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.

Negative Peer Pressure Essay -- Peer Pressure Speech

Go on." "Everybody's doing it." "It's only one drink." "You're such a loser." I didn't know what to do. All these voices were repeating themselves over and over in my head. I didn't want to give into them because I knew what I was doing was wrong. I didn't want everyone to think I was scared but what if my parents found out. Why was I here? Are these people really my friends if they are really doing this to me? These were the vital questions that I didn't know the answers to. I knew in my heart it was wrong but I gave in. This is usually the typical outcome of a scene like this. It is called peer pressure. It can be disguised in many different forms. In this essay I am going to look at different ways in which teenagers can be influenced by peer pressure. Many teenagers experiment with cigarettes, drugs or alcohol. It is likely that they take their first cigarette, drink or drug because of pressure from peers or friends. The influence of friends who smoke is the main reason teenagers start, although you are also more likely to start if your parents do. Cigarettes, like alcohol, are an acquired taste but over eight per cent of people who smoke in their teens become permanently hooked. Often adolescents drink to feel less uncomfortable and more relaxed with friends and peers and because they are encouraged to do so by other teenagers. Regular excessive drinking can lead to poor school work, social and emotional problems, the use of other drugs and sometimes even suicide, The main difference between alcohol or cigarettes and other drugs is that once you are over a certain age you can legally buy alcohol and cigarett... ...y develop other symptoms such as headaches or stomachaches. Some sufferers feel short of energy and want to sleep all the time; others will have difficulty in sleeping and become very tired. Tiredness, lack of interest and difficulty in concentrating can affect schoolwork. Depressed people often lose interest in hobbies and activities and feel cut off from the people around them. They feel worthless and believe they have no power to change the situation they are in. some young people turn to drug or alcohol abuse, sleeping around, crime, skipping school or running away from home. These can all be ways of distracting themselves from their feelings. Depression has to be taken seriously and sufferers need to seek immediate help. Counselling, psychotherapy or sometimes medication can make recovery quicker and easier.

Culturally diverse entity Essay

Listing down the sources of my cultural programming sure opened up my eyes to the realities that I am facing. As a person who is growing up and trying to come to terms with my identity as it interacts with the world, it is amazing to know that there are a lot of sources of my cultural programming. Although I consider my family as one of the main sources of my understanding of my own world, I realize that I am also bringing in cultural diversity to my family. As a part of the new generation of people in the world, we are different from our parents and much more from our grandparents. As such, through the technology I use and the ideas that I come across with, I am becoming more diverse in terms of culture. There are times that several sources of my cultural programming come into conflict. I can think of several ones. The church and the morality and faith it is teaching sometimes come into conflict with the kinds of movies and TV shows I watch. Quite honestly, there are times that I feel that church stuff is boring but when I also realize the wars, the way that people tend to forget courtesy and the sense of right and wrong, I feel that the church still has something to offer. Another source of conflict is perhaps the way that my family expects me to behave in a certain way and the way in which my friends treat each other and the way that media such as television shows and movies portray the life of a teenager. There are times that I get confused with the expectations of my parents and the way that I want to live. But I know that I have to respect them and listen to them. Culture is very broad and I think that as young people of today, we are exposed to more shapers of culture than did our parents and grandparents. That is why there are conflicts in these cultures as they are developed in me.

The Emirates Airlines Marketing Strategies

The Emirates Airlines Marketing Strategies Learning and Memory of Consumer Behavior in Emirates Business corporations conduct consumer studies for the improvement of their marketing strategies. This enhances their understanding on how the consumers contemplate, sense, and reason amid different products they offer. Emirates airlines, as one of the greatest developed long-haul carriers, are no exception in this realm. Learning and memory of consumer behavior in emirates is of greater importance and requires extreme attentions for the survival of the business in this dynamic global market.Advertising We will write a custom essay sample on The Emirates Airlines Marketing Strategies specifically for you for only $16.05 $11/page Learn More Learning within the consumers entails a rigorous transformation of the pre-existing memory as well as behavior. It is not exclusively knowledge based, but inducement by influence is also relevant. It focuses on the already known and enactment of subsequent concrete behav ior[1]. Learning and memory of the flight products are crucial at Emirates airlines. Various approaches of learning are taking course from which consumer awareness rests. One of such methods is a classical conditioning where consumers are natured to abide by the culture of the organization in terms of flight schedules, travelling conditions and all the benefits that abreast their products. Countless contemporary advertisers utilize the ideology to survive in the competitive market share. Restrictions in consumer awareness or information handing capabilities influence resolutions and marketing results. Concurrently, operant conditioning engages a diverse succession of events thus perceived as learning. The wide-ranging outline is behavior, consequence, and the possibility of the behavior to rise or descend. The Emirates Airlines embraces learning, as well as memory, to enact positive consumer behavior towards their products. They sometimes grant offers while trying out new products. Behavior arises from either individual realms, or groups. It entails the exploitation, disposal, and product acquisition. Importance of Marketers’ Understanding on Consumers Learning on Products and Services The marketers’ knowledge of how the consumers learn about their products is vital in the Emirates Airlines. The most fundamental one is for the marketing scheme meant to augment the promotion campaigns. The illustration of this concept is vivid by the discovery that travelers are more receptive to flight advertisements throughout December holidays when most tourists tend to fly abroad for leisure than any other season. The organization understands that new services primarily meet adoption by few individuals, and eventually the entire population.Advertising Looking for essay on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More The marketers must be patient as the product steers through these rigor ous phases while the organization has to finance the marketing projects to uphold the products buoyancy until they convene a commercial hit. The emirates marketers significantly understand how consumers learn about their services and support the gratification of initial customers, since they will in turn sway many successive clients’ brand preferences[2]. Emirates conditioning results Conditioning denotes the growth of behavior variation, which connects a desired behavior to a product with a previously unrelated stirring service. It aids in the successful promotion of new products. Emirates Airlines have effectively implemented such conditioning strategies with positive results. This extremely firm, with affirmative results, employs several aspects of conditioning encompassing typical, operant, and vicarious erudition. They employ unconditional stimulus, which brings forth unrestricted responses from the customers towards a new product. The corporation also embraces repositio ning, which engages an attempt to transform consumer perceptions of a brand, typically turning out to be less striking. Customer’s behavior and induced receptiveness are the key components of this achievement.  The rewarding of the customers behavior either at intervals or at some fixed duration is paramount in the arenas of conditioning[3]. In vicarious learning, the clients do not usually undertake the learning procedures by themselves. Occasionally, they possibly learn from examining their fellow clients. Bibliography Shaw, S. Airline marketing and management. Ashgate Publishing, Ltd, Vermont, 2007. Shimp, T. Advertising Promotion, and Other Aspects of Integrated Marketing  Communications, Cengage Learning, Ohio, 2008. Taneja, N. Flying ahead of the airplane. Ashgate Publishing, Ltd, Vermont, 2008.Advertising We will write a custom essay sample on The Emirates Airlines Marketing Strategies specifically for you for only $16.05 $11/page Learn More Footnotes T, Shimp, Advertising Promotion, and Other Aspects of Integrated Marketing Communications, Cengage Learning, Ohio, 2008, p. 145. S, Shaw. Airline marketing and management. Ashgate Publishing, Ltd, Vermont, 2007, p.107. N, Taneja, Flying ahead of the airplane. Ashgate Publishing, Ltd, Vermont, 2008, p. 140.

East Carolina University GPA, SAT ACT Admissions Data

East Carolina University GPA, SAT ACT Admissions Data East Carolina GPA, SAT and ACT Graph East Carolina University GPA, SAT Scores and ACT Scores for Admission. Data courtesy of Cappex. How Do You Measure Up at East Carolina University? Calculate Your Chances of Getting In  with this free tool from Cappex. Discussion of East Carolinas Admissions Standards: Roughly two-thirds of the applicants to East Carolina University are admitted. The bar for admission, however, is not overly high, and students with decent grades and test scores have a very good chance of getting in. In the graph above, the blue and green dots represent accepted students. You can see that the majority of successful applicants had high school averages of B- or higher, combined SAT scores of 1000 or higher (RWM), and ACT composite scores of 19 or higher. Higher grades and test scores obviously translate into a better chance of acceptance. In the middle of the graph youll see some red dots (rejected students) and yellow dots (waitlisted students) mixed in with the green and blue. Some students with grades and test scores that were on target for East Carolina University did not win admission. At the same time, some students were accepted with test scores and grades a little bit below the norm. This is because the East Carolinas admissions process is not entirely numerical. The university evaluates the rigor of your high school curriculum, not just your grades. The admissions folks want to see that you have taken challenging courses that have prepared you for college-level work. Also, the university is committed to diversity, and students personal situations and backgrounds can play a factor in the admissions process. To learn more about East Carolina University, high school GPAs, SAT scores and ACT scores, these articles can help: East Carolina University Admissions ProfileWhats a Good SAT Score?Whats a Good ACT Score?Whats Considered a Good Academic Record?What is a Weighted GPA? Articles Featuring East Carolina University: North Carolina Colleges and UniversitiesSAT Score Comparison for North Carolina Colleges and UniversitiesThe American Athletic Conference If You Like East Carolina University, You May Also Like These Schools Wake Forest University:  Profile  |  GPA-SAT-ACT GraphDuke University:  Profile  |  GPA-SAT-ACT GraphElon University:  Profile  |  GPA-SAT-ACT GraphUniversity of North Carolina - Greensboro:  Profile  |  GPA-SAT-ACT GraphCampbell University:  Profile  North Carolina State University:  Profile  |  GPA-SAT-ACT GraphWestern Carolina University:  Profile  |  GPA-SAT-ACT GraphClemson University:  Profile  |  GPA-SAT-ACT GraphWingate University:  Profile  High Point University:  Profile  |  GPA-SAT-ACT GraphUniversity  of North Carolina - Wilmington:  Profile  |  GPA-SAT-ACT Graph

CLA Final Essay Example | Topics and Well Written Essays - 750 words

CLA Final - Essay Example od of the Middle Ages and renaissance, when Latin became the predominant language in the entire Europe for most international educated discourse, mythological names were made to appear in Latinised form. The archaeological site of Knossos refers to the complex building of the palace and the surrounding buildings of similar antiquity which were inadvertently excavated at the same time with the palace. For a very long time the name Knossos has survived, from ancient Greek references to the main cities of the Crete. Knossos was majorly identified with a lot of bronze age sites that was mainly supported by the tradition and by the Roman coins that were spread all through the whole field that surrounded the pre-excavation sites. Many of the sites were surrounded by the Knosions or Knos both on the obverse and on the image of the Minotaur and even the Labyrinth. All the signs and symbols that were derived from the myth of King Minos were supposed to have reigned from Knossos. The excavation sites were discovered in late 1870s by an archaeologist known as Minos Kalokairinos. The excavation later began in AD 1990 by another archaeologist called Sir Arthur Evans and the process continued for a period of 35 years. Other than having the history of many years in the Neolithic, the Bronze Age and the classical period, a lot of ruins in the age period of the archaeology have greatly undergone their own history (Latacz & Troy, 2004). From the excavation by renowned archaeologists, tourism and education to occupation of a headquarters by the ruling governments going into war over the control of the eastern part of the Mediterranean. The palace of Knossos became the ceremonial and political centre of the Minoan civilization and culture. In most cases it looked a maze of the workroom, living spaces and even the storerooms close to the central square. However the palace was abandoned for some unknown period of time towards the end of the late Bronze Age. Except for the periods when

Illustrate how Shakespeare's Macbeth and John Clare's poetry use Essay

Illustrate how Shakespeare's Macbeth and John Clare's poetry use animals to present a message about human affairs such as politi - Essay Example It encompasses all religions, poetries, arts, histories, dramas, fictions and non-fictions. It enhances and reshapes the readers’ perception of life by providing them a wider spectrum through imaginary or factual narrations. It represents man’s relationship to man using images and symbols. As C. S. Lewis debates that â€Å"Literature adds to reality, it does not simply describe it. It enriches the necessary competencies that daily life requires and provides; and in this respect, it irrigates the deserts that our lives have already become"1. Thus, it is not a mere picture of reality rather it is a process of value addition in it; and represents prevailing cultures and norms of a particular society pointing out its various aspects. Literature can be regarded as a wise teacher. It presents examples, illustrations, and incidents in front of the readers to correlate their own lives and draw intellectual conclusions from them. Symbols and images are the most important tools of literature. Image represents reality whereas symbols stand for comparable aspects. The writers use them to create sharp and vivid images in the minds of the readers so that they may see their own worth in comparison to the characters and factors presented. Other than creating sharp fantasies, images serve to offer a deep penetration into the emotions and feelings of the characters in a particular situation. Thus, whenever a character in Ibsen’s plays feel emotional turmoil, he goes straight to the stove or fire. Fielding plays with the images of clothing and nakedness in ‘Joseph Andrews’ to use them as the symbols of human intentions,2 and status; Shakespeare uses them to explain seven stages of human life3 and Tennyson uses them to present facts in disguise. Animals have been a constant, continuous and effective source of symbols and images in English literature. Writers have used animals to represent and symbolise certain features of human nature. For exampl e, Shakespeare refers to snail to explain the pace of a school going child4; Jonathan Swift offered horse-like yahoos5; Alfred Tennyson has used the image of an eagle in his poem ‘The Eagle’ to explain the vigilance and crookedness with which authoritative ruler takes care of his estate6; Wordsworth has referred to Nightingale and cuckoo bird in ‘Solitary Reaper’ to explain the sweetness and thrill of maiden’s song and voice; Sylvia Plath has used bees7; Adrienne Rich referred to Tigers8, etc. For ages, this sort of imagery had been taken as aesthetics of writers. It is only now that cultural criticism is made upon this particular feature to highlight its social, political and religious aspects. This innovative field of critical study is called, ‘Ecocriticism’. Ecocriticism Ecocriticism challenges the study of literature’s relationship to the world. It is a key to the new awareness of life sciences. The main argument in natural sc iences states that the natural environment is an exclusive contributor to the human life and social values. Cultural change can be induced by the adaptation to the environment. It