International Social Work - Free Essay Example

Sample details Pages: 16 Words: 4711 Downloads: 1 Date added: 2017/06/26 Category Sociology Essay Type Research paper Level High school Tags: Social Work Essay Did you like this example? International Social Work : Introduction to the Concept The concept of social work in the modern world has attained significant stature and its application in the culturally diverse societies is often stressed. Its relevance in the research area of disaster management is also worth mentioning. In the new era of globalization, the benevolence of the people to contribute to social good of the fellow beings in frustrating situations is to be appreciated. The relevance of social work and social activities has been recognized at international level and organizations such as the United Nations emphasize the need for the involvement of the various charitable societies and organizations across the world for socially useful causes. Addressing the needs for social activities at international level, various organizations and charitable societies have played their vital role in the recent crisis situations concerning the Tsunami. It is of foremost significance to have a profound analysis of the various factors contributing to the overwhe lming worldwide response to the crisis situation of Tsunami. The paper focuses on the critical discussion of various responses by the Australian Association of Social Workers (AASW) and International Social Work Organizations to meet the needs of the hour. Relying on the applicable theories of globalization and social work, this paper concludes on the lessons taught by this natural calamity relating to the international social work. Tsunami: The Disaster of the Millennium In less than 3 minutes the room filled up with water and the unbroken waves were roaring inside the room smashing everything that was inside the room (A statement of Tsunami Victim, https://www.theaca.net.au/journals/ca_archive/ACA%20Mag%20Vol5%20No2%20Winter%2005.pdf) The AASW and other International Social Work Organizations provided all possible aid to the sufferers after the disaster Tsunami of December 26th, 2004. It has mainly focused on the physical needs in terms of food, water, shelter and me dical relief. This natural disaster took away thousands of lives and made the survivors homeless. Many lost their dear ones, especially children. They were desperately in need of emotional support and necessary support for developing their family again after this catastrophe. A primary assessment of these relief activities confirms the value of social work in the framework of the world with the theories of globalization. Families and Survivors of Tsunami Project (FAST) is initiated by International Federation of Social Workers Asia Pacific and supported by international organizations as a professional response to the crisis. (FAST) https://www.aasw.asn.au/adobe/news/FAST_outline_draft12012005.pdf The professional assessment of Social work and its strategy are indisputably goes beyond just physical relief efforts. They render their services to the survivors/sufferers for a longer term perspective to fulfil human and social needs for community/cultural bonding. Social wo rkers relief efforts are generally concentrated in the social and emotional rehabilitation. Thus social workers help in alleviating grievances of the people. The FAST project succeeded in capacity building and development of the Tsunami survivors, including society rebuilding. In such difficult situations the very notion of social work has its own significance. International Social Work draws together the practice of wisdom emerging within the broad scope of international social work practice. â€Å"(Pawar., and Cox 2008). Nowadays people consider social work as an international profession and many job opportunities have emerged due to the new concept. Though social work has a history associated with the origin of mankind, it was recognized now due to the extensive researches and analysis carried out by man through ages on the social work towards many international issues. The relief and rehabilitation efforts taken by many International Social Work Organizations like A ASW, IFSW and HRW are well appreciated by the whole world. In Indonesia, where the tsunami hit hardest, AusAID worked with the United Nations and non-governmental organizations (NGOs) to provide substantial emergency relief (Source: Australias Emergency Response to the Tsunami Magazine article by Alan March; UN Chronicle, Vol. 42, June-August 2005). They became a role model of every charitable society by showing their memorable and historic efforts in the process of systematic of rescue and rehabilitation efforts in the aftermath of Tsunami disaster. AASW: Working for a Noble Cause The constitution of AASW, the national professional representative body of social workers in Australia, has recently been amended this year and on-going through the latest constitution. It has seen society established in 1946 and started working for the welfare cause since 1989. As a member of the International Federation of Social Workers (IFSW), the Company recognises that social work orig inates variously from humanitarian, religious and democratic ideals and philosophies, and that it has universal application to the meeting of human needs arising from personal-societal interactions, and to the developing of human potential (Source: Relationship with the International Federation of Social Workers AASW Constitution 2008, https://www.aasw.asn.au/about/FinalisedAASWConstitutionforASIC270608.pdf). The AASW affirms that their professional social workers, in association with IFSW members offer services to the socially, physically, economically very poor society for their welfare and self-fulfilment. Officering their best, they mostly achieved the purpose of functioning by developing a disciplined and scientific strategy for the welfare and improvement of the living quality of people. The AASW engaged in the building up of resources meant for various levels of targets whether it is individual, national or international needs. All of this reveals that the concept of social work has attained a global perspective. The global dimension of social work has given it a new life and attraction. Alleviating current social burden to unfold the full potential of communities is the guiding spirit of Social Relief International (Welcome to Social Relief International 2006). Social work in modern times has become a profession which is sought after. The professional touch given to social work has caused the disfiguration of the very concept of social work for the benefit of society and human beings. The essay tries to make an analysis of the very concept of international social work and how it has helped in removing the severity of many a social calamity and disaster, and its relevance at the context. The proper understanding of dimensions of international social work will enable the people to get a broad idea of the different and varied aspects of social work. These different dimensions of international social work have their matchless relevan ce in the modern society. These dimensions are namely economic dimensions, social dimensions and the environmental dimensions. Issues, strategies, and programs related to international social work draws together the practice wisdom emerging within the broad scope of international social work practice. (Pawar. and Cox 2008). Using a broader perspectives approach, that involves scientific, economic, environmental and social development methods, authors David Cox and Manohar Pawar stressed the community to actively counter the global challenges that is often critical to life. This is the time to respond to modern global challenges which causes disaster to the well-being of people, communities and all the nations in the world. For responding to the natural calamity, the modern people have to adopt a broad outlook, which includes universal, human rights, environmental, and social development perspectives. At this juncture, social workers need join their hands together for gett ing the crisis removed from the society whatever be the problem. But the measures that have been taken will not suffice the required level. There are few examples which prove it. The Human race has overcome so many challenges over the years that nothing seems impossible! However, Social Relief International believes that we have not even achieved one tenth of what is possible when it comes to creating socially acceptable living condition for all (Welcome to Social Relief International 2006). The above cited quote has been taken based on the ongoing process of relief and rehabilitation works in Africa which is the greatest example of how confused governance joined with poor. These new programmes have to be put into practice and strategies have to be found in this regard. There should be a change in the approach of the people to the social relief programmes. Social relief international approach should be based on three main ideas. Children must become the centre of any prog ramme that aims to relive poverty, communities should have the access to resources within themselves to overcome social challenges and the research and policy analysis has to be the complete part of every social programme. (Welcome to Social Relief International 2006). The new dimensions of international social work make it possible in the vast practicability of these measures. The new approach gives more practical sense to the novel ideas of international social work. The international social work makes it possible for the whole world to come into contact with each other and also there is unanimity and the feeling of oneness in the entire realm. Globalization: Its impact on Social Work There are many definitions for the term globalization. It is the integration of economic, political, and cultural systems across the globe. Globalization is a force for economic growth, prosperity, and democratic freedom, (Welcome to a students guide to globalization). Anyhow globalizati on is the process of becoming the global village and it has some theoretical perspective. Due to the globalization the world economy has been configured and unleashed to have a free and fair business across the world. This results in a drastic change in socio-economic conditions of the people. The makeover of home and households in transnationalism is also among one of these multidisciplinary perspectives. Globalization as a process has many merits and demerits. It helps in the integration of the whole world to one to an extent. There are a few theories which question the utility of the very concept of globalization. Many debates have been made to substantiate the point that the globalisation is useful to all the nations up to an extent. Economic globalization can been viewed by utilizing two theoretical perspectives, herein described as free-market capitalism and world systems (Globalization: Two Sides of the Debate). Both these have their own positive as well as adverse impacts. These two perspectives are most often utilized for debate in many social forums. The world systems perspective offers the greatest explanatory power in its approach to and explanation of the underlying logic and dynamics of economic globalization as well as the potential consequences of such a phenomenon (Globalization: Two Sides of the Debate). Globalization affects a range of social issues such as poverty, immigration, womens social position, health, and development. The importance is to be given to whether it is affecting these social issues positively or adversely. Globalization and poverty are interrelated as globalization has helped in removing or reducing the rate of poverty in many developing countries. It has enhanced the rate of immigration from poorer countries to develop or developing countries. Globalization has helped in removing many of the social problems of women. It has also helped in the improvement of the health of the people. Due to the glo balization factor, there is a scope of vast developments in every field as well as every parts of the world. The help rendered by globalization in removing the poverty has great impacts upon the society. It could remove the level of poverty by creating more and more employment opportunities. Comparing the nations across the world through the past 20 years, countries like China, India and some of the nations belonging to East Asia have gone through with the fast growth in their economic conditions and remarkable decline in the poverty rate. Situations in other countries were a little different. The scenario of Latin America remained idle. The economic developments of the former Soviet Union, Central and Eastern Europe, and sub-Saharan Africa seem to be brought to an end and even regressed. But it is to be analysed what is the ultimate repercussion of globalization. The neoliberal argument says that world poverty and income inequality fell over the past two decades for the first time in more than a century and a half, thanks to the rising density of economic integration across national borders. (Hunter 2004). Globalization and migration represent two of the most dynamic global socio-political trends of our present time. While both have their own driving dynamic, they are highly interrelated. Globalization has an ambivalent and somehow contradictory influence on the current migratory flows. (Papantoniou., Peschke,. And Moritz 2004). It means that globalization opened different kind of prospects, situations and conditions as per the choices of people that increase the anxiety for a better place of comforts and intensify the thought of migration. Globalization resulted in mixed kind of direct or indirect consequences that includes breaking down of national economies, acute poverty, developing economic disparities, conflicts and wars, revival of tribal, ethnic, and religious fundamentalism, declining of traditional industry, environmental degr adation, which might pave way towards migration anticipated as a survival strategy. Based on an analysis of around 150 million people, it was found that they migrated outside their countries of origin and have been forced into exile due to their economic constrains. Studies show that the condition of women becomes more and more deplorable due to the impact of globalization. Apart from these there are a few beneficial changes that have taken place due to globalization; this may include various rights for the protection of women from all kinds of threats. Globalization has helped in improving the health conditions of people all over the world. The access to medical care and treatment could save many lives and this shows that people have an improved level of health in the times of globalization. All these conditions helped in the improvement and development of the world. The improvements in every field helped to create a lot of development in the condition of the entire worl d and its people. Peoples Welfare: In Paper In fields The translation of International human rights is to be made possible at the local level; efforts have to be taken to bring about these radical changes. There are authenticated sources which tell that the efforts were not so relevant. Successes and limitations of these efforts to translate macro/international human rights norms into concrete local policy initiatives and in so doing, argue for a gendered and radicalized critique of human rights. That is attentive to the creative and often unexpected uses of macro-political tools for local political ends. (A Policy for Redressing Gender and Racialized Inequalities? The Substance and Politics of Rights Ordinances in the United States). There is also another drawback about the international treaties of human rights that it is too remote from the realities of people and their lives. International human rights treaties often claim that timely efforts are taken for changin g peoples poverty and deteriorating condition into stable and developing one. But in practical fields it never happens and for that the international treated are always criticized for turning their face around from the realities of peoples living conditions. Indeed, scholars have gone as far as to argue that international law itself is unlikely to advance human dignity because human rights treaties are flawed as a matter of substance and process (McGinnis, 2003:137 A Policy for Redressing Gender and Racialized Inequalities? The Substance and Politics of Rights Ordinances in the United States). The potential for new technologies and telecommunications for enhancing information exchange and social justice activism is getting improved in the era of globalization. The technology savvy world develops modern and innovative communication models with a view to create opportunities for the people to speak about the better experiences and social concerns. Such basic social problems a s inequality, poverty, and discrimination pose a constant challenge to policies that serve the health and income needs of children, families, people with disabilities, and the elderly (Anderson. and Herr 2007). There are places or nations where we can see the process of significant changes both in personal values and civil life. New technologies in every field have helped to make faster telecommunication facilities for enhanced and speedy information exchange. Sometimes modern trends such as globalization of business and consumer values, fast growing and developing communication media and its personalization, and the economic rearrangement of business into e-commerce and other information-oriented economies are often treated as bane, but it has a positive aspect too. Because of the above changes of modernization the whole world could provide helping hands wherever it need within little timeframe, whether it may be monetary forms of help or information based or even manpow er related. Yet there are many signs from the WTO experience in Seattle to the rise of global activism aimed at making biotechnology accountable that new forms of citizenship, politics, and public engagement are emerging (Anderson, and Herr 2007). International Social Workers: The Role in Rehabilitation of Needed Community The position of international social work in the modern times is very stable and effective too. New and more vistas are opened in the field. The nature of work has fully changed over the years. Social workers among teenagers is getting vide vitality and is becoming popular. In the New Arenas for Community Social Work Practice with Urban Youth, Melvin Delgado contends that social services with teenagers need to be re-conceptualized (Chow 2001). As an initial process, according to him, the young people should be trained in the way that it would benefit the development and growth of nations by extracting maximum potential from them. Continuing the topi c Delgado insists to adopt the approach of developing energetic and hardworking community for the development and economic nourishment of the country. Analysing various case studies regarding humanities, arts, sports and human psychology the author advises the society to adopt the successful intervention strategies of community social work practice. The Asian Tsunami Disaster received unprecedented global publicity resulting in an outpouring of financial assistance from governments, the general community and private donors, and international bodies. The AASW and the International Federation of Social Workers Asia Pacific responded to this crisis in a very helpful manner by giving such assistance to the victims and to those who directly or indirectly suffered the aftermath. The International Social service organization FAST prescribed a working perspective in their constitution and that is Social work seeks to enhance community expertise and empowerment in the decision mak ing process through all stages of planning, intervention and recovery. Strengths and resilience of the local community is acknowledged. International assistance is essentially collaborative with national/local partners in a consultancy role and in training/support/ research and evaluation (Source FAST https://www.aasw.asn.au/adobe/news/FAST_outline_draft12012005.pdf). By using the knowledge and value based skills social workers can intervene in the people at the levels of individual, group and family, community and their policy. These intervention/consultation is guided by certain disaster management principles, values and code of ethics . The tasks, issues and priorities mentioned in FAST constitution are as under:- Assessment of social emotional impact and needs. Planning short term interventions re grief, loss, trauma reactions. Working alongside agencies providing medium term interventions for communities and within temporary shelters to develop temporary communi ties. Helping manage the grieving process; providing info; assessing vulnerable people and referring for intervention/treatment. Therapeutic work, support and placement of orphaned/unattached children, adolescents and the widowed. People with physical disabilities or mental/intellectual disabilities. Assisting in education, research and evaluation, as well as documenting the event and process. (Source FAST) https://www.aasw.asn.au/adobe/news/FAST_outline_draft12012005.pdf No country stood alone from the aftermath of the disaster. Every country either directly or indirectly had to suffer the repercussions of this crisis. Tsunami was the result of a catastrophic earthquake at a magnitude of 9.0 in rector scale, which shook the Indian Ocean and formed very high tidal waves. The world has become a dumb witness of this deadliest natural disaster which happened in modern the era. These deadly tidal waves devastated coastal areas of Indonesia, Sri Lanka, Southern Ind ia, Thailand, and other nations, taking lives of around 228,000 to 310,000 due to casualties and other sorts of loss to the properties of nations. Meanwhile, the international aid provided all sort of relief and rescue, and rehabilitation services for the affected areas, that could covered around 3 billion USD (about 2.3 billion euros) from across the world. Past experience shows that rebuilding takes years of momentous effort. For instance, in Hokkaido, Japan, it took over five years to completely recover from a 1993 earthquake-triggered tsunami ( https://www.csa.com/discoveryguides/tsunami/overview.php). There was global support against the disaster; help from different parts of the countries flew to the affected countries. Every nation joined their hands to fight against the disaster as well as to console the victims. With the outpouring of support from the global community, the recent tsunami disaster has highlighted a number of factors regarding the coordination and de livery of international aid. (Fertig, Foster, and Nicholas 2005). While providing the aids to the sufferers these organizations had sustained a number of bitter experiences and setbacks at the beginning stage. Some of the difficulties the organizations had to face during the time of aid operations for the victims were that of financing such missions, providing the required type and amount of supplies, and bringing aid to affected populations while dealing with home and foreign governments. The AASW and the international social organizations rendered a significance services to tsunami victims. AASW and International Social Work Organizations, the renowned organizations for social services, bestowed a sort of social, economic, psychological solace upon the victims that rejuvenated them both physically as well as mentally in alleviating the sorrow of the tsunami affected people of different regions. These organisations help for the removal of poverty from grass root level. I FSW is an international body for social work, representing half a million professional social workers around the globe (https://www.aasw.asn.au/news/news_archive.htmvb). The rehabilitation services rendered by these humanistic organizations, irrespective of their basis objectives and aims, were actually the need of the hour. The assistance provided by them cannot be belittled. The social workers from these organizations tried their hardest to reduce the grievances of the tsunami affected people and to rebuild their socio-cultural status. Tsunami: Rescue and Rehabilitation The Asian Tsunami Disaster received unprecedented global publicity resulting in an outpouring of financial assistance from governments, the general community and private donors, and international bodies. The AASW and the International Federation of Social Workers Asia Pacific are responded to that crisis. No other rescue and relief operations have ever received as much publicity as the Tsunami rehabilit ation efforts. As social work has become a profession it will certainly have possibilities for some drawbacks in the near future. Many organizations have now emerged as social organizations to render help for the needy and for the disaster affected people. Now, social work and social workers become part and parcel of a wider acknowledged profession. It has been included in the curriculum of many countries. In a review of 20 years quantitative research and analysis into the psychological effects of disasters, Norris (2002) concluded that of the 50,000 people who had experienced 80 different disasters (62 per cent of which were natural disasters) and found the magnitude of individual effects like 74 per cent suffered from psychological problems, 65 per cent had Post Traumatic Stress Disorder (PTSD), 37 per cent got depression or major depressive disorder and 19 per cent went through with anxiety or generalised anxiety disorder (Source Magnitude of Individual Effects) htt ps://www.acu.edu.au/__data/assets/pdf_file/0003/97176/Disaster_Literature_Review_Edited_Final.pdf ). Keeping in mind the facts mentioned above, the training of social workers should be planned accordingly incorporating human psychology and process of treatment for these kind of mental traumas. International social work has the following key features which distinguish it from any other profession. The study of International Social Work includes the main issues like natural calamities, disasters, major accidents, and its rescue/rehabilitation related strategies and programmes to be implemented at the right time in the right place of affected people. Adopting these practices develops the broad scope of international social work services. As this essay has already narrated, the suggestion of authors David Cox and Manohar Pawar, regarding the ways of responding against the critical situations by all means available in this world. Conclusion The essay provides a positiv e approach with incorporating therein the overall perspectives and scope of international social work and social development practice to the world. One cannot expect a genuine social worker organization or other determined charitable societies to deceive peoples in the name of relief and rescue services. Thus the efforts made by Australian Association of Social Workers (AASW) and International Social Work Organizations for the rescue and rehabilitation of Tsunami affected people solely justified. Only because of these services the sufferers made themselves rehabilitated and returned to their normal life. So the services got deserved recognition and applause. Ethically speaking to have a mind for social services is a generous initiative that everyone does not possess. The young generation can be provided with appropriate teaching, practicing, developing subject requirements and processes and thereby the world could create a best quality people with generous thinking and deed . To propagate these values one need to have implement the process of international social work practice for students and practitioners at all levels. International Social Work is an ideal text for undergraduate and graduate courses in Social Work and Development Studies as well as an excellent resource for social workers, human services professionals, and development practitioners (20060718 Pawar. and Cox 2008). So the international social work organizations today become one of the inevitable social organizations for a noble cause. They help the entire world by rendering purposeful social services for the sake of humanity. Social workers have to be appreciated and applauded for their dedication and their sacrifices in the matters related to work. Works cited A statement of Tsunami Victim. https://www.theaca.net.au/journals/ca_archive/ACA%20Mag%20Vol5%20No2%20Winter%2005.pdf (FAST) https://www.aasw.asn.au/adobe/news/FAST_outline_draft12012005.pdf COX, Davi d., and PAWAR, Manohar. (2008). International Social Work: Issues, Strategies, and Programs (Hardcover). [online]. Amazon.com. Last accessed 25 August 2008 at: https://www.amazon.com/International-Social-Work-Strategies-Programs/dp/1412914078 Australias Emergency Response to the Tsunami) Magazine article by Alan March; UN Chronicle, Vol. 42, June-August 2005 https://www.aasw.asn.au/about/FinalisedAASWConstitutionforASIC270608.pdf (Source : Relationship with the International Federation of Social Workers AASW Constitution 2008) Welcome to Social Relief International. (2006). [online]. Social Relief Intl. Last accessed 25 August 2008 at: https://www.socialrelief.org/ Welcome to a Students Guide to Globalization. [online]. Globalisation101.org. Last accessed 25 August 2008 at: https://www.globalization101.org/ Undergraduate Bulletin 2008-2009: Courses In Globalization Studies. [online]. University at Albany. Last accessed 25 August 2008 at: https://www.albany.edu/unde rgraduate_bulletin/a_glo.html. Globalization: Two Sides of the Debate. [online]. allacademic research. Last accessed 25 August 2008 at: https://www.allacademic.com/meta/p_mla_apa_research_citation/1/1/0/3/5/p110351_index.html HUNTER WADE, Robert. Is Globalization Reducing Poverty and Inequality? (2004). [online]. elsevier.com. Vol. 20. P. Last accessed 25 August 2008 at: https://www.lse.ac.uk/collections/DESTIN/pdf/Isglobreducing.pdf . PAPANTONIOU, Antonios k., PESCHKE, Doris., and MORITZ, Torsten. (2004). Globalisation and Migration some Reflections on the Connection Between Two Inter-Related Global Phenomena. coe.int. Last accessed 25 August 2008 at: https://www.coe.int/t/e/north-south_centre/programmes/5_europe-africa_dialogue/c_hr_and_migration/globalisation%20and%20migration.asp. BROWNE, Colette V., and BRAUN, Kathryn L. (2008). Globalization,Womens Migration, and the Long-Term-Care Workforce. The Gerontologist. Last accessed 25 August 2008 at: https://gerontol ogist.gerontologyjournals.org/cgi/content/abstract/48/1/16. A Policy for Redressing Gender and Racialized Inequalities? The Substance and Politics of Rights Ordinances in the United States. [online]. allacademic. Last accessed 25 August 2008 at: https://www.allacademic.com/meta/p_mla_apa_research_citation/2/5/0/8/5/p250855_index.html. ANDERSON, Gary L., and HERR, Kathryn. (2007). Encyclopedia of Activism and Social Justice. SAGE. Last accessed 25 August 2008 at: https://www.sagepub.com/refbooksProdDesc.nav?prodId=Book228028. CHOW, Julian. (2001). New Arenas for Community Social Work Practice with Urban Youth: Use of the Arts, Humanities and Sports.Book Review. [online]. BNET. Last accessed 25 August 2008 at: https://findarticles.com/p/articles/mi_m0CYZ/is_4_28/ai_83530642 FERTIG, Ben., Foster, Tanya., and Nicholas, Irene. (2005). Tsunamis and the International Response: Economic, Social and Environmental Dimensions. ProQuest. Last accessed 25 August 2008 at: https:// www.csa.com/discoveryguides/tsunami/overview.php. https://www.aasw.asn.au/news/news_archive.htmvb (Source Magnitude of Individual Effects ) https://www.acu.edu.au/__data/assets/pdf_file/0003/97176/Disaster_Literature_Review_Edited_Final.pdf Don’t waste time! Our writers will create an original "International Social Work" essay for you Create order

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There are many more topics and sub-topics that will be covered within this paper on chapter 1. Section 1-1 Psychological Science is born: This section shows how the heart of psychology changes over time. In 1879, at a german

Outlaw Heroes free essay sample

Its a bird! Its a plane! Its a man in his mid-thirties who has super strength and flies? Not all us can live by, and relate to complete fiction. Traditional heroes have never quite served the same purpose as the outlaw hero has. Everybody can appreciate a little realism, which is why society is more psychologically attracted to the outlaw hero. The outlaw, or flawed hero, has a certain persona in which appeals to everyone. In other words, outlaw heroes are a movies way of projecting imperfection as a quality. Imagine if your rough edges in life, all your problems, and flaws against other eople led you to become a nationally recognized hero? Everybody in the history of time who has broken the law (who has been caught) has been punished. Howard Pyle decided that a hero can still break the law be righteous and become a hero Just like a Superman, but real life. We will write a custom essay sample on Outlaw Heroes or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page There are many ways to describe outlaw heroes attractable qualities to the common audience. One would be their strong-willed choices that they make. Every day, people in todays society must make choices: what shoes to wear, what to eat for lunch, etc. However, for the outlaw hero, their choices onsist of whether or not to obey the law to achieve their goal. Psychologically, a person is attracted to things that they cannot have. The reason most people are psychologically more attracted to outlaw heroes rather than traditional heroes is responsibility. An outlaw hero, does not have to save a city or a bus of people as traditional heroes such as Spiderman and Superman do. Outlaw heroes usually have a situation involving one human being usually family or close relation. For example: Max Payne is avenging his wife and child who were murdered by a gang.

Transcendental Ideas in Dead Poets Society free essay sample

Transcendental ideas in, Dead Poets Society Transcendentalism was a prominent philosophical movement in the mid 1800s. Poets such as Ralph Waldo Emerson, Henry David Thoreau, and Walt Whitman were transcendentalist literary work artists who believed that society and its institutions impeded individual self reliance. The poets mainly disobeyed the conformists and the traditional ways of society. These poets also believed that an individual needs to find their individual self, and not let any other things in society encumber the ability to have self reliance. Knox Overstreet, Neil Perry, and Mr. Keating are all characters in the movie that express Transcendentalist ideas as expounded by Emerson, Thoreau, and Whitman. Transcendentalism is present in the film, â€Å"Dead Poets Society,† because the characters evoke non-conformist attitudes, a central concept of the philosophy of Emerson, Thoreau, and Whitman. Neil Perry is a prominent character in the movie, who believes that it is more important to trust in one’s own ability to analyze and form ideas as opposed to accepting verbatim authoritarian rules and regulations. We will write a custom essay sample on Transcendental Ideas in Dead Poets Society or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page In Emerson’s writing called â€Å"Self-Reliance, he describes beliefs similar to that of Neil Perry’s. Emerson writes, â€Å"Whoso would be a man, must be a nonconformist. He who would gather immortal palms must not be hindered by the name of goodness. Nothing is at last sacred but the integrity of your own mind. Absolve you to yourself and you shall have the suffrage of the world† (Emerson, â€Å"Self Reliance†). The quote is saying that an individual should view themselves in a manner that allows them freedom to express ideas without fear of retribution. Sometimes traditional autocratic points of view within a culture or organization can be antithetical towards ones non-conformist point of view. In Neil Perry’s situation, we find that his father is domineering and cantankerous. Neil Perry’s quest to be a performer in a Midsummer Nights Dream shows that he is a non-conformist since he goes against his fathers will to become a doctor. When Neil Perry’s father gets a wind of the situation, it causes much consternation and later develops into a very volatile situation. As in Emerson’s quote, to keep ones own integrity is above all more important than resigning oneself to a status quo. Unfortunately Neil Perry’s situation leads to him committing suicide which is an extreme, however, he follows the precepts of transcendentalism even until the end. Like Neil Perry, Knox Overstreet, is another character in the film who goes against the traditional ways of society. Knox Overstreet, one of the overly exuberant boys at Welton Academy, takes the term, â€Å"Carpe Diem,† and incorporates it in his persona. In Thoreau’s writing called â€Å"Why I went into the woods,† Thoreau explains philosophical ideas related to the term â€Å"Carpe Diem. † I went to the woods because I wished to live deliberately, to front only the essential facts of life, and see if I could not learn what it had to teach, and not, when I came to die, to discover that I had not lived. I did not wish to live what was not life, living is so dear† (Thoreau, â€Å"Why I went into the woods†). Thoreau is promoting a lifestyle that is contrary to traditional society. Thoreau would rather enjoy the beauty of the natural world that surrounds him rather than subject natural beauty to a strict set of parameters. In Thoreau’s yearning to go against a natural order of society, he understands that it is risked involved that may cause him to be ostracized by his peers. Knox Overstreet takes a big risk in kissing Christine, and also by showing up in her class giving her flowers and reciting poetry. This caused Christine great embarrassment, but as in the case of Thoreau, the risk that Overstreet took causes him to be ostracized for the moment. Overstreet was viewed as a non-conformist by Christine and people in her classmates because his actions were out of the ordinary. Nevertheless, Christine comes around and affords him her friendship and even accepts a date. While Knox Overstreet is a very exuberant non-conformist, Mr. Keating is a very influential non-conformist who makes an impact on many of the characters. Mr. Keating appears to be a reluctant employee of an institution steeped in tradition, and resign to developing a set of policies and procedures that must be strictly adhered to. However, Mr. Keating is not one to always follow the rules to the letter of the law. Mr. Keating is a non-conformist, and he enjoys stepping out of the box to make his subject matter come to life and convey a philosophical ideal to the students whom he interacts with. Two transcendentalist writers come to mind when thinking of Mr. Keating and his precarious situation. Walt Whitman once said, â€Å"Do I contradict myself? Very well I contradict myself, (I am large, I contain multitudes. ) I concentrate toward them that are nigh. I wait on the door-slab† (Whitman, Song of Myself). Mr. Keating contradicts himself by merely contractually maintaining employment with Welton Academy. Mr. Keating vehemently disagrees with the structure Welton Academy wishes to enforce on the student body and the teachers. Nonetheless, Mr. Keating must stay in an attempt to mold young minds to believe in independent thought. It can be said that Mr. Keating like Whitman is contradicting himself for the greater good. In Thoreau’s â€Å"Walden,† Thoreau discusses the importance of experiencing life to its fullest potential. Thoreau once said, â€Å"I wanted to live deep and suck out all the marrow of life, to live so sturdily and Spartan like as to put to rout all that was not life. † Mr. Keating often talks about â€Å"sucking the marrow out of life† (Thoreau, â€Å"Walden†). A depiction of this zest for life is evident when Mr. Keating teaches the boys about the Dead Poets Society. The Dead Poets Society completely goes against the traditional conservative teachings of the school, making Mr. Keating a non-conformist. The Dead Poets Society teaches the boys to think for themselves and to focus on the true meaning of life through the wonders of poetry. Neil Perry, Knox Overstreet, and Mr. Keating like the transcendentalist poets Emerson, Thoreau, and Whitman, came to a point in life where an important decision had to be made as to which path they would follow. The movie, Dead Poets Society, is conveying to the audience through the characters the importance of following the right path in life even if that path may be very difficult, and could cause a lot of discomfort. However, in the pursuit of happiness, one must discover freedom of thought, expression, and spirituality. It is easy to conform to the status quo. To go against the traditions of society one could be subject to ridicule. The film shows how the ruling class who makes the rules, and imposes them on those of us with lesser status and power can thwart our ability to pursue our dreams and achieve inner peace. In the film, â€Å"Dead Poets Society,† it is clearly shown that the teachings of the transcendentalist philosophies are present in this film.

Studying Strategies and Differential Calculus Competency of Bsed Math Iii Students free essay sample

Abstract The present study investigated the studying strategies in Differential Calculus of the students in relation to their competency. There were several assumptions in the past studies on how the studying strategies explain the competency of the students. The present research gathered the common studying strategies and formulated a checklist to be answered along with a competency test. The final grade and the test score of the students were merged to determine their rank relative to the other respondents. Using chi-squared with critical values between 5. 99 and 9. 1, the studying strategies of the upper and lower groups were assessed whether there is a significant difference and relationship to their competency in Differential calculus. Those studying strategies that have a significant relationship are grouped which is then concluded as the effective studying strategies in Differential Calculus. Keywords: Differential Calculus, studying strategies, competency, grades, mathematics , test scores Introduction Differential Calculus is a subfield of calculus which deals with the change of rates at which quantities change. We will write a custom essay sample on Studying Strategies and Differential Calculus Competency of Bsed Math Iii Students or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page It is learned in schools because of so many reasons. Firstly, the mastery of this field is needed because it plays a major role in applications to physics and engineering, thus, it is a prerequisite to higher education in mathematics. Secondly, it also provides theoretical platforms on which applied methods are built on. Another justification for learning this field is that it provides analysis which has two distinct but interactive branches according to the types of functions that are studied: namely, real analysis, which focuses on functions whose domains consist of real numbers, and complex analysis, which deals with functions of a complex variable. This seems like a small distinction, but it turns out to have enormous implications for the theory and results in two very different kinds of subjects. Both have important applications. (www. math. cornell. edu/Courses/lifeaftercalc. html#analysis) However, while it holds true that differential Calculus is important to forward higher education, it is unfortunate to observe fellow students find difficulty in learning Differential Calculus until to the point that their competency deteriorates. Students have the propensity to forget lessons in Differential Calculus after it is taught. One factor that causes this inability to remember the lesson is the utilization of ineffective study habits. It is a common notion that when students in the school setting study hard, performance in academics would improve. Even poor students who have developed good study habits can perform well in school (On Watkins, 1994). Study habits are â€Å"those activities necessary to organize and complete schoolwork tasks and to prepare for and take tests† (Robbins et al. 2002). It is recognized in the present study that students need a standard showing specific study habits and how they affect the students’ performance in Differential Calculus. Several validity and investigations of study habits has been conducted. Bray, Maxwell, and Schmek (1980) assessed the students’ attitudes in studying and used it to predict the grades of the students’ performance. They have also f ound the correlation between the test scores of the students and their strategies in studying. However, there is a need to further establish the structure since there is a lack of follow-up studies on these measures. Moreover, the previous studies explained the contribution of the study habits generally to the overall field of education. The students’ performance, in their studies, do not account for specific contribution of the study habit. This present study will deal with the common study habits that are collected. Through this, the researchers will look into the relationship between each step/strategy in studying and their performance in Differential Calculus, e. . , attending to class daily, having a fixed schedule in studying, as to provide the students a standard of effective strategies in studying. What the researchers aim is to specifically determine the specific strategy in studying that contribute to the competency of a more specific subject which is Differential Calculus. Theoretical Framework How the independent variables in this research influence the depe ndent variable are on the bases of psychological and educational theories, principles, and concepts. Studies say that learning is better achieved and mastered when the learner attends to it as soon as possible. Gestalt psychology mentions the Law of Proximity referring to the way in which he tends to form groups according to the way they are spaced, grouping the nearer ones together (Tria, et. Al. , 1998). When applied to learning, this refers to having a constant study habit to compliment the learning acquired in school. Moreover, it explains why it is easier to remember recent events and hence more easily joined with the interest of the present in a common Gestalt (tria, et. Al. , 1998). In application to academic competency and performance, study habit pertaining to immediate and regular study periods and doing school requirements tend to result in a better performance than delayed and erratic study periods do. Experiential learning is primarily significant in its emphasis on personal involvement and personal acquisition of knowledge and skills through relevant experiences. C. R. Rogers differentiates between â€Å"cognitive (meaningless) and experiential (significant)† learning. The implication to academic performance is that students need to be continuously engaging in their studies as to retain and/or master the subject. The study focuses what strategies in studying the upper group have to compare with the lower group as to find out what study habits are effective. Conceptual Framework Statement of the Problem The main purpose of this study is to determine the effective strategies in studying Differential Calculus of the BSEd Math III at Cebu Normal University of school year 2010-2011, as basis for predictor of good performance. This study will specifically lead to answer the following questions: 1. What are the learning strategies of the students who belong to the Upper class? . Is there a significant difference in the learning strategies between the upper class and the lower class? 3. Is there a significant relationship between the learning strategy and competency in Differential Calculus? Significance of the study This research would benefit and improve the following: The BSEd Mathematics students of Cebu Normal University (CNU) This study will help evaluate their competency on Differential Calcul us which would enable them to enhance their skills especially in problem solving in the subject. This will also provide studying strategies that will result to better performance and competency of the subject Calculus Instructors in Cebu Normal University This study will help them gain significant insights on the progress and mastery of the students in Differential Calculus. Future Researchers They may use this study as their guide in further research about how students boost their competency and performance in other major fields in mathematics including the factors that affect it. Review of Related Literature There are several studies that points to the significant contribution of study habits on students’ performance. Marcus Crede and Nathan R. Kuncel (2008) in their research at the University of Albany said that Study habit, skill, and attitude inventories and constructs were found to rival standardized tests and previous grades as predictors of academic performance, yielding substantial incremental validity in predicting academic performance. The meta-analysis examined the construct validity and predictive validity of 10 study skill constructs for college students. They found that study skill inventories and constructs are largely independent of both high school grades and scores on standardized admissions tests but moderately related to various personality constructs; these results were inconsistent with previous theories. Study motivation and study skills exhibit the strongest relationships with both grade point average and grades in individual classes. They also said that Academic specific anxiety was found to be an important negative predictor of performance. In addition, significant variation in the validity of specific inventories is shown. Scores on traditional study habit and attitude inventories are the most predictive of performance, whereas scores on inventories based on the popular depth-of-processing perspective are shown to be least predictive of the examined criteria. Overall, study habit and skill measures improve prediction of academic performance more than any other noncognitive individual difference variable examined to date and should be regarded as the third pillar of academic success. Robbins et al. , (2006), they constructed the Student Readiness Inventory (SRI) which also measure some pattern of study habit behaviors (i. e. , academic discipline, emotional control, study skills). In their results, the study behavior patterns such as academic discipline, commitment to college, academic self-confidence, and general determination had the strongest relationships with the academic performance outcomes. The SRI factors had the largest contribution to grades (30. %) as compared to other factors (SES and race ethnicity). In another study by Robbins et al. (2004), he reported in a metanalysis that there are over 109 studies investigating the effect of study habits on students’ school-related outcome and the most common index is the students’ grade. The students’ grade reported in most studies is the Grade Point Average (GPA) when using a college sample. In their study, the relationship of study habits is positively related to grades but not as strong as its relationship with the SAT scores. Other studies have also emphasized the importance of study habits contribution to student grades. Murray and Wren (2003) concluded that traditional academic skills like study habits (using SSH) accounted for a significant amount of variable in explaining students’ grades. Aluja and Blanch (2004) in their model found that study habits had a direct link on students’ grades. When study habits were added as a predictor of academic achievement (GPA) in their study, the explained variable (R2) increased with . 4 points as compared when other predictors were added. The same results were found by Nonis and Hudson (2006) that when study behavior was added in the regression predicting grades, there was a significant increment in the explained variance (R2). A similar pattern was found by Svanum and Bigatti (2006) that when study behavior such as study effort was entered as a predictor of grades, it accounted for the largest contribution to grades (37% of grade variation) as compared to the contribution of outside activities (21%). Frank Pogue (2000) did a research project to determine why students fail. What he founds to be true in that study habits survey was that more than 30 years ago still rings true todaystudents fail because they do not know how to study . The best advice he can give is to develop sound study skills. He said that a student should make sure that he/she has a good study environment, a good desk, a sturdy chair, good light, comfortable room temperature and a quiet atmosphere. That means he/she should eliminate all external and internal distractions. Second, get a good overview of the assignment before starting the work. Know what skills, facts and ideas that are expected to master and the ground that are expected to cover. Start with most difficult subject first, while the mind is freshest and most receptive. According to Mark Crilly (2000), Successful students are able to balance social activities with good study habits. A diversion from studies will alleviate stress and help prevent from becoming fatigued. He said that a student should make sure that he must take a break for an hour after studies to meet with friends, to play some cards, work out at the gym, or to gab with a new acquaintance. For this way, that student will find concentration when he does study, if he plans a social activity afterwards. He said, â€Å"To develop a healthy social life, develop routine study habits. After supper, lug your books and homework to the library, find a comfortable and quiet niche, and study for two or three hours, taking intermittent 10 minute breaks every 45 minutes or so. † Making friends with whom you share similar study habits, and share a table or a study space with them would be a best way in developing study habits as what Mark said. RESEARCH DESIGN AND METHODOLOGY Research Design The study is a quantitative research under correlation descriptive method since we are getting the different favorable strategies of each third year BSED Math in studying Differential Calculus and at the same time, we want to know the significant relationship of their chosen strategies to their competency in Differential Calculus. Research Environment The research was conducted at Cebu Normal University. It is a state university. It is located at Osmena Blvd. It is near Banko Sentral ng Pilipinas. Its mission is to develop high performing educators that generate new knowledge and help build progressive and peaceful communities. Research Respondents The respondents of this research are third year BSEd Math, school year 2010-2011 who had taken up Differential Calculus. This study used purposive sampling method. The population of the students is 40. The population was divided into the upper class, middle class, and the lower class: 12 students belonging to the upper class, 16 students to the middle class, and 12 students to the lower class. The students were given a researcher-made checklist and an attached competency test in Differential Calculus. The students who were absent during the day when the study was conducted were not counted as respondents. Therefore, this study also used the convenience method in selecting the respondents. Research Instrument The main instruments used in this study were the researcher-made checklist and competency test in Differential Calculus. The checklist was made up of 33 statements wherein the respondents would check whether the strategy in the statement suited their study habit. The competency test was made up of 45 items comprising the significant topics in Differential Calculus. This involved the multiple choice and problem solving. Research Procedure In order to achieve the objectives, first, we gathered the different strategies in studying Differential Calculus and formulated a Test Items measuring their competencies in the said course. This became possible and valid, through the assistance of a Differential Calculus’ Teacher. After having the final Differential Calculus Competency Test, we also had the final questionnaire for the strategies, also indicating their final grade in that course. Each of them was given an examination on differential calculus and a questionnaire which asks them to rate on what extent do they act on the listed study strategies used by different students. Results from the examination were computed and weighed. 70% of their final grades and 30% of their examination grade results were totaled and ranked according to the top performing student to the lowest performing student. Top 30% of the students were classified as upper class and bottom 30% of the students were classified as lower class. The response of the students in upper class are grouped together and so as in the lower class. Chi-square test was then used to determine the significance or the reliability of a study strategy then, each strategy is analyzed and interpreted for the reason of it’s becoming significant or insignificant with regard to the data of the upper and lower class. Finally, the significant and insignificant strategies are grouped forming the standard of having effective studying strategies in Differential Calculus through the data obtained from our respondents, the third year BSED Math. Results: Statement of the Hypothesis Ho1:There is no significant difference in the learning strategies between the upper class and the lower class. Ha1:There is a significant difference in the learning strategies between the upper class and the lower class Ho2:There is no significant relationship between the learning strategy and competency in Differential Calculus. Ha2:There is a significant relationship between the learning strategy and competency in Differential Calculus. PRESENTATION OF DATA, ANALYSIS, AND INTERPRETATION OF DATA Table 1: Classification of students as to upper class or lower class by 70% their final grade and 30% their test score. Student |Final Grade |Test Score |Competency Grade |Classification (Upper 30%, middle and Lower | | | |Equivalent |(70%MG+30%TSE) |30%) | |1 |2. 4 |3. 0 |2. 49 |Upper class | |2 |1. 8 |3. 9 |2. 43 |Upper class | |3 |2. |3. 2 |2. 36 |Upper class | |4 |1. 9 |3. 4 |2. 35 |Upper class | |5 |1. 7 |3. 4 |2. 21 |Upper class | |6 |2. 0 |2. 3 |2. 09 |Upper class | |7 |1. |3. 0 |2. 02 |Upper class | |8 |1. 0 |3. 0 |1. 60 |Upper class | |9 |1. 8 |3. 4 |2. 28 |Upper class | |10 |2. 7 |3. 9 |3. 06 |Lower class | |11 |1. |3. 7 |2. 72 |Middle class | |12 |1. 9 |4. 1 |2. 56 |Upper class | |13 |1. 9 |2. 9 |2. 20 |Upper class | |14 |2. 5 |3. 9 |2. 92 |Middle class | |15 |2. |4. 1 |2. 90 |Middle class | |16 |2. 3 |4. 3 |2. 90 |Middle class | |17 |2. 4 |3. 7 |2. 79 |Middle class | |18 |2. 4 |3. 7 |2. 79 |Middle class | |19 |2. 4 |3. |2. 79 |Middle class | |20 |2. 5 |3. 4 |2. 72 |Middle class | |21 |2. 5 |3. 4 |2. 77 |Middle class | |22 |2. 2 |3. 9 |2. 70 |Middle class | |23 |2. 6 |3. |2. 70 |Middle class | |24 |2. 5 |3. 2 |2. 70 |Middle class | |25 |2. 2 |3. 7 |2. 65 |Middle class | |26 |2. 6 |3. 7 |2. 93 |Lower class | |27 |2. 6 |3. |2. 90 |Middle class | |28 |2. 3 |4. 7 |3. 03 |Lower class | |29 |2. 3 |5. 0 |3. 10 |Lower class | |30 |2. 6 |4. 3 |3. 10 |Lower class | |31 |2. 5 |4. |3. 13 |Lower class | |32 |2. 7 |4. 3 |3. 18 |Lower class | |33 |2. 7 |4. 3 |3. 18 |Lower class | |34 |2. 8 |4. 3 |3. 25 |Lower class | |35 |3. 0 |4. |3. 30 |Lower class | |36 |2. 3 |3. 4 |2. 63 |Upper class | |37 |2. 4 |4. 6 |3. 06 |Lower class | |38 |2. 1 |4. 0 |2. 67 |Middle class | |39 |2. |3. 9 |2. 70 |Middle class | |40 |2. 7 |3. 9 |3. 06 |Lower class | Table 2: Survey results of students belonging in the upper and lower classes and their chi-square with critical region from 5. 99 to 9. 21 |Class’ Response on Study Strategies | | | | |? |Remarks | |Upper Class |Lower Class | | | |Often | |12 | |9 | |9 | |0 | |0 | |7 | |1 | |8 | |4 | |2 | |5 | |2 | |2 |4 | |3 | |4 | |9 | |8 | |3 | |3 | |2 | |8 | |1 | |1 | |7 | |1 | |1 | |3 | |5 | |2 | |1 | |4 | |2 | |Significant |Insignificant | |Actively participating in class |Attending classes everyday | |Do advance reading and problem solving |Listening to lectures | |Using codes in memorizing the lessons |Reviewing each night | |Marking information in notes that may not be understood |Studying books/ hand-outs / no tes | |Studying at a quiet and conducive place |Asking peers for tutorial | |Referring to the internet for more information about the lessons |Using other books for additional information | Determining specific objectives when studying |Working on assignments from the most difficult to the easiest subject | |Having positive attitude towards studying |Having a fixed schedule on when to study | | |Restudying after examination | | |Cramming or studying only before the tests starts | | |Studying the lessons at once | | |Having a specific time set aside for studying | | |Studying when tired | | |Getting the overall picture before studying in detail | | |Inquiring for professional assistance (librarians, tutors, teachers, | | |experts) when the lesson is not understood | | |Trying and taking time to analyze how useful the lessons is in real | | |life | | |Studying alone | | |Studying with a group | | |Checking videos that are related to the lessons | | |Studying during eve nings | | |Writing down new notes to help remember a particular information | | |Not accepting texts and phone calls whenever studying | | |Making a diagram of the information to see the relationship better | | |Finding studying to be burdensome | | |Taking online tests | Discussion Though in this study, we are focusing more of the effective strategies on studying differential calculus, we not only consider the strategies applied by the excellent students, but also find the strategies applied by the lower students. Table 1 show the classification of the students who performed best, average and low. The best 30% of the students were grouped in the upper class, average performing students in the middle class and bottom 30% performing students were grouped in the lower class. We reject the middle class and focus on the upper and the lower class’ studying strategies for we are taking in consideration, the extremes in our samples which are the most effective strategies and the least effective ones. We find the common strategies used by both classes and the unique strategies used by the upper class students. The strategy that is not within the scope of the critical region in the Chi-square, which is between 5. 99 and 9. 21, is accepted by our null hypothesis and therefore has no significant relationship to the competency of a student. In the other hand, if it is within the said boundaries, the null hypothesis is rejected and therefore the certain strategy has a significant relationship to the competency of the student. The commonly used strategies shall be rejected and we then filter the uniquely used techniques by most of the upper class students, to be able to extract the effective strategies that we intend to get from this study. As we can see from table 2, we only found eight (8) statically significant strategies out of thirty-three (33). This though, does not mean that the ‘insignificant’ study strategies are ineffective at all. They may be effective but the 8 ‘significant’ strategies were found to be the most ffective as to the response of the sample students from the population of all the third year BSEd Math students. All of the strategies above were used by students of different levels of learning in differential calculus and it is found out that a strategy is considered to be th e most effective when mostly of the students who performed best in calculus highly carried it out. But, it may be considered ‘ineffective’ when both the upper and the lower class equally or closely carried the strategy out. Upon knowing the most effective strategies by the use of table 2, we know segregate significant strategies effective for competency of third year BSEd Math in differential calculus from the less effective ones. This is shown in Table 3. Conclusions Differential Calculus is a complicated and difficult subject matter but this lesson, sharpens the analytical skills of the students to be able for them to be ready in the real world wherein critical thinking and analysis is needed to excel. This subject is applicable in every aspect of one’s life, even if we may not realize it. In relation to this, long term knowledge on this subject is needed. This kind of knowledge is not attained in an instant. This involves a process of training the mind which is done through study strategies. Each and every student taking or who has taken this course has different ways on learning the subject because individuals are of a unique type of learner. All of the strategies in studying differential calculus stated in the previous pages may be effective for a type of learner but ineffective for the other but there are some techniques that are effective enough in inculcating the lessons in the minds of students. And in this study, we found out that those methods or strategies were used by majority of the students who still excels in the subject even after taking it up. These may then help other students who might be performing badly or who has poor mastery in Differential Calculus and may be in the other subjects to excel or somehow improve their learning and competency. We come up with eight (8) techniques in studying differential calculus in such a way that the lessons learned would still remain in the student’s mind even through time from the gathered data from the respondents. These are the following: (1) active participation in class (2) advance reading and problem solving (3) the use of codes in memorizing lessons (4) marking information in notes that may not be understood (5) studying at a quiet and conducive place (6) referring to the internet for more information about the lessons (7) determining specific objectives when studying, and lastly, (8) having positive attitude towards studying. Recommendation In the light of the foregoing findings and conclusions, the following recommendations are given: 1. Students should have a fixed schedule in studying. A good, well thought out schedule can be a lifesaver. Its up to you to learn how to develop a schedule that meets your needs, revise it if necessary and most important, and follow it. 2. You can study anywhere. Obviously, some places are better than others. Libraries, study lounges or private rooms are best. Above all, the place you choose to study should not be distracting. Distractions can build up, an d the first thing you know, youre out of time and out of luck. Make choosing a good physical environment a part of your study habits. 3. Like reading, note-taking is a skill which must be learned and refined. Almost invariably, note taking, or the lack of it, is a constant deficiency in the study methods of many high school and college students. Learning the ingredients of good note taking is rather easy; applying them to your own situation depends on how serious you are in becoming a successful student. 4. As you prepare for examinations, tests, or other assessments, you should spend time reviewing and revising your lecture notes. Begin the process by reviewing your notes right after a lecture. If you wait too long, you may discover that the notes just dont make sense. Dont hesitate to revise your notes based on the review process. 5. A similar study should be conducted to consider how the studying strategies predict the academic performance of the students in other mathematics areas. References Aluja, A. , Blanch, A. (2004). Socialized personality; scholastic aptitudes, study habits, and academic achievement: Exploring the link. European Journal of Psychological Assessment, 20(3), 157-165. DOI: 10. 1027/1015-5759. 20. 3. 157 Bray, J. H. , Maxwell, H. E. , Schmeck, R. R. (1980). A psychometric investigation of the survey of study habits and attitudes. Applied Psychological Masurement, 4(2), 195-201. DOI: 10. 177/014662168000400206. Brown, W. R, Holtzman, W. (1956). Brown-Holtzman Survey of Study Habits and Attitudes (SSHA), 1956 manual. Journal of Consulting Psychology, 20(3), 237. Brown, W. R, Holtzman, W. (1957). Test Review: Survey of Study Habits and Attitudes (SSHA). Journal of Counseling Psychology, 4(1), 75-76. Brown, W. R, Holtzman, W. (1969). Survey of study habits and attitudes. Journal of Educational Measurement, 6, 120-122. Efklides, A. (2008). Metacognition: defining its facets and levels of functioning in relation to self-regulation and co-regulation. European Psychologist, 13(4), 277–287. Goldfried, M. R. , DZurilla, T. G. (1973). Prediction of academic competence by means of the Survey of Study Habits and Attitudes. Journal of Educational Psychology, 64(1), 116-122. doi:10. 1037/h0034068. Holtzman, W. H. , Brown, W. F. (1968). Evaluating the study habits and attitudes of high school students. Journal of Educational Psychology, 59(6), 404-409. Hurlburt, G. , Kroeker, R. , Gade, F. (1991). Study orientation, persistence and retention of native students: Implications for confluent education. Journal of American Indian Education, 30(3), 16-23. â€Å"Is there Life after Calculus†, October 20, 2010 (http://www. math. cornell. edu/Courses/lifeaftercalc. html#analysis) Magno, C. 2009a). Assessing grade school students’ metacognition in solving mathematical problem. The Assessment Handbook, 2, 1-21. Magno, C. (2009b). Investigating the effect of school ability on self-efficacy, learning approaches, and metacognition. The Asia-Pacific Education Researcher, 18(2), 233-244. Magno, C. (2010). Looking at Fi lipino pre-service teachers’ value for education through epistemological beliefs about learning and Asian values. The Asia-Pacific Education Researcher, 19(1), 61-78. Murray, C. , Wren, C. T. (2003). Cognitive, Academic, and Attitudinal Predictors of the Grade Point Averages of College Students with Learning Disabilities. Journal of Learning Disability, 36(5), 407-415. doi:10. 1177/00222194030360050201 Nonis, S. A. , Hudson, G. I. (2006). Academic Performance of College Students: Influence of Time Spent Studying and Working. Journal of Education for Business, 81(3), 151-160. On, T. K. , Watkins, D. (1994). Daily living and study habits and the academic achievement of secondary school students in Hong Kong. Perceptual and Motor Skills, 79, 231-234. Ong, P. K. , Liao, V. , Alimon, R. (2009). Moderating language and number of mathematical operations in the relationship between problem solving scores and learning strategies. TESOL Journal, 1, 58-78. Somuncuoglu, Y. , Yildirim, A. 1999). Relationship between achievement goal orientations and use of learning strategies. Journal of Educational Research, 92, 267-277. Svanum, S. , Bigatti, S. M. (2006). The Influences of Course Effort and Outside Activities on Grades in a College Course. Journal of College Student Development, 47(5), 564-577. Robbins, S. , Davenport, M. , Anderson, J. , Kliewer, W. , Ingram, K. , Smith, N. (2002). Motivational determinants and coping and academic behavior mediators of first year college adjustment: A prospective study. Manuscript submitted for publication. Robbins, S. , Lauver, K. , Le, H. , Davis, D. , Langley, R. , Carlstrom, A. (2004). Do psychosocial and study skill factors predict college outcomes? A meta-analysis. Psychological Bulletin, 130, 261-288. Robbins, S. , Allen, J. , Casillas, A. , Peterson, C. , Le, H. (2006). Unraveling the Differential Effects of Motivational and Skills, Social, and Self-Management Measures from Traditional Predictors of College Outcomes. Journal of Educational Psychology, 98, 598- 616. Veenman, M. V. J. , Elshout, J. J. (1999). Changes in the relation between cognitive and metacognitive skills during the acquisition of expertise. European Journal of Psychology of Education, 15, 509–523. Wakefield J. A. , Alston, H. L. , Yom, B. L. , Doughtie, E. B. (1974). Related factors of the Survey of Study Habits and Attitudes and the Vocational Preference Inventory. Journal of Vocational Behavior, 5(2), 215-219. Zimmerman, B. J. (2000). Attaining self-regukation: A social cognitive perspective. In M. Bokaerts, P. Pintrich, M. Zeidner (Eds. ), Selfregulation: Theory, research and applications (pp. 13-19). Orlando. APPENDIX Respondents Personal Data: Age:_____ Course: Sex: ___F ___MGrade in Differential Calculus Finals:________ Directions: Please Check the Option that best describes you. O-Often S-Sometimes N-Never |STATEMENTS: |O |S |N | |I attend classes every day. | | | |I listen to the lecture. | | | | |I don’t actively participate in class. | | | | |I review each night. | | | | |I study my books/handouts/ notes. | | | | |I don’t do advance reading and problem solving. | | | | |I ask my peers to tutor me. | | | | |I don’t use codes in memorizing the lessons. | | | | |I use other books for additional information. | | | | |I work on my assignments in from the most difficult to the easiest subject. | | | |I don’t mark the information in my notes that I may not understand. | | | | |I have a fixed schedule on when to study. | | | | |I restudy after the examination. | | | | |I cram or study only before the test starts. | | | | |I don’t study all the lessons at once. | | | | |I have a specific time set aside for my studying. | | | | |I study at a quiet and conducive place. | | | | |I don’t refer to the internet for more information about the lessons. | | | |I study even if I’m tired. | | | | |I get the overall picture before I study in detail | | | | |I don’t determine any specific objectives when I study. | | | | |I have a positive attitude towards studying. | | | | |I inquire for professional assistance (librarians, tutors, teachers, experts) when I do not understand my | | | | |lessons. | | | | |I do not try and take time to analyze how useful the lesson is in real life . | | | |When I study alone, I learn more. | | | | |I study with a group. | | | | |I check for videos in YouTube that are related to my lessons. | | | | |I don’t study during the evening. | | | | |I write down new notes to help me remember the information. | | | | |I don’t accept texts and phone calls whenever I’m studying. | | | | |I make a diagram of the information to see the relationship better. | | | | |I find studying to be burdensome. | | | |I take online tests to improve my skills. | | | | Cebu Normal University Osmena Blvd. , Cebu City Transmittal Letter to Informants October 06, 2010 Dear Fellow Students, Good Day! We, BSEd-Math III students of Cebu Normal University College of Teacher Education, are presently conducting a study entitle â€Å"Studying Strategies and Differential Calculus Competency of BSEd Math III students†. The purpose of this study is to evaluate the strategies of the students in studying Differential Calculus. In this connec tion, kindly answer the attached questionnaire honestly and candidly. We assure you that the data gathered will be treated with utmost confidentiality. Your positive response will surely contribute to the success of our research study. Thank you and God Bless. Respectfully yours, EDEN KEY L. FELICILDA GIA MONICA S. MACION Noted By: DR. AMELIA M. BONOTAN Research Instructor,CNU Cebu Normal University Osmena Blvd. Cebu City College of Teacher Education Introduction to Research Studying Strategies and Differential Calculus Competency of BSEd Math III Student Felicilda, Eden Key L. Macion, Gia Monica S. Submitted to: Dr. Amelia M. Bonotan Results Effective Strategies in Studying Differential Calculus INDEPENDENT VARIABLES Studying strategies DEPENDENT VARIABLES Competency in Differential Calculus

Issues vs. Problems

Issues vs. Problems Issues vs. Problems Issues vs. Problems By Maeve Maddox The word issue has been used with various meanings since the Middle Ages. For most of that time, English speakers have talked about issues, but rarely have they had issues. Issue derives from classical Latin exitus: â€Å"to go out.† The noun issue can refer to the action of flowing out, as in the medical sense of â€Å"a discharge of blood or other matter from the body†: Three days afterward there was an  issue of pus  through this opening. An issue can be an exit, a place where something comes out: The identity of its waters is shown by the re-appearance of light bodies at  its issue  that have  been thrown into it above the place where it enters the mountains. As a verb, issue means, â€Å"to exit† or â€Å"come out of†: How to explain these expressions of frustration, contempt and downright hatred heard from audiences  issuing from the theatre? When Theseus was most enraged by his conviction that his wife had betrayed him, a deep, subliminal rumble would  issue from  beneath the auditorium, making the whole  theatre  shake. As a noun, issue can mean children: This amendment proved academic, as the abdicated  King  Edward VIII  died without issue  in 1972. Some matter or question that is under discussion or in question is an issue: The issue under discussion was not about victims or about pity, but rather about challenging oppression and discrimination. The public is concerned with issues of all kinds: The Five Main Issues Facing Modern Feminism Juvenile Delinquency: Current Issues, Best Practices, and Promising Approaches The issue of bullying in schools Why Campaign Finance Reform Is the First Issue That We Must Address Issues are topics that are viewed differently by different people. Problems are major and minor difficulties that must be overcome. Problems are not controversial in the way that issues are. For example, the adoption of the Common Core Standards is an issue. Poor television reception is a problem. Since the mid-1980s, the noun issue has been co-opted by many speakers as a word for what used to be referred to as a problem. problem: a matter or situation regarded as unwelcome, harmful, or wrong and needing to be overcome; a difficulty. Here are some examples that use issue where the word problem would be sufficient: What Should I Do If My Child Has Learning Issues? Treating Foster Children for Psychological Issues I can sympathize with people who have an  issue with dogs.   If you suspect that you need more help with your reception issues, just have a chat with your local antenna specialist. Hairballs are a common  issue with cats. Is your Apple computer having issues playing sound from the built-in speakers? Ive noticed that people with contacts dont have as much of an  issue with onions. Perhaps some speakers feel that issue sounds grander or more scientific than problem. To be sure, there is some overlap between issues and problems. Climate change, for example, is both an issue and a problem. But when it comes to controlling hairballs and peeling onions, problem will suffice. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Misused Words category, check our popular posts, or choose a related post below:20 Computer Terms You Should KnowTime Words: Era, Epoch, and Eon25 Idioms About Bread and Dessert

Could terrorists aquire Weapons of Mass Destruction and how Essay

Could terrorists aquire Weapons of Mass Destruction and how significant is the threat of them being used - Essay Example Most of these terrorist groups have sought to obtain the weapon of mass destruction. Al-Queda is the only terrorist group still pursuing to have WMD. The possibility of terrorist groups acquiring WMD is higher through former Soviet Union and due to the distribution of information and technology. The threat is evident with countries budgeting for prevention and response to these attacks. Most of the terrorists groups’ intentions changed from politics to the ability to kill a large number of people evident through actions of Al-Queda hence need WMD. Al-Queda is the leading group in the search to have WMD that is in line with the group’s goal of killing a large number of people in each attack. Al-Qaeda’s goal is evident from 9/11 attack and aborted attacks on the same day. Their ability has tremendously increased in the past due to their economic capability and availability of relevant information. However, the ability to acquire nuclear weapon may be lower due to technology requirements, unavailability of materials to build one and regulation in its acquisition. The terrorist groups have no option but use the improvised explosives in their attacks. The CIA shares the same idea that terrorist groups have lesser chances of acquiring WMD. Many terrorist groups including Aum Shinrikyo, Al-Queda and associates have in the past pursued WMD (Mowatt-Larssen, 2010, p 1). Strict regulations are among the factors impeding these groups from having the weapons. Even with these regulations, some terrorist groups like Al-Queda have made much progress in the process of acquiring WMD. The main goal of Al-Queda is to acquire nuclear weapon emanate from the message of the former leader Osama bin Laden. Other groups find it challenging and resort to using weapons including explosives that are easy to acquire. The accessibility to WMD by the terrorist groups is still hard, but some groups may acquire these weapons in future. The threat

Briefly characterize the main periods of Indonesian history Essay

Briefly characterize the main periods of Indonesian history - Essay Example Foreign influence on Indonesia is quite apparent and it had been an important trading location for various civilisations and as such also a prize colony. Going back in history there has been fossil evidence that shows Indonesia to be inhabited for more than five hundred thousand years (Pope, 1988). However, in terms of recorded history, the seventh century A.D. is more important since this is the time when the smaller kingdoms were united into the Sriwijaya kingdom (Drakeley, 2005). Naval forces were naturally important to Indonesian kings and based on their strength in the sea they were able to control the trade which went through the region. Contact with Hindu and Buddhist religions also influenced the structure of the country’s culture and religious makeup to the extent that by the tenth century the dynasties which held power over Indonesia had become Hindu or in some cases Buddhists (Drakeley, 2005). The period of Hindu kingdoms lasted till the 13th century when Indonesia had its second experience of traders turning into rulers (Ricklefs, 1993). Islam came to Indonesia with traders carrying goods from the Islamic empire and regions such as a Persia and India which had already been influenced by Islamic missionaries, traders or raiders. Hindu kings were influenced by and converted to Islam and the first such king was the Sultan of Demak. He was a powerful force in spreading Islam to the other island kingdoms of the region and caused the retreat of Hinduism and Buddhism from the islands. A commander under the Sultan of Demak conquered the capital of the West Java Kingdom of Pajajaran which was called Sunda Kelapa. After the conquest the city was renamed as Jaya Karta which means great city. The name later changed to Jakarta and it remains the capital city of the country to this day (AsianInfo, 2000). From the western world, the

Why might some SME owners give more preference to family involvement Essay

Why might some SME owners give more preference to family involvement in the management of SMEs compared to others - Essay Example ssary ambition to devote their skills in ensuring that the businesses survives the threats of the environment to achieve growth and the overall maximisation of profits (Eisenhardt 2009, p. 78). The following discussion shall evaluate on the several aspects that SME owners evaluate to resolve on the appointment of family members to the management of the businesses as of importance. With the growing competition and the need to grow the segments of operations in order to yield and accrue the benefits born to economies of scale, SME owners acknowledge that managerial positions should be directed to family members since they have a stake in the businesses. Small microenterprise businesses contribute to the biggest percentage of all global businesses. Therefore, competition is evident for each of the business seeks to prosper in growth and profitability over other common and many other entities with similar production and market objectives (Habbershon, Williams, & MacMillan2003, p. 87). SME owners are knowledgeable of the fact that other similar businesses in their segment of operation may engage in unethical ways to amass relevant, but secret information that will serve for the benefit of the competitors. The practice of appointing learned family members to such positions is the fact that the owners are knowledgeable of the positive influences such individuals bear (Gomez-Meja, Nunez-Nickel, & Gutierrez 2011, p. 90). Notably, the appointment of family members following a certain protocol of tangible and intangible forms of incentives serve for the benefit of the organization since such managers realize the importance in ensuring successful outcomes and limited threats to their organisations (Martà ­nez, Stà ¶hr, & Quiroga, 2007, p. 90). Agreements signed entitle an individual to manage the SME as a family business and further as an honourable job position with its interest after some time without necessarily being physically active (Eisenhardt 2009, p. 88). This helps

Pollution Associated With Oil And Gas Production Environmental Sciences Essay

Pollution Associated With Oil And Gas Production Environmental Sciences Essay 1.1.1 Oil and gas production generally generates massive wealth for countries and contributes to the socio-economic development in the areas of foreign exchange earnings, provision of job opportunities, improved infrastructure, water supply, sewerage and waste treatment, health care and education, among others. Despite these economic and social benefits associated with the oil and gas industry, the exploitation of oil and gas reserves has not always been without some ecological side effects. Oil spills, damaged land, accidents and fires, and incidents of air and water pollution have all been recorded at various times and places. 1.1.2 The discussions that follow will seek to highlight the pollution associated with the various stages of the oil and gas production; and will discuss the wide range of approaches used by governments across the globe to regulate the attendant impact and pollution to the ecosystem. The discussion will also suggest an appropriate strategy to be adopted by the industry in order to achieve its overall goal of finding the right mix of regulatory, co-regulatory, incentives and voluntary mechanisms to meet the challenge of world energy demands, whilst minimising adverse impact on the environment by conforming to current good practice. The environmental impacts of the activities of the oil and gas industry exploration and exploitation, refining and products marketing have been of concern to government regulatory agencies, oil companies operators as well as the host communities. The potential for extensive and irreversible environmental and social damage from oil development projects is particularly acute in developing countries with inadequate regulatory frameworks or weak environmental and social legislation. The impacts of oil and gas operations generally occur in the form of human, socio-economic and cultural impacts, atmospheric impacts, aquatic and terrestrial impacts. Human, socio-economic and cultural impacts may include changes in land-use patterns, such as agriculture, fishing and hunting as direct consequence (for example, land-take and exclusion) or as a secondary consequence in the form of new access routes, leading to unplanned settlement and exploitation of natural resources. The impact could also result in changes in aesthetics because of unsightly or noisy facilities. It has been reported that in some places where oil is discovered, the economy develops rapidly, but it is an economy of misery.    Poorly built oil camps are carved out of the landscape and bring with them many social problems, such as forced displacement, alcoholism, sexually transmitted infections, and HIV/AIDs. Oil companies and governments regularly wash their hands of the communities mostly damaged by the oil development. In most instances, these communities are left on their own to try to determine how much and what kinds of harm the oil and gas industry has caused, and to search for ways to restore their communitys health. Protests by communities, often confrontational in nature, are the most eloquent testimonies of the resistance to the general pollution of the environment by the activities of oil companies. For example, in 1995, proposals by Shell to dispose of the Brent Spar oil storage facility provoked an extensive campaign of protests by activists from Greenpeace aimed at stopping Shell from dumping the Brent Spar in the North Sea. Spontaneous protests in support of Greenpeace and against Shell broke out across Europe, and eventually resulted in Shells eventual abandonment of plans to dump it deep in the Atlantic., Atmospheric pollution results from flaring, venting, and purging gases, fugitive gases from loading operations and tankage and losses from process equipment, combustion processes such as diesel engines and gas turbines. The main emission gases include carbon dioxide, carbon monoxide, methane, volatile organic carbons and nitrogen oxides. Gas flaring exposes workers, communities, and wildlife to pollution with various health effects. The flares pollute the clouds, causing a black rain that poisons water sources. The Niger Delta in Nigeria is a typical example of a region adversely affected by the impact of oil and gas exploration and production. Pervasive gas flaring is one of the key factors that have worsened the environment of the Niger Delta, attracting concern from the international community. It has been reported that Nigeria has the Worlds highest level of gas flaring and flares about 16 per cent of the worlds associated gas. Aquatic pollution result from production water, spills and leakages, cooling water, process, wash and drainage water, drilling fluids, and chemicals used for well treatment. Oil is often spilled during transport through pipelines, trucks, and ships. When oil spills, it pollutes groundwater and waterways, harms plants and animals, and causes damage that may last for years to resources for hunting, fishing, and farming. Even once the oil appears to have dissipated, it can still lurk beneath the surface of beaches and the sea bed, severely affecting marine organisms that burrow, such as crabs, for literally decades. These burrowing creatures are also food for other animals, so the cycle of poisoning continues for many years. In addition to the impact on marine life, oil spills have a direct impact on humans too long after the initial media frenzy has died down. For example, some Alaskan communities were affected by the Exxon Valdez disaster of 1989 as important commercial fishing and hunting grounds were contaminated for an extended period. Tourism was also affected. Oil and gas operations also have potential impacts on vegetation and soils resulting from deforestation, disturbance due to construction activities, indirect impact due to social change and contamination resulting from spillage and leakage or solid waste disposal. During the course of exploration oil, forests are cut down and homes are destroyed. Roads are built, and streams and rivers are blocked up. Seismic testing damages homes, wildlife, and the land.    Oil drilling can cause fires, explosions, and other accidents that endanger workers and the community. For example, in 1988, the offshore platform Piper Alpha, which was located in the British sector of the North Sea oil field and operated by Occidental Petroleum, was engulfed in a catastrophic fire and resulted in the loss of 167 lives, costing billions of dollars in property damage, and the shutting down of approximately 10% of total UK gas production. The dumping of toxic water is also a major cause of pollution. Laws about drilling in wealthy countries require the toxic water to be put back into the ground rather than dumped on the surface.   Oil companies often do nothing more than dig a hole and dump in crude oil, drilling wastes, toxic water, and other wastes leading to the contamination of groundwater and land. Pollution at the refining stage results from refineries releasing toxic waste into water, soil, and air and this leads to various health risks. This pollution also adds to global warming. The decommissioning phase of oil and gas production, if unchecked, can also present environmental problems by the disposal of oil platforms into deep waters. The end result could be hundreds of rusting platforms, obsolete subsea infrastructure and disused pipelines running all the way to land. It is important to point out here that the impact on the environment of oil and gas exploration and production operations depends on the stage of the process, the size and complexity of the project, the nature and sensitivity of the surrounding environment, the effectiveness of the planning, pollution prevention, and mitigation control techniques. While some of these impacts can be said to be the result of unpredictable acts of God, the occurrence of some of these potentially devastating impacts often result from accumulation of errors and questionable decisions, most of which are rooted in the organization, its structure, procedures, and culture. These organizational factors include flaws in the design guidelines and design practices, misguided priorities in the management of the trade-off between productivity and safety, mistakes in the management of the personnel on board, and errors of judgment in the process by which financial pressures are applied on the production sector resulting in deficiencies in inspection and maintenance operations. The Piper Alpha accident of 1988 is one of the cases that can hardly be attributed to an act of God: gross human error greatly contributed to this accident. Notwithstanding the fact that the coincidence of the final events that triggered the catastrophe was not in itself controllable, the failure resulted essentially from an accumulation of management errors. In November 1990, Lord Cullens report into the disaster severely criticised safety procedures on the rig owned by Occidental Oil. The immediate cause of the disaster was a failure in the permit to work system which caused a breakdown in communications between the day shift and the night shift. This led to the use of machinery which was undergoing maintenance and caused the escape of gas from an insecurely fastened temporary flange. Thereafter, there appeared to be a series of failures and errors of judgment which contributed to the overall scale of the disaster. In the case of the Exxon Valdez oil spill of 1998, the US National Transportation Safety Board ruled that drinking by the ships captain, a fatigued and overworked crew and inadequate traffic control by the Coast Guard all contributed to the enormous oil spill by the Exxon Valdez off the Alaskan coast in 1989. In another instance, the final Report by the Commission set up by US President Barack Obama to investigate the cause of the recent BP Deepwater Horizon oil rig explosion on 20 April 2010 in which 11 workers were killed and led to an estimated four million barrels of oil gushing into the Gulf of Mexico (the National Oil Spill Commission) concluded, among others, that the explosive loss of the Macondo well could have been prevented ; and that the immediate causes of the Macondo well blowout can be traced to a series of identifiable mistakes made by BP, Halliburton, and Transocean that reveal such systematic failures in risk management that they place in doubt the safety culture of the entire industry.