summer of that year, he tried to â€Å"crown† the paramount Chief, with a ceremonial crown, to make him an English â€Å"vassal. [12] They also gave Powhatan many European gifts, such as a pitcher, feather mattress, bed frame, and clothes. The coronation went badly because they asked Powhatan to kneel to receive the crown, which he refused to do. As a powerful leader, Powhatan followed two rules: â€Å"he who keeps his head higher than others ranks higher,† and â€Å"he who puts other people in a vulnerable position, without altering his own stance, ranks higher. † To finish the â€Å"cor onation†, several English had to lean on Powhatan’s shoulders to get him low enough to place the crown on his head, as he was a tall man. Afterwards, the English might have thought that Powhatan had submitted to King James, whereas Powhatan likely thought nothing of the sort. [13] In fact, only by being warned beforehand by a sympathizing servant, was an assassination plot led by braves averted (the British also refused to let the natives take their muskets for â€Å"safekeeping†). [citation needed] After John Smith became president of the colony, he sent a force under Captain Martin to occupy an island in Nansemond territory and drive the inhabitants away. At the same time, he sent another force with Francis West to build a fort at the James River falls. He purchased the nearby fortified Powhatan village (present site of Richmond, Virginia) from Parahunt for some copper and an English servant named Henry Spelman, who wrote a rare firsthand account of the Powhatan ways of life. Smith then renamed the village â€Å"Nonsuch†, and tried to get West’s men to live in it. Both these attempts at settling beyond Jamestown soon failed, due to Powhatan resistance. Smith left Virginia for England in October 1609, never to return, because of an injury sustained in a gunpowder accident. Soon afterward, the English established a second fort, Fort Algernon, in Kecoughtan territory. The Coronation of Powhatan, oil on canvas, John Gadsby Chapman, 1835 In November 1609, Captain John Ratcliffe was invited to Orapakes, Powhatan’s new capital. After he had sailed up the Pamunkey River to trade there, a fight broke out between the colonists and the Powhatan. All of the English ashore were killed, including Ratcliffe, who was tortured by the women of the tribe. Those aboard the pinnace escaped and told the tale at Jamestown. During that next year, the tribe attacked and killed many Jamestown residents. The residents fought back, but only killed twenty. However, arrival at Jamestown of a new Governor, Thomas West, 3rd Baron De La Warr, (Lord Delaware) in June of 1610 signalled the beginning of the First Anglo-Powhatan War. A brief period of peace came only after the capture of Pocahontas, her baptism, and her marriage to tobacco planter John Rolfe in 1614. Within a few years both Powhatan and Pocahontas were dead. The Chief died in Virginia, but Pocahontas died while in England. Meanwhile, the English settlers continued to encroach on Powhatan territory. After Wahunsunacawh’s death, his younger brother, Opitchapam, briefly became chief, followed by their younger brother Opechancanough. In 1622 and 1644 he attacked the English to force them from Powhatan territories. Both these attempts were met with strong reprisals from the English, ultimately resulting in the near destruction of the tribe. The Second Anglo–Powhatan War that followed the 1644 incident ended in 1646, after Royal Governor of Virginia William Berkeley’s forces captured Opechancanough, thought to be between 90 and 100 years old. While a prisoner, Opechancanough was killed, shot in the back by a soldier assigned to guard him. He was succeeded as Weroance by Necotowance, and later by Totopotomoi and by his daughter Cockacoeske. The Treaty of 1646 marked the effective dissolution of the united confederacy, as white colonists were granted an exclusive enclave between the York and Blackwater Rivers. This physically separated the Nansemonds, Weyanokes and Appomattox, who retreated southward, from the other Powhatan tribes then occupying the Middle Peninsula and Northern Neck. While the southern frontier demarcated in 1646 was respected for the remainder of the 17th century, the House of Burgesses lifted the northern one on September 1, 1649. Waves of new immigrants quickly flooded the peninsular region, then known as Chickacoan, and restricted the dwindling tribes to lesser tracts of land that became some of the earliest Indian reservations. In 1665, the House of Burgesses passed stringent laws requiring the Powhatan to accept chiefs appointed by the governor. After the Treaty of Albany in 1684, the Powhatan Confederacy all but vanished. Red line shows boundary between the Virginia Colony and Tributary Indian tribes, as established by the Treaty of 1646. Red dot on river shows Jamestown, capital of Virginia Colony. [edit] Capitals of the Powhatan people The capital village of â€Å"Powhatan† was believed to be in the present-day Powhatan Hill section of the eastern part of Richmond, Virginia, or perhaps nearby in a location which became part of Tree Hill Farm. Another major center of the confederacy about 75 miles (121 km) to the east was called Werowocomoco. It was located near the north bank of the York River in present-day Gloucester County. Werowocomoco was described by the English colonists as only 15 miles (24 km) as the crow flies from Jamestown, but also described as 25 miles (40 km) downstream from present-day West Point, measurements which conflict with each other. In 2003 archaeologists initiated excavations at a site in Gloucester County that have revealed an extensive indigenous settlement from about 1200 (the late Woodland period) through the early Contact period. Work since then has added to their belief that this is the location of Werowocomoco. The site is on a farm bordering n Purtain Bay of the York River, about 12 nautical miles (22 km) from Jamestown. The more than 50 acres (200,000 m2) residential settlement extends up to 1,000 feet (300 m) back from the river. In 2004, researchers excavated two curving ditches of 200 feet (60 m) at the far edge, which were constructed about 1400 CE. In addition to extensive artifacts from hundreds of years of indigenous settlement, researchers have found a variety of trade goods related to the brief interaction of Native Americans and English in the early years of Jamestown. Around 1609, Wahunsunacock shifted his capital from Werowocomoco to Orapakes, located in a swamp at the head of the Chickahominy River, near the modern-day interchange of Interstate 64 and Interstate 295. Sometime between 1611 and 1614, he moved further north to Matchut, in present-day King William County on the north bank of the Pamunkey River, not far from where his brother Opechancanough ruled one of the member tribes at Youghtanund. [edit] Characteristics The Powhatan lived east of the fall line in Tidewater Virginia. They built their houses, called yehakins, by bending saplings and placing woven mats or bark over top of the saplings. They supported themselves primarily by growing crops, especially maize, but they also fished and hunted in the great forest in their area. Villages consisted of a number of related families organized in tribes led by a chief (weroance/werowance or weroansqua if female). They paid tribute to the paramount chief (mamanatowick), Powhatan. [3] According to research by the National Park Service, Powhatan â€Å"men were warriors and hunters, while women were gardeners and gatherers. The English described the men, who ran and walked extensively through the woods in pursuit of enemies or game, as tall and lean and possessed of handsome physiques. The women were shorter, and were strong because of the hours they spent tending crops, pounding corn into meal, gathering nuts, and performing other domestic chores. When the men undertook extended hunts, the women went ahead of them to construct hunting camps. The Powhatan domestic economy depended on the labor of both sexes. † [14] All of Virginia’s natives practiced agriculture. They periodically moved their villages from site to site. Villagers cleared the fields by felling, girdling, or firing trees at the base and then using fire to reduce the slash and stumps. A village became unusable as soil productivity gradually declined and local fish and game were depleted. The inhabitants then moved on. With every change in location, the people used fire to clear new land. They left more cleared land behind. The natives also used fire to maintain extensive areas of open game habitat throughout the East, later called â€Å"barrens† by European colonists. The Powhatan also had rich fishing grounds. Bison had migrated to this area by the early 15th century. [15] [edit] The Powhatan people today [edit] State and federal recognition As of 2010, the state of Virginia has recognized eight Powhatan Indian-descended tribes in Virginia. Collectively, the tribes currently have 3,000-3,500 enrolled as tribal members. [16] It is estimated, however, that 3 to 4 times that number are eligible for tribal membership. [12] Two of these tribes, the Mattaponi and Pamunkey, still retain their reservations from the 17th century and are located in King William County, Virginia. Since the 1990s, the Powhatan Indian tribes which have state recognition, along with the other Virginia Indian tribe which has state recognition, have been seeking federal recognition. It has been a difficult process. They have been hampered by the lack of official records verifying heritage and by the historical misclassification of family members in the 1930s and 1940s, largely a result of Virginia’s state policy of race classification on official documents. After Virginia passed stringent segregation laws in the early 20th century and ultimately the Racial Integrity Act of 1924 which mandated every person who had any African heritage be deemed black, Walter Plecker, the head of Vital Statistics office, directed all state and local registration offices to use only the terms â€Å"white† or â€Å"colored† to denote race on official documents and thereby eliminated all traceable records of Virginia Indians. All state documents, including birth certificates, death certificates, marriage licenses, tax forms and land deeds, thus bear no record of Virginia Indians. Plecker oversaw the Vital Statistics office in the state for several decades, beginning in the early 20th century, and took a personal interest in eliminating traces of Virginia Indians. As a follower of the eugenics movement and, by modern day standards, a white supremacist, Plecker falsely surmised that there were no true Virginia Indians remaining as years of intermarriage has diluted the race. Over his years of service, he conducted a campaign to reclassify all bi-racial and multi-racial individuals as black, believing such persons were fraudulently attempting to claim their race to be Indian or white. The effect of his reclassification has been described by tribal members as â€Å"paper genocide†. Initially, the Virginia tribes’ efforts to gain federal recognition encountered resistance due to federal legislators’ concerns over whether gambling would be established on their lands if recognition were granted, as it would raise federal tax concerns and also casinos are illegal in Virginia. In March 2009, five of the state-recognized Powhatan Indian tribes and the one other state-recognized Virginia Indian tribe introduced a bill to gain federal recognition through an act of Congress. The bill, â€Å"The Thomasina E. Jordan Indian Tribes of Virginia Federal Recognition Act†, included a section forbidding the tribes from opening casinos, even if casinos became legal in Virginia. The House Committee on Natural Resources recommended the bill be considered by the US House of Representatives at the end of April, the House approved the bill on June 3, 2009. The bill was then sent to the Senate’s Committee on Indian Affairs, who recommended it be heard by the Senate as a whole in October. On December 23, 2009, the bill was placed on the Senate Legislative Calendar under general orders, which is where the bill is currently. How to cite Native American Tribes in Virginia and Powhatan the Powhatan, Papers

Presentation Assignment

Question : (1)Identify appropriate information in line with the objectives of the briefing or presentation (2) Prepare a plan for the content of the briefing or presentation Be able to conduct a briefing or presentation (3)Use appropriate presentation techniques and aids to enhance understanding of the topic of briefing or presentation (4)Present information clearly and logically (5)Present information within agreed time limits (6)Respond to questions raised accurately and clearly Be able to evaluate a briefing or presentation (7)Design a simple evaluation form to gather feedback on briefing or presentation (8)Use feedback to identify areas for improvement in presentation skills Answer : Identify appropriate information in line with the objectives of the briefing or presentation In a presentation it must be noted that a certain structure or procedure is essential so as to address the subject in a proper manner. This involves the correct opening of the presentation to firstly get the attention of the people who are to be addressed. There must be a proper welcome process and a firm introduction that states the purpose of the presentation and also how to deal with the questions that would be put forward by the people related to the presentation. The main body of the real presentation entirely depends on the way the introduction is prepared and delivered. It should be well structured, divided up logically with plenty of visuals and graphs that explain the entire presentation. There can be an informative speech that can be used to address the people (D'Arcy, Jan.(1998). The main purpose of an informative speech is to make the audience understand and remember a certain amount of information. It includes two main purpose goals; one is to general purpose and second is a specific purpose. The general purpose is used to inform, give an overall view, to summarize, to give an outline and also to discuss the present situation as to explain how to do something or how to do it. The specific goal is concerned on what the audience has to take away with them after listening to the entire presentation and what they want to do after listening to it and also of what they should remember to take away with them which would make a lasting effect. Prepare a plan for the content of the briefing or presentation Since time is very precious to each individual the decision makers are faced with a number of multiple issues and events that compete for the attention. These issues are faced with more complexes and multi layered in nature that often involve an expanding range of interests. The oral transmission of information, analysis and policy/action recommendations and their rationale through briefings and presentations has never been more important in the operation of government. The effectiveness depends on how well you plan, prepare and deliver your presentation. This effectiveness of any public organization that is responsible for delivering or preparing the briefings or presentations is to meet the needs of the requirements of those public organizations or committees. Thus preparation and planning involves firstly the concept of defining the issues and key messages and then identifying and understanding what exactly the audience need. Then it involves the structuring of the presentation an d focusing on the clarity and the simplicity of the presentation. A good presentation determines the physical set up and also its impact upon the delivery. Therefore a good delivery is concerned with effective voice levels, the speaking style and also the adaption to the audience. The posture and body language also plays a very important role in delivering a good presentation. The use of visual aids can also be considered so that the messages are properly transmitted to the audience. Developing these competencies and associated skills and techniques will enable you to develop and deliver any briefing or presentation with confidence. Be able to conduct a briefing or presentation Use appropriate presentation techniques and aids to enhance understanding of the topic of briefing or presentation They are different techniques involved in delivering a presentation w2hich are the most effective. The first is the use of visual aids instead of words which helps in the chances of increasing the objectives of the presentation. Then it is necessary to keep it short and sweet because too long a presentation could get boring and distract the audiences. A simple technique is that people tend to only remember three things. Work out what the three messages that you want your audience to take away and structure your presentation around them (Robert J. (2004). Use a maximum of three points on a slide. Then practicing is also essential for a good presentation. Many experts say that rehearsal is the biggest single thing that you can do to improve your performance. All the presentations are a type of theatre where anecdotes or telling stories helps to illustrate points. It all helps to make your presentation more effective and memorable. Most people use bullet points as a form of speaker note s. To make your presentation more effective put your speaker notes in your notes and not up on the screen. Present information clearly and logically It is also very important to make a presentation in a clear and simple writing. It focuses on the needs of the reader and also presents the information in a more logical order. This happens by using familiar, simple, everyday words and expressions. This avoids using more of technical language which may intend to mislead the audience at times. So clear language can help the audience understands the presentation more quickly and easily. Hence a presentation does not merely mean standing in front of a crowd with a projector (Tsouras, P. G., ed. (2000). It also could be while you are sitting in an interviewers chair as well. Whenever you are asked to appear in front of one or more people for the purpose of explaining, educating, convincing, or otherwise conveying information to them, you have a presentation. The main purpose of any presentation, written, oral or visual, is communication. To do this effectively, you must state your facts in a simple, concise and interesting manner. Also i t is proven that people learn more readily and retain more information when learning is reinforced by visualization. Therefore simple, clear, concise visual images briskly paced and with attention grabbing graphics will support your spoken words. This leaves your audience with a more positive attitude toward you and your product, service or proposal. The proper use of text images, charts and graphs as well as the correct type of chart or graph to use in various circumstances is also very essential in a presentation. Present information within agreed time limits It is also very important to make a particular time limit for the presentation. It should always be a short and sweet one where the entire message is delivered without setting in boredom in the audience. A good presentation should not exceed more than 15- 20 minutes and the matter should be to the point. It should leave an impact on the audience so that they remember the presentation. Respond to questions raised accurately and clearly The presenter should be also prepared to answer the questions and queries raised by the audiences on the spot regarding the presentation. Hence the presentation should be clearly studied by the person who is presenting it in order to give the answers to the questions raised by the people. Be able to evaluate a briefing or presentation Design a simple evaluation form to gather feedback on briefing or presentation Evaluation form: On a scale of 10 rate the presentation The presentation skills Information provided Statistical data, figures, pictures and visuals. Structure of the presentation Feedback is a good guide on how your work is progressing whether it is written or spoken. It should let you know What you have done well How you can improve or develop the specific assignment How you can achieve successful outcomes over a number of assignments Responding to feedback needs to be timely, but not immediate (Irwin Publishing Inc., Toronto, (1982). Try not to defend your work when the feedback is given. Instead, listen to it and try to build constructively on your assignment, and your skills. The goal is to improve, not debate. Use feedback to identify areas for improvement in presentation skills When your assignment is returned to you with written feedback you must read the feedback carefully try to understand not only the points made, but also the point of view. One must also re-read your assignment to analyze the areas that the feedback covers. Highlight or cross-reference the feedback to your work,or draw attention in the text to corrections and suggestions. They must also pay attention topositiveand negative comments. Think of feedback as you would compliments and suggestions for improvement. References: Bob Best, senior policy research officer Consumer's Association of Canada, Ottawa. Bernice Noblitt, Federated Women's Institutes of Canada, Ottaw. Cecil Bradley, manager of policy research and communications, Ontario Federation of Agriculture, Toronto Don McArthur, Ontario Institute of Agrologists, Guelph D'Arcy, Jan.1998.Technically speaking: a guide for communicatingcomplex informaton. Columbus: Battelle Press, p. 160. Field Manual 5-0, Army Planning and Orders Production. January 2005. Field Manual 6-22, Army Leadership: Competent, Confident, and Agile. 12 October 2006. How Are We Governed in the '80s? Ricker, John, John Saywell, Alan Skeoch. Irwin Publishing Inc., Toronto, 1982. Play From Strength: A Canadian Woman's Guide to Initiating Political Action. Kome, Penny. The Canadian Advisory Council on the Status of Women,1983. Penrose, John M., Raspberry, Robert W., Myers, Robert J. (2004). Business Communication for Managers: An Advanced Approach (5th ed.) South-Western The Structures of Policy-Making in Canada Edited by Doern, Bruce G. and Peter Aucoin. The Macmillan Company of Canada Ltd., Toronto, 1971 Tsouras, P. G., ed. (2000).The Greenhill Book of Military Quotations. Mechanicsburg, PA: Stackpole Books.

Jewish synogage Essays (520 words) - Sabbath, Religion, Time

Morgan Baker Professor Wilhite PHI353-DE March 31, 2019 Jewish Synagogue: A Gangster's Daughter I visited the Jewish Synagogue named "Temple Beth EL" right here in riverside. I got the opportunity to attend a lecture series that dealt with Jews and the Law. Marcia Rosen was the guest speaker and she spoke about her book titled "The Gangster's Daughter" and she opened up her message by saying "Our history and experiences can define us, inspire our actions, and as writers impact our words and stories. Mine most definitely has my father was a small-time gangster". She explains that she grew up in an unusual enviroment to some but an everyday reality to her. Gangster is a word that is not commonly used in a church setting however, her story is far from the norm. she spoke about how she visited her dad's gambling hall, a place hidden behind closed doors which could be referred to some as speakeasies so to speak . In her kitchen at home, she would always see her dad counting money and she was always confused as to how he was able to become so affluent without any subtle changes in employment. Although her home life was a lot different from other teenagers, he life in public was altered as well. She shared that when she was out on the town and one of her fathers' associates were present, they always picked up the check. Just as Hollywood tends to glamorize the American gangsters Marcia did so as well since some of, he biggest role models were harden criminals. Not everything taught was about crime or pertained to crime because she did mention how morals had a strong presence and importance because quitting never an option generosity as well as trust were critical to survival. Some people may think generosity is an easy concept while in a crime enviroment because money is seen as a given commodity. G enerosity didn't always have to do with money jobs or favors were sometime more valuable than the motive behind the job. She mentioned her Jewish faith and that played a drastic role in her life. She talked about her religious life and mentioned her prayer life and with my knowledge of Jewish religion I am aware of their trait rules and regulations. Such as prayer which happens three times a day, dietary habits with limitations and several festivals and days of remembrance. I know that Jewish teaching does not fall in line with the doctrine of Christianity. Because there are t wo main reasons, I know that Christianity and Judaism are different by biblical text and the sabbath . Messianic Jews and Christians equally take hold of the entire Hebrew Bible along with the New Testament yet, many Messianic Jews choose to live by the first five books of the Bible, called the Torah . In comparisons to Christians, we abide by the entire bible from genesis to revelation. Regarding the Sabbath, Messianic Jewish people have sabbath starting before sunset on Friday evening until Saturda y night. In contrast, historically Christians have been having the Sabbath on Sundays .

The Role of Innovative Technologies in the Architecture Career

The Role of Innovative Technologies in the Architecture Career Architecture As a rule, people think about architecture when they hear the names of worldwide known cathedrals and monuments such as the church Sant Agnese in Agone in Rome, designed and built by Francesco Borromini and Girolamo Rainaldi, Somerset House in London by William Chambers, or Bauhaus at Dessau by Walter Gropius. However, it is necessary to distinguish architecture from various buildings that were constructed due to necessity of the populations to live somewhere.Advertising We will write a custom assessment sample on The Role of Innovative Technologies in the Architecture Career specifically for you for only $16.05 $11/page Learn More In this respect, the architecture may refer to the buildings for population to live in, cathedrals, monuments, churches, and other types of buildings that are used by people and for people. Architectural techniques enable architects to design various shapes and silhouettes and bring them into life via application of p lans drawn on the paper into life. In other words, architecture is a science and art to design and manage the construction of buildings and other similar structural components. The career of an architect requires knowledge of different branches of technology and engineering including fundamental laws of physics. Bearing this in mind, an efficient architect should collect knowledge on various laws and limitations that may occur in the process of construction and be ready to apply theory into practice while managing the erection of buildings and similar objects. As defined in the Shorter Oxford English Dictionary (2002), architecture is â€Å"The art of science of building; especially, the art or practice of designing and building edifices for human use, taking both aesthetic and practical factors into account† (as cited in Spinellis Gousios, 2009, p. 4). So, the more aesthetic and practical the construction of a building is, the more knowledgeable and experienced is the archi tect. In other words, the individual involved into architectural activity should be aware of the risks taken by designers and constructors due to the connection of the activity to work with people and a human factor that involves risk. Characteristics of contemporary construction As the contemporary construction require a set of characteristics to be possessed, it is important that the architect meet the requirements and is able to fulfill the tasks in a timely manner taking into account the variety of materials, number of solutions on any problem, and responsibility in terms of the task fulfillment and customer’s satisfaction with regard to the initial instruction and the final results. So, the architect’s responsibilities include a number of different tasks performed in the process of construction starting from stenches and a graphic plan and finishing with a building created with a certain purpose.Advertising Looking for assessment on architecture? Let's see if we can help you! Get your first paper with 15% OFF Learn More The characteristics of the building should include the following: â€Å"it is the functionality required by the customer†¦; it performs adequately†¦; it is secure†¦; it conforms to legal standards†¦Ã¢â‚¬  (Spinellis Gousios, 2009, p. 5). I decided to become an architect to ensure that all buildings are safe and conform to legal standards and people can claim that their homes are their fortresses. History over the last 100 years Such science as architecture has a long history that faced rises and recessions due to political situations in the world and certain regions, economic changes, cultural differences between the conquerors and the conquered, exchange of traditions and values, and other factors that shaped the history of architecture during thousands centuries. As reported by Partington (2006), the changes took place in the tiniest fields of architecture including house paint ings and carpentry whereas it is necessary to make a brief overview of the history of architecture of the 20th century. Architecture has been an integral part of the human life for centuries. The plane lines of the 1900s were successfully combined with extremely wide use of glass and concrete. Though some buildings still were inspired by classicism and earlier movements and traditional use of shapes in the 19th century, the Art Nouveau became one of the most prominent features of this period making the architecture more vivid in terms of colors and forms used in the process of constructing. The next period of the architecture history in 20th century is the decade from 1910 to 1920 when the new style became even more prominent. â€Å"Behrens and Poelzig, the giants among the German pioneers, had created an initial vocabulary of flat surfaces, fully glazed walls, bold structural systems and expressive, typically Germanic monumental forms† (Sharp, 2002, p. 38). Such basic compon ents were visible in every country all over the world. The period of 1920s was marked with fundamental ideas of the Swiss-French architect Le Corbusier who managed to analyze the gaps in constructions typical of two previous decades and introduce general features for buildings to be practical and easily-constructed. So, the architect could apply horizontal windows due to the shift of structural walls out of windows. The changes were made due to economic and political concept of unification and consolidation that found its traces in architecture of the time. The next was the period of 1930s when the movement inspired by ideas and style by Le Corbusier were evident leading to more vivid criticism of ‘inhuman’ plainness of structures. The critics called those buildings ‘inhuman’ because all traits were aimed at simplifying the shape, structure, color, and other features that are supposed to help distinguish one building from another.Advertising We will write a custom assessment sample on The Role of Innovative Technologies in the Architecture Career specifically for you for only $16.05 $11/page Learn More Thus, the movement of modernism can be considered the one appearing from flat roofs, plain surfaces, and concrete structures with horizontal windows of the 1930s. The period before, during, and right after the Second World War can be considered the most ambiguous in terms of the influence on architectural styles of the world. The 1940s up to 1945 were full of unexpected changes while some architects made use of the situation and erected new important buildings, others had to create something more appropriate for technological and production use. In this respect, the constructions became more practical in terms of use of concrete and other similar materials. For instance, the Rockefeller Center can be treated as the fortress with a more moderate use of glass contrasted to first examples of Modernism all over the globe. The period of 1950s is marked with a recurring interest to the ideas introduced by Le Corbusier and other members of CIAM (Sharp, 2002, p. 176). The design of the interiors was also largely predetermined with the exhibition held in 1925 in Paris where the items of household were presented leading to the rise of consumerism in the United States. Buildings were becoming either more or less extravagant though full of new materials and constructions approaches during the next decades from 1960s to 1990s when architects were free to design the most unexpected shapes and lines to satisfy the requirements of the customer and leave a footprint in the history of architecture. Possible future of the profession over the next 100 years The future of the architecture is in the use of new materials that are much lighter than those used in the 19th century but can be even more reliable and helpful to ensure that light constructions can sustain the structure of the building for a long perio d of time. As suggested by Carpenter (2010), the comprehension of materials, their properties, and opportunities arising from the use of new materials during construction is the are the items necessary for the development of architecture in future. The next several decades will see the rise of technological progress in terms of energy-consuming items and other devices that can prevent excessive pollution of the atmosphere, water, and soil. Thus, the buildings will become more similar to ‘green houses’ designed due to the global warming tendencies. Though people can fail to understand the construction of this type and its usefulness, the buildings will leave a footprint in the history of architecture of the 21st century. Conclusion To conclude, I believe that technological progress can ensure that people do not need that much energy as they do now due to the shift in the needs and goals for individuals to achieve. So, the largest perspectives will take place in the use o f innovative technologies in the process of design and construction.Advertising Looking for assessment on architecture? Let's see if we can help you! Get your first paper with 15% OFF Learn More I am planning to obtain knowledge on useful software programs to begin. Besides, the collaboration of researchers on global warming, software engineers, and architects in the area of construction can contribute greatly to the appropriateness of methods and techniques used in civil construction. Reference List Carpenter, J. (2010). Valuing material comprehension. In P. Bernstein, P. Deamer (Eds.). Building (in) the future: Recasting labor in architecture (pp. 60-66). New York: Princeton Architectural Press. Partington, C. F. (2006). The builders complete guide: Comprehending the theory and practice of the various branches of architecture, bricklaying, masonry, carpentry, joinery, painting, plumbing, etc. Oxford: Oxford University Press. (Original work published 1825). Sharp, D. (2002). Twentieth-century architecture: A visual history (3rd ed.). Mulgrave, Victoria: Images Publishing. Spinellis, D., Gousios, G. (2009). Beautiful architecture. Sebastopol, CA: OReilly Media, Inc.

Significance of the Court Case of Gideon v. Wainwright

Significance of the Court Case of Gideon v. Wainwright Gideon v. Wainwright was argued on January 15, 1963 and decided on March 18, 1963. Facts of Gideon v. Wainwright Clarence Earl Gideon was accused of stealing from the Bay Harbor Pool Room in Panama City, Florida on June 3, 1961. When he asked for a court appointed counsel, he was denied this because according to Florida law, court appointed counsel was only provided in the case of a capital offense. He represented himself, was found guilty, and was sent to prison for five years. Fast Facts: Gideon v. Wainwright Case Argued: Jan. 15, 1963Decision Issued: March 18, 1963Petitioner: Clarence Earl GideonRespondent: Louie L. Wainwright, Director, Division of CorrectionsKey Question: Does the Sixth Amendments right to counsel in criminal cases extend to felony defendants in state courts?Majority Decision: Justices Black, Warren, Brennan, Stewart, White, Goldberg, Clark, Harlan, DouglasDissenting: NoneRuling: The Supreme Court ruled that under the  Sixth Amendment, states must  provide an attorney to any defendants in criminal cases who are unable to afford their own attorneys. While in prison, Gideon studied in the library and prepared a handwritten Writ of Certiorari that he sent to the United States Supreme Court claiming that he had been denied his Sixth Amendment right to an attorney: In all criminal prosecutions, the accused shall enjoy the right to a speedy and public trial, by an impartial jury of the State and district wherein the crime shall have been committed, which district shall have been previously ascertained by law, and to be informed of the nature and cause of the accusation; to be confronted with the witnesses against him; to have compulsory process for obtaining witnesses in his favor, and to have the Assistance of Counsel for his defense. (Italics Added) The Supreme Court led by Chief Justice Earl Warren agreed to hear the case. They assigned Gideon a future Supreme Court justice, Abe Fortas, to be his attorney. Fortas was a prominent Washington DC attorney. He successfully argued Gideons case, and the Supreme Court unanimously ruled in Gideons favor. It sent his case back to Florida to be retried with benefit  of a public attorney. Five months after the Supreme Court ruling, Gideon was retried. During the retrial, his attorney, W. Fred Turner, was able to show that the chief witness against Gideon was possibly one of the lookouts for the burglary itself. After only one hours deliberation, the jury found Gideon not guilty. This historic ruling was immortalized in 1980 when Henry Fonda took on the role of Clarence Earl Gideon in the movie Gideons Trumpet. Abe Fortas was portrayed by Josà © Ferrer and Chief Justice Earl Warren was played by John Houseman. Significance of Gideon v. Wainwright Gideon v. Wainwright overruled the previous decision of Betts v. Brady (1942). In this case, Smith Betts, a farm worker in Maryland had asked for counsel to represent him for a robbery case. Just as with Gideon, this right was denied him because the state of Maryland would not provide attorneys except in capital case. The Supreme Court decided by a 6-3 decision that a right to an appointed counsel was not required in all cases in order for an individual to receive a fair trial and due process in state trials. It was basically left up to each state to decide when it would provide public counsel. Justice Hugo Black dissented and wrote the opinion that if you were indigent you had an increased chance of conviction. In Gideon, the court stated that the right to an attorney was a fundamental right ​for a fair trial. They stated that due to the Due Process Clause of the Fourteenth Amendment, all states would be required to provide counsel in criminal cases. This significant case created the need for additional public defenders. Programs were developed in states around the country to help recruit and train public defenders. Today, the number of cases defended by public defenders is huge. For example, in 2011 in Miami Dade County, the largest of the 20 Florida Circuit Courts, approximately 100,000 cases were assigned to Public Defenders.

Environmental Paper, Our Stolen Future, Chapter 4 Hormone Havoc Term Paper

Environmental , Our Stolen Future, Chapter 4 Hormone Havoc - Term Paper Example Such experiment was conducted at a time while Brit scientist and physician Edward Charles Dodds presented diethylstilbestrol (DES), a man-made estrogen, as wonder drug that could help resolve the miscarriages and premature births. It was prescribed to 5 million pregnant women in major continents of the world, which was apparently thought of as massive experimentation of medicines' impact. It was later given to women as medicine preventive of miscarriage and was later publicized in 1957 as booster for babies. DES production and marketing expanded in broader areas as physicians prescribed the medicine to cease lactation after child's birth, as treatment for prostrate cancer, and for medication to acne, gonorrhea in children, and to suppress the growth of youths with towering heights. It later became a fattening agent for live stocks, such as chicken and cows. Researchers thereafter concluded that advancement of technologies can produce miracles by producing synthetic chemicals. For the m, such breakthrough meant unending possibilities to tinker with the limitations of life. However, is the discovery and anent impact of synthetic medicines’ prescription scientifically carried out and are publicly known about? First, rats, as object of medical experiments does not totally represent the hormonal composition of human body, especially that of pregnant females. Second, scientists unconscientiously and unprofessionally introduced DES to the market and prescribed it practically to all pregnant women in major continents of the world and making use of them as experimental objects at the same time. Scientists grossly violated and disregarded the negative impact of massively experimenting pregnant women’s hormone because of the absence of solid proof about DES’ effectiveness before these are prescribed and made available in the market. Kramer (2011) pointed that the functions of human body and its adaptability to natural immunity to maintain better health depended on balance hormone. For instance, problems on prostrate and breast cancer arise due to hormonal issues. But the pervasive entry of synthetic chemicals in world market, which tinker on human hormones, has numerous studies which pointed that these are damaging to human health and to wildlife, the latter being used as objects of experimental tests and studies. Kramer (2011) said that DES is a synthetic estrogen which has a bad side too. Research proved that DES caused reproductive damages to minks fed with offal sourced from chicken subjected to DES treatment (p. 1). As a bad forecast, DES significantly impacted to children born from women who suffered disorders in reproduction as cancer became observable to these children when they reached teen age. Although DES was pulled out in the market in 1971, this was however continually used to fatten livestocks, e.g. poultry and cattle, in the 80s although this was replaced with similar kind of synthetic hormone-related medicines. C ontinuous exposure of human beings to these meats with DES may hinder body's reproductive capacity and natural processes on metabolism. Such negative and dangerous impact should be seriously. Kramer (2011) pointed that these problems could be handed down to succeeding generations subtly but with such devastating effects. DES and those of similar composition, such as estradiol, does not only affect women but men's natural hormonal balance, too. It does not potentially cause cancer but

Men and Masculinity Essay Example | Topics and Well Written Essays - 1750 words

Men and Masculinity - Essay Example The essay "Men and Masculinity" will analyze the perception developed and expressed in association with masculinity. In the first stage of the paper, there will be the discussion on the power and gains in social heights with respect to a positive perception of masculinity. The application of masculinity should not always be considered as a vice but in consideration of its relevance in the society. There is also the evaluation of the responsibilities that are associated with pronounced masculinity. In the analysis of masculinity, the paper will connect the implication of masculinity in the younger generation and how it manifests itself later in life. To express this manifestation, it will analyze a character in the movie Iron Man hence explaining why mature masculinity is a process rather than an event. The relevance in the relation between men and masculinity should be evaluated in the context of gender balance. In understanding, the concept of masculinity in men there should be the definition of its cause and effects. First, the body of a man is biologically built to be more muscular than the body of a woman, which gives the reason for the creation of the concept of masculinity. According to Blow (2012) evaluation and argues in his study, boys who cannot measure up to prescriptions that are dominant in masculinity are likely to be punished by his peers in quest of stripping him his mantle of masculinity. This well explains the existence of masculinity at the early age of a male child. The physical distinction gives way to labeling men as masculine. The audio podcast of Brett (2010), The Art of Manliness argues that good qualities are considered the advantages of the present masculinity attribution to men and the poor qualities are the disadvantages. Hence providing additional ideas on the concept of masculinity in terms of its implications on men. Furthermore, the audio podcast claims that the qualities of men can later on be incorporated to influence the society and other people. The idea of men being masculine alone does not bring any problem in the concept of masculinity but the result of this idea, which leads to stereotyping of men. The stereotyping of men as masculine in physical appearance and behavioral conduct later becomes an expectation of the society. The media give an image to men as muscular, emotionally and mentally tough, hard drinker, and other characteristics associated with strength and power (McCarry, 2007). As a result, the public has accepted this representation to the standard of masculinity. Another res earch done by Caroline (2009) connects the relevance of masculinity in relation to gender, economic, social, and political development of the society. She further argues that masculinity cannot be neglected in terms of

Alabama Immigration Law Essay Example for Free

Alabama Immigration Law Essay Policy Analysis I Paper CJA 463 Policy Analysis I Paper The new Alabama Immigration Law has set a new get tough standard for immigration law and policies. The law â€Å"[outlaws illegal immigrants from receiving any state or local public benefits, bars them from enrolling in or attending public colleges, and prohibits them from applying for or soliciting work]†. (Fausset,  para. 11) The Alabama Immigration Law also forbids the harboring and transport of illegal immigrants. The law also outlaws them from knowingly renting any type of facility or property and does not allow them to work any where in the sate. If a company has an illegal person on their payroll then it makes it an illegal practice to not hire a legal resident. A big issue that has come up in many debates is the fact that schools now have to verify the legality of students in their schools. It does not ban students from attending the school but it does require that the schools keep a report and send it in to the state board of education. Another issue is that the police department must detain any person that can no provide documentation of being a United States Citizen. The Governor of Alabama, Robert Bentley, initiated this bill into congress and it was passed. The bill takes effect on September 1st 2011. Opponents of the bill state that it is unconstitutional. Some of them even saying that it is going back to the pre civil rights era. People are afraid that students will be afraid to attend school in case they are found out to be illegal. If they are found to be illegal then their parents and family could be kicked out of their home, fired from their jobs and they could lose any benefits that they may have making it impossible for them to live. The fear is also that they will be harassed by other kids at the school making it hard for them to attend and learn. The constitutional issue that arises is the discrimination factor. Illegal immigrants are being discriminated against because of their background. It is against the constitution to do that. This has many people angry and looking to overturn the laws in Alabama because of this. This law is more of a regulatory policy because the government of Alabama passed the law to ban illegal immigrants from the state and the laws to enact this ban are going to be taken into effect. The policies and laws surrounding this new act will affect many people and organizations. The illegal immigrants are going to be affected but the police department will have to make a special unit to handle the illegal immigrants or the suspected illegal immigrants that are stopped and detained. This will cost the taxpayers more money and will cost the police department more money because they will have to build bigger facilities, hire more work force and ensure that everyone is multilingual that works on these task forces. Those that do not have the funds to build bigger holding facilities will have to incur the costs to transport the illegal immigrants to other facilities within the state to hold until another unit comes in and verifies their status. The schools will have to hire a whole team that counts and ensures legal status for all children in the school. This unit would need to be multilingual to help with the needs of the illegal immigrant children and to ensure they knew what to do with these statistics. The school system will incur many costs because the unit will have to research and prepare a report stating their findings to the state board of education in Alabama. The state as a whole will be affected because employers will be afraid to hire anyone that does not â€Å"look† American. The employers have to hire another set of employees just to handle the paperwork involved in the e-verify system and to ensure all of their employees are legally authorized to work in the United States. This will cost the employers more money and will leave them little to no room to give incentive raises or merit based raises because of the new jobs this will entail. When new jobs are added, more taxes and insurance is required causing some places to maybe even shut their doors.

Iago in William Shakespeares Othello Essay -- William shakespeare Oth

Iago in William Shakespeare's Othello William Shakespeare, born: 1564 died: 1616, is considered one of the greatest writers who has ever lived. He had a unique way of putting things into words. All of his plays, sonnets, and poems have gotten great recognition. But when Shakespeare wrote Othello he created one of the most controversial villains of all times; Iago. He is best described as disturbing, ruthless, and amoral. No other character can even come close to his evil (Iago: The 1). Iago, in the play Othello, is a very intriguing villain. Even though he is often referred to as "Honest" Iago, he lies, cheats, steals, bullies, and even kills just to get what he wants (Iago as 1). Iago starts off being evil when he finds out that Othello gave Cassio the position of lieutenant that he felt he deserved. To take this position from Cassio he must not let his conscience get in his way. This is not a problem with Iago because he has no conscience. Iago is able to manipulate anyone who gets in the way of his goals. He does this over and over during the course of the play. He uses all the characters to destroy Othello. He used the tension that was already existent to bring him down. And he also uses his intense sense of intuition. Iago is an excellent judge of character. He also makes it seem like he posseses characteristics that he really doesn’t have. Iago often wonders why someone would pretend to be something they are not, when in fact that is exactly what he represents. He has many fronts that he can put up. Every character in Othello had a relationship with the different sides of his personality. He uses this to his advantage in the case of Roderigo loving Desdemona. By knowing that Roderigo is madly in love with her, he knows he will do anything to be with Desdemona. Iago says about Roderigo, " Thus do I ever make a fool of my purse;" (1.3.353). By going on what he knows about Roderigo, he is able to get money and jewels from him. He doesn’t even think twice before taking things from someone who supposedly considers Iago to be his friend. Iago is also capable of thinking very quickly in any situation. This makes him able to handle himself when something he does not expect happens. He can recognize the advantages of trust and uses it to gain what he wants. He has it in his mind that if he has everyone's trust no one will ever expect him to be at... ...ll the people that are in a higher position and are more powerful than he is. Iago refuses to cooperate with those people that do posses more power than he does. This is just one of the many examples of Iago’s distorted ways of thinking.   Ã‚  Ã‚  Ã‚  Ã‚  Considering all the hatred and jealousy Iago possesses, how could anyone see good in such a ruthless, merciless sociopath. When William Shakespeare created Iago, he could not have made such an ideal villain. Iago stands for the eponymy of evil. He represents hatred and all that is bad. He lacks any credibility for his motives and takes great pleasure in his ability to destroy the lives of Othello, Desdemona, Cassio, and Emilia. He created all the madness in the play but was never caught until the end finally arrived. Iago said it himself, â€Å" I am not what I am† (1.1.62). He proves this clearly that he seems like he is always watching out for people when really he is out to devastate the lives of so many. Even though Iago was successful in eliminating Othello and the others, he was not victorious in the end because the problems he caused, deaths especially, cannot be resolved. Ironically everything that Iago pretended to be led to his end.

Dimensions Affecting Learning Acquisition of Cte Students in Sdssu-Lianga Campus

DIMENSIONS AFFECTNG LEARNING ACQUISITION OF CTE STUDENTS IN SURIGAO DEL SURSTATE UNIVERSITY, LIANGA CAMPUS A. Y. 2013-2014 A Research Proposal Presented to The Faculty of the College of Teacher Education Surigao del Sur State University Lianga Campus In Partial Fulfillment of the Requirements for Research 1 By: Mark Jason M. Blaya Jonas Christian S. Estor March 2013 CHAPTER I THE PROBLEM: RATIONALE AND BACKGROUND INTRODUCTION The pattern of learning acquisition of a child happened in different instances.His intelligence, attitudes, interest and desires underlie the educative (teaching-learning) process. The acquisition of knowledge, formation of habits, skills and his development of abilities and attitudes are conditioned so that learning becomes more meaningful. The student’s capacity to learn varies, thus students can be classified into fast, average and slow learners. Some are high, moderate or slow achievers. The above mentioned types of learners need different conditions in acquiring learning.According to Gagne’s Condition of Learning, learning process is affected by two conditions, the internal and external conditions that both influenced the learning acquisition of a child (Lucas and Corpuz, 2007). Conditioning is a behavioral process whereby a response becomes more frequent or more predictable in a given environment as a result of reinforcement, with reinforcement typically being a stimulus or reward for a desired response (global. britannica. com) The dimensions that affect learning acquisition as determined by Kurt Lewin have inner and outer forces.Inner forces includes intrinsic motivation, feeling and attitude while the outer forces includes peers/classmates, classroom climate, and teacher’s behavior. Those forces play a vital role on generating learning on the part of the students, because it will determine the factors that influence most of the students in gaining knowledge. Learning is viewed as an experiential process result ing in a relatively permanent change in behavior that cannot be explained by temporary states, maturation, or innate response tendencies (Lefroncois, 2007).Learning is the most part in education. It is an indispensable design of every school wherein learning most occur and the one who is responsible for the process is the teacher. Learner agents are teachers; they conduct, guide and encourage pupils to learn. They can help motivate these pupils’ development and advancement in learning. Students in other hand would keep a stride to counterbalance the teacher’s role because learning is a-two way- process (Demasuay and Raza, 2013). The main goal of the teacher is to transfer learning.He should promote positive transfer of learning in classroom, guided with methods and techniques in teaching learning process. Transfer can be defined as a process of extending knowledge acquired in one context to other context. (Byrnes, 2001). It is the most complex part of the teaching lear ning process because there are varied types of learning in a single classroom that needs different attention and approaches just to acquire knowledge. Thus, it is a role of a teacher on how he will make adjustments to make the learning process more meaningful. The teacher plays a vital role in the transfer of learning.It is said that the aim of teaching is to promote and produced desirable changes in behavior which will carry over into new situations. If the teacher lacks knowledge, how could he facilitate learning? The teacher serves as foundation of learning; therefore, it is significant for him to know the character of techniques play in implementing and refining principles for effective deliberation of knowledge to his learners. The teacher may know many things and be ready to teach his pupils, but he will have little success on his profession unless he has knowledge of the mind of his pupils and knows what goes on there.Through this study, the factors that affect learning acqui sition of CTE students will be measured, and those measurements will serve as the baseline information for the faculty in the College of Teacher Education program on what teaching approaches suited to the varied learners in each program of study. STATEMENT OF THE PROBLEM The purpose of the study is to find out the dimensions affecting learning acquisition of CTE students in SDSSU-Lianga Campus. The study aimed to answer the following problems: 1.What is the profile of CTE students of SDSSU-Lianga Campus when grouped according to: 1. 1 Age 1. 2 Sex 1. 3 Civil Status 1. 4 Program of Study 2. To what extent do the College of Teacher Education students manifests the indicators along dimensions that affect learning acquisition. 2. 1 Self- motivation 2. 2 Feelings 2. 3 Attitude 2. 4 Peers/ classmates 2. 5 Classroom Climate 2. 6 Teacher Behavior 3. Is there a significant difference in the dimensions that affect learning acquisition of the College of Teacher Education student ofSDSSU-Lianga Campus when grouped according to question no. 1? NULL HYPOTHESIS There is no significant difference on the dimensions that affect learning acquisition of CTE students in SDSSU-Lianga Campus when grouped according to age, sex, civil status, and program of study. THEORETICAL FRAMEWORK OF THE STUDY This study is anchored on the following theories. 1. Theory of Conditioning * This theory states that the process of learning consist of the acquisition of the new ways of reacting to stimuli developed through attaching new stimuli to established modes of behavior. . 1. Classical Conditioning * This is based on the experiment conducted by Ivan Pavlov a Russian psychologist on the reaction of the dog, who postulated that conditioning consists of eliciting a response by means of a previously neutral or inadequate stimulus. Principles under Classical Conditioning 2. 2. 1. Adhesive Principle – a response it attached to every stimulus. For every stimulus there is always a response. 2. 2. 2. Excitation – also known as the law of acquisition. It occurs when a previously neutral stimulus gains the ability of eliciting the response. . 2. 3. Extinction – also known as unlearning and occurs when the conditioned response is no longer elicited by the conditioned stimulus because the conditioned stimulus is frequently presented without the paired stimulus. 2. 2. 4. Stimulus generalization – This happens when the Conditioned response is also elicited by other stimuli similar to the conditioned stimulus. 2. 2. 5. Spontaneous recovery – This happens when a conditioned response which does not appear for some time but re-occurs without need of further conditioning. . 2. Operant Conditioning – Theory based on the experiment conducted by Burrhus Frederick Skinner upon a hungry rat. He believed that since an organism tends in the future to do what it was doing at the time of reinforcement, one can train that organism either by presenting him a rewa rd or punishment as a consequence of his actions. Feedback Principle – states that an organism responses maybe reinforced by presentation or removal in other words, rewards and punishments. 2. Vector and topological Theory Basically, this is derived from the terms vector which means a quantity that has magnitude and direction and topology which is concerned with properties of geometric configuration which are unaltered by elastic deformations. As a Learning theory, it was advanced by Kurt Lewin and states that an individual’s exist on a field of forces within his environment that move, change and give him a degree of stability and substance or define his behavior. The behavior of an individual is a result of forces operating simultaneously within his environment and life space.CONCEPTUAL FRAMEWORK The focus of the study is to determine the dimensions that affect learning acquisition of CTE students in SDSSU-Lianga Campus. The variables that will be used on this study a re independent, moderator and dependent variables. The schematic diagram of this study is presented in figure 1. Dependent Variable Academic Achievement And Effective Instruction Independent Variable Dimensions affecting Learning Acquisition Inner Forces 1. Intrinsic /self-motivation 2. Feeling 3. Attitudes Outer Forces 1. Peers 2. Classroom Climate 3.Teacher’s Behavior Moderator Variable CTE STUDENTS PROFILE 1. Age 2. Sex 3. Civil Status 4. Program of study Fig. 1. 1. Paradigm of Independent, Dependent, and Moderator Variables on the Dimensions that affects learning acquisition of CTE students. Shown in figure 1 is the schematic diagram of the study. It is composed of the first box contains the independent variables of which it comprises the dimensions that affect learning acquisition of CTE students. As determined by Kurt Lewin, Learning acquisition of the students has inner and outer forces.Inner forces include intrinsic motivation/self-motivation, feelings and attitudes w hile the outer forces comprise the peers/classmates, classroom climate and teacher’s behavior. The above stated dimensions affects the learning the acquisition of a child, each forces trigger the child’s determination in acquiring knowledge. Intrinsic Motivation/self-motivation –. Internal motivation is a desire from within to obtain knowledge. Therefore, Artelt (2005:233) states that intrinsic learning incentives possibly reside within the learner. This can be attributed to striving towards self-actualization.According to Herington and Weaver (2008:124), their study showed that engaging in group projects suggested that intrinsic factors may have encouraged students to engage in activities at different times, indicating the possibility that personal factors and social styles affected adopted learning approaches. Feeling – in this dimension the learner is conditioned in accordance to what feeling he possess towards learning, it is influenced by the peers/c lassmates, teacher and classroom environment. Attitudes – in this dimension the learner himself generate knowledge through his behavior, experience and determination to learn.Peers/ classmates – in this dimension the learning acquisition of a child is being influenced by the people around him who has equal respects him as to year level, co-major, age, etc. or it is the assignment of students to help one another on a one-to-one basis in a small groups in a variety of situations. Classroom Climate – in this dimension the learner is being influenced by the classroom environment; such as the arrangement of the chairs, ventilation, lighting, pictures posted, cleanliness and room accommodation.Teacher’s Behavior – in this dimension the learning acquisition of a child is being influenced by the behavior of the teacher in facilitating the teaching learning process. The second box is the dependent variable which consider as response or the expected output o f this study. It comprises the academic achievement of CTE students and Effective instruction for the faculty assigned on the said program of study. The third box is the moderator variable. It contains the age, sex, civil status and program of study.The broken line that is attached to the arrow from independent to independent variable signifies it’s influenced in achieving the second variable. SIGNIFICANCE OF THE STUDY This study aimed to determine the dimensions that affect learning acquisitions of CTE students in SDSSU-Lianga Campus, Lianga, Surigao del Sur. The result of this study hopes to benefit the following. School Administrator – the findings would help the administrators to innovate changes in line with the curriculum, instructional facilities and technological instructional availability.It may help also to evaluate whatever trainings, seminar and workshops needed to supplement the faculty’s development for effective construction of knowledge. For teac her – the study would help the teacher to raise their awareness of those teaching techniques and methods that would congruence to the different dimensions affecting learning acquisition of the students. Through this proposed study the teachers will be able to facilitate the learning in an appropriate manner in accordance to what specific dimension do the students preferred most.For students – the findings would help them to identify what dimensions of learning they excel in obtaining academic excellence and to determine how to cope up other dimensions to generate learning process faster resulting to the increase of their academic grades. Moreover, the findings would help the students modify their practiced attitudes towards learning into positive one, it is beneficial on their part because it will allow them to keep pace for whatever changes brought by the technology in the 21st century.For Librarian – the study will serve as a reference material for the future researchers on the different dimensions that affect learning acquisition of the students. For Future Researchers – the study would serve as the basis to conduct more researchers related to the proposed study. SCOPE AND LIMITATION The proposed study will be limited on the dimensions that affect learning acquisition of CTE students, first semester in the academic year 2013-2014. Definition of TermsFor the purpose of clarification the following terms are defined as they are used in this study. The following terms are arranged alphabetically. Attitudes – is a relatively enduring organization of beliefs, feelings, and behavioral tendencies towards socially significant objects, groups, events or symbols† (Hogg &Vaughan 2005, p. 150) Behavior – is the range of actions and mannerisms made by organisms, systems, or artificial entities in conjunction with their environment, which includes the other systems or organisms around as well as the physical environment.Dime nsions – as used in this study, the term is being referred to the factors that affect the learning acquisition of a child. Extrinsic motivation – it refers to a motivation that plays an indispensable function when a learner is not yet intrinsically motivated to learn. It includes several factors such as rewards, incentives, praise or words of encouragements, approval of significantothers like parents, teachers, peers, etc. Feelings – it refers to a natural  response of our thoughts and intentions. It is an affective state of consciousness, such as that esulting from emotions, sentiments, or desires. Peers/classmates – it refers to the people who are equal in such respects as age, education or social class etc. Intrinsic motivation – it refers to a motivation that is shown in the enjoyment of the activity itself and the inner convection of the learner that such things are the right things to do in order to realize a personal goal or a life dream. Learning Acquisition – it refers to a process by which a student gained knowledge in severalcontexts. Chapter II Review of Related LiteratureForeign Educational services are often not tangible and are difficult to measure because they result in the form of transformation of knowledge, life skills and behavior modifications of learners (Tsinidou, Gerogiannis, & Fitsilis, 2010). So there is no commonly agreed upon definition of quality that is applied to education field. The definition of quality of education varies from culture to culture (Michael, 1998). The environment and the personal characteristics of learners play an important role in their academic success.The school personnel, members of the families and communities provide help and support to students for the quality of their academic performance. This social assistance has a crucial role for the accomplishment of performance goals of students at school (Goddard, 2003). Besides the social structure, parents’ in volvement in their child’s education increases the rate of academic success of their child (Furstenberg & Hughes, 1995). A number of studies have been carried out to identify and analyze the numerous factors that affect academic performance in various centers of learning.Their findings identify students’ effort, previous schooling (Siegfried &Fels, 1979; Anderson &Benjamin, 1994), parents’ education, family income (Devadoss& Foltz, 1996), self-motivation, age of student, learning preferences (Aripin, Mahmood, Rohaizad, Yeop, & Anuar, 2008), class attendance (Romer, 1993), and entry qualifications as factors that have a significant effect on the students’ academic performance in various settings. The utility of these studies lies in the need to undertake corrective measures that improve the academic performance of students, specially in public funded institutions. The throughput of public-funded institutions is under scrutiny especially because of the curr ent global economic downturn which demands that governments improve efficiency in financial resource allocation and utilization. Although there has been considerable debate about the determinants of academic performance among educators, policymakers, academics, and other stakeholders, it is generally agreed that the impact of these determinants vary (in terms of extent and direction) with context, for example, culture, institution, course of study etc.Since not all factors are relevant for a particular context, it is imperative that formal studies be carried out to identify the context-specific determinants for sound decision making. According to the study conducted by Jacqueline Korir (2012) learning was affected by change of facilities, environment, psychological adaptation and socio-economically. Local According to the study of Melrose A. Sali-ot in his study entitled Competencies of Instructions: It’s Correlation to the Factors affecting Academic Performance of Students o n May 2011 he indicates five factors namely intellectual, physical, environmental, psychological and the teacher.He found out that the most prevailing factor is the intellectual and the least prevailing was the physical factor. CHAPTER III Methodology RESEARCH DESIGN Descriptive design particularly descriptive survey method will be used in this study. This survey method will determine the dimensions that affect learning acquisition of CTE students in SDSSU-Lianga Campus, Lianga, Surigao del Sur. RESEARCH LOCALE This study will be conducted at SDSSU-Lianga Campus, Lianga, Surigao del Sur.It is 107 kilometers away from Butuan City, the heart of the Timber Corridor of the Philippines and 89 kilometers from Tandag, the Seat of Governance of the SDSSU System. DETERMINATION OF THE SAMPLE SIZE NV + [Se2 (1-p)] NSe + [V2p(1-p)] To determine the sample size, the researchers consider the entire population of the respondents (CTE Students) enrolled in the first semester of the academic year 20 13-2014. The total population of the respondents is 169 as shown in table 1. To compute for the sample size of this study the below written formula will be used. Ss. =Unrestricted random sampling will be used to get samples for the respondent’s population (CTE Students), wherein each CTE students has equal chance of inclusion in the sample. Lottery techniques will be used in getting samples. To draw a sample, each individual in the population will be given an assigned number which is written on a piece of paper that will be rolled thoroughly on the box once at a time. The computed sample size of the population is 130 out of 169 students in teacher education program. The researcher will select 130 papers on the box and those selected papers will consider as the respondents of this proposed study.The computation of the sample size is shown below. NV + [Se2 (1-p)] NSe + [V2p(1-p)] Ss. = Given: N = 169 V = 2. 58 Se = 0. 01 P = 0. 50 169 (2. 58) + [(0. 01)2 (1-0. 50)] 169 (0. 01) + [(2. 58)2 (0. 50) (1-0. 50)] Ss= 436. 02 + 0. 00005 1. 69 + 1. 6641 = 436. 02005 3. 3541 = = 129. 996 Ss = 130 SAMPLING DESIGN AND TECHNIQUE Unrestricted random sampling and lottery techniques will be used in this study. RESPONDENTS OF THE STUDY The students of the College of Teacher Education of SDSSU-Lianga Campus, Lianga, Surigao del Sur enrolled during first semester A. Y 2013-2014 will be the respondents of the study.The researchers will gather the master list of the students’ on the said semester and academic year from the SDSSU- Registrar wherein the study will be conducted and will be arrange according to year level. Distribution of the respondents is shown in table 1. Table 1 DISTRIBUTION OF RESPONDENTS YEAR LEVEL| FREQUENCY PERCENTAGE| PERCENTAGE| 1st Year| 45| 34. 615| 2nd Year| 35| 26. 923| 3rd Year| 30| 23. 077| 4th Year| 20| 15. 385| TOTAL| 130| 100| THE RESEARCH INSTRUMENT The researcher will use the questionnaire for gathering data to determine the dimension s that affect learning acquisition of CTE students in SDSSU-Lianga Campus.The questionnaire as designed by the researcher will include items from books, completed researches, and websites. The questionnaire consists of two parts. Part I will aim to gather information of the respondents profile as to age, sex, civil status and program of the study. Part II will deal on the dimensions that affect learning acquisition of CTE students along the following: Inner forces which comprises self-motivation, feeling, and attitude and for outer forces, it consist of peers/classmates, classroom climate and teacher’s behavior. VALIDATION OF THE INSTRUMENTThe first draft of the questionnaire will be submitted to the researcher’s adviser for correction and suggestions. Several changes will be made. The revised form will then undergo reliability test through split half method. The questionnaire will be divided into two (2) halves, odd and even items. The result is reliability coefficien t for a half test, the reliability coefficient of a whole test is estimated by using the Spearman – Brown formula. This formula is as follows. rwt = 2 (rht) 1 + rht Where: rwt = reliability of a whole test rht= reliability of the whole test. Table 2 RELIABILITY TEST COMPUTATIONStudents | Scores| Rank | D| D2| | Odd| Even| Ro| Re| | | 1| 80| 76| 2| 3| -1| 1| 2| 66| 60| 18. 5| 25. 5| -7| 49| 3| 68| 78| 15. 5| 5| 10. 5| 110. 25| 4| 73| 79| 6. 5| 1| 5. 5| 30. 25| 5| 69| 70| 13. 5| 13| 0. 5| 0. 25| 6| 72| 73| 9| 8| 1| 1| 7| 59| 54| 27| 28. 5| -1. 5| 2. 25| 8| 64| 70| 22. 5| 13| 9. 5| 90. 25| 9| 66| 73| 18. 5| 8| 10. 5| 110. 25| 10| 55| 55| 28| 27| 1| 1| 11| 50| 54| 29| 28. 5| 0. 5| 0. 25| 12| 75| 74| 3. 5| 5| -1. 5| 2. 25| 13| 68| 69| 15. 5| 15. 5| 0| 0| 14| 69| 68| 13. 5| 17. 5| -4| 16| 15| 81| 78| 1| 2| -1| 1| 16| 70| 73| 12| 8| 4| 16| 17| 73| 71| 6. 5| 10. 5| -4| 16| 8| 64| 65| 22. 5| 22. 5| 0| 0| 19| 64| 67| 22. 5| 20| 2. 5| 6. 25| 20| 64| 63| 22. 5| 24| -1. 5| 2. 25| 21| 63| 65| 25| 22. 5| 2. 5| 6. 25| 22| 75| 74| 3. 5| 5| -1. 5| 2. 25| 23| 61| 60| 26| 25. 5| 0. 5| 0. 25| 24| 72| 70| 9| 13| -4| 16| 25| 72| 67| 9| 20| -11| 121| 26| 65| 67| 20| 20| 0| 0| 27| 71| 69| 11| 15. 5| -4. 5| 20. 25| 28| 48| 52| 30| 30| 0| 0| 29| 67| 71| 17| 10. 5| 6. 5| 42. 25| 30| 74| 68| 5| 17. 5| -12. 5| 156. 25| Total| | | | | | 820| rht = 1- 6? D2 N3– N = 1 – 6(820) 303 – 30 = 1 – 4920 27,000 – 30 = 1- 4920 26970 = 1 – 0. 1824249 = 0. 82 rwt= 2 (rht) 1+ rht = 2 (0. 82) +0. 82 = 1. 64 1. 82 = 0. 90 The reliability coefficient of the whole test is 0. 90, the perfect coefficient for the test to become reliable is 1, thus the resulted computation which is 0. 90 is accepted reliable. DATA GATHERING PROCEDURE Having found the questionnaire valid and reliable the researcher will secure written permit from the Campus Director of SDSSU-Lianga Campus to allow researcher to conduct the study. Once the permit has been approved by the Campus Dire ctor, the researcher will administer the questionnaire to 130 CTE students. Data gathering will employ questionnaire.Descriptive survey method will be used in the study to determine the dimensions that affect learning acquisition of CTE students. The data that will be gathered will be tabulated, treated statistically, and subjected to analysis and interpretation. The interpreting the data the following measurements will be used. Mean ValuesDescription 3. 50 – 4. 00Always 2. 50 – 3. 49Sometimes 1. 50 – 2. 49Rarely 0. 05 – 1. 49 Never QUESTIONNAIRE PART I PERSONNAL DATA Name: _____________________________________________________ Sex:MaleFemale Age: 16-18 19-24 25-Above Civil Status:Single MarriedProgram of Study:BSEd BEEd PART II Direction: 1. Read each item carefully 2. At the end of each item are five choices, these choices are: 4 – Always 3 – Sometimes 2 – Rarely 1 – Never 3. Check the appropriate column to what extent each in dicators affects your learning acquisition. 4. Do not leave items unanswered. MOTIVATION| 4Always| 3Sometimes| 2Rarely| 1Never| 1. I learn best when I exert effort to find out why I need to do a particular task. | | | | | 2. I learn best when I reward myself when I worked. | | | | | 3. I learn best when I see to it that I give myself regular breaks from works. | | | | 4. I learn best when I am able to keep my concentration and does not let my mind â€Å"drift away† | | | | | 5. I learn best when I have ways of dealing with distractions. | | | | | 6. I learn best when I am willing to do the work that I do not enjoy because I see to it that it is important. | | | | | 7. I learn best when I go to tutorials to improve my school work. | | | | | FEELINGS| | | | | 1. I learn best when I feel to study with no worries. | | | | | 2. I learn best when I feel to read books with good valuable content. | | | | | 3. I learn best when I feel the ambiance inside the classroom discussion. | | | | 4. I learn best when I feel that my classmates cooperate well in the classroom discussion. | | | | | 5. I learn best when I feel that my teacher enjoy what she teaches and makes the discussion more lively. | | | | | 6. I learn best when I feel to relax my mind before working any task. | | | | | 7. I learn best when I feel that my classmates invest efforts in doing their works. | | | | | ATTITUDES| | | | | 1. I learn best when I ask assistance from my teacher when work is too difficult. | | | | | 2. I learn best when I observed my classmates working together with the task given by the teacher. | | | | | 3.I learn best when my teacher give comments to my work as feedback. | | | | | 4. I learn best when my teacher give me the topic in advance for the next session. | | | | | 5. I learn best when I make a list of valuable references with bibliographic details, page number of quotes and so on. | | | | | 6. I learn best when I re-write my notes and highlight it. | | | | | 7. I learn be st when my classmate re-explain the topic to me in a short generalized form. | | | | | Outer forces PEERS| | | | | 1. I learn best when I discuss work assignment. | | | | | 2. I learn best when I share resources with other students. | | | | 3. I learn best when I ask questions and generally take part in group discussion. | | | | | 4. I learn best when I listen out for key ideas when someone is talking. | | | | | 5. I learn best when I am listening to someone, and I try to anticipate what he will say next. | | | | | 6. I learn best when I study in a group. | | | | | 7. I learn best when my classmates teach me personally the lecture. | | | | | CLASSROOM CLIMATE| | | | | 1. I learn best when the chairs are arranged in such a way that I can easily move with-out unnecessary disruptions. | | | | | 2. I learn est when the room is well-lighted and ventilated. | | | | | 3. I learn best when I can see the teacher clearly in the front. | | | | | 4. I learn best when the classroom is wide enoug h to allow me to move during activities. | | | | | 5. I learn best when the seat arrangement is flexible. | | | | | 6. I learn best when there is no picture or any other fixture that distracts my attention. | | | | | 7. I learn best when the room is well cleaned and free from any sort of dirt. | | | | | TEACHER’S BEHAVIOR| | | | | 1. I learn best when my teacher approach me if I had understand the topic. | | | | 2. I learn best when my teacher talk with a lot of facial expressions. | | | | | 3. I learn best when my teacher gives me enough time to do my work. | | | | | 4. I learn best when my teacher give a quiz right after the discussion. | | | | | 5. I learn best when my teacher gives me new work to do when I am ready for it. | | | | | 6. I learn best when my teacher takes hard lessons in small steps. | | | | | 7. I learn best when my teacher tells me where I can find more information to help me learn about lesson. | | | | |