UK National Health Services Essay Example | Topics and Well Written Essays - 1500 words

UK National Health Services - Essay Example The UK National Health Services has long delivered care and public health programmes through primary care. The community oriented primary care based on general practice populations and other health workers has debatably been able to make a significant headway against all odds mainly because of failure of primary care population failing to assume responsibility and proactive ownership of the process involved in improving the health of the population. The ideal would have been tailoring the primary care according to the local needs to a personalized care. Despite predominantly biomedical and humanist orientation, general practice in the United Kingdom has long been infused with knowledge and skills traditionally associated with public health medicine. The philosophy involves protecting, maintaining, and generating good health through a combination of individual and family assessments and provision of a supportive environment. This policy, to be able to be successful, demands closer working relationships between the public and the professional and the system acting as an integrating catalyst between the two and the policies building the ground rules for close collaboration and exchanges. The clinician in this framework has essentially dual responsibility in the sense that he needs to devise and implement anticipatory measures to reduce the risk of a future illness within the guidelines of the framework as well as to treat the disease in case of an incidence. Assuming the responsibility of both community and clinical function is painstaking since this calls for establishment of a new alliance between the health professionals and patient population to co-produce health in a joint venture. Unfortunately even though, this is sound theoretically, practically, the market-oriented reforms in the health services in an attempt to redefine and strengthen the discipline of health services did not help much to improv e the perceived the decline in the quality of care. This happened essentially due to a fault in the framework itself. The desired result and improvement was never achieved since the internal market within the service framework tended to separate the roles of health authorities and practitioners. The public health professionals sought to develop strategic planning and purchasing functions within the health authorities mainly to remain in control as they were, and in contrast, the fund holders dismissed the constraining disciplines of needs assessment and service evaluations (Majeed, A., 2003). Child Health Services: It is important to consider child health services in the framework. It is an important indicator for quality of care services. United Kingdom health services pay particular attention to the children in need. Children in need are defined as those who will be unable to achieve and maintain a reasonable standard of health or those whose health or development is likely to be significantly impaired or further impaired without services. This puts in place services for the children in need, for the children with disabilities, with family difficulties, and with poverty. Using school health as an example, the problems are known to be encountered liaising with the education

Homeopathic remedies (argumentative Essay Example | Topics and Well Written Essays - 2750 words

Homeopathic remedies (argumentative - Essay Example The second principle is that the natural property of homeopathic remedies is maintained and retained even after the repeated dilution and sucussion beyond the Avogadros number. The fundamental theory of Homeopathic remedies is that the micro doses of these materials are used to stimulate the natural protective and healing mechanism of the body resultantly aiding as a remedial system. The interesting part of homeopathy is that this alternative medical branch utilizes diluted doses of such materials which are assumed to cause similar symptoms as that of the actual disease. The basic theory involved is that imparting such foreign materials would cause and prompt the body to formulate a defensive mechanism which ultimately would help the remedy of the actual disease. This possibilities branch of such a remedial system was first explored by Samuel Hahnemann, a German physician in the year 1796 (Jonas, Kaptchuk & Linde 2003, 393-399). The continued dilution of the naturally extracted mater ials is achieved by serial shaking and the dilution is expected to continue till a stage where least of the original ingredient remains. The remedial outcome is assumed to increase with the continued dilution. The general strategy followed by the homeopaths in determining the remedial measure is through the assessment of the disease symptoms with reference to a calibrated index of symptoms (Rite Care, 2009). Along with this, the physical and psychological state of the patients is taken into account while recommending the remedial measure (Rite Care, 2009). In the present scenario of clinical research, homeopathy is increasing growing in importance. A lot number of researches are seriously undertaken so as scientifically to confirm the benefits of homeopathy as an effective remedial branch of medicine. This should be read together with the fact

Critique of Zip Bam Pow Essay Example | Topics and Well Written Essays - 750 words

Critique of Zip Bam Pow - Essay Example There exists a generic and specific arrangement within the continuum that depends on the degree of affinity. The originality of the forms of these components, however, cannot be altered. The arrangements programmed in a manner that makes them look good or right from a human perspective. The appearance is false but Rizzo hold that embracing them is a necessity (Rizzo 2014). Rizzo did not aim his argument at changing the forms of predicates to make them sensible but rather appeared to express the reality in the US. Rizzo puts to the fold what he calls particulars through his experience by identifying and instantiating nature. Robinson disagrees with Rizzo’s views on universal ideas in his article Zip! Bam! Pow! He refutes claims by Rizzo that the way to goodness is by understanding the universe and differentiating the form of its components from the real status of its particulars (Rizzo 2014).Robinson posits that the highest outward appearance of existence is the life of the logical being. The lower forms of the same life in turn serve this. In his explanation, he supports slavery because by following his path, the barbarians were lesser rational beings compared to the Greeks. This was the offshoot of his varying views regarding the econo,mic situation of the US at the time. Robinson claims that all the components of the US with life posses’ inherent potentialities. Therefore, it is upon them to develop the said potential to the maximum. This means that the most satisfying form of human nature is that a person has to use his rational abilities to the fullest. Robinson was much younger than Rizzo was. However, he differed in a ferocious manner him. Robinson’s writing was very different in both style and content. The two only strike a common ground on various matters, which shows that they spend quite a considerable amount of time together. The two great philosophers agree that the life of

Woman of the Nineteenth Century Essay Example for Free

Woman of the Nineteenth Century Essay Dear diary, I am a woman by birth, a woman by heart but this country does not recognize it nor understand what it means to be a woman. I have been married for almost twenty years now, maybe twenty two. I am already confused, as my body is tired, to think of the number of years I have been married. I could even barely recall the time I was born or the exact date I was brought to this wretched world. The years seemed to have gone by too fast, yet the pain and the harsh experiences carried in it are still here, in my body and in my heart. Oh how I wish they have all left together with my youth. I am old. My eyes and the skin surrounding it are already too dark and deeply imbedded in their sockets. My lips are too dry to even speak to anyone else. Wrinkles are all over my face, as if representing the countless agonies and hardships I have endured. Marriage is the worst thing that has ever happened in my life. It deprived me of all my individuality and happiness in life. Britain, my country, gives us, women, a hard time by forcing us to marry Britain’s savage men. There are few men compared to women in Britain, yet they are far more savage than us women. They are like wolves hunting for lambs, tearing the flesh out of their victims. Because of marriage, I was not able to enjoy my life as a young adult. I was not able to lavish my self with material things. I was not able to eat exotic foods which I have been dreaming of eating since I was a child. I was not able to wear elegant clothes or build a huge house for myself. I was not able to enjoy the fruits of my labor because I am, or us women, are expected to depend highly on men. The money that I received from the death of my father due to the war was passed on to my husband after marrying him. All the money that I have earned through the countless hours of working was collected by my greedy husband. It’s all thanks to my country’s unwomanly law, the 1882 Married Property Act. It deprived my off all my independence and freedom to live on my own. It imprisoned me in the hands of my no-good husband. I believe that women should be given the equal rights to property and dignity of self-support. I have been dreaming and wanting to divorce him for years, after the first beating I have received from him, months after our wedding. I caught him cheating on me, having sex with an old-hag in our neighborhood. I threw everything that I could lay my hands to him on during that day. The thoughts of killing him also flashed into my mind, but I didn’t, because I feared Britain’s cold prison. I have the right to be angry and should have the right to divorce him, but my country doesn’t give me that right, they simply won’t let me leave him. It is the fault of the Matrimonial Causes Act of 1857 which gives men more power over us women. Because of this law, they can divorce or discard of us anytime they want as long as they provide evidences of adultery committed by their wives. However, even if we caught our men cheating, we cannot divorce them. Even if I was divorced by him (Oh I’d really love to be separated from this beast) this law won’t let me see my angelic children. Giving birth was the most painful for me. I have a slight curvature on my spine. I think this increases the risk of paralysis when giving birth. I assume such thing would happen based on the twenty-ninth woman’s story in the book which I read called â€Å"Motherhood Bondage† by Margaret Sanger. She has three boys, and worked really hard just as I do. If I remember what I read right, her right arm was paralyzed when she gave birth to his second baby and was totally paralyzed (her whole right side) when she gave birth to the third (Sanger 86). I sympathize with her and hope that it does not happen to me. I already have thirteen children, five weak boys and eight sickly girls, at my age of 40. Luckily, I have not experienced any paralysis. But it was definitely painful. Having these lovely angels give me hope and uplifts my spirit. However, having so many children can also be a burden especially if a husband doesn’t provide financial support to his wife, just like what my husband does to me. My husband doesn’t support us that much. I am only able to raise my beautiful angels because I hide some money from work. My fool husband can beat me to death but I will never give him all my money, especially the little savings I have for my children. Truthfully, I love all of my children, but I do not want any more of them. On the contrary, my husband seems to want more. Well, not particularly children, but specifically sex. He comes home late at night in his elegant pants and fine coat, hiding the beast within him. He’s always drunk and is fond of beating me. My sadist husband rapes me every night, pushing my face to the hard headboard of our meager bed. He enjoys every scream I utter in our small room that echoing the pain on the soiled walls. He thinks that I am his property, an object which he can toss around and dispense anytime he wanted. He arouses me by playing with my clitoris, stimulating my body to lubricate the part which he wants more than his wife; my vagina. If he accidentally hurts his private organ by pushing too hard, he strangles me and yells that I am sexually frigid. He questions my capability to have a vaginal orgasm and argues that I am sexually incompetent. But to tell you the truth, he is simply ignorant. My stupid husband who only finished his secondary education thinks he is superior and very intelligent, but he does not know much and does not actually understand women. Vaginal orgasm is purely men’s idea about women and neglects the fact that the â€Å"vagina is not a highly sensitive area and is not constructed to achieve orgasm,† it is the clitoris, which is the women’s â€Å"center of sexual sensitivity and which is the female equivalent of the penis† (Koedt 133). Is it still my fault for being sexually aroused yet sexually unsatisfied? I did not want to have sex with him on the first place (and I would like to emphasize that right now, I really regret marrying him) but he keeps using me, treating me as a sex slave. His sexual appetite seems unquenchable like a wolf who returns every night, wanting to devour another lamb. I am already old and my husband as well, but his yearning for sex is as vigorous as ever. Remembering our honeymoon or our first night together was really exciting. My heart was beating really fast as he unfolds every clothing that hides my smooth and tender skin. With every touch, my heart skips a beat. With every kiss, my cheeks turn red and my bosoms rise as if they were touching heaven. When he first entered me, it was painful, yet pleasurable in a way. It was like dream, only that time it was real. However, having sex with him few weeks after that was like nightmare; it was a living hell. As a woman, my right for voluntary womanhood is violated. I simply cannot stop him from having sex with me. Everytime I disagree with his yearning or push him away, he comes back with a forceful punch or a hard kick on my stomach, on my face or on my chest. I can no longer refuse to submit to my husband’s sexual demands. Something which I believe is a right which should be given to me, as a woman, as a mother and as an individual. I believe that there should be â€Å"right on the part of a woman to decide when she shall become a mother, how often and under what circumstances† (Grimke 942). I am a woman by birth, a woman by heart but my husband, the men in this country, my country, do not recognize it nor understand what it means to be a woman. I know that writing this on a piece of paper won’t do much. But I am hoping that someday, somebody who has power or understands women sees this and liberates me or at least women from the shackles of this patriarchal society. I am old, but my heart as a woman will forever be young; young in the sense that it had never been given the right to grow. When I die, I hope that this woman in me is cherished, nurtured and developed by others. Diary, can you help me find that person? Please? I hope you can, and I hope it’s soon. Works Cited Grimke, Sarah. On Voluntary Motherhood. For Women Only! Your Guide to Health Empowerment. Eds. Gary Null and Barbara Seaman. Canada: Seven Stories Press, 1999. Koedt, Ann. The Myth of the Vaginal Orgasm. Public Women, Public Words: A Documentary History of American Feminism. Ed. Dawn Keetley. UK: Rowman and Littlefield Publishers, Inc. , 1970. Sanger, Margaret. Motherhood in Bondage. New York: Brentanos, Inc. , 2000.

Effects of Ability Grouping in Middle School

Effects of Ability Grouping in Middle School Ability grouping is viewed by workers as a controversial educational practice (Ansalone, 2006; Rubin, 2006) because it has been the subject of more research studies (well over 500) than almost any other educational practice (George Alexander, 2003, p. 414). The proponents who include teachers and parents maintain that ability grouping specifically targets instruction thereby needs of a particular group of students is met while opponents maintain that the expected advantages often are not materialized. According to Snider and Schumitsch (2006) ability grouping promotes stigma and destroys academic motivation, especially among the slow learning students; self-esteem is regarded to be the condition that aids student achievement. Generally speaking, child-centered teaching methods embrace the child as a whole and give emphasis in meeting the socio-emotional and cognitive needs of the child. William and Bartholomew (2004) statistically analyzed data from the General Certificate of Secondary Education and Key Stage 3 tests. The data analysis provided the basis for measuring achievement which is independent of the individuals ability. William and Bartholomew noted that grouping by ability level had little impact on overall Mathematics achievement. Moreover, the group placement produced increments in academic achievement for high-achieving students at the loss of these gains among the low-ability students. Also noted is that performance in mathematics did not vary across school type and ability group placement. Burris, Heubert, and Levin (2006) reported contradictory results and revealed that high attaining students are not affected when integrated with students whose ability is below theirs. A longitudinal approach was conducted which examined scores in Mathematics achievement tests in six succeeding years. Data obtained from the Iowa Test of Basic Skills (ITBS) were likewise collected. The problem tackled the belief that ability grouping is the cause of persistently low academic achievement in schools. The research probed on the impact on Mathematics achievement when high attaining students are grouped with students in the lower ability levels. The study revealed that highly achieving students were unaffected by the ability grouping. Venkatakrishnan and William (2003) reported that tracking students in mathematics affected them differently. ANCOVA model showed that high-achieving students were not advantaged significantly when placed in the tracks however, student progress in the heterogeneous group detected significant progress-prior achievement correlation. This indicates that when placed in mixed-ability group, low-achieving students attained the most advantage while setbacks on high-achieving students are minimal. Robinson (2008) noted that ability grouping in kindergarten reading classes significantly correlated with greater benefits for the Hispanic students when compared to students of other ethnic backgrounds. However, benefit was reduced during summer and the first grade, unless during the first grade, ability grouping is continued. There is robustness in the study results suggesting that variations in instructional strategies at the start of the school could prove effective and a more economical means of bridging the achievement gap faced by an ever growing student population. Liu (2009) found that students in low-ability groups perceived lower academic self-concept than the average and high-achieving groups. A noteworthy outcome in the study is that the low-ability student participants largely improved in academic confidence and overall self-concept in English while the high-performing group remained stable in these respects. Tach and Farkas (2005) utilized national ECLS-K data in estimating the predictors and impact of reading ability grouping in the kindergarten and first grade levels. The research noted that prior performance in the test is the most significant predictor of the placement followed by the teachers subjective evaluation of the students classroom learning behavior. Both of these variables could be attributed to the differences in the effect according to social class, gender, or race when ability grouping is first implemented. The study revealed that in kindergarten and first grade classes where ability grouping is introduced, a higher placement positively affected learning behavior and reading performance of students. Placement in an ability group as well as evaluation of teacher regarding student behavior both significantly influenced students increase in reading performance, even net of prior scores to reading achievement tests. The grouping takes group- and individual-level performance variations that appear during preschool which widen even more than during the first two formative schooling years. Totten and Bosco (2008) measured the effect of ability grouping in a university geology class. Students from the nine sections in elementary geology laboratory class were administered a Mathematics Proficiency Basic Skills Test (MPBST) before the start of the semester. The results of the MPBST divided the student respondents to homogeneous, heterogeneous, and self- selected groups. GTAs were assigned blindly to the sections so they have no knowledge as to how the classes were grouped. Grades became the gauge for student achievement by computing the scores obtained from individual work, ten quizzes, and two examinations and 11 group laboratory reports. Within and between group comparisons were applied on the scores using descriptive and inferential statistics. The findings of the study suggest that students from the homogeneous group demonstrated the highest academic performance in introductory geology. Powell (2008) assessed if grouping students in accordance to reading ability would impact the self-concept of third to fifth graders who have below average, satisfactory, and above average reading skill. Independent t -tests showed significant differences in self-concept levels. Among the third graders, only the average learners significantly improved in the self-concept scores since they obtained higher scores during post-test. In the 4th grade students, statistical differences exist in the self-concept of below average learners. Fifth grade students did not show any change in self-concept despite the grouping. Ireson and Hallam (2005) established pupils liking to attend school and correlated this construct, experiences of pupils during lessons, self-concept and school setting. Stratified sampling was done and selected 45 mixed secondary comprehensive schools. The schools represented various types of ability grouping methods in years 7-9. When the other variables were controlled statistically, extent of ability group in the school did not exert any significant effect. Karademir and Ucak (2009) investigated the effect of ability grouping on the academic achievement of 7th grade students in If there were no pressure? in Science and Technology Education during the second semester of AY 2006-2007 in an elementary school. Using co-variance analysis, there were significant differences detected in academic achievement (p0.05), the reverse was noted among the males. Lleras and Rangel (2009) examined the effect of ability grouping on Hispanic and African American students at a primary school. Data analyzed were taken from the Early Childhood Longitudinal Study and results supported the differential effect of ability placement. Students with low reading ability learned substantially less compared to those grouped higher. The latter group slightly learned more over the first years of schooling against those from classrooms where grouping is not practiced. In sum, the study questioned the notion that ability grouping beneficially affect the first few years of learning in school. The paper published by Toomela, Kikas, and Mottus (2006) dealt with concerns on the quality of schooling and impact of ability grouping on the academic achievement of 147 students from two mainstream town schools, one rural school, Step-by-Step school and an elite private school. Two assessment periods were performed: at start of age 7 and grade 3. First, an assessment on the respondents cognitive abilities was conducted followed by proficiency in mathematics and Estonian language was evaluated. Results indicated that attendance in the elite private school correlated to abilities and increase in academic performance. However, a Multiple Regression Analysis using both school and average cognitive ability of the school the child attended negatively affected those in the elite private school. Valdez (2010) conducted an action research focusing on a ninth-grade Algebra I class at Kensington International Business High School, Philadelphia, Pennsylvania. The study commenced last February 2010 and completed in March 2010. Students were assigned to two groups, namely: failing and passing students. The former repeated the first half of the Algebra course while the latter continued. The principal respondents of the study were passing ninth grade students. Data were collected from interviews, teacher observations, assessment results, journals, and student questionnaires. In summary, the results implied that reorganization of the Algebra I course into two, Algebra IA and Algebra IB benefitted the achievers and the teacher. Researchers like Ellison and Hallinan (2004) noted that students in Catholic high schools outperform public secondary schools in standardized achievement tests. Though many follow up research has been conducted focusing on this finding, the effects of ability grouping on academic achievement is given little attention. Because it is an almost universal method practiced in middle and secondary schools all over the US, ability grouping channels opportunities for learning to students. The authors also traced the historical background of ability grouping and reviewed findings pertaining to effects on ability grouping, the process of assignment, and mobility across groups of students in every school sector. Analyses implied that implementation of ability grouping in Catholic schools contributes to higher achievement. Saleh, Lazonder, and Jong de (2005) examined the effects of various grouping arrangements on academic achievement, social interaction as well as motivation. Students varying in ability were randomly assigned to two ability groups homogeneous or heterogeneous ability groups. The students took the same botany course. The main findings indicate that below average students increased in achievement and learning motivation when integrated to the heterogeneous group. Average students better performed in same ability group while above average students show comparable learning outcomes in both groupings. In terms of social interaction, heterogeneous group placement produced more individual elaborations, while more collaborative elaborations in the other group. The results of the study of Cheung and Rudowicz (2003) revealed that ability grouping did not have any significant negative effect. Grouping was done according to prior academic performance. Those in the more homogeneous group significantly reported higher self-esteem and academic achievement in the subsequent school years. The effects of ability grouping in mathematically gifted students on academic self-concept and boredom were established by Preckel, Gotz, and Frenzel (2010). Students were shown to report very pronounced low math academic self-concept at the early period of the academic year. Interventions should therefore be implemented to counterbalance this negative effect. There is no evidence that gifted students are bored in the regular classes. The students gave different reasons for the experience of boredom in class and that there are changes in boredom attributions over time. This supports the notion that gifted classes should be provided appropriate levels of challenging tasks. Dukmak (2009) investigated the interaction between teachers and students in various learning environments in selected middle primary schools in the United Arab Emirates (UAE). These environments were as follows: same- and mixed-ability and same- and mixed -ability learning groups in one classroom. The sample were 16 low-and high-achieving males and females. The results demonstrated that students with high academic performance in all learning settings had more interaction with low-achieving students. Females from high-achieving groups interacted more frequently with males sharing same academic ability as they are. More interaction was observed among boys in same-ability classrooms compared to that in mixed-ability classrooms; among females, the trend was the opposite. Same-ability students interacted more when compared with the mixed-ability students. The results likewise revealed that more teacher interaction with males and achievers. Low-achieving males received more teacher interac tion than females of their academic level. Teachers interacted more with males who are high academic achievers in same-ability than in mixed-ability classrooms. In mixed-ability classrooms, teachers had more interaction with low-achievers of both gender than those of their academic status in same ability classrooms. Lipps, Lowe, Halliday, Morris-Patterson, Clarke, and Wilson (2010) showed evidence that academic tracking is associated with depressive symptoms. They sampled students from Jamaica, St. Kitts and Nevis, and St. Vincent. More than half of students reported experiencing depression while 19.2% and 10.7% felt moderate and severe depressive symptoms, respectively. Jamaican students significantly reported higher depression compared with those in St. Vincent and St. Kitts and Nevis. Students in the higher tracked tended to obtain significantly lower scores in BDI-II than lower academic track students. Mulkey, Casambis, Steelman, and Crain (2005) employed a mixed methods design using the conceptual framework and analysis of surveys. Data collected by the National Education Longitudinal Study of 1988 were subjected to further analysis. The survey data were taken at two years of interval. The findings revealed that academic self-esteem was significantly lower in the high- than the low-level ability group. Chiu, Beru, Watley, Wubu, Simon, Kessinger, Rivera, Anahi, Schmidlein, and Wiqfield (2008) concluded that academic self-concept in Mathematics was significantly affected by ability grouping but not the overall self-esteem of students. The researchers found evidence that students are comparing with each other within rather than outside their ability group. It was likewise shown that students more likely compare themselves with students who performed better than themselves instead with those who had poorer performance. Teachers and students attitudes towards ability grouping The attitude of the teachers toward the ability of their students influences tracking decisions according to Watanabe (2007). The same author suggested that teachers philosophies and expectations, specifically their belief that providing students with various skills opportunities to have access to higher level college courses and enrolment in the required prerequisites influences practices of college placement. A qualitative research was employed by Chisaka and Vakalisa (2003). In-depth one-on-one interviews were done with educators, school administrators, and students. Informal conversations with these respondents complemented the formal interviews since relevant themes also emerged. Documentary analysis, observations, as well as limited participation were the means of gathering data. The principals findings of the study were as follows: little or no preparation among teachers in low-ability classes; slow learners felt that the school administration and high-achieving students discriminate them; students in high-ability classes maintained that teachers who bunked their classes view them as intelligent to independently learn and that slow learners had no desire to learn and are disruptive; poor social interaction among learners from both groups creating a social stratification which is unhealthy. It was also concluded that the negative effects of ability grouping outweighed the expected ben efits. Therefore the practice warrants further re-examination. Hallam, Rogers, and Ireson (2006) explored arts and sports teachers attitudes towards ability grouping. The respondents were 45 secondary school teachers who have adopted different ability grouping levels. The questionnaire used elicited responses regarding teachers beliefs regarding ability grouping and its effects. Overall, physical education teachers demonstrated the most positive attitudes; drama teachers, least positive and arts and music teachers, moderately positive. Thus, the best determinant of attitudes was the subject taught. The findings of the study supported that notion that arts and sports teachers positively perceive mixed-ability teaching. The study of Hallam and Ireson in 2006 revealed that of those pupils who expressed a preference 62% of pupils indicated a preference for setting, 24% for mixed-ability classes, and 2% each for streaming, banding or an unspecified other. Seven percent said that they didnt know (Hallam Ireson, 2006, p. 587). Later in 2007, Hallam and Ireson conducted a follow up study determining the students level of satisfaction with their present ability group placement. About 38% wanted to change to another group and62% of the lowest achieving students were more desirous to switch their group placement. The research of Hallam and Ireson (2008) compared teachers attitudes in teaching different subjects in high, low, and mixed-ability classes in 45 secondary schools. There were more than 1500 teachers covering a wide range of subject specialists and they completed a questionnaire asking them their thoughts and beliefs regarding ability grouping and its impact. More supportive perceptions were noted in mathematics and foreign language teachers in comparison with English and Humanities teachers. Business, design, ICT, PE, arts, and science teachers expressed intermediate perceptions. The perceptions of the teachers were determined partly by the conceptions on the nature of the subject being taught and the type of ability grouping that is adopted in the school. MacQueen (2010) examined attitudes of teacher-respondents toward ability grouping based on the interviews conducted in three schools. The research discussed how the beliefs of teachers on this strategy affect practice in literacy classroom situations. The study concluded that the practices of teachers negatively impact regrouping strategy which compromised student learning. Chen (2006) investigated practitioners rationale and the experiences of students in flexible ability grouping. The researcher conducted interviews of four teachers utilizing this practice and surveys of 70 5th grade students at an elementary school located in southern California. Results suggested that despite the usefulness of ability grouping in planning and instruction, perceptions of low-achieving students were slightly more negative compared to that in high-achieving students. Ansalone and Biafort (2004) showed in their study that 70% of teachers reported adjusting classroom presentation according to the ability group while an even percentage reporting that more time is needed to cover the lesson in the low-ability tracks. Seventy-one percent employed special teaching techniques in aiding the delivery of instruction by track. According to 62% of teachers, more course material is provided in upper-track groups. While there are differences in the curricula according to the ability group, such as repetition of lesson and slower discussion pace, most educational sociologists fear that the presentation of the specific curriculum and the whole educational experience of low-achieving students will be different substantially and simplified conceptually. While the answers to the interviews are pointed towards curricular modification, many comments conveyed a desire and feeling among teachers to willingly work in presenting the whole curriculum to the entire student s and assisting them regardless of ability group. Little support is given to the notion that low-achieving students cannot be taught. While more than 70% of teachers in the survey reported adjustments to the curriculum in accordance to track, the general response indicates that the teacher would still want to present the same curriculum to students despite being in the lower- or upper-track levels. The purpose of Fans study (2007) is to investigate the attitudes of students and teachers on ability grouping in Freshman English instruction.ÂÂ  It tested whether students from the different ability groups varied in their perceptions towards the practice. In addition, it likewise explored the variations in the perceptions of students and teachers. Participants were 676 second year university students and 17 teachers. Questionnaires were self-administered to determine the perceptive of students and teachers towards ability grouping for the school year. Data were analyzed using descriptive and inferential statistics; t-test and and one-way ANOVA tested the hypotheses. Similarities in student perceptions (level A and B) were summarized in the following: First, students manifested positive or neutral attitudes toward ability grouping in English instruction.ÂÂ  Second, students regarded that improvement in English proficiency is related to their personal learning attitude. Howe ver, some differences were detected between levels A and B students in psychological effects and instruction and material.ÂÂ  First, level B students considered that when they are learning together with similar level colleagues, learning anxiety and pressure are reduced compared with level A students.ÂÂ  Second, level B students also viewed that teachers could modify their pace of teaching and evaluate them by their level in comparison to level A participants. In addition, there were significant differences in the perceptions between the students and teachers.ÂÂ  First, students believed that learning with classmates in different classes increased motivation when compared to the teachers. Second, teachers maintained that because of the grouping, teachers can assess students in terms of their ability level in comparison with the students. Moreover, teachers also viewed that improvement among students in English is associated to their learning attitude against the stude nts views. Despite ongoing researches that establish the effectiveness of ability grouping, schools are increasingly maintaining and applying stratification practices such as streaming, banding and setting in order to raise levels of attainment. While past English studies investigated various elements of school-level grouping methods, there still is a research gap since there is no attempt on the part of the researchers to elucidate ways that head teachers frame the problems, pursue and consider equity and influence decisions and practices at the school-level pertaining to grouping methods. The paper of Trigg-Smith (2011) reviewed how policy climate contributes to the decisions of the school with regard to ability grouping, how the head teachers work, how existing theories of intelligence and ability reinforce the grouping methods, plausible frameworks for the exploration of equity in the grouping, importance of the impact head teachers have on the grouping, and recommendations as to the counte rmeasures leaders can adopt to curb inequity and further structural change. Grouping criteria In schools, the process of assigning students to a particular group is referred to by Kelly (2007) as student/parent informed choice system; choice which means that the students can enroll in any class which they are eligible for. On the contrary, the description of the policy is misleading; based in a number of school curriculum guides, the school decides the students eligibility because of the prerequisite grade requirement which is most commonly obtaining score better than the cutoff in a standardized test, teacher recommendations, prior course taking, and other vague requirements. The author emphasizes that employing both objective and subjective assignment criteria creates placement practices ranging from highly to less restrictive. While standardized tests, quota systems, and rigid scheduling form part of highly restrictive placement criteria, test placement is avoided in less restrictive criteria allowing overrides following assignment of course. The criteria promotes catching up during summer and put forward a less elite-centric philosophy. Watanabe (2007) concluded that out of 6 teachers, 5 recognized that the choice of the student on the course to take is a significant element on how tracking is defined. However, no one of the teachers in the study conceptualized the definition of tracking and its manner of implementation. In addition, it was observed that the perceived level of student preparation critically determined granting access to high level subject by the teacher. Scores in standardized tests, prior coursework, and grades were the most often utilized indicators measuring the skills and level of preparation of the students. RESULTS, CONCLUSIONS, AND RECOMMENDATIONS In this chapter, findings are summarized and conclusions are drawn based on the results. A discussion of the issues related to this study and possible implications for educators and administrators follows. Finally, recommendations for future research and practice of this study are shared. Summary of the Study The issue of ability grouping in schools has been the subject of debate for many years and will be for years to come (Hopkins, 2003). Many have feared that ability grouping will hinder the advancement of students with low ability since there will be an emphasis on basic knowledge instead of advanced learning. On the other hand, proponents insist that that grouping by ability has the potential of improving student achievement by increasing level of motivation. The only certain conclusion is that further research on ability grouping will benefit both educators and school administrators. Hence, this examination of perceptions on ability grouping was conducted. This proposed study looked to explore the pros and cons of ability grouping as it pertains to student academic achievement. This study also examined the perceptions on ability grouping from various stakeholders to include administrators, teachers, and parents in the educational system at the middle school level. The purpose of this research was to gain further insight on ability grouping as an educational policy but based on the perspective of administrators, teachers, and parents in three middle schools within a rural school district. This study intended to allow for inference on the effective strategies and techniques of implementing ability grouping in the operation of the school. Information collected in this quantitative research was gathered from surveys given to the administrators, teachers, and parents. Findings from this research will be forwarded to the district superintendent in hopes of providing guidance for improving classroom instruction and raising student achievement. Ultimately, this research serves to shed light on an instructional approach that should increase student achievement. The following four research questions acted as lenses to guide the research: Will administrators have an overall positive perception of ability grouping at the middle school level? Will teachers have an overall positive perception of ability grouping at the middle school level? Will parents have an overall positive perception of ability grouping at the middle school level? Summary of Findings and Conclusion The current research addressed the question of educational tracking and its continued use in contemporary American education, especially considering that the bulk of literature has pointed to its negative outcomes on students. After identifying the key stakeholders in this debate, namely teachers, school principals, students and parents, an attempt was made to assess the perceptions of each in order to arrive at an understanding of the mechanisms that keep this educational practice in place. R1: Will administrators have an overall positive perception of ability grouping at the middle school level? A full account of the results for Question 1 is presented in Chapter 4. It was hypothesized that administrators will view ability grouping at the middle school level positively. Descriptive analysis of the survey responses for administrators indicated that their perceptions were moderately in favor of ability grouping. However, this means that administrators did not necessarily have an overall positive perception of educational tracking in the middle school. Most administrators reported having background knowledge of ability grouping. Responses consisted of agree (66.7%) and strongly agree (33.3%) including a mean rating of 4.33 and a median rating of 4.00. Administrators perceived that ability grouping will result to improvement in students scores in standardized tests. Responses were evenly spread through undecided (33.3%), agree (33.3%), and strongly agree (33.3%). Mean and median rating was 4.00. Administrators slightly agreed that ability grouping expands the teachers capacity in meeting students needs. Responses include disagree (33.3%), agree (33.3%) and strongly agree (33.5%). Mean and median rating was 3.67. Administrators slightly agreed that ability grouping increases student motivation. Responses include disagree (33.3%), agree (33.3%) and strongly agree (33.3%). Mean rating was 3.67 while median rating was 4.00. Most administrators perceived that ability grouping increases teacher effectiveness in planning instruction. Two administrators (66.7%) strongly agreed while one was undecided (33.3%). Administrators agreed very slightly that when students are grouped according to ability, they become more confident in terms of student achievement. One administrator disagreed (33.3%) while two of the administrators agreed (66.7%). Mean rating was 3.33 while the media rating was 4.00. Most administrators perceived ability grouping to be an unfair practice to students. Their responses included undecided (33.3%) and agree (66.7%). Mean rating was lower at 3.67 compared to the median rating at 4.00. Administrators were ambivalent on whether ability grouping creates a positive learning environment. Most could not decide (66.7%) or agreed (33.3%) to the statement. Mean rating was 3.33 while median rating was 3.00. Administrators strongly agreed that teacher input is essential in the appropriate ability group placement of students. Their responses were agree (66.7%) and strongly agree (33.3%). The mean (4.33) and median (4.00) rating showed relatively strong agreement. Administrators strongly agreed that placing talented students along lower-achieving groups would lower self-esteem. The mean and median rating for this statement was 4.00. Administrators perceptions were divided on whether ability grouping only benefits high school students. Their responses to the statement were strongly disagree (33.3%), disagree (33.3%), and agree (33.3%). The overall mean and median rating indicated a moderate level of disagreement. Administrators had mixed perceptions on whether ability grouping would improve overall education of students. Their responses to the statement were disagree (33.3%), undecided (33.3%), and agree (33.3%). The mean and median rating indicated undecided at 3.00. Administrators did not agree that ability grouping had no positive benefits for students. Their responses to the statement were

The Theater of Dionysus :: essays research papers fc

The Theater of Dionysus The Theater of Dionysus was Europe's first theater, and stood immediately below the Parthenon in Athens, Greece. It was originally built in the late 5th century B.C. The theater was an outdoor auditorium in the shape of a great semicircle on the slope of the Acropolis, with rows of seats on which about eighteen thousand spectators could comfortably seat. The front rows consisted of marble chairs, and were the only seats in the theater that had a back support. The priests of Dionysus and the chief magistrates of Athens reserved these rows. Priests claimed 50 of the 67 front row seats, then came the officials, the guests of honor, then finally the ordinary citizens of Athens. Beyond the front row, stood a circular space called the orchestra where the Chorus would sing and dance, and in the center of which stood the alter of Dionysus. The orchestra level was around 3 meters higher than the shrine. Behind the orchestra, there lied a heavy rectangular foundation known as the stage on which the actors would perform their section of the play. The back of the stage had a building painted to look like the front of a temple or a palace. Here, the actors would retire when they were not needed on stage or would go to when they had to change their costumes. Above lay the deep blue sky, behind it was the Acropolis, and seen in the distance was the olive colored hills and lush green of the forests that surround. The theater was built as a result of the Athenian's religious practice in honor of the god, Dionysos, who personified both wine and fruitfulness. Long before the theater itself was built, an annual ceremonial festival was held for Dionysus in the same spot. This ancient ceremony was performed by choruses of men who sang and danced in the god's honor. Spectators would gather in a circle to watch these dancers; that was the way that the theater took its circular shape. When the theater was built, the performers only sang and danced about the stories of Dionysus's life, then later the stories of other gods and heroes. The stories were told in the form of a song, chanted at first by all who took place, then later by a chorus of about fifty performers. During the intervals of a song, the leader would recite part of the story himself. As time passed, these recitations became more and more important, as it eventually overtook the chorus. They were now presented by two or three people, while the chorus

Academic Definition and History of Emotional Intelligence

In 1985 Wayne Leon Payne, so a alumnus pupil at an alternate broad humanistic disciplines college in the USA, wrote a doctorial thesis which included the term â€Å" emotional intelligence † in the rubric. This seems to be the first academic usage of the term â€Å" emotional intelligence. † In following five old ages, no 1 else seems to hold used the term â€Å" emotional intelligence † in any academic documents. Then in 1990 the work of two American university professors, John Mayer and Peter Salovey, was published in two academic diary articles. Mayer, ( U. of New Hampshire ) , and Salovey ( Yale ) , were seeking to develop a manner of scientifically mensurating the difference between people ‘s ability in the country of emotions. They found that some people were better than others at things like placing their ain feelings, placing the feelings of others, and work outing jobs affecting emotional issues. The rubric of one of these documents was titled â€Å" Emotional Intelligence † . Since 1990 these professors have developed two trials to try to mensurate what they are naming our â€Å" emotional intelligence. † Because about all of their authorship has been done in the academic community, their names and their existent research findings are non widely known. Alternatively, the individual most normally associated with the term emotional intelligence is really a New York author and adviser named Daniel Goleman. In 1995 Goleman ‘s book came out under the rubric â€Å" Emotional Intelligence. † The book made it to the screen of Time Magazine in the USA and Goleman began looking on American telecasting shows such as Oprah Winfrey and Phil Donahue. He besides began a talking circuit to advance the book and the book became an international best marketer. It remained on the New York Times best-seller list for about one twelvemonth. In the book he collected, and frequently dramatized, a batch of information on the encephalon, emotions, and behaviour. On the Daniel Goleman page you can see notes and unfavorable judgments of the book. One thing Goleman has been criticized for is beliing what Salovey and Mayer meant by the term â€Å" emotional intelligence † . Annie Paul says Goleman â€Å" distorted their theoretical account in upseting ways. † John Mayer has been quoted as stating â€Å" Goleman has broadened the definition of emotional intelligence to such an extent that it no longer has any scientific significance or public-service corporation and is no longer a clear forecaster of result.Features of Emotional IntelligenceDaniel Goleman, an American psychologist, developed a model of five elements that define emotional intelligence: Self-Awareness: Peoples with high emotional intelligence are normally really self-conscious. They understand their emotions, and because of this, they do n't allow their feelings govern them. They ‘re confident – because they trust their intuition and do n't allow their emotions get out of control. They ‘re besides willing to take an honest expression at themselves. They know their strengths and failings, and they work on these countries so they can execute better. Many people believe that this self-awareness is the most of import portion of emotional intelligence. Self-Regulation: This is the ability to command emotions and urges. Peoples who self-regulate typically do n't let themselves to go excessively angry or covetous, and they do n't do unprompted, careless determinations. They think before they act. Features of self-regulation are thoughtfulness, comfort with alteration, unity, and the ability to state no. Motivation: Peoples with a high grade of emotional intelligence are normally motivated. They ‘re willing to postpone immediate consequences for long-run success. They ‘re extremely productive, love a challenge, and are really effectual in whatever they do. Empathy: This is possibly the second-most of import component of emotional intelligence. Empathy is the ability to place with and understand the wants, demands, and point of views of those around you. Peoples with empathy are good at acknowledging the feelings of others, even when those feelings may non be obvious. As a consequence, empathic people are normally first-class at pull offing relationships, hearing, and associating to others. They avoid pigeonholing and judging excessively rapidly, and they live their lives in a really unfastened, honorable manner. Social Skills: It ‘s normally easy to speak to and like people with good societal accomplishments, another mark of high emotional intelligence. Those with strong societal accomplishments are typically team participants. Rather than concentrate on their ain success foremost, they help others develop and reflect. They can pull off differences, are first-class communicators, and are Masterss at edifice and keeping relationships.Need of emotional intelligenceIt suggests that the footing for emotional intelligence is self awareness. This deals with how people perceive, appraise and show their ain emotions. And how they use emotions to ease and prioritize thought, using the emotions to help in opinion ( utilizing the information that emotions provide ) . In the workshop, we looked at labelling and apportioning their emotions to different parts of their organic structures, for illustration person said they got ‘butterflies in their tummy ‘ before they did a presentation. Other common emotions which have become associated with parts of the organic structure include a weightiness in the thorax, a ball in the pharynx and a weight on the shoulders. Bing able to separate between these many different emotions and feelings is a requirement for the other countries of EI. The 2nd demand is self direction which is about how people control their emotions instead than being at their caprice – utilizing feelings as a ‘resource ‘ . And we did a short exercising utilizing NLP ‘s resource anchoring to demo how participants could utilize an emotional province they had experience in one context and use it in another where it would be more utile than the province they usually experienced here. I think I managed to convert them that this is a ‘tool ‘ non a ‘trick ‘ , and like any other tools is n't per se good or bad but can be utile. The 3rd is societal consciousness – being tuned into others ‘ emotions, and the organizational clime. They key here is about being able to read other people and acquiring some external proof of this ability to be able to ticket melody it. We used a twosome of great trials which are freely available in the cyberspace: Simon Baron Cohen ‘s Reading the Mind in the Eyes quiz, and Paul Ekman ‘s Subtle Expression Training Tool and Micro Expression Training Tool. Fourth comes societal accomplishments, things like ‘visionary leading, influence, developing others, communicating, alteration contact action, struggle direction, constructing bonds, teamwork and coaction. But really unless people have good ego consciousness, self direction and societal consciousness, these societal accomplishments are improbable to hold much impact. Possibly the ground CEOs price reduction societal accomplishments is that they do n't see them bettering – and possibly the ground for this is that administrations have put excessively much focal point on societal accomplishments themselves, and non plenty on the other underpinning abilities.Equivalent at workForemans and leaders, in peculiar, need high EQ because they represent the organisation to the populace, they interact with the highest figure of people within and outside the organisation and they set the tone for employee morale, says Goleman. Leaderships with empathy are able to understand their employees? demands and supply them with constructive feedback, he says. Different occupations besides call for different types of emotional intelligence, Goleman says. For illustration, success in gross revenues requires the empathetic ability to estimate a client? s temper and the interpersonal accomplishment to make up one's mind when to flip a merchandise and when to maintain quiet. By comparing, success in painting or professional tennis requires a more single signifier of self-discipline and motive. And there are gender differences in emotional intelligence every bit good, says Stein. After administrating EQ appraisals to 4,500 work forces and 3,200 adult females, his organisation found that adult females score higher than work forces on steps of empathy and societal duty, but work forces outperform adult females on emphasis tolerance and assurance steps. In other words, says Stein, adult females and work forces are every bit as intelligent emotionally, but they? re strong in different countries.Importance of Emotional IntelligenceWhether we like it or non, our emotions are portion of what makes us human and they follow and influence us wherever we go – and that means they follow us to work. Effective direction of emotional intelligence is a strong forecaster of success in both our personal life and in the office. Research shows that the step of one ‘s emotional intelligence, frequently referred to as emotional quotient ( EQ ) , is twice every bit of import as tradi tional leading accomplishments for occupation public presentation in direction places. Those with high emotional intelligence are much more likely to present superior public presentation as compared to the norm participants, irrespective of industry. It is, possibly, slightly intuitive to understand that competences in EI affair for sales representative who depend on their ability to associate with and successfully connect and influence with others, but interestingly the informations for scientists and similar proficient professions besides points to EI as necessary for first-class public presentation – even more so than analytical thought. Goleman points out that the more complex the occupation, the more EI affairs. In complex functions, holding a high degree of analytical and proficient accomplishments are merely the threshold demand for people to execute aptly, intending these accomplishments are merely the entry point. A lack of EI hinders the usage of whatever threshold skills a individual may hold. Goleman adds, â€Å" In short, out-of-control emotions ca n do smart people stupid. † Emotional intelligence impacts many countries under the umbrella of organisational effectivity, such as in the countries of keeping and leading. Employee turnover rates can be really dearly-won to organisations and can deeply impact the bottom line. The top is that employees are more likely to remain with foremans who manage emotional intelligence. In other words, people do n't go forth occupations – they leave directors. Peoples with good foremans are four times less likely to go forth than are those with hapless foremans. EI is really of import in leading functions, as leaders need everyone to make their occupations every bit efficaciously as possible and this requires a high grade of interpersonal effectivity. Studies show that high EQ differentiates average from superior performing artists, which can be critical for leading places. The good intelligence is, unlike IQ, research surveies prove that emotional intelligence accomplishments can be taught and developed over clip. â€Å" Alternatively of being stuck with the manus they ‘d been cover, people can take stairss to heighten their emotional intelligence and do themselves more effectual in their work and personal lives. † More good intelligence is that most people ‘s EI increases with age and adulthood. For anyone who wants to further understand their emotional intelligence, EQ can be measured by a assortment of appraisals and development programs can be created to efficaciously assist better emotional intelligence and consequences.How to Better Your Emotional IntelligenceThe good intelligence is that emotional intelligence CAN be taught and developed. Many books and trials are available to assist you find your current EI, and place where you may necessitate to make some work. You can besides utilize these tips: Detect how you react to people. Do you hotfoot to judgment before you know all of the facts? Do you pigeonhole? Look candidly at how you think and interact with other people. Try to set yourself in their topographic point, and be more unfastened and accepting of their positions and demands. Look at your work environment. Make you seek attending for your achievements? Humility can be a fantastic quality, and it does n't intend that you ‘re diffident or lack assurance. When you pattern humbleness, you say that you know what you did, and you can be softly confident about it. Give others a opportunity to reflect – set the focal point on them, and do n't worry excessively much about acquiring congratulations for yourself. Make a self-evaluation. What are your failings? Are you willing to accept that you ‘re non perfect and that you could work on some countries to do yourself a better individual? Have the bravery to look at yourself candidly – it can alter your life. Analyze how you react to nerve-racking state of affairss. Do you go disquieted every clip there ‘s a hold or something does n't go on the manner you want? Do you fault others or go angry at them, even when it ‘s non their mistake? The ability to remain unagitated and in control in hard state of affairss is extremely valued – in the concern universe and outside it. Keep your emotions under control when things go incorrect. Take duty for your actions. If you hurt person ‘s feelings, apologise straight – do n't disregard what you did or avoid the individual. Peoples are normally more willing to forgive and bury if you make an honest effort to do things right. Examine how your actions will impact others – before you take those actions. If your determination will impact others, put yourself in their topographic point. How will they experience if you do this? Would you desire that experience? If you must take the action, how can you assist others cover with the effectsDecisionThe common denominator that all concerns portion is people, and assisting people work together better is an intuitively easy construct to understand. Since organisations are complex systems, emotional intelligence is non traveling to be the individual intercession to work out all jobs. That being said, those companies that make emotional intelligence a precedence and cascade this down to the group and single degree will hold a strategic advantage over those companies who ignore the human factor. A good first measure for a company interested in researching emotional intelligence further may be to perpetrate to making and prolonging an ambiance that values emotional intelligence, and to larn more about specifying an emotionally healthy organisation. Another positive measure is to further truth stating by explicitly and implicitly honoring reliable communicating, and conversely by doing it inappropriate for others who are non reliable and blunt. Further, you may see increasing your group ‘s self-awareness by a assortment of appraisal options. These could include a current province appraisal affecting leading, stakeholder and squad members, a measuring of morale utilizing the Organization Culture Surveya„? , or an appraisal of single emotional intelligence