Saturday, December 28, 2019

The Use of Mobs in “a Tale of Two Cities” - 1493 Words

The nature of mobs is a significant theme in â€Å"A Tale of Two Cities.† In both the movie and the book, mobs are portrayed as powerful. Mobs are made up of many people with the same thoughts and motives. Mobs can also be very destructive for that same reason. Dickens uses the mob mentality to depict the bloody horror and the ultimate success of the French Revolution. In the book, Dickens portrays the people as having the hatred necessary for mob violence. Immediately, the book shows us an example how such hatred was created. When a youth’s hands were chopped off, â€Å"tongue torn out with pincers† and â€Å"his body burned alive† it shows the violence and torture that led to the French revolution. The youth represents the weak in French society†¦show more content†¦He describes the women as a sight to chill the boldest as they â€Å"lashed into blind frenzy, whirled about, striking and tearing at their own friends until they dropped into a p assionate swoon.† Madame Defarge’s behavior is especially disturbing, for she is the one woman who seems to remain calm. She watches Foulon silently and composedly beg for mercy. Her behavior portrays her as heartless, and shows her potential for cruelty, preparing us for her ruthlessness at Darnay’s trial. However, this scene is not included in the movie. In the book, at the first trial Charles Darnay is tried and proven innocent, and the mob cheers him and praises the justice of the ruling. Yet later at the second trial when he is proven guilty, the crowd roars with delight and wants to see him die. As Dickens says, â€Å"A life-thirsting, cannibal-looking, bloody-minded juryman, gave great satisfaction to the spectators† . The crowd had no true reason to dislike Darnay, and their only reason is because they wants more blood. When one is in a mob, he does not care about the person who is being killed, but he only wants to see blood. Similar to people lo sing their identity when they become part of the mob, the change of the crowds mood at Darnay’s trials shows how members of the mob can lose the sense of compassion as well. In the movie, when Charles Darney is arrested for the second time and put on trial in France he is tried andShow MoreRelatedInterpreting the French Revolution Tale of Two Cities by Charles Dickens825 Words   |  3 Pagesnovel A Tale of Two Cities, the author Charles Dickens explains to us, the readers, how he interpreted the French Revolution including his thoughts and concerns for the time period. This period is referring to the 18th century when the uprisings began. In this violence, groups of people were brought together to stir up havoc among the cities. Charles uses the common parallels of the two cities to bring them together as one. By using his paradoxes just as he started the story, he brings two placesRead MoreTale Of Two Cities Violence Analysis1287 Words   |  6 PagesThe Remorseless Sea: Mindless Violence in A Tale of Two Cities In the sociopolitical novel, A Tale of Two Cities, Charles Dickens analyzes the events of one of the bloodiest revolutions in history, the French Revolution, characterized by its violence after no less than 40,000 people were sentenced to death. The violence of the uprising puts irreversible change into motion, helping to bring greater equality between French citizens as a result of the upheaval, and causing political changes that affectRead More A Tale of Two Cities - Breaking Gender Stereotypes and Stereotyping854 Words   |  4 Pages nbsp;Breaking Gender Stereotypes in A Tale of Two Cities nbsp; The men and the women of A Tale of Two Cites are violent, loving, cowardly, brave, and ruthless.nbsp; Some people are weak and spoiled, while others are badly treated and vindictive.nbsp; Many contrasts between men and women can be found within this story.nbsp;nbsp; nbsp; nbsp;nbsp;nbsp;nbsp; A Tale of Two Cities clearly portrays very distinct divisions in the behavior of men.nbsp; The aristocrats, or upperclassmenRead MoreTale Of Two Cities Literary Analysis Essay982 Words   |  4 Pagesis pitch black out, there will always be some light. A Tale of Two Cities, by Charles Dickens, is comprised of three books which scream out Dickens’s logic and purpose behind these books. From the opening lines of the book to Sydney Carton’s sacrifice at the end of the book, at the turn of every page Dickens engages the reader to read more and to figure out how all the pieces fit together. Dickens helps by creating parallels to the two cities, Paris and London, characters, and many other key ideasRead MoreThe Use of Language in A Tale of Two Cities Essay1814 Words   |  8 PagesReferring closely to the Referring closely to the use of language, show how Charles Dickens examines the tragic consequences of unruly behaviour in Chapter Twenty One of ‘A Tale of Two Cities’. How does he bring out the dramatic tension? ‘A Tale of Two Cities’ set partly in the Saint Antoine region in the midst of the deadly and brutal French Revolution and partly in the dull and monotonous Restoration Period in England seems to be tale of warning and of social justice. Dickens, born inRead More Resurrection in A Tale of Two Cities Essay1211 Words   |  5 PagesResurrection in A Tale of Two Cities      Ã‚   Resurrection is a powerful theme found throughout the plot of A Tale of Two Cities.   Many of the characters in the novel are involved with the intertwining themes of love, redemption, and good versus evil.   The theme of resurrection involves certain aspects of all of these themes and brings the story together.      Ã‚  Ã‚  Ã‚  Ã‚   Dr. Manette is the first person to experience resurrection in A Tale of Two Cities.   He is taken awayRead MoreDickenss Views of the French Revolution Essay680 Words   |  3 PagesSow the same seed of rapacious license and oppression ever again, and it will surely yield the same fruit according to its kind. (385) This quote from Charles Dickens A Tale of Two Cities illustrates Dickens bias for the revolting class during the French Revolution. In the book, however, Dickens does vilify the violence that is inherent in this Revolution. He also puts his own slant on the way the Revolution occurs and who leads it. This bias could be attributed to who he was and who his audienceRead MoreThe Heart of the Revolution Essay1647 Words   |  7 Pagesthe epoch of belief, it was the epoch of incredulity, it was the season of Light, it was the season of Darkness, it was the spring of hope, it was the winter of despair† (Dickens 3). The duality of the revolution is presented in the novel, A Tale of Two Cities by Charles Dickens, it shows the true n ature of the French Revolution and its powerful impact over the citizens, as Lucie and her beloved husband, Charles Darnay, get torn apart by the uprising revolutionaries that only see with vengeance inRead MoreA Tale Of Two Cities By Charles Dickens1413 Words   |  6 Pages The Use of Opposites â€Å"What good is the warmth of summer, without the cold of winter to give it sweetness†. These were the wise words of John Steinbeck. In order for one to understand how good or bad something really is, one must first experience its exact opposite. In A Tale of Two Cities, the author Charles Dickens uses the device of opposite for similar reasons. A Tale of Two Cities follows the lives of Sydney Carton, Madame Defarge, Lucie Manette, Lucie Manette’s husband, Charles Darnay, andRead MoreA Tale Of Two Cities By Charles Dickens1426 Words   |  6 Pagesnovel, A Tale of Two Cities, while exhibiting his keen ability to leave hints for the readers, allowing them to predict upcoming events in his skillfully fashioned plot. Dickens utilizes vivid imagery to construct menacing settings. He presents his characters as impulsive to indicate the possibility of their future cruelty and relentlessness. He describes Sydney Carton’s love for Lucie Manette in such depth as to ex plain Carton’s readiness to abandon his own life for the sake of hers. In A Tale of Two

Friday, December 20, 2019

Personality Analysis Shrek Essay - 1715 Words

Jennifer Huynh Psych 210 - 03: Personality Steve Millman November 30 Personality Analysis Paper Personality can be evaluated in many different kind of psychological approaches which includes trait, biological, learning, humanistic, and psychoanalytic. These approaches or theories helps us assess and explain one s personality. Being able to understand one s personality through different perspectives is important because it affects how we think and behave towards others. In the movie Shrek (2001), viewers are introduced to four main characters who all contrast in personalities. Various psychological approaches can be applied to any of these characters, but in this paper, the characters Shrek and Fiona will be analyzed through the humanistic theory and psychoanalytic theory, respectively. According to David C Funder - The Personality Puzzle, â€Å"humanistic psychology is based on the premise that to understand a person you must understand her unique view of reality. It focuses on phenomenology, which comprises everything a person hears, feels, and thinks, and which is at the cen ter of her humanity and may even be the basis of free will†. Basically the humanistic perspective looks at our construals, how we experience the world and how we view it. Everyone s construals are different. The humanistic approach considers the basic human needs and its importance in fulfilling one s happiness. It emphasizes that all human race share similar needs despite cultural differences.Show MoreRelatedEssay on Analysis of Gender Representations in the Movie Shrek2565 Words   |  11 PagesAnalysis of Gender Representations in the Movie Shrek Shrek is a movie that is very different from any movies that one could see so far. It is a computer-animated American comedy film, directed by Andrew Adamson and Vicky Jenson, and starring the voices of Mike Myers, Eddie Murphy, Cameron Diaz, and John Lithgow. It was based on William Steigs 1990 fairy tale picture book Shrek!, and was produced by DreamWorks Animation. Clearly displaying its difference, Shrek was the first film to win an AcademyRead MoreLeasership of Mao Zedong3287 Words   |  14 Pagesin hospitality†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦14 Conclusion†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦14 ABSTRAC Mao Zedong is a legend in China, his ideology was studied by thousands of experts. He has very strong personality, so how can hospitality managers learn something from it? In this paper, there will be a brief analysis of Mao’s leadership. Mao’s traits include assertive, initiative, long-vision and social conception. His majority leadership behaviors are charisma and directive. IntroductionRead MoreLeasership of Mao Zedong3279 Words   |  14 Pageshospitality†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦14 Conclusion†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦14 ABSTRAC Mao Zedong is a legend in China, his ideology was studied by thousands of experts. He has very strong personality, so how can hospitality managers learn something from it? In this paper, there will be a brief analysis of Mao’s leadership. Mao’s traits include assertive, initiative, long-vision and social conception. His majority leadership behaviors are charisma and directive. Read MoreMonsanto: Better Living Through Genetic Engineering96204 Words   |  385 Pages441 441 CASE STUDIES A summary of the case analysis I N T R O D U C T I O N Preparing an effective case analysis: The full story Hearing with the aid of implanted technology: The case of Cochlearâ„ ¢ – an Australian C A S E O N E high-technology leader Delta Faucet: Global entrepreneurship in an emerging market C A S E T W O DaimlerChrysler: Corporate governance dynamics in a global company C A S E T H R E E Gunns and the greens: Governance issues in Tasmania C A S E F O U R Succeeding in the

Thursday, December 12, 2019

Audience enjoyed watching the play Essay Example For Students

Audience enjoyed watching the play Essay In my first scene with Duncan we had to act like teenagers, which wasnt too difficult seeing as we are teenagers. As Linda I was a lot more confident and knew what I wanted, whereas Mickey seemed very shy and not quite sure how to act around girls. So I used very flirty movements, for example when Mickey went and sat on the wall, I went and sat very close and kept close even when he tried to move away or change the subject. In my second scene with Duncan I had to be a lot more forceful and threatening. I still maintained my strong nature. Every time Duncan tried to overpower me or grab hold of my arm I would immediately throw him off. This showed that even though I may have looked scared, I was still strong and confident and would not let him get to me. We will write a custom essay on Audience enjoyed watching the play specifically for you for only $16.38 $13.9/page Order now As Mickey was quiet during his teenage years, he had to stand quite far away from me, and not get too close. This would show the audience that he was scared of confrontation with members of the opposite sex, and was actually quite shy. I had to show that I was the complete opposite and always get very close to Mickey looking him straight in the eyes whilst talking to him, this showed that I wasnt scared of the confrontation and liked Mickey. In my first scene a lot of it was walking around, but there was some sitting as well. We didnt need that many props because the scene was set outside. We didnt want half of the scene to just be sat down though, because this would get rather boring for the audience. To remedy this we made Linda get up when Mickey started talking about the boy in the window, so she could wander round the field. In our second scene in the house, there was lots of movement. Mickey was walking around the kitchen looking for the tablets, and so Linda was just sat there watching we had her trying to stop him, following him and trying to reason with him. The only props we needed for our first scene was a stile. We added a bench so the stage didnt seem completely empty. In our second scene we had to have kitchen props. I had to be getting Mickeys lunch ready, so I had to have a lunch box, I also had to be hiding his tablets. These props helped with the scene because Mickey could show his anger by throwing the box and demanding the tablets that I had. The costume in the first scene was very important. We had to show that Linda was a bit common. She had to wear a very short skirt, high heel shoes and a tight shirt. We had both come from school so Mickey had to have on his plain black trousers and shirt. He also had a cap on, this was to contrast with the scene he had done as Eddie. Wearing my costume changed the way I acted around Mickey because it enabled me to be a lot flirtier than I otherwise would have been. In the second scene Linda and Mickey were a lot older and now had a child. We had to show this in the way they both dressed. There wasnt time for a full costume change because the scenes were one after another. I pulled my skirt down so it was knee length and put on a jumper over my shirt. This enabled me to act differently again; I was able to move around a lot more because the skirt wasnt as short. Our costumes didnt really need any research because they were set in the 80s, so it wasnt too difficult to get the right costume. In the first scene Linda had to have very dark eyeliner and big eye shadow, to represent the young makeup, and also lots of lipstick. During the very quick scene change I wiped off some of the eye shadow and lipstick, so it didnt look as adolescent. .u0ea2f7091ecdae255b2fbcd1c484a1ad , .u0ea2f7091ecdae255b2fbcd1c484a1ad .postImageUrl , .u0ea2f7091ecdae255b2fbcd1c484a1ad .centered-text-area { min-height: 80px; position: relative; } .u0ea2f7091ecdae255b2fbcd1c484a1ad , .u0ea2f7091ecdae255b2fbcd1c484a1ad:hover , .u0ea2f7091ecdae255b2fbcd1c484a1ad:visited , .u0ea2f7091ecdae255b2fbcd1c484a1ad:active { border:0!important; } .u0ea2f7091ecdae255b2fbcd1c484a1ad .clearfix:after { content: ""; display: table; clear: both; } .u0ea2f7091ecdae255b2fbcd1c484a1ad { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u0ea2f7091ecdae255b2fbcd1c484a1ad:active , .u0ea2f7091ecdae255b2fbcd1c484a1ad:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u0ea2f7091ecdae255b2fbcd1c484a1ad .centered-text-area { width: 100%; position: relative ; } .u0ea2f7091ecdae255b2fbcd1c484a1ad .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u0ea2f7091ecdae255b2fbcd1c484a1ad .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u0ea2f7091ecdae255b2fbcd1c484a1ad .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u0ea2f7091ecdae255b2fbcd1c484a1ad:hover .ctaButton { background-color: #34495E!important; } .u0ea2f7091ecdae255b2fbcd1c484a1ad .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u0ea2f7091ecdae255b2fbcd1c484a1ad .u0ea2f7091ecdae255b2fbcd1c484a1ad-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u0ea2f7091ecdae255b2fbcd1c484a1ad:after { content: ""; display: block; clear: both; } READ: Play of social criticism EssayFor the first scene, which was set outside, we needed quite a warm bright lighting. We had to change for our next scene, which was in a kitchen, so we didnt need the lighting to be as bright or forceful as outside.  We didnt have that many problems that arose during our rehearsal. Linda had to get her foot stuck in something. We felt that it would be more realistic if she were to get her foot stuck in some kind of stile, so we used a chair in which she could get her foot stuck in, a bit like a stile. This enabled Linda to hold her arms outstretched and get Mickey to help pull her out. It seemed a lot more realistic than getting her foot stuc k in the grass. We also had a problem, that my skirt was that short if we sat down, as if to sit on the grass the whole audience would be able to see up my skirt, but it was that length for a reason, so we had to keep it. We put two chairs up, like a bench for us to sit on. During our second scene we didnt have any difficulties. When we started to rehearse, we had great difficulty in getting the whole group together, there was always one person missing, this was due to illness. Luckily towards the end of our rehearsing time, everyone was back to normal and fit and healthy. I was very pleased with the final performance. We all did really well. We were all really nervous before we went on stage. Some of our group had never performed on stage in front of an audience before; I luckily had, so I wasnt too worried. The audience picked up with the humour of the first scene. Because we were acting people of our own age the audience could identify, and found it very funny! I kept the accent going all the way through my scenes, but remembered not to talk too fast. At one point Duncan and I got our lines in the wrong order, but we managed to carry on and didnt lose the scene. I felt that we could have had more movements in the scenes, like we had done in rehearsals, but we seemed to stay in one place and hadnt use the full space on stage.  Altogether I felt that the performance went very well on the night, and that the audience enjoyed watching the play.

Wednesday, December 4, 2019

Self esteem Essay Example For Students

Self esteem Essay Running Head: ATHLETES Self esteem Essay VS. NON-ATHLETES SELF ESTEEM Self Esteem in Athletes Compared to Non-athletes The correlation of playing competitive sports at college level and self esteem are measured. Subjects were given the Barksdale self esteem questionnaire to fill out and levels of self esteem are measured by scores out of one hundred. The subjects are then separated into categories determined by gender and whether they played sports at the college level. The results indicated that the elite athletes have a higher self esteem than non athletes. The survey also revealed that women have a slightly higher self esteem than men. These findings agree with our hypothesis that athletes will have a higher level of self esteem than non athletes will. Self Esteem in Athletes Compared to Non-Athletes Self esteem is defined as the esteem or good opinion of ones self; Vanity( Patterson p.201). It is Defined by The New Websters Dictionary as ones evaluation of ones worth as a person based on an assessment of the qualities that make up the self-concept ( Shaffer G-9). Every one has known someone with fantastically high self esteem and someone with extremely low self esteem. It always seems to be the football captain or head cheer leader with high self esteem and the geeky computer nerd with the low self esteem. This research has set out to prove or disprove this theory. This paper will discuss in detail the method used to collect the information, the results, and the summary and conclusions of the research. It is our hypothesis that athletes will score higher on the questionnaire than non-athletes. Self esteem, as stated earlier, is a very popular term which seems to be studied a lot. In reviewing many journal articles on the topic it was found that, indeed their was a lot of research on self esteem but not research in the area of athletics and self esteem. The research that we chose to take a closer look at that directly linked to our research was a journal in the journal of college student development called; A comparison of college athletic participants and non-participants on self esteem. As well as looking at that research we also referred to the Encyclopaedia of human intelligence and an interesting article about exercise and cognitive functioning. The purpose of this research then is to find out of levels of self esteem differ in athletes and non athletes. The hypothesis drawn was that athletes would prove to have a higher overall average of self esteem when compared to non athletes. The null hypothesis is that their will be no difference between the two groups. Goals of this research are to satisfy some curiosity in the area and maybe dispel of some long reaching stereo types. It was decided that the goal would best be reached through a questionnaire given to people to fill out that would evaluate their self esteem. After going through many the Baarksdale self esteem evaluation no.69 , it was decided on as being the most thorough and the one most pertaining to he research. Some questions at the end were added asking for age, sex, and whether or not they play competitive sports. These questions were added so we could separate them onto the respective categories: athlete/non athlete. Our control group would be the group that does not play on a sports team. The athletes would be compared to them. The questionaries were handed out randomly. The people in our control group were selected randomly from the public. We simply found people and asked them to complete the self esteem survey. The athletes were not selected randomly. We chose to use our resources as current athletes. Digital Signature Essayreduces our self-esteem. Thus people often experience a negative mood state when placed in front of a mirror (Hass Eisenstadt, 1990). In fact, the more self-absorbed people are in general, the more likely they are to suffer from alcoholism, depression, anxiety, and other clinical disorders (Ingram, 1990). Self-awareness theory: The theory that self-focused attention leads people to notice self-discrepancies, thereby motivating either an escape from self-awareness or a change in behaviour (Duval, Wicklund, 1973). In summary, the relatively unusual state of self-awareness may occur when self-focus makes us aware of ourselves as objects of perception. This typically leads us to self-discrepancies between the self and some standard, which in turn has self-esteem and motivational .

Thursday, November 28, 2019

Wilkerson Case Solutions Essay Example

Wilkerson Case Solutions Paper I _ Describe in words how costs are assigned in the Willpowers current costing system. Discuss the pros and cons of this system. Wilkinson uses a simple traditional cost accounting system in which each unit of product is charged for direct material, direct labor and overhead COStS_ Material cost is based on the prices paid for component under annual purchasing agreements. Labor cost is charged to products based on the standard run times for each product. Labor rates, including fringe benefits, were $25 per hour. The overhead costs are allocated to products as a percentage f production-run direct labor cost. Currently, the overhead rate is 300% of production-run direct labor cost. The current cost accounting system is consistent with traditional costing system required for external financial reporting. Traditional costing is attractive to financial reporting because it better matches costs with revenues, All manufacturing costs are assigned to products in order to property match the costs of producing units of product with their revenues when they are sold. Financial reporting standards explicitly require companies to use traditional costing for external reporting purposes. However, traditional cost accounting methods suffer from several defects that can result in distorted costs for decision-making purposes. All manufacturing costs, even those that are not caused by any specific product, are allocated to products. Manufacturing costs that are caused by products are not assigned to products. Additionally, traditional methods tend to place too much reliance on unit-level allocation bases such as direct labor and machine-hours. This results in overcastting high-volume products and undercoating low-volume products and an lead to mistakes when making decisions. We will write a custom essay sample on Wilkerson Case Solutions specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Wilkerson Case Solutions specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Wilkerson Case Solutions specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Compute Activity-Based Costing product costs using 1) actual cost driver rates, and 2) capacity-based cost driver rates. Which of these approaches is appropriate for Wilkinson and why? From the results of Activity Based Costing and Capacity based costing methods, we see that Wilkinson shows a lower cost based from the BBC method. It is more appropriate for Wilkinson to use the BBC method since it shows a more realistic per unit cost based on different level of activities. This may allow them to find says to be more competitive on product pricing in the market. . What managerial actions are indicated by the activity based costing system? Prom the activity based costing system the management will be able to see the products cost structure and be able identify activities that would benefit from process improvements. When used in this way, activity-based costing is referred to as activity-based management. Management can focus on which activities to eliminate waste, decrease processing time, and/or reduce defects. The first Step in any improvement program is for the management to decide hat to improve. The products cost computed in activity-based costing can provide valuable clues concerning where there is waste and opportunity for improvement. For example, looking at the Pumps and Flow Controller, managers at Wilkinson may conclude that the company spends far more on receiving and production control, and packaging and shipping activities that adds no value to the products. As a consequence, they may target their process improvement efforts toward these areas. Improvements on these areas could enable the company to gain competitive edge on pricing these products. Describe the additional accounting effort that Wilkinson would need to do to on a regular monthly basis in order to obtain the information shown in Exhibit 4 Estimate the cost to this additional accounting. To continue to obtain the information shown in Exhibit 4 on a regular monthly basis would require much more effort from the Wilkinson accounting team. Similar to what was already done, Wilkinson will need to run a small task force on a monthly basis so that data concerning numerous activity measures are collected, checked, and entered into the system. This Avail be necessary to appropriately allocate various overhead costs to individual products instead of traditionally treating overhead as a period cost. Although the activity based costing method can provide more accurate information about individual product or services, the organization should expect to hue increased costs due to additional research efforts to collect and appropriately allocate overhead costs. We estimate that the additional effort associated With activity based costing system can increase accounting cost by approximately 25%.

Sunday, November 24, 2019

My Mom Goes Back to School for Nonprofit Management Essays

My Mom Goes Back to School for Nonprofit Management Essays My Mom Goes Back to School for Nonprofit Management Essay My Mom Goes Back to School for Nonprofit Management Essay As far back as I can remember my mother has always worked at some level of nonprofit. This was not a career that she set out to do necessarily. In fact when I was very small she was a dental hygienist. But I guess this field didn’t really appeal to her in the long term and as her kids grew she was freer to explore other industries where the hours may not have been conducive to her life of getting kids on and off the bus. She started working as a secretary in one nonprofit and has worked for many organizations since then – working her way up the ladder into fundraising and even nonprofit management. Now that she’s reached a certain level, however, regardless of her work experience, she has hit a salary ceiling because she does not have her degree. Not one to let something like this stop her from getting what she wants, my mother – at the age of 61 – simply decided that she would go back to school. I was worried and couldn’t imagine her running around between classes and work and trying to juggle studying and homework on top of it all. She would run herself ragged and I wasn’t even sure she would be able to make it work with the schedule as it was. But as usual my mother was right and I was wrong. She had no intention of returning to the classroom and no intention of commuting to and from campus. Not at all. Instead she had explored the possibility of getting an online nonprofit management degree through a reputable online school. This seemed the perfect solution to me. My mom could pursue her degree in nonprofit management from the comfort and convenience of her home and not have to sacrifice her career. When will I learn that mother always knows best?

Thursday, November 21, 2019

A nutritional disease of childhood associated with a maize diet Essay

A nutritional disease of childhood associated with a maize diet - Essay Example actor related to a dietary deficiency, perhaps a form of protein malnutrition, on account of a lack of some amino acids in the diet of the affected children which was entirely based on inadequate breast milk supplemented by a maize preparation. Despite certain similarities in the symptoms of the described syndrome and pellagra, Williams was quite certain that the disease was not pellagra or beri-beri. In this paper a new disease has been meticulously described with detailed information provided about the familial circumstances and dietary habits of the suffering children. However, as the author herself states, it was â€Å"impossible to conduct a scientific investigation into the cause, or to make any controlled experiments into the nature of the cure† (p.432). As a Woman Medical Officer in charge of maternal and child health in the British colony of Gold Coast, Williams’ job was â€Å"to hand out advice in clinics and treat acutely ill infants in the hospital, but she rapidly established the need for comprehensive medical services to sick infants, and in addition conducted clinical research† (Stanton, 2001, p 149). The disease, subsequently named by Williams as kwashiorkor, meaning ‘disease of the deposed child’ in the native Ga language, is now well-defined although the â€Å"descriptions and interpretations of kwashiorkor have changed over ti me† (Stanton, 2001, p 151). Kwashiorkor has come to be recognised as a form of malnutrition caused by inadequate protein intake in the presence of fair to good energy (total calories) intake (Van Voorhees, 2006). Fuchs (2005) describes protein caloric malnutrition as the most deadly form of malnutrition. According to the World Health Organisation (WHO), it is the primary or associated cause of nearly 30000 deaths of children under five each day (2000). The aetiology of kwashiorkor as understood today is clearly multifactorial and includes poverty or food insecurity, inadequate weaning and other feeding practices, and

Wednesday, November 20, 2019

The Air Pollution Problems in Beijing Essay Example | Topics and Well Written Essays - 3250 words

The Air Pollution Problems in Beijing - Essay Example Most of the sulfur dioxide emitted into the air resulted from coal combustion, which formed a fundamental part of the energy suppliers in China. In the 1990s, the problem worsened because of the increase in the number of vehicles on Chinese roads. Beijing recorded a massive rise from 0.5 million in 1990 to over 5 million cars in 2012. Chinese cars emit more pollutants than most cars in other developed countries because the low standards of automobile emissions in the country. It is worthwhile mentioning that the current state of air pollution in Beijing and many other Chinese cities is a result of rapid industrialization and increase in the numbers of automobiles on the road. In the previous ten years, Beijing has been trying to put in efforts to improve the quality of its air. The efforts have been able to bring out some positive impacts though at a minimal rate. The rapid developments in the economy, advancements in motorization and increasing industrialization have contributed immensely to the air pollution. In the previous decades, Beijing has suffered from various sources of air pollution. Among these sources are; coal combustion, exhaust from vehicles, and fugitive dust. The pollution is distinctively characterized by the enormous levels of pollutants from coal burning. These pollutants are the sulfur dioxide (SO2), particulate matter (PM), and the photochemical products like ozone (Leitte, Schlink and Franck 125). Beijing, Chinas capital city is an international metropolis with a current population estimate of million. Air pollution is an important and mutual concern for all urban residents in many big cities worldwide. Particulate matter (PM) remains to be the air pollutant with the greatest adverse health effects on people. PM10 and PM2.5 are the primary particulate matter pollutants. Particulate matter consists of particles with aerodynamic diameters

Monday, November 18, 2019

IT Professional Responsibilities toward the Society Essay

IT Professional Responsibilities toward the Society - Essay Example Nevertheless, metadata can be dangerous if the document gets passed on to others electronically. This can happen, for instance, during the submission of an electronic document into a court, distribution of the documents among the adverse groups, or during the document’s circulation to the opposing counsel during negotiations. â€Å"The document’s metadata may contain hidden information that the sender would not want to share with the recipients, such as comments on revisions or the time and by whom the comments were made† (Day et al., 2008, p. 12). Computing professionals assume this responsibility to be very careful in their handling of the metadata for their own safety, safety of their coworkers, and of the whole society. The responsibilities of the computing professionals extend beyond compliance with the policies and goals of their company to include the interests of the society at large. â€Å"Lack of security awareness and training, operating system design and security, open source issues, design complexity and multiple layer approach are some of the current issues with ICT† (Beqiri, n.d.). Computing professionals need to have a firm hold over all these areas to secure the information whose leakage may put the future of the society in the hands of the enemies. The responsibility of computing professionals toward members of their profession and the society translates into the broader area of business ethics. Over the passage of time, organizations have become quite experienced and informed about the delicate nature of information technology issues. This has brought a change in the employers’ attitude toward what skills they want in the information technology professionals. â€Å"When employers of newly qualified information systems professionals are asked what it is they would most like them to know, the answer is very rarely

Friday, November 15, 2019

The Child Protection Process

The Child Protection Process The following are the skills needed in order to work with parents and with the family as a whole: ability to work in partnership with parents; ability to be honest and open even when the information you have to share is unpleasant or painful; ability to communicate with adults; ability to negotiate; ability to provide counselling, warmth, empathy, understanding; ability to tolerate peoples pain and anger; ability to work effectively with groups. Two skills will be explained further. Starting with the ability to provide empathic understanding, this relies on the ability of the worker to imagine what the service user may be experiencing, relating it to his/hers experience. Empathy also draws on the ability of the worker to be an active listener. As for the ability to be honest, it is known that some parents are not always honest with social workers, particularly when there are issues of abuse (Department of Health, 1991a; Reder et al; 1993), but it is important for social workers to honest in all dealings with parents. Sometimes this is difficult particularly when sharing difficult decisions with the parents, such as the decision to hold a child protection conference. The process of child protection work is set out in the Working Together guidance (HM Government, 2006a), which is to be followed in conjunction with the Assessment Framework and any local procedures and protocols. Under s47 of the Children Act 1989, local authorities have a duty to make enquiries when there is reason to believe that a child is suffering or is likely to suffer, significant harm In the case of Bethany where a section 47 enquiry is being considered, a strategy meeting should be held immediately, involving social workers, police, and any other relevant personnel such as referring professionals or when necessary those with medical or legal expertise. Apart from sharing information, the principle focus of the strategy meeting is on planning. This might include coordinating with the enquiry with any criminal investigation, dealing with any immediate issues of safety, deciding what information may be shared with parents and whether any medical examination are required. When a childs name is placed on the child protection register, the conference will appoint a lead professional (usually a local authority social worker) and a core group, comprising family members and relevant professionals who have the responsibility for developing and implementing the child protection plan. This plan will be reviewed at further conferences, initially within three months and six months thereafter. Depending on the degree of risk reduction, these subsequent meetings may decide to remove the childs name from the register. Research on core groups has identified challenges very similar to those facing conferences, especially in ensuring meaningful participation (Harlow and Shardlow, 2006.) From their study of a hundred and twenty conferences, Farmer and Owen (1995) argued that the dominant focus was on assessing risk, with minimal time devoted to planning and little subsequent reappraisal. They expressed concern that plans often failed to offer therapeutic help to children or to address the needs of parents (including women subjected to domestic violence). More recent research has suggested that, although practical and therapeutic services are generally appreciated by parents, they are often not forthcoming (CSCI, 2006). In this respect, Scourfield and Welsh (2003) argue that child protection work is dominated by a neo-liberal emphasis on monitoring and exhorting parents to change or face losing their children. Despite these difficulties, and re-abuse rates of 25-30%, studies in 1990s found that in roughly two thirds of cases, childrens wellbeing improved while on the child protection register (DH, 1995). Failures of communication and co-ordination between professionals have been a recurring theme in child maltreatment scandals, but eliminating them has proved a daunting challenge. One major concern has been to strike a balance between spreading responsibility for child protection as widely as possible while ensuring there are clear lines of accountability. For example, there have been moves to make child protection everyones business (Scottish Executive,2002; HM Government,2006b). In England and Wales, s11 of theChildren Act 2004 and s175 of the Education Act 2002 created a general duty for a range of public bodies to safeguard and promote the welfare of children. Working Together (HM Government, 2006a: 39-73) sets out various requirements for organisations to nominate key professionals to co-ordinate child protection work at their particular level (Murphy,2004), while the Children Act 2004, s12, creates a duty on professionals to notify any cause for concern to the information-sharing index. Training, especially on an inter-professional basis, has also been recognised as crucial to facilitating communication and co-ordination (Glennie,2007). Yet, despite the many positive developments in relation to co-ordination, the challenges remain significant (Murphy,2004). Different professional roles and training generate particular ways of seeing in respect of assessment and these are likely to be reinforced by agency cultures (Birchall and Hallett,1995). In practice, this often means different thresholds for assessing significant harm and consequent tensions when these views are not shared by others (Stanley et al;2003). Duties to co-operate have co-existed with increasing pressures on individual professionals and agencies and unsurprisingly, it has often proved difficult to engage those for whom child protection is not regarded as part of their core business (Francis et al; 2006). Responsibilities have thus tended to remain with social workers, with some evidence that other professionals may seek to avoid involvement in child protection work (Harlow and Shardlow, 2006). Inter-professional relationships are also affected by issu es of power and status and may be based on generalised or even stereotypical views of others. In relation to communication, there are two related challenges to be faced. The first is that confidentiality, which has both interpersonal and professional dimensions. Thus, individual practitioners must address issues of confidentiality in light of their relationship with service users, but professional cultures and agency rules will also shape what information must (not) be kept confidential. A second, broader challenge is to decide from the massive volume of information gleaned which items are to be exchanged, with whom, and in what form, something that ultimately relies on professional judgement but is also influenced by inter personal processes (Reder and Duncan, 2003). Finally, it should be recognised that all the above challenges can be exacerbated by staff turnover and by agency reorganisations. Reflecting the growing concern not only that resources were directed more to child protection services than to preventive and support services but also that there were weaknesses at strategic and operational levels about how professionals jointly supported children and their families, the government established requirements for inter-agency collaboration in the 2004 Children Act. Under sections 10 and 11 of this Act, the Director of Childrens Services is accountable for collaborative partnerships across agencies involved with the wellbeing of children to assist professionals to coordinate services focused on prevention and early intervention and, where appropriate, to plan and develop joint services. In March 2007, the government published a review of family policy resulting from an extensive consultation with providers of services, young people and parents to lay the foundation for government spending over a three-year cycle from 2008 (HM Treasury and DFES, 2007). As part of the Every Child Matters agenda, the government is aiming to address the imbalance in the allocation of resources between prevention services and protection services and also to develop a more effective multidisciplinary framework of professional skills to enhance the effectiveness of prevention services. Two broad aims are to develop the resilience of children to adverse factors in their family and social circumstances and also to address the needs of families caught in a cycle of low attainment. The goal is to increase the provision of preventive services but where necessary to require resistant families to use the services by setting consequences for parents through forms of Anti-Social Behaviour Orders and Parenting Orders. The intention is to enable local authorities to use additional funding flexibly to develop services provided either directly by the local authority or through multidisciplinary settings such as extended school services or childrens centres for younger children. The policy review commissioned four areas of sub-review: developing preventive approaches, children and families at risk through low attainment; needs of disabled children; needs of young people. These policy aims will inform not only funding streams to local authorities, child health and education but also expectations about workforce skills developments (www.hm-treasury.gov.uk) Families say that they value the social worker who helps them find their solutions to family problems. This approach takes into account service users anxieties about sharing family information with professionals and harnesses the familys strengths to build self-confidence and more sustained solutions. The whole family approach, family focused and child centred is central to working with children and their families in a multi-agency setting. Social workers bring a broad knowledge and skills base and are able to move beyond functions into solutions. They need to influence those other agencies surrounding the child to adopt a more collaborative strength-based approach. An approach that respects the family but does not condone the behaviour towards the child or the childs behaviour is likely to enable the family to respond to early intervention and to take up services offered rather than being driven to use the services by compulsion. However, social workers cannot at times avoid compulsion, through either a child protection plan or court proceedings. Families need to know what sanctions may follow if there are serious concerns about a child that they do not address. Communication about options and consequences from the outset of intervention is central to good practice. Such clear communication is also needed for other agencies that may be involved. Families and children should not need to repeatedly share with professionals from different settings the difficulties they are experiencing. A key skill social workers bring to their practice is the capacity to understand the issues from the familys standpoint. Social workers need to take into account the impact of poverty, social marginalisation, discrimination and poor health on parenting capacity and childrens development. Social workers are the bridge to enabling other professionals to acknowledge the need for services and their responsibility to provide suitable services. Clear communication is a prerequisite to establishing good partnerships with children, the family and the professionals involved. Work needs to be planned around time to listen, time to reflect and time to establish relationships with the child and the parents at a pace that works for them. Communication means not only using language that families understand, so that terms familiar to professionals are properly explained and examples given, it also means establishing in what way they wish to share information. This principle needs to be embedded in the practice of all the professionals delivering services to the families. Some families may wish to use an appropriately skilled interpreter. Some may want to share with the social worker the task of making written records or completing assessment forms. Other families may feel unable to say that written records disenfranchise them because of limited literacy skills. Services plans should be transparent and should clearly set out which agencies are involved, what is being provided, for how long and what are the consequences of not using the services. Plans need to be reviewed regularly and families need to know who has responsibility in multi-agency plans to deal with disagreement, to account for lapses in service provision and to ensure that reviews are held. For families the governments proposals under the Every Child Matters agenda create the possibility of improvements in accessing services across agencies. However, joint planning and commissioning will only be effective if parents, families and children are consulted about what services are useful to them. Services delivered through extended schools and childrens centres need to be innovative and harness the skills of the third sector to deliver not only universal services but also services for children with additional and specialist needs. Social workers and their managers are well placed to drive forward more effective ways of working directly with families: the risk is that processes designed to ensure accountability will create unnecessary barriers for skilled professionals who want to work alongside families to support them to find solutions. in 2000, the New Labour government published the Framework for the Assessment of Children in Need and Their Families (DH et al; 2000). The Framework was to be applied to all assessments under the Children Act 1989, whether for children in need (s17) or where significant harm was suspected (s47). The Assessment Framework (DH et al; 2000:10-16) sets out the following key principles: Assessments should be child centred, rooted in child development; ecological in their approach; ensure equality of opportunity; involve working with children and families; build on strengths as well as identify difficulties; are inter-agency in their approach to assessment and the provision of services; are a continuing process, not a single event; are carried out in parallel with other action and providing services; are grounded in evidence-based knowledge. Any assessment of a child and his family which aims to understand what is happening to a child has to take account of a childs developmental needs, the parenting capacity to respond to those needs, and the wider family and environmental factors. Together these form three systems whose interactions have direct impact on the current and long term wellbeing of a child. The Assessment Framework represents a way of trying to capture the complexity of a childs world and beginning to construct a coherent approach to collecting and analysing information about each child. The Framework should be rooted in understandings of child development. Contemporary thinking about childrens needs has evolved over several decades and reflects a mixture of theoretical influences and evidence derived from research studies.Taylor (2004) identifies the following needs: basic physical care, affection, security, stimulation, guidance, control and discipline, responsibility, independence. As assessment has become increasingly rationalised, it has become more common to adopt a balance sheet approach, often couched in terms of risk factors i.e. the increased probability of a particular (negative) outcome and protective factors that decrease its likelihood. An important factor behind the increasing interest in parenting has been a focus on the impact of mental health problems, substance misuse and domestic violence on parents and, in turn, children. Research in the 1990s suggested that these played an important role in many child welfare cases, especially when present in combination, but that they were neither well understood nor addressed in practice (Cleaver et al; 1999). They are relevant in two main ways. First, background knowledge of the impact is an important factor in decision making and second, there may be particular implications for the process of assessment and how it is managed. While each of these areas has distinctive characteristics, there are also common treads. One is that assessment demands a careful balancing act to avoid over or under reaction.Thus, despite heightened risk to childrens welfare, it is important to recognise that those suffering from mental health and other problems do not necessarily make poor parent s, and that the majority of their children grow up without major ill-effects (Cleaver, 2002). An adult who violently assaults another adult in the home is, in fact, also abusing children who may see, hear or be aware of that violence. Hughes, 1992, found that in 90 per cent of cases of domestic violence, children were in the same or the next room. This indirect abuse, is a form of emotional abuse, and actually one of the more severe forms. (Bearing in mind that emotional abuse and neglect are closely related, we might also see it as neglect of the childs needs.) Children are exposed to feelings of terror, grief, impotence, and to the realisation that adults on whom they may rely for safety, security and protection are either, incapable of protecting even themselves, or, capable of dangerous violence towards those they are supposed to protect (Kelly, 1994:44). Since the implementation of the Adoption and Children Act in December 2005, the Children Act 1989 definition of significant harm has expressly included impairment suffered from seeing or hearing the ill-treatment of anot her. A crucial element of the Framework was to emphasise the interconnectedness of the three domains, drawing on the ecological theory of Bronfenbrenner (1979). In essence, Bronfenbrenner construes the factors influencing the childs development as a series of four concentric circles, which he refers to as systems ranging from the childs immediate environment to the broadest social context. The microsystem describes any setting where the child is an active participant, typically the family, school, peer group or immediate neighbourhood. The mesosystem comprises relationships between microsystems, for example between home and school. Finally, the macrosystem comprises the broader social environment in which children and families live, including cultural values, customs, economy and laws. Arguably the most influential theoretical framework within assessment and child social care more broadly is that based on attachment. Originally derived from the work of Bowlby (1953), attachment theory emphasises the importance of relationships between children and parental figures, especially mothers. Bowlby was particularly concerned with the negative consequences of lost or poor attachment which led to maternal deprivation. Subsequently, his work attracted criticism for its gendered assumptions and ethnocentricity, but having fallen out of fashion, attachment theory was rediscovered during the 1990s (Thoburn, 1999) and its importance was made explicit in the Assessment Framework. Fahlberg (1994) has defined attachment as an affectionate bond between two individuals that endures through space and time and serves to join them emotionally. She argues that the development of attachment occurs through a cycle of arousal and relaxation, wherein the child becomes aroused through needs such as food or comfort, but relaxes once these needs are met by the attachment figure. Repetition of the cycle develops trust and a sense of security for the child. Fahlberg also points to a positive interaction cycle, where play and humour make interaction enjoyable and mutually rewarding and attachment is strengthened. The longer-term importance of attachment is that it should provide children with a secure base from which to explore the social world and give them an internal working model for relationships based on trust. Although open to change through later experiences, these models exert a strong and often enduring influence over the lives of children and adults (Howe,2001). Needless to say, such processes do not always follow this path and, while a complete absence of attachment is rare, insecure attachment may affect up to half of the population (Howe,2001). Building on Ainsworth et als (1978) work, insecure attachments are customarily divided into three categories: anxious avoidant (detached), anxious resistant (ambivalent) and disorganised/controlling. Each is associated with specific attachment behaviours, such as the reaction to separation, and wider patterns of behaviour. Howe (2003) argues that attachment behaviours reflect how children make sense of adults both emotionally and cognitively and are typically adaptive responses to their care environment. Within assessment, therefore, attachment behaviours can give important insights into childrens well-being and development, while the theory may help to explain the factors that lie behind them and to gauge the potential for change. Understanding attachment is particularly pertinent when temporary or permanent removal of a child is being considered, both in terms of recognising the effects of removal and the importance of maintaining contact between children and birth family members including siblings (Sanders,2004). Information on attachment can be gleaned from interviews, direct work with children, from other professionals and perhaps most importantly observation, but as Howe (2003) warns, assessing attachments is a complex task that requires experience and cautious handling. Explanatory accounts of child maltreatment have emanated from all the major schools of psychology. Their primary focus rests with individual perpetrators, but to a greater or lesser extent they also address ideas of intergenerational transmission, examining the ways in which the childhood victims of maltreatment may become perpetrators as adults. Although they enjoy little support, there are also pre-psychological theories rooted in biology and ideas of instinct (Corby, 2005:156-158). Psychodynamic perspectives (broadly derived from Freudian psychology) emphasise developmental stages and the formation of personality as these stages are negotiated (Mc Cluskey and Hooper, 2000). In relation to child maltreatment, attention has focused on how a parents own childhood may influence their capacity to recognise and meet childrens needs, whether they have acquired a rigid personality, become easily frustrated or have difficulty in controlling aggression. This is evident in the case of Bethany where behaviour appears at first sight to be neglectful or abusive but seems in fact to be the result of genuine ignorance about the needs of a child or the role of a parent. Some adults may have lacked appropriate role models while growing up; some are very isolated and have little access to sources of advice. When there seems to be a lack of knowledge or of parenting skills, an appropriate form of intervention is education: the provision of advice, information, instruction or role models. Social learning theory focuses on how behaviour is learned through processes of observation, conditioning and reinforcement. In line with the theory, intervention would focus on identifying these patterns and seeking to modify them through behavioural therapy, perhaps by working on avoiding triggers for maltreatment or reinforcing appropriate parental responses. Throughout her childhood, Bethany witnessed violence hence repeating the same behaviour as an adult. A basic feature of anti discriminatory practice is the ability to see that discrimination and oppression are so often central to the situations social workers encounter. The fact that social work service users are predominantly from disadvantaged groups is unlikely to be seen as a key issue. However, what anti discriminatory practice teaches us is that discrimination and oppression are vitally important matters and, if we are not attuned to recognising and challenging discrimination, we run the risk of, at best condoning it and, at worst exacerbating and amplifying it through our own action. Overarching both the 1989 and the 2004 Children Act is the 1998 Human Rights Act which requires agencies with responsibilities for child health, education and welfare services to comply with the requirements of the European Convention on Human Rights. Of particular relevance is Article 8, respect for private and family life. This Article does not give an absolute guarantee to family life and therefore to services to support a family to bring up their children. It is a qualified right, and the State and its agencies have to balance the childs entitlement to grow up cared for by their family, who may need support services to do so, against the duty to protect the child and, where necessary following a fair and transparent process, to remove the child from the family. The duty on the Director of the Childrens Services to plan with other agencies to commission and provide support services to promote childrens wellbeing must comply with both international obligation and domestic law to ensure that service provision is non-discriminatory

Wednesday, November 13, 2019

The Immune System Essay -- essays research papers

The Immune System   Ã‚  Ã‚  Ã‚  Ã‚  The immune system is a group of cells, molecules, and tissues that help defend the body against diseases and other harmful invaders. The immune system provides protection against a variety of potentially damaging substances that can invade the body. These substances include disease-causing organisms, such as bacteria, fungi, parasites, and viruses. The body's ability to resist these invaders is called immunity. A key feature of the immune system is its ability to destroy foreign invaders while leaving the body's own healthy tissues alone. Sometimes, however, the immune system attacks and damages these healthy tissues. This reaction is called an autoimmune response or autoimmunity.   Ã‚  Ã‚  Ã‚  Ã‚  The immune system is composed of many parts that work together to fight infections when pathogens or poisons invade the human body. Pathogens are disease-causing organisms such as bacteria and viruses. The immune system reacts to foreign substances through a series of steps know as the immune response. Any agent perceived as foreign by a body's immune system is called an antigen. Several types of cells may be involved in the immune response to antigens.   Ã‚  Ã‚  Ã‚  Ã‚  When an antigen enters the body, it may be partly neutralized by components of the innate immune system. It may be attacked by phagocytes or by performed antibodies that act together with the complement system. The human immune system cont...

Sunday, November 10, 2019

Effects Of Homogenous Grouping Education Essay

The term homogenous refers to points or elements or units which are similar in nature and are in a group which basically means that they posses the same type of basic qualities or belongingss. The opposite word for the word homogenous is heterogenous. Therefore, when a group of points is referred to as homogeneous so it means that the individual points that make up the group have a figure of similarities while a group that has points that differ in all kinds of belongingss is referred to as heterogenous. These footings are non limited to points merely but can besides be used to depict a group of persons by sing similarities and differences in some traits or characteristics. When used in a acquisition environment, homogenous groups refer to an organized group of pupils possessing comparable instructional degrees placed together managing stuffs that are deemed fit to their specific degree, this is normally determined through a series of appraisals and the procedure of organizing such g roups is known as ‘homogeneous grouping. ‘ The exercising of homogenous grouping employs a theoretical account that by and large puts pupils into groups with respect to ability or accomplishment as the variables for doing a determination. At a higher degree of pupil larning the pattern is normally practiced in mathematics, in which instance pupils are taken through general, vocational, or college-preparatory classs in mathematics. A similar state of affairs can besides be experienced in schools that offer algebra at the 8th class particularly at the junior high school and center degrees ( Oakes, 1985 ; Slavin, 1990 ) . Tracking or grouping can besides be done to pupils at the simple school degree, even though the grouping at this phase is done by mensurating general ability or accomplishment and non on ability or accomplishment with respect to mathematics. A 2nd instance in point where homogenous grouping is done for pupils is the little groups in schoolrooms where bunchs are tagged on ability or accomplishment in that specif ic schoolroom. This pattern has been customary for reading direction more normally at the simple school degree for a long clip. The same organisation is used by instructors for mathematics direction. The placing of pupils into high, medium, and low groups for mathematics direction is non much practised at the center, junior, or high school degree where there is a inclination for pupils to make less work when placed in little groups ( Slavin, 1990 ) . The outgrowth of such patterns was brought approximately by the prevailing belief that the difference in kids ‘s rational is so great that there is a demand to learn pupils with different ability or accomplishment degrees in a separate category or group ( Oakes, 1986 ) , yet many concerns have come up with respect to the long-run consequence that practising such groupings may do. Grouping of pupils can either take the signifier of ‘ability grouping ‘ or ‘tracking ‘ with a distinguishable difference bing between the two footings, nevertheless a batch of arguments have been raised in line with these footings. The significance of these footings have been observed to change from one school to another, in this instance ability grouping is defined as a state of affairs where pupils are organized into groups in categories in reading direction while tracking is described as the placing pupils into groups between categories, giving academic classs in topics that reveal differences in the anterior acquisition or ability of the pupils. Tracking specifically has generated vesicating argument with critics bear downing that it non merely fails to help any pupil, but that it besides leads hapless and minority pupils into low paths and dooms a immense figure of pupils to a hapless instruction. It does non nevertheless lack guardians who have besides stood house in reasoning that it pupils with high ability pine away in categories with assorted ability. Conversely, some instructors are in favor of ability grouping proposing that most pupils get disappointed when the whole category does non hold on a new thought at the same clip in a heterogenous grouping. The instructors argue that the low-end pupils pull down the high-end pupils, instead than the opposite taking topographic point. The gait of the category goes down and it becomes necessary for a instructor to fix dual lesson programs for every period, one for the high-end pupils and another for the low-end pupils. At some point one instructor acknowledged the fact that ability grouping could be good in certain countries such as mathematics but warned that it should non be practised all twenty-four hours in all academic countries. So as the argument continues, a common land on tracking and ability grouping is difficult to happen, possibly the most general decision between instructors managing this issue is that ability grouping is good in some instances, but non in others, and that it is necessary to be flexible so that trailing of pupils is non done with no clear capableness of traveling from group to group. Though ability grouping is widely employed by schools across the state, it is a really controversial topic. The contention of ability grouping roots from the scarceness of grounds of how pupils in higher acquisition learn best. Do they larn best in homogenous groups? Can pupils ‘ educational demands be best served in groups of assorted abilities? These are the issues that need to be explored profoundly in the recent surveies. There are a figure of definitions that are of import and need to be clarified. These definitions pertain to structural dimensions of ability grouping or tracking pattern. These facets are electivity, selectivity, inclusiveness and range. Electivity is the extent to which pupils choose or are assigned to track places. Students and their parents are urged by pedagogues to do the â€Å" right † pick harmonizing to their capacities. Curiously, Gamoran showed that the more elected a system, the higher were its pupils ‘ accomplishment degrees ( Gamoran, 1990 ) . Selectivity is the extent of homogeneousness within paths. It is the sum of homogeneousness pedagogues intend to make by spliting pupils into groups harmonizing to features for larning. The more selective a system is, the more the organisation of its pupils does non stand for the composing of its whole pupil organic structure and the more between-class differences are accentuated ( Gamoran, 1990 ) . Inclusiveness is the handiness of options for subsequent educational chances ( Gamoran, 1990 ) . In other words, does the direction a pupil receives prepare him or her for farther acquisition of cognition down the route, or does it cut the pupil off from other options. Finally, range is the comprehensiveness and flexibleness of a tracking assignment ; the extent to which pupils are located in the same path across their topics ( Gamoran, 1990 ) .Effectss of ability groupingAbility grouping has a figure of effects on that have an impact on pupil public presentation and they can be categorised as accomplishment, self-concept, anticipations and attitudes, socio-economic care, and chances for acquisition.AccomplishmentIn analyzing the first issue, which is accomplishment, the first inquiry to be answered is what is achievement and how is it measured? Achievement can be defined as the successful attainment of accomplishments. There a assorted ways in which accomplishment can be measured. M ost normally used in the surveies and are considered here are achievement trials and/or classs on study cards. Both measurings allow for a comparing of accomplishments among pupils. Reuman ‘s 1989 survey tried to reply the inquiry of whether or non societal comparings mediate the relation between ability grouping and pupils ‘ accomplishment anticipations in mathematics. While his survey chiefly included information on pupil outlooks of their accomplishment, consequences refering existent accomplishment were besides stated. Mathematicss accomplishment was measured for sixth-graders from a suburban public school territory in South-eastern Michigan utilizing both achievement trial tonss and describe card classs. His findings pertained to within-class and between-class ability grouping. He found that within-class grouping raised high-achievers ‘ mathematics classs. This may be explained by the fact that in a heterogenous schoolroom utilizing within-class grouping, pupi ls of changing abilities were being compared to each other. In within-class grouping the high-achievers were non in competition with all high-achieving pupils. Their classs were being compared with classs of mean and low-achieving pupils and would hence be higher. Conversely, low-achievers ‘ classs would e lower. The antonym was true for between category ability groupings. Reuman found that high high-achievers received lower classs in between-class grouping and the low-achievers received higher classs when compared to within-class grouping. In between-class grouping the high winners are no longer at the top of their category nor are the low winners at the underside. They are now being compared to pupils of similar abilities and their classs reflect that fact. Although Reuman ‘s survey did non concentrate on secondary pupils, it is practical to include this study since it gives a comparing and contrast of within-class and between-class ability grouping and there is a turn ing tendency towards traveling the sixth-grade into the in-between schools. Newfield and McElyea ( 1983 ) looked at sophomore and senior accomplishment differences in remedial and advanced mathematics and English categories as they compared to heterogenous categories. Heterogeneous categories that included low-achievers performed better on the written part of the English trial. Low-achieving seniors and sophomores in the heterogenous categories showed higher mathematics accomplishment. However, homogeneous-grouped categories of high-achieving sophomores and seniors in advanced categories exhibited greater accomplishment in both mathematics and English. No important differences were found beyond these consequences. Sing the effects of ability grouping on within-class accomplishment, Sorenson and Hallinan ‘s survey ( 1985 ) found that grouping additions inequality of accomplishment. Briefly, sing their survey at the difference in reading accomplishment between within-class grouped pupils and heterogenous schoolrooms for 4th through 7th graders from North California, their primary consequence refering accomplishment for within-class grouping was that high-ability groups attained a higher accomplishment than low-ability groups. These consequences were bases chiefly on informations from simple schools and may non straight use to secondary pupils, but this survey has been included in this research paper to add penetration to the topic of homogenous versus heterogenous effects on accomplishment. Testing the effects on the differences between mathematics accomplishments of within-class ability grouping, heterogenous and cooperative-learning grouped schoolrooms, Slavin and Karweit ( 1984 ) conducted two experiments. The first included 4th through 6th graders from integrated, urban, pathless schools in which the instructors were given appropriate preparation. The 2nd experiment included 3rd through 5th grade pupils from rural, largely white, tracked schools with no specific teacher preparation. The topics in these experiments were called untreated, control categories. The ground for carry oning both experiments was to be able to generalise the consequences of their survey to different school state of affairss and locations. In the heterogenous classes the instructors were trained to stress a high ratio of active instruction to seatwork. Mathematicss was taught in context of significance, non in isolation and there were frequent inquiries and feedback. In these categories, instr uctors taught at a rapid gait and strived to increase pupil clip on undertaking. In the within-class ability-grouped categories, instructors were trained to learn with the same constructs as described in the heterogenous categories, but were instructed to distinguish their gait and stuffs for the two groups. In the concerted acquisition categories, pupils worked in heterogenous larning squads of four or five members. They worked on individualised mathematics stuffs at their ain degrees and gait, and the squad members helped one another with any jobs. Slavin and Karweit ( 1984 ) found that the consequences were similar for both experiments. Concerted larning groups and within-class ability groups increased computational accomplishments significantly more than in heterogenous categories that had no grouping. There was a similarity in achievement effects when utilizing the concerted acquisition and within-class grouping interventions. This survey showed that grouping 3rd to sixth grade pupils in some manner is good to achievement when compared with no grouping at all. Again, this survey focused on simple school but did offer concerted acquisition as an option to the traditional usage of either homogenous or heterogenous schoolrooms. There are other research workers who besides conducted surveies on this subject whose findings are summarised as follows. A meta-analysis ( 1990 ) , conducted by Goldring, on the differences in accomplishment of talented pupils between homogenous and heterogenous categories included surveies crossing cla sss three through 12. Goldring found that the higher the grade degree, the more talented pupils benefited from specialized or homogenous categories. Teacher developing for talented plans straight affected pupil accomplishment. Students in particular categories, whose instructors had received particular preparation to learn talented pupils, achieved more than talented pupils in heterogenous categories as compared to pupils in talented categories whose instructors were non specially trained ( Goldring, 1990 ) . Apparently at odds consequences are found in the undermentioned three surveies. Kulik and Kulik ‘s ( 1987 ) meta-analysis included many older surveies dating back to the 1920 ‘s, and they excessively support Goldring ‘s findings that homogenous grouping of talented pupils increased their accomplishment. Looking beyond talented pupils in general, Slavin conducted a synthesis of 29 surveies from the old ages 1927-1986. He found that between-class ability groups, dominant in secondary schools had small or no consequence on accomplishment. He farther said that different signifiers of grouping were every bit uneffective ( Slavin, 1990 ) . Gamoran and Berends ( 1987 ) excessively studied the effects of ability grouping on secondary school and found rather the antonym. They found that ability grouping and tracking did so affect pupil accomplishment and that the differences between accomplishments may hold resulted from fluctuations in pupil academic experiences. Allan ‘s review ( 1991 ) of the incompatibilities between Kulik and Kulik ‘s ( 1987 ) and Slavin ‘s ( 1990 ) findings advises chariness in construing the reappraisals about ability grouping and the gifted. In both surveies, accomplishment was measured by the usage of standardised trial tonss. Tonss of talented pupils are normally high and approach a maximal possible mark. As they come closer to the upper limit, it is hard for these talented pupils, measured in this manner, to demo important academic betterment as they already represent the upper echelon of accomplishment. This effect may assist to account for the differences in consequences of surveies which examine gifted versus regularly-placed pupils. Another job with the usage of standardised trials was that they did non needfully measure what instructors were learning. Allan recommended the usage of teacher-made trials when comparing pupil advancement in homogenous versus heterogenous categories. Slavin include d surveies that used teacher-made trials, but at that place was a job with his choice procedure. He merely included surveies when the teacher-made trials were designed to measure aims taught in all categories. By and large, aims will change among the three ability groups of high, mean, and low and the lone trials that would run into Slavin ‘s standards would be those that tested for minimum aims. Again, this will non successfully show accomplishment additions for norm and high ability categories. Allan stressed that the most harmful facet of the homogenous versus heterogenous contention is the deceits of research workers ‘ findings, particularly Slavin ‘s. some authors may look at Slavin ‘s consequences and misinterpret them to back up their ain beliefs. An every bit detrimental illustration is that some school systems used Slavin ‘s findings to do determinations on gifted or particular instruction plans. In world, Slavin did non include either group in his survey. In scrutiny of accomplishment, non merely should the effects of ability grouping be considered but besides how schools construction their trailing patterns. Different types of tracking systems do hold different effects on pupil accomplishment. What makes a tracking pattern differ from school to school is the extent of accent a system places on selectivity, inclusiveness, range, and electivity. A trailing system which exhibited a high grade of selectivity or high degrees of homogeneousness, t he larger were the differences in accomplishment between each path.Self-conceptIn reexamining the surveies analyzing the effects of tracking on secondary pupils, it was found that self-concept is a really important variable. Self-concept can be defined as the self rating of a pupil ‘s abilities in comparing to his or her other schoolmates. Student self-concept depends on their comfort and adeptness with societal comparing procedures. Self-concept non merely reflects how pupils rate their abilities by societal comparing to other schoolmates, but it besides includes their self-esteem, the manner the feel about themselves. Ability grouping and trailing patterns have a strong consequence on self-concept as the degree or group a pupil is placed affects the variables with which he or she may estimate his or her ain public presentation and ability. For secondary pupils, their self-concept does associate to their group arrangement. In homogenous systems, high-ability pupils rate high degrees of self-concept, while the low-ability pupils exhibited lower degrees of self-concept ( Byrne, 1988 ; Reuman, 1983 ; Spenser & A ; Allen, 1988 ) . A survey following sophomores to their senior twelvemonth found that their self-concept remains changeless for academic paths ( high-ability pupils ) and regular paths ( average-ability pupils ) , but self-concept diminutions for the vocational-tracked pupil ( low-ability ) ( Vanfossen, Jones & A ; Spade, 1987 ) . In heterogenous categories of English and Social surveies, secondary pupils experience higher grades of ego construct and ego regard. Compared to the homogenous categories, instructors, who in this survey were learning to mixed-ability groups for the first clip, perceived elevated degrees of self-concept and self-esteem from their norm and lower pupils ( Poppish et Al, 1990 ) . Low tracked pupils in 11th and 12th class academic categories often compared their abilities to the pupils in high paths and the low-track pupils did see themselves as less capable ( Byrne, 1991 ; Reuman, 1983 ; Vanfossen et Al, 1987 ) . However, in general course of study categories, the low-tracked pupils used societal comparing processes less and placed less accent on academic accomplishments. In these categories, it was found that cognition was non every bit of import as popularity with equals ( Byrne, 1991 ) . Social comparing procedures are an of import go-between of the relationship between ability grouping and self-concept. In a survey of ninth-grade mathematics categories, within-class grouping for high and mean groups positively affects the self-evaluation for those pupils because of the manner they compare themselves to the ability of the other pupils in their category. The low-ability group demonstrated lower degrees of self-concept as they saw that their mathematics abil ities did non be the other groups in the schoolroom. The high-ability pupils compared themselves to pupils who were less mathematically capable and rated their ain abilities high ( Reuman, 1983 ) . In contrast, the self-concept for between-class sorted pupils related to the ability group in which the pupils were placed, i.e. high-ability pupils had high grades of self-concept, mean ability had mean grades of self-concept and low-ability pupils saw themselves as holding hapless mathematics abilities ( Reuman, 1983 ) . Reuman ‘s survey ( 1983 ) besides found that gender plays a function in pupils ‘ self-concept. Unlike male childs, misss are loath to compare themselves academically to others. For these pupils, who do non utilize societal comparing, their group degree strongly relates to their self-concept of their mathematics abilities. The effects of grouping on talented pupils ‘ self-concept showed no important differences between heterogenous and homogenous categories. On of the fabulous advocates for talented clauses is that specialised categories will profit talented pupils ‘ self-concept. However, talented pupils in homogenous, specialised categories do non exhibit higher grades of self-concept than talented pupils in heterogenous, mixed-ability categories ( Goldring, 1991 ) . When looking at the impact homogenous grouping versus heterogenous grouping has on pupils ‘ self-concept, it is of import to see the findings as they pertain to high, mean and low winners in heterogenous, between-class grouping and within-class grouping. It would be lead oning to generalise the consequences of heterogenous versus homogenous grouping for all pupils without looking at these finer dislocations.Anticipations and AttitudesAnticipations, as defined in this research paper, are the hopes and ideas pupils every bit good as instructors bring with them into a schoolroom or to a lesson on how they will win, and what they expect to larn. It is argued that tracking and ability grouping contribute to the inequality of instruction by changing pupil anticipations for successful public presentation and their attitudes towards school ( Oakes, 1985 ) . In her 1985 survey of 25 high schools and 25 junior high school, Oakes found that high-track pupils have higher outlooks for succe ssful public presentation, while low path pupils tend to experience more anomic from their school ‘s educational demands and farther educational chances. In the procedure of analyzing the organic structure of current research on ability grouping for its effects, it was found that much of the literature did non take into consideration anticipations or attitudes as variables. A survey of 9th and 10th class English and Social surveies classes showed that pupils of norm and high abilities had more positive anticipations for their heterogenous categories and their acquisition activities as compared to their homogenous opposite numbers. As the anticipations of the heterogenous pupils increased so did their motive to larn. In this survey, the heterogenous categories were tried for the first clip in this school, which had antecedently grouped homogeneously utilizing between-class groups ( Poppish et Al, 1990 ) . Teacher anticipations play a portion in the impact of ability grouping. In high school history categories, a survey found that instructors have lower anticipations for their low-ability pupils ( Muskin, 1990 ) . This type of instructor anticipation manifests itself in the manner instructors prepare for low-ability pupils. Granted they must take into consideration the lower abilities of these pupils, but these categories resulted blare higher rates of no n-instructional clip. Low-ability history categories were besides marked with a low or non-frequency of critical thought accomplishments, which are skills instructors seem to reserve for their high-ability pupils. One writer ( Muskin, 1990 ) suggests that critical thought accomplishments are taught at a higher frequence to the higher ability pupils because instructors expect high-ability pupils to be more prepared to manage that sort of cognition. Achievement anticipations were measured for 6th graders in mathematics in a 1983 survey. The achievement anticipations are a combination of self-concept of mathematics ability, outlook for high success in mathematics, and the perceptual experience of mathematics as an easy topic. Similar to self-concept, Reuman found that within-class grouping accentuated the sixth-grade high-achievers ‘ positive perceptual experiences and the low-achievers ‘ negative anticipations. This was because higher ability pupils tended to do downward comparings and the low-ability pupils made upward comparings ( Reuman, 1989 ) . This survey ‘s consequences for between-class grouping found that homogenous grouping both raised and lowered the accomplishment anticipations for both high and low-ability pupils. The classs received by the pupils in this survey corresponded to their anticipations. The high-achievers in within-class grouping received higher classs than their between-class opposite numbers. Merely as their accomplishment anticipations were low, the classs of the low-achievers received in the within-class grouping were lower than the low-ability pupils ‘ classs in the between-class grouping. This survey did non except the mean scholars. It found that there was no difference for the achievement anticipations of the average-ability pupils for their within or between-class grouping ( Reuman, 1989 ) . The pattern of ability grouping can impact pupils ‘ attitudes every bit good as their outlooks. In a 1983 survey on high and low achieving sophomores and seniors, it was found that the high winners ‘ attitude were more positive in the homogenous mathematics and English categories, while for the low-achievers, the heterogenous, the heterogenous categories had more positive impact on their attitudes. In comparing tantamount high-achieving sophomores and seniors from heterogenous categories with the homogenous, advanced categories, the survey learned that the high-achieving, homogenous pupils scored higher in positive attitudes toward capable, ego and school. For low-achieving sophomores, positive attitudes toward capable and ego were stronger for the mixed-ability pupils. The homogenous, remedial category exhibited increased marks of apprehension toward their topic. As for the seniors, there was no important difference between their attitudes for capable, ego and school for either assorted or homogenous categories. However, in the topic mathematics, the mixed-ability low-achieving seniors scored somewhat higher in their attitudes toward the topic ( Newfield & A ; McElyea, 1983 ) . From these surveies, it can be deduced that the higher the class, the less the pattern of ability grouping dramas in the consequence on anticipations and attitudes ( Newfield & A ; McElyea, 1983 ; Reuman, 1989 ) . Nevertheless, for in-between school and early high school, anticipations and attitudes are of import facets of ability groupings ‘ impact on pupil public presentation ( Gamoran, 1990, Reuman, 1989 ) . Their function with achievement reinforces the importance of sing anticipations and attitudes when analysing the impact of ability grouping.Socioeconomic position careSome research worker have found ( Jones, Vanfossen & A ; Spade, 1987 ; Goodland & A ; Oakes, 1988 ; Oakes, 1986 ; Vanfossen et Al, 1987 ) that pupils ‘ cultural backgrounds and/or economic position extremely influences their path arrangement. These research workers believed that while ability was an of import forecaster of arrangement, it entirely did non find which ability degree a pupil was placed d uring his or her high school instruction. Oakes ( 1986 ) traced the history of dividing pupils into groups destined for farther academic surveies and others for vocational enterprises, back to the bend of the century. In the early 1900 ‘s there was an inflow of immigrants and emancipated dorsums seeking instruction in the public schools. The leaders in instruction decided that the best instruction for these new pupils would be one which trained them for work, one that would assist them to do a life. Consequently, many research workers ( Jones et al, 1987 ; Goodland & A ; Oakes ; 1988 Oakes, 1986 ; Vanfossen et Al, 1987 ) today have found that non much has changed. Students of higher socioeconomic backgrounds are typical of the academically of high-tracked ability groups whereas minorities and the hapless are disproportionately placed in general or vocational paths. Tracking assignments are by and large based on standardised trial tonss and instructor or counselor judgement. Standardized-test prejudice ad instructor or counselor bias may account for the disproportional arrangement of hapless and minority pupils in low-tracked categories ( Oakes, 1985 ) . Jones et Al ( 1987 ) included in their research the arrangement of pupils into academic paths based on their socioeconomic backgrounds. They used statistics from 1908 informations base entitled the â€Å" High School and Beyond Study. † The sample of topics used in their survey included those seniors of 1982 who had remained in the same path they had been placed as sophomores in 1980. They found that the higher the sum of inclusiveness, the smaller the consequence that pupils ‘ socioeconomic backgrounds had on their location in an academic path. Additionally, the lesser the sum of inclusiveness, the smaller were the societal category differences among pupils in the vocational and ge neral paths. Oakes ( 1986 ) looked at the effects of puting pupils into academic versus vocational paths. She was concerned about her findings on the big per centum of minorities in the vocational plans and found that these plans taught low-level accomplishments for low-level occupations that are in danger of early obsolescence. In contrast, her research showed that a big per centum of white pupils in the academic paths were larning the problem-solving accomplishments needed in readying for the workplace of the hereafter instead than larning accomplishments for water under the bridge occupations of the yesteryear. The ground for utilizing the term â€Å" position care † is because every bit long as minorities and the hapless typify pupils in vocational or low-level ability groups, schools will go on to restrict these pupils ‘ entree to take down accomplishment degrees than their higher-tracked equals ( Oakes, 1986 ) . The findings overpoweringly confirm that the socioeconomic positio n and cultural backgrounds of the pupils influence their path arrangements.Opportunities for larningIn this subdivision, chances for acquisition is equated with equal entree to quality instruction. Opportunities for larning include the sums of direction clip and prep given, the curricular content taught, the stuffs used, the activities engaged in, and teacher presentation. These factors are compared in the ability groups of high, medium and low to make up one's mind if each group is having comparable chances for acquisition and if non, what are the differences. Of the research that discussed chances for larning considered in this paper all agreed that inequalities existed when any sort of ability grouping was used. All of the writers focussed on between-class ability grouping except for Sorenson and Hallinan ( 1986 ) who discussed within-class ability grouping. Trimble and Sinclair ( 1987 ) studied the differences in the curricular content and instructional methods of United States history categories across the three ability groups in six Massachusetts high schools. Muskin ‘s research ( 1990 ) besides used the United States history categories from six high schools to analyze the differences in chances for larning in awards, regular and basic categories. Both Goodland and Oakes ( 1988 ) , Lake ( 1988 ) , and Oakes ( 1986 ) presented a sum-up of findings from old research. All of these writers agree on the undermentioned findings. A higher per centum of clip was devoted to instruction, clip on undertaking and prep in the higher-tracked categories than in the lower paths. High-tracked, college-bound direction emphasized analysis and critical-thinking accomplishments, while non-college edge direction concentrated on rote memory and low-level cognition accomplishments ( Goodland & A ; Oakes, 1988 ; Lake, 1988 ; Muskin, 1990 ; Oakes, 1986 ; Trimble & A ; Sinclair, 1987 ) . In many instances, instructors in low-ability categories spent more clip commanding behavior jobs which resulted in reduced acquisition clip, than did instructors of high-ability categories ( Goodland & A ; Oakes, 1988 ; Lake, 1988 ; Muskin, 1990 ; Oakes, 1986 ; Trimble & A ; Sinclair, 1987 ) . Trimble and Sinclair ( 1987 ) besides talked about the affectional ends of the United States history categories. Affectional ends as they apply to United States history describe instructors ‘ attempts to develop a sense of broadened feelings for the humanistic disciplines and cultivate a desire to go good citizens. The affectional sphere does non concentrate on the memorisation of facts and figures ; instead it develops an grasp for what pupils are larning and how it applies to their day-to-day lives. This can be generalized to all school topics. There was a disparity in the clip devoted to affectional ends between the high-ability categories and the low and mean categories. The high-ability classes spent more clip prosecuting affectional ends while the low and mean categories spent more clip on the memorisation of facts ( Trimble & A ; Sinclair, 1987 ) . Findingss refering instructor outlooks seemed to impact on the chances for larning. Some instructors enjoyed learning the higher ability classes more than the lower ability 1s and accordingly this was reflected in their lucidity of presentation, undertaking orientation, enthusiasm, effectual usage of stuffs and the assortment of activities planned for their categories. Teachers of higher ability categories demonstrated a higher degree of all the features merely mentioned than instructors of lower grouped categories ( Lake, 1988 ; Oakes, 1986 ; Trimble & A ; Sinclair, 1987 ) . While the above consequences referred to between-class grouping, Sorenson and Hallinan ‘s ( 1986 ) research survey concentrated on within-class grouping in upper simple and in-between school classs. They found that because a instructor ‘s instructional clip was divided between three ability groups, there was less chance for larning because there was less direct instructional clip devoted to each group. While these sorted pupils in heterogenous schoolrooms may hold received less direct instructor direction, the direction they did acquire may hold provided for more acquisition. Students were taught in smaller groups and direction was adapted to their abilities. Small, homogenous groups instead than one big heterogenous group facilitated acquisition. Both Gamoran ( 1990 ) and Oakes ( 1985 ) researched the effects of tracking on pupil and educational results. These research workers found that there were content differences between high and low-tracked categories. In school, p upils can merely larn to what they are exposed. Oakes ( 1985 ) writes â€Å" Yet it is clear from the research on tracking that the pattern constitutes a authorities action that restricts pupils ‘ immediate entree to certain types of instruction and to both educational and occupational chances in the hereafter † ( p. 189 ) . Whether or non the same content was available in each path degree, the differences in sum of clip devoted and the instructional manner used, straight affected what pupils learned ( Gamoran, 1990 ; Oakes, 1985 ) . It is clear from the surveies cited in this subdivision that inequalities sing chances for larning do be when tracking or ability grouping is used.DecisionThe surveies and articles which have been reviewed seldom agreed on the benefits or harmful effects of ability grouping. The balance of the available grounds does propose that grouping affects achievement, self-concept, anticipations and attitudes, and chances for larning. While these four issues are affected by grouping, ability grouping is affected by socioeconomic position. One must retrieve when comparing the effects of heterogenous and homogenous categories ‘ accomplishment, three types of schoolroom constructions are being evaluated: heterogenous or whole-class direction, within-class ability grouping, and betw een-class ability grouping. Generally findings are different for each construction. When looking specifically at within-class grouping, it is found that high-ability groups attain a higher accomplishment than low-ability groups ( Reuman, 1989 ) . In comparing to heterogenous grouping, within-class grouping and concerted acquisition groups are more good to achievement ( Slavin & A ; Karweit, 1984 ) . In consideration of between-class ability grouping, widely used in secondary schools ( Slavin, 1990 ) , low winners received higher classs and high winners received lower classs ( Reuman, 1989 ) . When comparing between-class grouping to heterogenous categories we found that high winners in advanced-tracked categories showed greater accomplishment than high winners in heterogenous categories ( Newfield & A ; McElyea, 1983 ) . Summarily, ability grouping is non needfully harmful, but the pattern of ability grouping unsupported by an overall educational intent can take to ill-defined effects on pupil educational results and public presentation in mathematics. It is a recommendation that any school seeking to re-evaluate their grouping system should take into consideration the pupil organic structure composing, the intent of ability group arrangement and the coveted educational results. Before following any ability-group method, one needs to see their school ‘s committedness to teacher preparation, ability to back up staff and the benefits of the employment of concerted acquisition as an instructional method.