Modern variations of the Panopticon Essay Example | Topics and Well Written Essays - 1250 words - 2

Modern variations of the Panopticon - Essay Example Bentham first introduced this theory. His idea is that a panopticon involves a situation where the observed internalizes the presence of an unseen observer. The observed then enforces those rules via a psychological self-policing process. The observer develops a hidden power over the observed persons both consciously and subconsciously. Therefore, they have the ability to gain control of the behavior of the observed. A good representation of Bentham’s idea of panopticon, as presented in the essay, is the panopticon prison. In this disciplinary facility, prisoners are always within the view of the observer who hides in the tower, which controls their behavior. The panopticon idea is both ancient and modern, since it can be applied in modern lifestyles and situations, like internet browsing. The essay also describes the idea of power as shown in the control of internet browsing. The general ideas presented all show that the panopticon idea is applicable in modern life. The idea of the panopticon entirely depends on the psychology of the persons being observed. It is just another proof of the wonders of mind power. It can achieve more than any other known means. This is because it does not provide temporary solutions and measures. It corrects the behavior of the individual, right from his/her attitude. It shows that the knowledge and acknowledgement of a higher authority can be used to achieve more than it has done in the past. This is because the idea has been applied, with desirable results. Therefore, it is easy to control the behavior of people, if there is a higher authority that can enforce rules. This has high relevance in the management of behaviors on the internet. The heart of the panopticon is the internalization of a power mechanism on the part of the observed, in a system designed in such a way that the observed knows that he is perennially under watch, and where the observer is forever hidden from view

Object Oriented Databases Research Paper Example | Topics and Well Written Essays - 1500 words

Object Oriented Databases - Research Paper Example This paper has discussed some of the major advantages and disadvantages of object oriented databases in comparison with relational database management systems. An object oriented database stores data and information in the form of objects. Actually, OODBMS stores objects instead of data, such as real numbers, strings and integers. These databases are believed to be very useful for businesses when they have huge data and high performance is required. There are a number of languages that support objects, for instance C++, Java and Smalltalk. In fact, these languages provide an excellent support for modeling, inheritance and creating objects of the data. In addition, OODBMS allow developers to extend the capabilities of the programming languages such as control the consistencies, easy data recovery and improved database features (Rouse 2005, Stajano 1998, Bagui 2003). Basically, OODBMS store data in the form of objects, which consist of attributes and methods. A method is used to graphically demonstrate the objects. Normally, unified modeling language (UML) is used to demonstrate these objects. In addition, data stored in a database have some characteristics, which are called attributes. For instance, a ball is an object and its attributes are its color and its shapes. Similarly, the operations or functions that an object performs on data are called methods. For instance, a doctor performs some actions to check their patients and these actions are known as method (WBT-Master Server Map 2014, Carlsson 2003, Atkinson, et al. 2003). â€Å"A relational database stores data in the form of a set of appropriately defined tables from which data could be reassembled or accessed in a lot of diverse means without reorganizing the database tables† (Stajano 1998). E. F. Codd invented the relational database at IBM in 1970. Additionally, a relational database is a collection of tables holding data fitted into properly arranged groups. Every table (that is sometimes acknowledged

The Advantage and Disadvantage of Using Social Media Essay Example for Free

The Advantage and Disadvantage of Using Social Media Essay The advantages: Based on my own experiences, there are several advantages for marketers to use social media as part of their marketing communications strategies. Social media represent a revolutionary new trend in communication. More and more people begin to use social media to communicate. It is freer, more convenient, faster and cheaper than the old ways, people also can get more information what they want, what is more, people can get in touch with their friend easier. For the company, it can face to their target market precisely. Social media hold a great deal of customers’ information, through the information that people share, company can easily know customers’ hobbits and the goods they like. Social media also increase the communication between customers and marketers. Company can get lots of users’ feedback information and use that information to improve their product. It also help the organization leave a good impression in customers’ minds. One of the most important things is that social media not only can help companies advertising well but also nearly have no costs. What social media bring for the company cannot be measured but the cost of it is really low. It lowers the company’s advertisement costs. Read more:  Essay on advantages and disadvantages of social media Disadvantages: Based on my own experience, the disadvantages or risks for marketers in using social media as part of their marketing communications strategy are as follows. Company’s web page can be attacked by hackers and viruses; it may lose company’s important information, company may lose their competitive advantages. Customers can be deceived by the false information online and the extra information may let them get annoyed. The negative comments may damage companies’ image. The use of the internet may cause the reduction of production efficiency, because employees may busy use the internet to solve the problem online or update their software so that waste times. Company should learn how to handle a social media and that may waste company’s time. Because the social media is not a â€Å"face to face† communication, so it can have many incredible situations, the information may be not real, the likelihood of people been fooled are greatly increased.

Nature And Structure Of Mathematics

Nature And Structure Of Mathematics Chapter 2 Literature review In this chapter, literature related to mathematics confidence, reflection and problem- solving are reviewed. The chapter begins with an introduction to mathematics and the occurrence of educational changes and concerns in South Africa. It examines the metacognitive activity reflection and its various facets along with affective issues in mathematics. Then, differentiating between past and current research, the focus will be on how mathematics confidence and reflective thinking relates to the level of achievement and performance in mathematics problem-solving processes. Concluding description will follow, illustrating the relationship between reflection and mathematics confidence during problem-solving processes. 2.1 Mathematics, its nature and structure Mathematics can be seen as a combination of calculation skill and reasoning (Hannula, Maijala Pehkonen, 2004:17) and can further be classified as an individuals mathematical understanding. Mathematics is a process, fixed to a certain person, a topic, an environment or an idea (Hiebert Carpenter, 1992). Mathematics originated as a necessity for societal, technological and cultural growth or leisure (Ebrahim, 2010:1). This desire led to the advancement of concepts and theories in order to meet the needs of various cultures throughout time. With its imprint in nature, architecture, medicine, telecommunications and information technology, the use of mathematics has overcome centuries of problems and continues to fulfil the needs of problem-solvers to solve everyday problems. Although mathematics has changed throughout time, in its progress and influences there are interwoven connections between the cognitive, connotative and affective psychological domains. The increasing demand to process and apply information in a South African society, a society characterised by increasing unemployment and immense demands on schools, still awaits recovery and substance from these cognitive and metacognitive challenges (Maree Crafford, 2010: 84). From a socio-constructivists perspective, developing, adapting and evolving more complex systems should be the aim and goal of mathematics education (Lesh Sriraman, 2005). According to Thijsse (2002:34) mathematics is an emotionally charged subject, evoking feelings of dislike, fear and failure. Mathematics involves cognitive and affective factors that form part of the epistemological assumptions, regarding mathematical learning (Thijsse, 2002:7 that will be discussed in the following section. 2.1.2 Epistemological assumptions regarding mathematics learning English (2007:123-125) lays down powerful ideas for developing mathematics towards the 21st century. Some of these ideas include: 2.1.2.1 A social constructivist view of problem-solving, planning, monitoring and communication; 2.1.2.2 Effective and creative reasoning skills; 2.1.2.3 Analysing and transforming complex data sets; 2.1.2.4 Applying and understanding school Mathematics; and 2.1.2.5 Explaining, manipulating and forecasting complex systems through critical thinking and decision making. With emphasis on the learner, from a constructivist perspective, learning can be viewed as the active process within and influenced by the learner (Yager, 1991:53). Mathematical learning is therefore an interactive consequence of the encountered information and how the learner processes it, based on perceivednotions and existing personal knowledge (Yager, 1991:53). According to DoE (2003:3) competence in mathematics education is aimed at integrating practical, foundational and reflective skills. While altering the paradigms in learning, mathematics education was turned upside down with the shift being towards instructing, administering and applying metacognitive-activity-based learning in schools as claimed by Yager (1991:53) and Leaf (2005:12-18). This change and reform in education and education paradigms is illustrated in Figure 2.1. Early 1900s Early 1900s 1960s 1980s 1980s- 2000s 1980s 2000s The overarching approach with impact on education and therapy focussing on metacognition In Figure 2.1 Leaf (2005:4) states that the intelligence quotient (IQ) is one of the greatest paradigm dilemmas. This approach is designed in the early twentieth century by F. Galton and labelled too many learners as either slow or clever. The IQ-tests did assess logical, mathematical and language preference and dominance in learners but left little or no room for other ways of thinking in mental aptitude (Leaf, 2005:5). In contrast to the IQ-approach is Piagets approach, named after its founder, Jean Piaget, who apposed the IQ-approach. Focussing on cognitive development, he suggests timed stages or learning phases in a childs cognitive development as a prerequisite to the learning process. Piaget exclaims that if a stage is overseen, learning will not take place. A third paradigm, the Information processing age, divided problem-solving into three phases: input, coded storing and output. Designed in an era where technological advances and computers entered schools and the school cur riculum, information processing was seen as comparing the learner with a microchip. Thus, retrieving and storing data and information was seen as a method to practise and learn as being the focus of learning. This learning took place in a hierarchical order, and one phase must be mastered before continuing to a more difficult task. Outcomes Based Education (OBE) was implemented after the 1994 national democratic elections in South Africa. Since 1997 school systems underwent drastic changes from the so called apartheid era. According to the Revised National Curriculum Statement (2003) the curriculum is based on development of the learners full potential in a democratic South Africa. Creating lifelong learners are the focus of this paradigm. After unsuccessfully transforming education in South Africa, a need still exists to challenge some of the shortcomings of the above mentioned paradigms. An Overarching approach is an aided paradigm proposed by Leaf (2005:12). The Overarching approach focuses on learning dynamics or in other words, what makes learning possible. This paradigm utilizes emotions, experiences, backgrounds and cultural aspects in order to facilitate learning and problem-solving (Leaf, 2005:12-15). Above mentioned aspects are also known to associate with performance in mathematics problem-solving (Maree, Prinsloo Claasen, 1997a; Leaf, 2005:12-15). 2.1.3 Some factors associated with performance in mathematics Large scale international studies, focussing on school mathematics, compare countries in terms of learners cognitive performance over time (TIMSS, 2003 PISA, 2003). A clear distinction must be made between mathematics performance factors in these developed and developing countries (Howie, 2005:125). Howie (2005:123) explored data from the TIMSS-R South African study which revealed a relationship between contextual factors and performance in mathematics. School level factors seem to be far less influential (Howie, 2005: 124, Reynolds, 1998:79). According to Maree et al. (2005:85), South African learners perform inadequately due to a number of traditional approaches towards mathematics teaching and learning. Maree (1997b:95) also classifies problems in study orientation as cognitive factors, external factors, internal and intra-psychological factors, and facilitating subject content. One psychological factor in the Study Orientation in Mathematics questionnaire (SOM) by Maree, Prinsloo and Claasen (1997b) is measured as the level of mathematics confidence of grade 7 to 12 learners in a South African context. Sherman and Wither (2003:138) documented a case where a psychological factor, anxiety, causes an impairment of mathematics achievement. A distillation of a study done by Wither (1998) concluded that low mathematics confidence causes underachievement in mathematics. Due to insufficient evidence it could not prove that underachievement results in low mathematics confidence. The study did indicate that a possible third factor (metacognition) could cause both low mathematics confidence and underachievement in mathematics (Sherman Wither, 2003:149). Thereupon, factors manifested by the learner are discussed below. Academic underachievement and performance in mathematics is determined by a number of variables as identified by Lombard (1999:51); Maree, Prinsloo and Claasen (1997); and Lesh and Zawojewski (2007). These variables include factors manifested by the learner, environmental factors and factors during the process of instruction. 2.1.3.1 Some associated factors manifested by the learner Affective issues revolve around an individuals environment within different systems and how that individual matures and interact within the systems (Lombard, 1999:51 Beilock, 2008:339). In these systems it appears that learners have a positive or negative attitude towards mathematics (Maree, Prinsloo Claasen, 1997a). Beliefs about ones own capabilities and that success cannot be linked to effort and hard work is seen as affective factors in problem-solving (Dossel, 1993:6; Thijsse, 2002:18). Distrust in ones own intuition, not knowing how to correct mistakes and the lack of personal effort is regarded as factors that facilitate mathematics anxiety, manifested by the learner (Thijsse, 2002:36; Russel, 1999:15). 2.1.3.2 Some associated environmental factors Timed testing environments such as oral exam/testing situations, where answers must be given quickly and verbally are seen as environmental factors that facilitates underachievement in mathematics. Public contexts where the learner has to express mathematical thought in front of an audience or peers may also be seen as an environmental factor limiting performance. 2.1.3.3 Some associated factors during the process of instruction Knowledge about study methods, implementing different strategies and domain specific knowledge is seen as factors that influence performance in mathematics. It seems as though performance is measured according to the learners ability to apply algorithms dictated by a higher authority figure such as parents or teachers (Russell, 1995:15; Thijsse, 2002:35). Thijsse (2002:19) agrees with Dossel (1993:6) and Maree (1997) that the teachers attention to the right or wrong dichotomy, stresses the fact that mathematics education can also be associate with performance. A brief discussion on mathematics problem-solving will now follow. 2.2 Mathematics problem-solving A mathematics problem can be defined as a mathematical based task indicating realistic contexts in which the learner creates a model for solving the problem in various circumstances (Chalmers, 2009:3). Making decisions within these contexts is only one of the elementary concepts of human behaviour. In a technology based information age, computation; conceptualisation and communication are basic challenges South Africans have to face (Maree, Prinsloo Claasen, 1997; Lesh Zawojewski, 2007). Problem-solving abilities are needed and should be developed for academic success, even beyond school level. According to Kleitman and Stankov (2003:2) managing uncertainty in ones understanding is essential in mathematical problem-solving. Lester and Kehle (2003:510) fear that mathematical problem-solving is currently getting more complex then in previous years. Therefore problem-solving continues to gain consideration in the policy documents of various organisations, internationally (TIMSS, 2003; SACMEQ, 2009; PIRLS, 2009; Moloi Strauss, 2005 NCTM, 1989) and nationally (DoE, 2010; DoE, 2010: 3). As Lesh and Zawojewski (2007:764) states The pendulum of curriculum change again swings back towards an emphasis on problem-solving. Problem-solving is emphasised as a method involving inquiry and decision making (Fortunato, Hecht, Tittle Alvarez, 1991:38). Generally two types of mathematical problems exist: routine problems and non-routine problems. The use and application of non-routine problems, unseen mathematical processes and principles are part of the scope of mathematics education in South Africa (DoE, 2003:10). Keeping track of and on the process of information seeking and decision making, mathematics problem-solving is linked to the content and context of the problem situation (Lesh Zawojewski, 2007:764). It seems as though concept development and development of problem-solving abilities should be part of mathematics education and beliefs, feelings or other affective factors should be taken into account. In the next section a discussion will follow regarding past research done on mathematics problem-solving. 2.2.1 Some research done on mathematics problem-solving in the past Studies on learners performance in mathematics and how their behaviours vary in approaches to perform, was the conduct of research on mathematics problem-solving since the 1930s (Dewey, 1933; Piaget, 1970; Flavell; 1976; Schoenfeld, 1992; Lester Kehle, 2003; Lesh Zawojewski , 2007:764). Good problem solvers were generally compared to poor problem-solvers (Lester Kehle, 2003:507) while Schoenfeld (1992) suggested that the former not only knows more mathematics, but also knows mathematics differently (Lesh and Zawojewski, 2007:767). The nature and development of mathematics problems are also widely researched (Lesh Zawojewski, 2007:768), especially with the focus on how learners seeand approach mathematics and mathematical problems. Polya-style problems involve strategies such as picture drawing, working backwards, looking for a similar problem or identifying necessary information (Lesh Zawojewski, 2007:768). Confirming the use of these strategies Zimmerman (1999:8-10) describe dimensions for academic self-regulation by involving conceptual based questioning using a technique called prompting. Examples of these prompts are questions starting with why; how; what; when and where, in order to provide scaffolding for information processing and decision making. 2.2.2 Working memory, information processing and mathematics problem-solving of the individual learner In the 1970s problems were seen an approach from an initial state towards a goal state (Newell Simon, 1972 in Goldstein, 2008:404) involving search and adapt strategies. 2.2.2.1 Working memory as an aspect of problem-solving The working memory is essential for storing information regarding mathematics problems and problem-solving processes (Sheffield Hunt, 2006:2). Cognitive effects, such as anxiety, disrupt processing in the working memory system and underachievement will follow (Ashcraft; Hopko Gute, 1998:343; Ashcraft, 2002:1). These intrusive thoughts, like worrying, overburden the system. The working memory system consists of three components: the psychological articulatory loop, visual-spatial sketch pad and a central executive (Ashcraft; Hopko Gute, 1998:344; Richardson et al, 1996). 2.2.2.2 Problem-solving persona of the mathematics learner The learner, either an expert or novice-problem-solver is researched on his/her ideas, strategies, representations or habits in mathematical contexts (Ertmer Newby, 1996). Expert learners are found to be organised individuals who have integrated networks of knowledge in order to succeed in mathematics problem-situations (Lesh Zawojewski, 2007:767; Zimmerman, 1994). Clearly learners problem-solving personality affects their achievement. According to Thijsse (2002:33) learners who trust their intuition and perceive that intuition as insight into a rational mind, rather than emotional and irrational feelings, are more confident. The variety of attributes, such as anxiety and confidence, is included in reflective processes either cogitatively or metacognitatively which will be discussed in the next section. 2.3 Cognitive and metacognitive factors Although cognitive and metacognitive processes are compared in literature, Lesh and Zawojewksi (2007:778) argues that mathematics concepts and higher order thinking should be studied correspondingly and interactively. Identifying individual trends and behaviour patterns or feelings, could relate to mathematics problem-solving success (Lesh Zawojewksi, 2007:778). 2.4.1 Cognition processes during mathematics problem-solving Newstead (1999:25) describes the cognitive levels of an individual as being either convergent (knowledge of information) or divergent (explaining, justification and reasoning). 2.3.2 Metacognition 2.3.2.1 Components of metacognition 2.3.2.2 Past research done on metacognition The Polya-style heuristics on problem-solving strategies, mentioned previously, is noted by Lesh and Zawojewski (2007:368) as an after-the-fact of past activities process. This review process between interpreting the problem, and the selection of appropriate strategies, that may or may not have worked in the past, is linked with experiences (negative or positive) which provide a framework for reflective thinking. Reflection is therefore a facet of metacognition. 2.3.3 Reflection as a facet of metacognition Reflection, as defined by Glahn, Specht and Koper (2009:95), is an active reasoning process that confirms experiences in problem-solving and related social interaction. Reflecting can be seen as a transformational process from our experiences and is effected by our way of thinking (Garcia, Sanchez Escudero, 2009:1). 2.3.3.1 Development of reflective thinking Thinking about mathematics problems and reflecting on them is essential for interpreting the given problems provided details about what is needed in order to solve the problem (Lesh Zawojewski, 2007:368). Schoenfeld (1992) mentions an examining of special cases for selecting appropriate strategies from a hierarchical description, but Lesh and Zawojewski (2007:369) argue that this will involve a too long (prescriptive process) or too short conventional list of prescribed strategies. Lesh and Zawojewski (2007:770) rather suggest a descriptive process to reflect on and develop sample experiences. The focus should be on various facets of individual persona and differences, such as prior knowledge and experiences, which differs between individuals. 2.3.3.2 Expansion models for reflectivepractice According to Pletzer et al (1997) applying reflective practice is a powerful and effective way of learning. Three models for reflective practice exist: the reflective cycle of Gibbs (1988), Ertmer and Newby (1996), Johns-model (2000) for structural reflection and Rolfe et als (2001) framework for reflective practice. The first model is that of Gibbs (1988). i Gibbss (1988) model for reflection Gibbs model is mostly applied during reflective writing (Pugalee, 2001). This model for reflection is exercised during problem-solving situations by assessing first and second cognitive levels. A particular situation, such as in Figure 2.2, when the learner has to solve a mathematical problem is described by accompanying feelings and emotions that will be remembered and reflected upon. A conscience cognitive decision will then be made determining whether the experience was a positive (good) otherwise negative (bad) emotion, or feeling. By analysing the sense of the experience a conclusion can be made where other options are considered to reflect upon. (Gibbs, 1988; Ertmer Newby, 1996) iiJohns (2000) model for structural and guided reflection This model provides a framework for analysing and critically reflecting on a general problem or experience. The Johns-model (2000) provides scaffolding or guidance for more complex problems found on cognitive levels three and four. Reflect on and identify factors that influence your actions Figure 2.3Johns model for reflective practice Source:Adapted from John (2000) The model in Figure 2.3 is divided into two phases. Phase 1 refers to the recall of past memories and skills from previous experiences, where the learner identifies goals and achievements by reflecting into their past. This could be easily done using a video recording of a situation where the learner solves a problem. It is in this phase where they take note of their emotions and what strategies were used or not. On the other hand, phase 2 describes the feelings, emotions and surrounding thoughts accompanying their memories. A deeper clarification is given when the learner has to motivate why certain steps were left out or why some strategies were used and others not. They have to explain how they felt and the reason for the identified emotions. At the end the learner should reflect between the in and out components to identify any factor(s) that could have effected their emotions or thoughts in any way. A third model is proposed by Rolfe et al (2001), known as a framework for reflex ive practice. iiiRolfe et als model for reflexive practice. According to Rolfe et al (2001) the questions ‘what? and ‘so what? or ‘now what?, can stimulate reflective thinking. The use of this model is simply descriptive of the cognitive levels and can be seen as a combination of Gibbs (1988) and Johns (2000) model. The learner reflects on a mathematics problem in order to describe it. Then in the second phase, the learner constructs a personal theory and knowledge about the problem in order to learn from it. Finally, the learner reflects on the problem and considers different approaches or strategies in order to understand or make sense of the problem situation. Table 2.1 demonstrates this model of Rolfe et al (2001) in accordance with the models of Gibbs (1988) and Johns (2000) as adapted by the researcher. It shows the movement of thought actions and emotions between different stages of reflection (before, during and after) in problem-solving. Table 2.1Integration of reflective stages and the models for reflective practice Stage 1 Reflection before action Stage 2 Reflection during action Stage 3 Reflection after action Descriptive level of reflection (planning and describing phase) Theory and knowledge building of reflection (decision making phase) Action orientated level (reflecting on implemented strategy-action) Identify the level of difficulty of the problem and possible reasons for feeling, or not feeling, â€Å"stuck†, â€Å"bad† or unable to go to the next step. Pay attention to thought and emotions and identify them. Describe negative attitude towards mathematics problems, if any Observe and notice expectations of self and others: like parents, teachers or peers Evaluate the positive and negative experiences Analyse and understand the problem and plan the next step, approach or strategy Perform the planned action Awareness of ethics, beliefs, personal traits or motivations Recall strategies that worked in the past. Reflect on the solution, reactions and attitudes Source:Adapted from Johns (2000), Gibbs (1988) and Rolfe et al (2001) 2.3.3.3 The reflection process While some research claims, seeing and doing mathematics as useful in the interpretation and decision making of problem-solving processes (Lesh Zawojewski, 2007), a more affective approach would involve feelings or the feelings about mathematics(Sheffield Hunt, 2006), in other words, affective factors. 2.4 Affective factors in mathematics Rapidly changing states of feelings, moderately stable tendencies, internal representations and deeply valued preferences are all categories of affect in mathematics (Schlogmann, 2003:1).Reactions to mathematics are influenced by emotional components of affect. Some of these components include negative reactions to mathematics, such as: stress, nervousness, negative attitude, unconstructive study-orientation, worry, and a lack of confidence (Wigfield Meece, 1988; Maree, Prinsloo Claasen, 1997). Learners self-concept is strongly connected to their self-belief and their success in solving mathematics problems is conceptualised as important (Hannula, Maijala Pehkonen, 2004:17). A study done by Ma and Kishor (1997) confirmed belief, as an affect on mathematics achievement, being weakly correlated with achievement among children from grade 2 to 8. However, Hannula, Maijala and Pehkonen (2004) conducted a study on learners in grade 7 to 12 and concluded that there is a strong correlatio n between their belief and achievement in mathematics. Beliefs and are related to non-cognitive factors and involve feelings. According to Lesh and Zawojewski (2007:775) the self-regulatory process is critically affected by beliefs, attitudes, confidence and other affective factors. 2.4.1Beliefs as an affective factor in mathematics Belief, in a mathematics learner, form part of constructivism and can be defined as an individuals understanding of his/her own feelings and personal concepts formed when the learner engages in mathematical problem-solving (Hannula, Maijala Pehkonen, 2004:3). It plays an important role in attitudes and emotions due to its cognitive nature and, according to Goldin (2001:5), learners attribute a kind of truth to their beliefs as it is formed by a series of background experiences involving perception, thinking and actions (Furinghetti Pehkonen, 2000:8) developed over a long period of time (Mcleod,1992:578-579). Beliefs about mathematics can be seen as a mathematics world view (Schlogmann, 2003:2) and can be divided into four major categories (Hannula, Maijala Pehkonen, 2004:17): beliefs on mathematics (e.g. there can only be one correct answer), beliefs about oneself as a mathematics learner or problem solver (e.g. mathematics is not for everyone), beliefs on teaching mathematics (e. g. mathematics taught in schools has little or nothing to do with the real world) and beliefs on learning mathematics (e.g. mathematics is solitary and must be done in isolation) (Hannula, Maijala Pehkonen, 2004:17). Faulty beliefs about problem-solving allow fewer and fewer learners to take mathematics courses or to pass grade 12 with the necessary requirements for university entrance. Beliefs are known to work against change or act as a consequence of change and also have a predicting nature (Furinghetti Pehkonen, 2000:8). Affective issues, such as beliefs, generally form part of the cognitive domain, anxiety (Wigfield Meece, 1988), which will be dealt with in the next section. 2.4.2 Anxiety Anxiety, an aspect of neuroticism, is often linked with personality traits such as conscientiousness and agreeableness (Morony, 2010:2). This negative emotion manifests in faulty beliefs that causes anxious thoughts and feelings about mathematics problem-solving (Ashcraft; Hopko Gute, 1998:344; Thijsse, 2002:17). Distinction can be made between the different types of anxieties as experienced by learners across all age groups. Some of these anxieties include general anxiety, test or evaluation anxiety, problem-solving anxiety and mathematics anxiety. The widespread phenomenon, mathematics anxiety, threatens performance of learners in mathematics and interferes with conceptual thinking, memory processing and reasoning (Newstead, 1999:2). 2.4.2.1 Mathematics anxiety The pioneers of mathematics anxiety research, Richardson and Suinn (1972), defined mathematics anxiety in terms of the affect on performance in mathematics problem-solving as: Feelings of tension and anxiety that interfere with the manipulation of numbers and the solving of mathematical problems in a wide variety of ordinary life and academic situations This anxious and avoidance-behaviour towards mathematics has far reaching consequences as stressed by a number of researchers (Maree, Prinsloo Claasen, 1997; Newstead, 1999; Sheffield Hunt, 2006 Morony, 2009). Described as a chain reaction, mathematics anxiety consists of stressors, perceptions of threat, emotional responses, cognitive assessments and dealing with these reactions. A number of researchers expand the concept of mathematics anxiety to include facilitative and debilitative anxiety (Newstead, 1998:2). It appears that Ashcraft; Hopko; Gute (1998:343) and Richardson et al (1996) see mathematics anxiety in the same locale as the working memory system. Both areas consist of psychological, cognitive and behavioural components. Although they agree on the same components, Eysenck and Calvo (1999) states that it is not the experience of worry that diverts attention or interrupts the working memory process, but rather ineffective efforts to divert attention away from worrying a nd instead focus on the task at hand. 2.4.2.2 Symptoms for identifying mathematics anxiety Mathematics anxiety is symptomatically described as low (feelings of loss, failure and nervousness) or high (positive and motivated attitude) confidence in Mathematics (Maree, Prinsloo Claasen, 1997a:7). Dossel (1993:6) and Thijsse (2002:18) states that these negative feelings are associated with a lack of control when uncertainty and helplessness is experienced when facing danger. Unable to think rationally, avoidance and the inability to perform adequately causes anxiety and negative self-beliefs Mitchell, 1987:33; Thijsse, 2002:17). Anxious children show signs of nervousness when a teacher comes near. They will stop; cover their work with their arm, hand or book, in an approach to hide their work (May, 1977:205; Maree, Prinsloo Claasen, 1997; Newstead, 1998 Thijsse, 2002:16). Panicking, anxious behaviour and worry manifests in the form of nail biting, crossing out correct answers, habitual excuse from the classroom and difficulty of verbally expressing oneself (Maree, Prinsloo Claasen, 1997a). Mar

Graduation Speech -- Graduation Speech, Commencement Address

When we arrived at Douthitt High School as freshmen, the buildings in our school showed the signs of their 40 years of age. It might be hard to think back to that time when there was a landscaped yard in front of the cafeteria instead of a concrete courtyard, and when the grassy knoll our students enjoy on a rare sunny day didn't exist. After a few noisy years of construction, we now have a modern school. In our time here, it has gone through a complete change from old and mature, to fresh and new. We, on the other hand, have gone from being fresh and new high school students, to old, experienced, mature young adults ready to graduate. We've had many great people build us up to what we are. First and foremost, we should thank our parents for their example, wisdom and support. And although they may pretend to be sad that our high school years are over and that many of us will be going off to live on our own for the first time, don't worry. They're already secretly plotting how to redecorate our rooms. Of course, we've had many inspirational and influential teachers touch us, too. From our days of Info Tech and Freshman English to Government and Washington State, our teachers have been there for us, to lead us toward knowledge. We've had teachers who have pushed us to our academic limits with their rigorous curriculums, teachers who made us laugh every day, and teachers who have shown us support and dedication. We've sat in class as drool formed at the corners of our mouths, either because of a jaw-dropping lecture or a sleep-inducing video, but either way, we will greatly benefit from the things we've learned here. We won't forget the events that shaped our high school experience, either. We've rooted on sports teams at sta... ...o experiencing only peaks! I want my life to be one never ending ascension!" He then proceeds to crash his wagon off a high cliff. Of course, valleys and lowlands are unavoidable. Frustration and failures may come and go, but we can always know we are ascending a peak, if we are striving for love and service in life, treating people with kindness and respect. We can be the wise gurus who sit atop a mountain, inspiring others with our actions. There is no limit to what we can accomplish if we use the tools we have acquired in our time at Douthitt. We are mature from our time at this school, but we are also fresh and full of energy, like our school buildings and the people who wander them. In life, we will face many challenges, but if we remember the basics we will ultimately prevail, find success , and leave the world a bit better than when we started. Thank you.

alcohol abuse Essay -- essays research papers

Alcoholism is an overwhelming desire to drink alcohol, even though it is causing harm. Alcohol is a drug. In the United States alcoholism is the most widespread form of drug abuse, effecting at least 5 million people. About one third of high school students in the US are thought to be influenced drinkers. Many already may be alcoholics.   Ã‚  Ã‚  Ã‚  Ã‚  A person who is dependent on alcohol is called an alcoholic. Drunk drivers account for one half of all fatal automobile accidents each year in the US. Alcoholism also creates many severe physical problems. More then three drinks a day, over a few weeks causes destructive danger in the liver. Changes in the brain and nervous system result in hostile behavior. A family or individual with an alcoholism problem is in serious trouble because the alcoholic's main goal is to get something to drink. The drinking usually continues until the person is drunk. Family, friends and work are little concern compared to the need for alcohol. Drunkenness limits the alcoholic's control of normal behavior and to perform the easiest functions. Many resources can help but two rules apply to recovery. One is that the alcoholic must accept the fact that there is a real problem and must decide to stop drinking. An alcoholic must also realize that any form of alcohol is literally poison. When in recovery an alcoholic could never take another drink.   Ã‚  Ã‚  Ã‚  Ã‚  First of all you will notice that an alcoholi...

English Departmnet Essay

APA REFERENCING WORKSHEET STUDENT HANDOUT (1) ? APA REREFRENCE LIST FOR BOOKS, ARTICLES FROM THE INTERENET, MAGAZINE AND THE NEWSPAPER. ? BOOKS: A. A book with one author: Last name of the author, First letter of the author s name. (Year of publication). The title of the book (Should be Italicized). The place of publication. Example: Author: Martine Stephen Title of the book: English Literature: A student guide Year of publication: 2000 Place of publication: Pearson Education, London Stephen, M. (2000). English Literature: A student guide. Pearson Education, London. M ( E L A s g P E L B. A book with two authors: Last name of the first author, First letter of the first name of the author. , & Last name of the second author, First letter of the first name of the author. (Year of publication). The title of the book (Should be Italicized). The place of publication. Example: Title of the book: Reason to write, strategies for success in academic writing Name of the authors: Robert F. Cohen and Judy L. Miller. 1 | P a g e ENGL1111/1222 MRS. UMAMA AL KALBANI ENGLISH DEPARTMNET IBRI COLLEGE OF APPLIED SCIENCEs Year of publication: 2003 Place of publication: Oxford University Press, New York Cohen, R. , & Miller, J. (2003). Reason to write, strategies for success in academic writing. R & M J ( R t w s f s i a w Oxford University Press, New York. U P N Y C. A book with three authors. The last name of the first author, The first letter of the first name of first the author. , The last name of the second author, The first letter of the first name of second the author. , & the last name of the third author, the first letter of the first name of the third author. (Year of publication). The title of the book (Should be Italicized). The place of publication. Example: Title of the book: Writing A college Workbook Name of authors: James A. W. Heffernan, John E. Lincoln and Cindy Moore. Year of publication: 2001 Place of Publication: USA ? Write the reference of the previous book using the provided information?__________________________________________________________________ __________________________________________________________________ __________________________________________________________________ ? ARTICLES FROM THE INTERENET: It is recommended that when you search for articles from the internet to select that articles that have authors and the year of that submission date of that article. Some students only write the website name of the source that they get from the internet in which it is not enough. You need to cite the article from the internet in the correct APA format. So in your search for articles from the internet you have to select articles that have authors and date of submission. The next possibility is to go for articles that are written by well-Â ­? known organizations such as educational, scientific, governmental or 2 | P a g e ENGL1111/1222 MRS. UMAMA AL KALBANI ENGLISH DEPARTMNET IBRI COLLEGE OF APPLIED SCIENCEs ministerial organization. The last choice is to go for articles that are writing by anonymous (No name of authors) or that may have no submission date. A. Article from the internet with one author: The last name of the author, The first letter of the first name of the author. (Submission date). Name of the article (Italicized). Retrieved month date, year, from the website. Example: The article name: The importance of the internet for teens. The author of the article: David Thelan Submission date: 2002 Website name: htt://4teachers. org/kidspeak/theland/index. shtml Retrieved Date: 3ed October 2011 Thelan, D. (2002). The importance of the internet for teens. Retrieved October 3ed, D ( T i o t i f t R O 3 2011, from htt://4teachers. org/kidspeak/theland/index. shtml. f h B. Article with two authors: The last name of the first author, The first letter of the first name of first the author. , & The last name of the second author, The first letter of the first name of second the author. (Submission date). Name of the article (Italicized). Retrieved month date, year, from the website. C. Article with three authors: The last name of the first author, The first letter of the first name of first the author. , The last name of the second author, The first letter of the first name of second the author. , & the last name of the third author, the first letter of the first name of the third author. (Submission date). Name of the article (Italicized). Retrieved month date, year, from the website. 3 | P a g e ENGL1111/1222 MRS. UMAMA AL KALBANI ENGLISH DEPARTMNET IBRI COLLEGE OF APPLIED SCIENCEs D. Article with no author and no sponsored organization: Anonymous (No author). (Submission date). Name of the article (Italicized). Retrieved month date, year, from the website. ? Write the APA reference for the following articles from the internet: Article One: Article name: Integration of students in the teaching process. Name of authors: Jorgen Erik Christensen and Kirsten Ribu Date of submission: July 23, 2006 Website name: http:// www.icee. usm. edu/icee/conference/icee2006/papers/3387. pdf Retrieved Date: 9th October 2010 Article two: Article name: Transcript of Andrew Rawsnley s interview with the Prime Minister (BBC Radio 4 s The Westminster Hour) The name of author: No author but this article is sponsored by BBC News UK Edition. Date of submission: 6th February 2005 Website name: http://news. bbc. co. uk/go/pr/fr/i/hi/programmes/the_westminster_hour/4241787. stm Retrieved Date: 25th May 2005 P a g e ENGL1111/1222 MRS. UMAMA AL KALBANI ENGLISH DEPARTMNET IBRI COLLEGE OF APPLIED SCIENCEs.