Hedda Gabler Essay Example for Free

Hedda Gabler EssayThroughout the years people fill developed an get a line of how a particular gender should act. In the play Hedda Gabler, the characters that are involved ch completelyenge and conform the gender classs through literal and non-verbal text. The author Henrik Ibsen has displayed characters such as Hedda Gabler and Julianne Tesman to challenge their stereotypical gender behaviors.Hedda Gabler, the plays main character, challenges the crude gender stereotype of a woman by portraying Gabbler as a person who has a thirst for being free. Gablers father, General Gabler is one of the main influences of her behavior challenging her feminine role. An example is Tesman- My old morning shoes, my slippers look I missed them dreadfully. Now you should see them. Hedda- No thanks, it really doesnt interest me. This portrays Gabler showing no affection to Jorgen Tesmans slippers. The way Hedda is not interested in Tesmans slippers shows her little care for affection toward s Tesman. This challenges the putting surface gender stereotype because women are stereotyped to be affectionate and sensitive.Hedda Gabler is furthered portrayed by having masculine traits by non-verbal aspects of her character by having a pistol, Hedda-lifting the pistol and aiming Im going to shoot you, sir Brack- No, no, no Dont stand there aiming that at me. This commendation represents the gun symbolically representing her masculinity and at this point, Hedda using it empowers her and used to gain some sought of power over Brack. The gun seen as a non verbal aspect of the play clearly representing Hedda Gabbler in a masculine way challenging the common stereotype of her gender. The gun, a phallic symbol, is Hedda projecting her masculinity.The way she perpetually shows the gun, aiming it at Brack and talking about the gun to Tesman alarming him. Brack towards the end of the play blackmails Hedda about the death of lovburg and to avoid he being publically disgraced must(pre nominal) tend to the will of Brack, Brack- Willingly every single evening, Miss Tesman. We shall have a very pleasant time here you and I Hedda Yes that is what you are spirit forward to isnt, Mr. Brack? You as the only cock in the yard. Hedda then kills herself representing her making sure Brack does not get the upper hand over her and gets the ultimate freedom from men trying to dominate her.Hedda Gabler also shown to hate thought of pregnancy rejecting the common gender stereotype. This is shown through a conversation between Julie Tesman and Hedda Gabler Tesman Yes but have you noticed how plumped shes grown, and how well she is? How much she has filled out on her travels? Hedda Im exactly the same as I was when I went away. This repeat represents that Hedda resents the idea of her being meaning(a) and will avoid the topic completely. Through this Hedda further rebels against her gender stereotype by not wanting to have kids which all women at that time where expected to have. She further rebels against this concept by ultimately her death by suicide. Through killing herself it shows the ultimate rejection of societys medical prognosis for a female and projects Heddas resent to conform.Julie Tesman is a character in the play that conforms to the female gender stereotype. Julie Tesman portrays this in the paly by constantly asking Tesman if Hedda is pregnant Yes but have you noticed how plumped shes grown, and how well she is? How much she has filled out on her travels? which is important because she believes she should be. The fact that Julie Tesman serves Jorgen Tesman implements that she works for men a common female gender stereotype that women work for men. The fact that Julie Tesman will sacrifice everything for Jorgen shows her as mother figure toward Jorgen. Julie is seen as a mother figure, which shows that she is conforming to a female gender stereotype.In the play Hedda gabbler the author has created characters that challenge and conform to the common gender stereotypes. Hedda gabbler through being portrayed as masculine and ceaselessly not wanting to be controlled sows how she challenges the female gender stereotype. Julie Tesman portrayed as a caring, old mother figure conforms to a female gender stereotype because of her show of affection, fragility and seen as a mother figure. Through the use of verbal and non-verbal aspects the author has projected these two characters to conform and the other to rebel against the common gender stereotype.

Child Obesity Problem Essay Example for Free

Child Obesity Problem EssayAbstract. Child corpulency has been a serious issue in America. Approximately a 1/3 of children populations atomic number 18 overweight or risk becoming overweight. Children are hire un red-blooded foods with minimal nutritional respect and the physical didactics programs are being cut of the school day. Since these are the major ca social occasions of obesity they spell doom for America. The Bill no S. 100 excessively known as sinewy Students mask of 2007 was introduced by Barbara Boxer the California Senator who is overly an advocate of children and families. (www.govtrack.us).It advocates for the heartyness of children in schools by promoting better nutrition and increase physical activities. Ameri give notice Diabetes Association (ADA) and the Ameri foot Heart Association (AHA) support it. Major conditions of obesity are lack of physical exercise combined with silly diet. A balance must be struck so that calorie intake does not bydo c alorie utilization. Children need to burn up calories finished physical activities. They should not over rely on inactive leisure activities worry watching television, surfing the net and playing video gamesChildhood obesity is associated to various health effects like hypertension, diabetes and respiratory diseases illnesses for instance diabetes and high blood pressure. It is therefore an valuable national accounting that will help fulfill the children of America. However, its implementation could be delayed due to the legislative process that could take quantify. Again the taxpayers who are expected to fund it might oppose it.The Healthy Students Act of 2007 Bill no S. 100 is a bill that encourages the healthy of children in schools by promoting better nutrition and change magnitude physical activities. It is a national bill that was sponsored by Barbara boxer of CA on January 4th 2007. (www.govtrack.us) The bill requires the establishment of a pilot program providing gra nts to school districts or non-profit organizations for use in promoting healthy food alternatives under the school lunch and school breakfast programs. It amends the Public Health Service Act to establish a student impart forgiveness program for nurses who agree to employment as full-time nurses in elementary or secondary schools for 3 complete years. It in addition amends the ingrained Revenue Code to allow corporations a tax deduction for the charitable contribution to a private foundation of exercise or gymnasium equipment for use by elementary and secondary school students. The proposed policy is a federal legislation to be enacted by the Senate and House of Representatives. The legislation is very realistic and can therefore be successfully implemented. The federal government is expected to sponsor it. Currently it has been referred to the committee of finance and is in the process of deliberation. The proposal affects all quite a little as it focuses on schools, which are heterogeneous in terms of gender, color or race. Members of the American Diabetes Association (ADA) and the American Heart Association (AHA) who supported the Healthy School Act in New York State support the policy.The American Diabetes Association is the nations leading 501(c) 3 non-profit health organization that provides diabetes research, culture and advocacy. The American Heart Association is a national voluntary health agency whose mission is to build healthier lives free from cardiovascular diseases and stroke. (www.americaheart.org) Barbara Boxer who introduced it supports it. She is the authoritative senator of the state of California. She has been an advocate of children and family and it would suffice to say that she represents Californian as well as the children. The AHA and ADA represent the promotion of healthier lifestyles for children. They are concerned roughly the increased health risks associated with changing lifestyles for Americans and are focuse to promote the good health of children. To support their positions the three parties have their arguments. Senator Boxer proposed the bill because children are eating unhealthy foods with minimal nutritional value and the physical education programs are being cut of the school day. AHA is concerned with promoting healthy lifestyles and lowering cholesterol levels finished diet and physical exercise as well as preventing children from having cholesterol related health problems when they grow into adulthood. Americans should not be surprised by this policy. First, obesity in children is an issue that has attracted their concern and the dietary guidelines provided have been amended from section 9(a) of Richard B. Russell National School Lunch Act (42 U.S.C 1758 a)) This proposal is likely to be impertinent by the local taxpayers. To fund proposal taxes may be imposed on them reducing their disposable incomes. Being forced to pay higher taxes may see them oppose the bill. Costs would be incurr ed as the programs to grow own food in schools and hiring of more physical education teachers would be incorporated. Another contest that the bill faces is the legislative process, which may delay. The committees may reject them for instance the senate finance may hinder its proceeding from one position to the next. Obesity among children has been increasing at alarming rates. People have adapted sedentary lifestyles and are not keen on the nutritional requirements of food. Convenience plays an important bureau in find the food that one consumes. Approximately a 1/3 of children populations are overweight or risk becoming overweight. Childhood obesity is associated to various health effects like hypertension, diabetes and respiratory diseases.The major cause of obesity is lack of physical exercise combined with poor diet. (www.mayoclinic.com). A balance must be struck so that calorie intake does not outdo calorie utilization. Although obesity in children affects people of all race s, gender or color it has been observed that Africa American and Mexican American children are more likely to be overweight compared to non-Hispanic whites. It therefore suffices to say that people of color or the minority groups are more affected by obesity. Children of poor families are also more likely to be grave. Regular consumption of pre-packaged food, fast food, soft drinks can cause obesity as they have quantities of calories and sugars. Consumption of vegetables and legumes is beneficial as they can help check on weight and cardiovascular diseases. Children are a slender population that needs more nutrients than human beings for their growth and development. Improving on the diet and exercising levels can help protect childrens health two at the current levels and in future. (Www.mayoclinic.com). Physical exercises help burn out excess calories in the body. This helps reduce chances of acquiring illnesses for instance diabetes and high blood pressure. They also contrib ute to healthy bones and muscles. Children need to burn up calories through physical activities. (www.kidshealth.org). They should not over rely on inactive leisure activities like watching television, surfing the net and playing video games. Families must play an important role in ensuring that their children stay healthy. Parents have a major role to play in influencing their childrens health. Parents are responsible for shopping and cooking in their homes and they determine the lifestyles to be adapted. They also set examples of the eating patterns as well as exercising patterns that to be ad prefered by their children. Parents should engage their children parents should engage their children in physical activities like swimming and jogging while at the corresponding time ensuring that they provide healthy diets. Incorporating fruits and vegetables in their diets will be beneficial. Parents can also ensure that their children take food that is enough or that they eat with modera tion. The mayo Clinic website section on childhood explains the signs, causes and problems that are associated with childhood obesity. It also provides ways by which families can control and prevent obesity in children. (www.mayoclinic.com). Another important website that addresses the costs and consequences that obese children face as well as their potential future with obesity and the weight related health care issue is the fling Food Science. The Kids Health website provides important in-depth information to parents on how they should maintain their childrens health. It addresses the issues related to childhood obesity and its effects. Obesity in America organization website addresses the obesity issues. It focuses more on medical reasons for obesity. Obesity in children increases their healthcare expenditure compared to non-obese children. Obese children are more likely to have laboratory-screening tests as medical supply belief that they are at greater risks. Their blood pre ssure levels or lab values for cholesterol are higher than for normal healthy children translating to the increased costs.They are screened for blood pressure, sleep apnea and orthopedic abnormalities. (Junkfoodscience.blogspot.com). Advocacy groups that can be useful in combating obesity in the US include the Endocrine auberge and The Hormone foundation. The Endocrine society is the worlds largest and most active professional organization of endocrinologists in the world and it is dedicated to promoting excellence in research, education and clinical advancements in the endocrinology field. The hormone foundation is an affiliate of the endocrine society and its very important in disseminating information. It has established programs on childhood or paediatric obesity. It works hand in hand with the Congress and Federal agencies that impact policies dealing with obesity. (www.obesityinamerica.org). Parents should be create time to prepare nutritious foods for their children. They sh ould not opt for the quick fix that can harm their childrens health. Obese children can have problems with their self esteem as they can be teased or bullied by their classmates. Obesity in children causes psychological problems to them. Overweight children can have bone and joint problems. They increase their chances of developing asthma and they can experience brusqueness of breath making physical activities more difficult. They have restless or disordered sleep patterns that can affect their development. Tendency to mature earlier is also reported in overweight children and overweight girls tend to have irregular menstrual cycles and fertility problems in their later days. A stitch in time saves nine and adverse overweight effects can be counted if appropriate measures are taken. Schools have contributed to the increased numbers of obese and overweight children in America. lesser time is allocated to physical education programs and some schools have cut it altogether. Sedentary l ifestyles in children have consequently aggravated. Although genetics may contribute to obesity in children, the impact may be reduced if physical exercises and strict dietary measures are followed. It could be difficult to establish if an obese child born of obese parents is obese due to the genetic factor or due to the family lifestyles. (Www.kidshealth.org). Parents should set good examples by adhering to appropriate diets as well as participating in exercises. They should not reward good behavior with sweets as they have high sugar levels. Educating the children about the importance of healthy diets is necessary. Children could rebel if ultimate elimination of sweets, snacks or candies is done. They could find ways to access such foods in absence of their parents. Again imposing a specific physical activity on them should be avoided and a variety should be included. The media plays an important role in favoring unhealthy food. children who see people favoring foods in fast foods or in cartoon shows have the mentality that such food is appropriate. They urge their parents to offer them such foods. Children should eat more fruits, vegetables and whole grains. They also ought to get 30-60 minutes of delay to vigorous exercises each day depending on their age. (www.kidshealth.org). Grains provide energy needs for the child and includes whole meal bread, cereals and pasta. They give children energy to play and carry out important activities. Vegetables provide minerals and vitamins needed for good health. They also provide fiber that is important in aiding digestion. Milk is important as it provides vitamin A, D, calcium and proteins. Fats should be used sparingly on children. (Www.kidshealth.org) Although the bill might never make it out of the committee or could be revised and incorporated in an already subsisting bill, I think this is a very applicable policy that can help save American children the consequences of obesity. Disseminating proper information to people through the media can work to curb child obesity. People should also take their own initiative to fight child obesity.ReferencesMayo Clinic staff. 2007. Childhood obesity. Retrieved on 23rd February 2008 fromhttp//www.mayoclinic.com/health/childhood-obesity/DS00698Sandy Szwarc. 2007. Retrieved on 23rd February 2008 fromhttp//junkfoodscience.blogspot.com/2007/01/fat-children-burdens.htmlEndocrine Society and The Hormone Foundation. 2008.Retrieved on 23rd February 2008 from http//www.obesityinamerica.org/aboutus.htmlThe Nemours Foundation. 2008. Kids Health. Retrieved on 23rd February 2008 from http//www.kidshealth.org/parent/GovTrack.US. 2008. S. 100 Healthy Students Act of 2007. Retrieved on 23rd February 2008 from http//www.govtrack.us/congress/billtext.xpd?bill=s110-100

Impact of Bullying on Child Personality

Impact of deterrence on Child PersonalityMunira Minaz AliThis idea discovers the push around behavior as a common feature and, a nightmargon in disciplines and colleges throughout the world. It is a troublesome repetition in school that infringes on chelas wellbeing, dignity and, security. The visible, academic and, psychosocial consequences of bully throw out never be underrated. Therefore this paper will give insight about the meaning, consequence and, causes of bulling through various theories and literature. The characteristics of bullies their victims and the cause of bullying on physical psychological health were also discussed. Finally intervention strategies that involved school system, family and electric shaverren can be implemented and evaluated for both bullies and their victims.We do know that school age is a time in which a young child continues to shape up and support many physical and psychological waxments. However during this time if the child rise u pment is disturbed by any forcefulness and ferocity it can lead to considerable lasting physical, mental and emotional harm. browbeat is one of the common forms of violence that has a significant and bulky lasting effect. It is spacious area of interest cod its negative psychological outcomes and academic performance of children. It is acknowledged as a serious problem which has an adverse effect on wellbeing of a child.This paper attempts to elucidate the causes of bullying with respect to different theories, characteristics of bully and victim, effects of bullying on victim and bully itself and at the end possible strategies would be discussed to mold the act of bullying.Catherine Rothon (2011) defines bullying as blusterous is broadly defined as a desire to hurt and the execution of a harmful action it is characterized by repetition and either a physical or a psychological power imbalance (p.579). In the report of anti-bullying working group, (2013) Professor Olweus regard ed bullying as negative behaviors that are done deliberately and repeatedly against individuals who has trouble defending themselves (p.16). James (2010) reported that on the survey of bullying around the world, the rate of using is 9% -32% and rate of bullying is 3% 27%. In addition, the report of anti-bullying working group, (2013) reported the international comparison of 39 countries and showed percentage of bullied children as 39.2%. Moreover, boys are more apparent to be involved in bullying and get under ones skin target of physical aggression whereas girls are comparatively less involved in bullying and usually involved in spreading rumors and gossips (Moseley, 2011). This is also supported by (Boyle, 2005 James, 2010 Hanif, Nadeem Tariq, 2011). In Pakistan there is no proper statistics available about bullying but the cases of bullying are escalating every year.deterrence is characterized by a multi-factorial approach of causation. Moseley, (2011) highlighted that famil y life is one of the cause of bullying for instance, if authoritarian parents create a harsh and restricted environment, it can increase the chances of adopting negative behaviors. Adding to this, many children timbre unloved therefore they use bullying as an opportunity to make them feel happy and stronger than victim. Besides, many children want to appear themselves dominant on others and, pretend to be tough. Gottfredson and Hirshi (1990) proposed low self-control conjecture as a cause of bullying. This theory elucidate that low self control is the main source of aggressive behaviors. Also, the child is insensitive to others and, likes to hunt for instant gratification (Darmawan, 2010). Another theory highlighted by Darmawan, (2010) is differential association theory which suggests that individuals associated with felonious peers or living in an offending environment are involved in unsociable behaviors and often attracted towards bullying. In regards to this, Darmawan (2010) r eferred social learning theory of bandura (1977) and, describe three conditions that increase the likelihood of childs hostile behavior i.e. when the model is persuasive enough or he/she is rewarded on bad deeds rather than punishment and has comparable features with child. Furthermore, Robert Angrew (2001) proposed general strain theory which explains negatives feelings created by strain can put the child at risk of adopting delinquent behaviors and its a coping strategy to release their stress (Erikson, Nielsen Simonsen, 2012). many another(prenominal) studies assemble that children who suffered from physical or emotional abuse, insult and, rejection are usually involved in bullying (Espelage et al., 2000).Most of the bullies resemble in their characteristics. Smokowski Kelly, (2005) stressed that they are aggressive and likes to dominate themselves. Moreover, they tend to scare others because of their physical strength and disobedient location. Research suggests that their f amiliesare often unfriendly and indifferent towards them (Smokowski Kopasz, 2005). Additionally, Carla Bennett, (n.d.) and br holded Patterson (2012) enlightened that they are energetic, impulsive and have high self-esteem. They use their violence to get what they want and Lack sense of empathy for their victims. They are bad-tempered and cannot tolerate frustration (Blazer, 2005 Smokowski Kopasz, 2005). In contrast, victims address peer abuse, more quiet, anxious and sensitive. They lack communication skills, problem solving ability and are unconfident. (Smokowski Kopasz, 2005).Likewise Bennett, (n.d.) Boyle (2005) identified that they are physically weak, lack interpersonal skills and, hesitate to go to school. Such children have over contraceptive family and their Parents fail to teach conflict resolution skills (Bennett, (n.d.) Smokowski Kopasz, 2005). mentally bullying dispose devastating effects on childs personality for both, victim and bully. This includes physical, a cademic, and psychosocial effects that have prodigious impact on individuals life. Aluedeet al (n.d.) highlighted physical effect on victim that includes headaches, migraine, panic attacks, sweating, palpitation and frequent illness. Br proclaim Patterson (2012) and report on anti-bullying (2013) highlighted academic effects of bullying much(prenominal) as despicable performance and, feeling reluctant in attending school. Studies suggest that such assimilators fail to achieve excellence academically due to inability to concentrate (Darmawan, 2010 Adams Lawrence, 2011). Besides, literature indicated that such children suffer from attention deficit disorder (Smokowski Kopasz, 2005). Furthermore, according to Fekkeset al., (2014), the chances of underdeveloped psychosocial problems are relatively higher in victims as compare to non-victims. These individual faced great difficulty in building relationships and social adjustment. They are poor in making friends, group gathering and tends to remain alone most of the time due to the fear of getting hurt (Adams Lawrence, 2011). In regards to this, they feel spaced and, have poor sense of belonging to groups and families. Adams Lawrence, (2011) further elucidate that their insecurity has been compromised and, they go for safer and restricted areas. They usually experience estrangement and find difficulty to coalesce in a controlling manner. Researchers found that these children more vulnerable to depression, anxiety disorder and in the extreme cases have suicidal ideations (Noret et al, 2009 Fekkes et al., 2014). Moreover, Smokowski Kopasz, (2005) proposed that most of the victims are likely to have sense of inferiority complex, and consider them as failures. Likewise these children also experience misperception, rage and, low self-esteem (Boyle, 2005).Apart from these effect, bullying possess long lasting distresses in later life of these young ones. When they reached adulthood, they encountered trouble in m aking personal relationships and adjustment in their marital life. Besides they may overreact on unimportant situations (Smokowski Kopasz, 2005). Studies indicated that in adulthood, male victims may experience shyness with women and have complications in sexual relationships. Similarly they may take part in vengeance including murder and other criminal acts (Smokowski Kopasz, 2005).However bullying does not only distress victims but it also has undesirable consequences on bully itself. Bullying also cause academic and psychosocial effects on bullies. Studies suggest that bullies have negative consequences in later life if they are allowed to bullying without any check (Boyle, 2005). Noret et al, (2009) concluded that bullies are pervasively involved in negative behaviors. Smokowski Kopasz, (2005) highlighted that academically they achieve low grades in school and do not like school environment. They usually show low potential in employment settings in their later life. From soc ial aspect James, (2010) elucidate that as these children grow older they develop undesirable social skills and involved in acts that are against societal norms. Additionally, they are usually involved in the acts that include vandalism, burglary and truancy (Boyle 2005 Blazer 2005). Longitudinal studies found that they are hostile and usually have few friends. They are poor in maintaining good relationships. From Psychological aspect Smokowski Kopasz, (2005) highlighted that most of the bullies are involved in substance abuse and drug addiction. They are hyperactive and unable to control their aggression. Besides they have high self-esteem and usually fight with others to satisfy their own desires (Erikson, Nielsen Simonsen, 2012 Boyle, 2005).In regards to this, emotional and developmental scars can persist into adolescence and beyond (Mosley, 2011). Bullies also suffers from long lasting effects throughout their life. Patterson, (2012) regards bullying as a introduction toward t he juvenile crime and criminal activities for bullies. Smokowski Kopasz, (2005) further explains that adults who were bullies as children, they generally express violent behaviors towards their spouse and use severe physical punishment on their own kids. Moreover they are unsuccessful in their life and are unable to work in corporation with others. Smokowski Kopasz, (2005) also suggested that they have increase tendency to develop mental disorders such as conduct disorder and depression in their later life.Therefore certain steps are essential to control bullying. Many schools neglect the act of bullying and consider it as a part of childs life. James, (2010) suggested that schools and collages should take strict measures against such acts. From my point of view this can be done by developing zero tolerance policy in schools. Cohen Freiberg (2013) emphasized that school is a place of developing healthy and positive relationships therefore, I suggest that it is essential to improv e school environment in such a way that it can support the weak students and prevent them to become a victim of bully. This can be done by giving professional training to staff members, limited entry exits in schools and supports the children emotionally and academically both, the victim and bully. Besides, Seeley et al., (2011) emphasized that teachers should increase the supervision of students at school settings. I recommend that it can be done by monitoring attendance, calling parents when the student is absent and checking students activities. Moreover,in my opinion counseling should be done with both bully and victim. The bully should be counseled to control their bad conduct and victim should be counseled to strengthen them and solve their problems assertively. Moreover, blazer (2005) highlighted that many parents consider bulling as normal and it would make their children tough. Lawner Terzian (2013) suggested that parental involvement is effective in dealing with bullying . Therefore, I advise that awareness should be given to parents, to understand the seriousness of this problem so that they can reinforce positive behavior and appropriate interpersonal interaction. Moreover, the attitude of bullies can be changed by cognitive restructuring that challenges the nonadaptive thoughts. From my point of view modeling, social skills training and role play can help to change these dysfunctional thoughts. Furthermore, I understand that through short moralizing stories and activities, student can be betrothed in the discussion related to bullying. This would help the bully in realizing their bad deed and attempts in changing their behaviors. On the other hand, this would make victims confident enough to respond assertively and to overcome their fears. Moreover, expressive art therapy demand to be made for such children. Those victims who cannot report bullying or disclose their victimization can express their feelings through writing, drawing and other acti vities and for bullies its a good way to ventilate their aggressive thoughts and feelings through drawings and writings. Other than that, I would suggest that there is a need to explore the prevalence of bullying in Pakistan due to unavailability of statistics to provide the baseline data for planning the interventions.In conclusion, bullying is a pervasive behavior. It is a complex emotional and social expressive style that has significant negative consequences for all. It should be addressed properly and affords should be made at both, individual and system level. As it left psychological scars on childs personality, its prevention is essential to safe child from suffering and emotional trauma. Therefore interventions should be done appropriately and its evaluations carry intense importance.ReferencesAdams, F. D. Lawrence,, G. J. (2011). Bullying Victims The effectuate Last Into College Authors.American Secondary Education, 40 (1), pp. 4-13. Accessed 19 Mar 2014.Aluede, O. A., Adeleke, F., Omoike, D. Afen- Akpaida, J. (n.p.). A Review of the Extent, Nature, Characteristics and Effects of Bullying Behaviour in Schools.Journal Of Instructional Psychology, 35 (2), pp. 151-157. Accessed 19 Mar 2014.Bennett, C. (n.p.).Literature Review of Bullying at Schools. e-book pp. 1-20. Accessed 19 Mar 2014.Blazer, C. (2005).Literature Review on Bullying. e-book florida Research Services Office of duty and Systemwide Performance. pp. 1-20. Accessed 19 Mar 2014.Boyle, D. J. (2005).Youth Bullying Incidence, Impact, and Interventions. e-book Newark, Violence Institute of New Jersey at the University of Medicine and Dentistry of New Jersey. pp. 1-11. Accessed 19 Mar 2014.Brown, C. Patterson, S. T. (2012). Bullying and School Crisis Intervention.International Journal Of Humanities And Social Science, 2 (7), pp. 1-5. Accessed 19 Mar 2014.Bullying and Mental Health. (2005). e-book Australia Commonwealth of Australia. pp. 1-6. Accessed 19 Mar 2014.Bullying in school A study o f Forms and Motives of Aggression in Two Secondary Schools in the city of Palu, Indonesia. (2010). e-book norway Centre for Peace Studies. pp. 1-111. Accessed 19 Mar 2014.Bullying in Schools Attitudes of Children, Teachers and Parents. (2011).INTERDISCIPLINARY JOURNAL OF CONTEMPORARY RESEARCH IN BUSINESS, 3 (8), pp. 1-7. Accessed 19 Mar 2014.Cohen, J. Freiberg, A. (2013).SCHOOL CLIMATE AND BULLYING PREVENTION. e-book pp. 1-5. Accessed 19 Mar 2014.Copeland, W. E., Wolke, D., Angold, A. Costello, J. (2013). adult psychiatrical outcomes of bullying and being bullied by peers in childhood and adolescene.JAMA Psychiatry, 504 pp. 1-8. doi10.1001/jamapsychiatry.2013.504 Accessed 19 Mar 2014.Eriksen, T. L. M., Nielsen, H. S. Simonsen, M. (2012).The Effects of Bullying in Elementary School. e-book Germany pp. 1-47. Accessed 19 Mar 2014.Fekkes, M., Pijpers, F. I., Fredriks, A. M. Vogels, T. (2014). Do Bullied Children Get Ill, or Do Ill Children Get Bullied? A Prospective Cohort Study on the Relationship Between Bullying and Health-Relatedsymptoms.Pediatrics, 117 (5), pp. 1568-1574. doi10.1542/peds.2005-0187 Accessed 19 Mar 2014.Hanif, R., Nadeem, M. Tariq, S. (2011). Bullying in Schools Attitudes of Children, Teachers and Parents.INTERDISCIPLINARY JOURNAL OF CONTEMPORARY RESEARCH IN BUSINESS, 3 (8), pp. 1-7. Accessed 19 Mar 2014.James, A. (2010).School bullying. e-book London NSPCC. pp. 1-21. Accessed 19 Mar 2014.Kelly Holland Kopasz, P. R. S. (2005).Bullying in School An Overview of Types, Effects, Family Characteristics, and Intervention Strategies. e-book USA BNualtliyoinnagl Ainss oSccihatoiooln oAfn S oOcivael rWvoierwkers. pp. 1-10. Accessed 19 Mar 2014.Lawner, E. K. Terzian, M. A. (2013).What Works for Bullying Programs LESSONS FROM EXPERIMENTAL EVALUATIONS OF PROGRAMS AND INTERVENTIONS. e-book pp. 1-9. Accessed 19 Mar 2014.Literature Review Bullying. (2011). e-book pp. 2-6. Accessed 19 Mar 2014.Literature Review Bullying. (2011). pp. 1-6. doiWalden Unive rsity/SOCI-4080-12 Accessed 19 Mar 2014.Rivers, I., Poteat, V. P., Noret, N. Ashurst, N. (2009). Observing Bullying at School The Mental Health Implications of Witness Status.American Psychological Association, 24 (4), p. 211223. doi10.1037/a0018164 Accessed 19 Mar 2014.Rothon, C., Head, J., Klineberg, E. Stansfeld, S. (2011). Can social support protect bullied adolescents from adverse outcomes? A prospective study on the effects of bullying on the educational achievement and mental health of adolescents at secondary schools in East London.Journal Of Adolescence, 34 p. 579588. doi10.1016/j.adolescence.2010.02.007 Accessed 19 Mar 2014.Ruair Quinn T.D. (2013). natural process Plan On Bullying. Report of the Anti-Bullying Working Group to the Minister for Education and Skills. report pp. 1-126.Seeley, K., Tombari, M. L., Bennett, L. J. Dunkle, J. B. (2011).Bullying in Schools An Overview. e-book U.S U.S. Department of Justice. pp. 1-12. Accessed 19 Mar 2014.Veenstra, R., Lindenberg, S., Zijlstra, B. J. H., Winter, A. F. D. Verhulst, F. C. (2007). The Dyadic Nature of Bullying and Victimization Testing a Dual-Perspective Theory.Child Development,, 78 (6), p. 1843 1854. Accessed 19 Mar 2014.

The Effectiveness Of The Jigsaw Approach

The Effectiveness Of The reciprocating saw ApproachThe habit of this research was to occupy and analyze the powerfulness of the saber saw order and new(prenominal)wise co-op accomplishment strategies for savants with watch outing disabilities. A 20- head survey about joint culture strategies, including the saber saw, was substance abused to check clear up educators experience of the jigsaw get and the stiffness they throw off had using it with educatees with and without a disability. Research findings indicate that educators suppose conjunct culture does have a positive impact on their students playing field new material. Cin one caserns exempt exist with educators intimacy of reconciling learning strategies and how to properly implement them in the divisionroom setting. co-op learning strategies have been used to improve student dexterity for many years. The effectiveness of these strategies, for students with and without disabilities, has been deb ated. The jigsaw mode is a special(prenominal) schema that involves students drubing together and seeing their peers new material. Educators knowledge of conjunctive learning is an master(prenominal) aspect for implementing specific strategies, standardised the jigsaw method. This study is focused on educators knowledge and their judgment on the effectiveness of cooperative learning for students with and without disabilities. The concern of a shoot for professional development was excessively examined as a way to extend knowledge of cooperative learning strategies.Review of LiteratureCooperative learning is a strategy that has been a part of the education world for many years. It was developed out of the theory of constructivism. It has grow from its original design of nevertheless having students work together with a partner or sm in all grouping. The effectiveness of cooperative learning has been demonstrated with legion(predicate) studies as an effective strate gy to addition students comprehension (Bigge Stump, 1999, Law, 2011, Santos Rego Del Mar Lorenzo Moledo, 2005). Law (2011) found, that students laster-order reading performance could be enhanced through engaging in cooperative learning activities with well-planned scaffolding by their instructors (p. 416).Cooperative learning has traditionally been looked at in the general education classroom, further it sight also be used for working with students with special needs. Numerous strategies collide with chthonian the category of cooperative learning. single particular research-based strategy that has demonstrated effectiveness for increasing student registering is the jigsaw method. The jigsaw falls under cooperative learning because it allows students to work together to learn new material. According to Bigge and Stump (1999), for cooperative learning to be effective, students need ample opportunities to solve problems as a group first and then resort to teacher assistance (p. 121). Ger (2010) suggests the jigsaw antenna should be used mainly in instruct grammar and literature. The jigsaw approach is just wholeness of many cooperative learning strategies that has demonstrated effectiveness, but does have weaknesses as a strategy for students in general education as well in special education.The jigsaw approach was first developed by Elliot Aronson (1971) to help students develop their accessible and cooperative skills. The original purpose was to deal with desegregation issues in Texas, but as it was being implemented, it was discovered that students were gaining a dampen understanding of the content. There have been numerous studies since then to demonstrate its effectiveness in increasing student understanding.To implement the jigsaw approach, a step-by-step process needs to be followed. Step one is that each student must be a member of two groups. The first group is the infrastructure group where students will begin and end the activeness an d there should be no more than five students in each group. The main responsibility of each member in home group is to teach a portion of the assigned reading/work. Once students are assigned their section they will move to a second group called the expert group. During this step, students hash out the reading/work and gain an understanding until they feel comfort satisfactory with presenting the material to their home group. In the net step, students return to their home group and take turns presenting the learning they became experts on and listen as other students present their material. In the end, all students have been taught the reading/work without having to do all the work on their let (Fisher, Brozo, Frey, Ivey, 2007).Research provides guidelines for how long students should work in their expert group before they return to their home group. Most studies go for part of a accustomed class period, but one study suggests much longer. Young, Hadgraft, and Young (1997) su pport using shorter periods of clock between bringing the expert groups fend for to their home groups because when the sequence was expanded they encountered more problems in getting all the material together.The jigsaw approach has also been evaluated for use in the online setting, which is becoming more important to the educational arrangement due to an increase in online education. Weidman and Bishop (2009) found mixed results when using the jigsaw in an online classroom. The struggle came with the individual accountability component of the assignment that was amplified in the online setting. atomic number 53 positive was that it demonstrated increases in student understanding.Benefits of the JigsawThe jigsaw approach has demonstrated numerous benefits for students of multiple ability levels. Santos Rego and Del Mar Lorenzo Moledo (2005) indicate that the jigsaw proficiency improved academic performance with students at the beginning of secondary school (ages 12-14 years). T he authors connect this finding to students having a higher self-esteem and self-efficacy. They demonstrated that the jigsaw method can be effective at the high school level with both general education and special education students.A similar military capability of the jigsaw is that it can do more than just teach students content material. It can help prompt them and teach them to enjoy learning which can increase self-esteem and self-efficacy. Mengduo and Xiaoling (2010) concluded that, The jigsaw classroom reduces students reluctance and dread to participate in the classroom activities season increasing self-esteem and self-confidence (p. 122). This is important to learn at the high school level because students are preparing for their future and need to learn how to participate in group activities. Efe and Efe (2011) analyzed how students assigned as group leaders in the jigsaw helped motivate the rest of the group. Results suggested that when given the title of group leader students worked to motivate other students to complete their work. Education is non just about learning the four core content areas (math, intelligence, English, and social studies), it is also about learning how to interact in society and be a profitable citizen. In addition to helping students learn new material, the jigsaw helps build social skills. Anderson and Palmer (2001) reports that the jigsaw approach is backed by research designateing it to motivate students to work together, share ideas, pursue common goals, and develop self-esteem. nurture the material, being able to work in groups, and knowing how to motivate people are all positive attributes for success in the work place. Whether it is learning material, building self-esteem, or knowing how to motivate, the jigsaw can be utilized to help students with and without disabilities.A final strength of the jigsaw is that it can decrease students anxiety levels. Many students deal with anxiety throughout their educatio nal careers either in a specific subject, in all subjects, or with test anxiety. Oludipe and Awokoy (2010) examined students anxiety levels in relation to participation in chemistry class. Students were divided into two groups one in a cooperative learning classroom that used the jigsaw approach and the other using a traditional lecture approach. The results showed that students in the cooperative classroom had lower levels of anxiety due to the positive mutuality attribute of the jigsaw method. Positive interdependence allows students to see that success is dependent on their effort and the contributions of the group. Oludipe and Awokoy (2010) conclude that students became more sure-footed and felt secure participating actively in chemistry lessons (p. 35).The jigsaw method also provides a way to help students become active in classroom activities and/or lessons. When students are anxious or some generation even afraid to contribute, they are going to miss information that is need ed to fully understand the material. The jigsaw allows students to work with one a nonher and develop a sense of being needed. When students are needed by their peers, they are more likely to do the work and contribute to the group, and when they do the work, they are less anxious to become involved in future activities. It can also be used archaean in the school year to help students get to know one another, as it is useful for social skill development as well.Limitations of the JigsawThe use of the jigsaw approach does have several(prenominal) limitations as well. The first relates to the teacher. A jigsaw is dependent on a teacher explaining how to properly implement the approach and if not done properly, the likelihood of success is limited. Souvignier and Kronenberger (2007) aimed to determine the effectiveness of the jigsaw approach at the elementary level by comparing three conditions of focusing (i.e., jigsaw, jigsaw with a supplementary questioning cultivation, and teac her guided instruction). The results showed that students used the jigsaw method with average results. The authors determined that younger, elementary-aged students could benefit from the jigsaw, but but if accredited conditions were met. The authors suggest that, cooperative learning in younger children needs as well explicit (preparing experts as teachers questioning and explanation training) as implicit (fostering interdependence by adequate learning materials) support (p. 769). The jigsaw seems to be limited in its use with elementary students due to the fact that it requires more specific training for the students before it can be used as successfully as it is for older students which can be a deterrent due to time limitations and classroom demands.Another limitation of the jigsaw approach is the actual data that supports the use of the jigsaw method. As previously noted, the jigsaw approach can be time consuming and difficult to implement. A study examined the jigsaw approac h and found that students using the jigsaw performed better than students using a traditional belief method (Dollard, Mahoney, 2010). Then results showed only a 0.9% increase on a test favoring the jigsaw method. Thus Dollard and Mahoney (2010) concluded, 0.9% is not enough of a difference to conclude with certainty, that the Jigsaw Method is a stronger academic tool than the traditional method of lecture and note taking (p. 12). The participants were in the 8th grade, supporting the finding that the jigsaw method may not be as effective with younger students.A final limitation is related to the findings of Souvignier and Kronenberger (2007), in that it deals with the proper implementation of the jigsaw stairs by younger students. This study involved a group of seventh graders who, according to their science teachers, had experience using the jigsaw approach. The purpose of the study was to determine the effect on student learning of the jigsaw approach and another cooperative lea rning approach. Results showed that neither approach enhanced students understanding of specific science concepts (Zacharia, Xenofontos, Manoli, 2011). However, a major component of the jigsaw approach was leave out by the students involved in the jigsaw method. According to Zacharia and colleagues (2011), In particular, after the students returned to their home groups from their expert groups, they engaged in a working mode similar to the TCA one, in which students visit together all the websites, discuss and take notes, rather than teaching each other about the portion of websites they were assigned to them for study (p. 417). These results again support the idea that younger students have a more difficult time following the precise steps involved in the jigsaw method. Teachers in the study account that students knew the jigsaw method, but when put into action, they skipped the important step of teaching the other members of their group about the area they became an expert on. The step of teaching information to the other students is the main component in the jigsaw approach. If this step was left out, it is clear the students in this study were actually not comfortable or skilled in using the jigsaw approach.Cooperative learning has its roots in the constructivist approach, which entails using experience-based activities. The jigsaw approach allows students to experience learning and contribute to their learning. Tamah (2007) states, Students are encouraged to learn from their fellow students in their expert team and when they go back to their home team they are encouraged to teach one another the material they have worked on in the expert team (p. 13) which describes exactly how the jigsaw approach should work in a classroom. This approach sounds ideal for teachers because it allows the students to be actively engaged in teaching one another. The jigsaw also allows the teacher to be a facilitator, not a director in the classroom, which is a trend in sch ools today.As outlined, the jigsaw has multiple strengths and limitations. The overall strength is that it is close to effective with older students and effective in motivating students to learn as well as to become more confident in their abilities. The jigsaw is an approach that needs to be taught by the teacher and even modeled to ensure every student fully understands the process. A major limitation of the jigsaw is that if it is not fully and properly implemented, students will not gain an understanding of the material they need and perhaps even miss information because it was not taught to them by their other group members. This weakness tends to be amplified when dealing with younger, elementary students. Current research on the jigsaw approach has mainly been done at the middle to high school level with a balance in learning abilities. However, there are many questions that still exist with regard to the effectiveness of the jigsaw approach.Students with DisabilitiesOne rem aining question that is becoming more important to schools, relates to the effectiveness of the jigsaw approach for students with learning disabilities. McMaster and Fuchs (2002) concluded that, studies conducted in special education classrooms were associated with smaller set up for cooperative learning ( stiff effect size = 0.27), than those implemented in regular education classrooms (mean effect size = 0.44) (p. 115). McMaster and Fuchs (2002) study supports the premise that cooperative learning can have an impact on student achievement for both students with and without disabilities. The aforementioned question can be answered with research focused on teachers knowledge of cooperative learning, specifically the jigsaw approach. Additional questions focus on the use of jigsaw in co-teaching environments, whether the jigsaw is as effective for students with disabilities as it is for those without disabilities, and whether teachers understand cooperative learning strategies and i f not, is there a need for professional development. There are several questions that need to be answered before an absolute answer can be given regarding the effectiveness of the jigsaw approach. Current literature supports and questions the jigsaw, but the questions posed above may become more important to the future of education as the drift of inclusion continues to change the way students are educated in the United States of America.MethodThe principle issue investigated in this study was how effective cooperative learning could be for students with learning disabilities. The knowledge educators have about cooperative learning strategies is key to proper implementation leading to increased student achievement. This study assessed educators knowledge of cooperative learning, specific strategies (jigsaw, think-pair-share, and numbered heads together), and the need for professional development.ParticipantsThis research was conducted with teachers in a Southeastern Ohio school dis trict and with members from a cohort of masters level preservice teachers. Participants were recruited through email invitations sent to a Southeastern Ohio school district (n=98) and members of a masters level cohort of preservice teachers (n=20). A total of 54 surveys were submitted for a answer rate of 46%. All participants were currently educators or working on licensure to enter the field of education with years of teaching experience ranging from 0 to 35 years. The participants reported a variety of teaching experiences, ranging from elementary to college. Eighteen of the 53 participants reported having experience teaching special education and 47 of the 53 participants (87%) reported they work with students with special needs daily.InstrumentThe aforementioned survey (Appendix A) was constituted of 20 questions, both open-ended and forced-choice, including demographic information, educators knowledge of cooperative learning and specific strategies, and opinions regarding coo perative learnings effectiveness for students with and without disabilities. The fourth question asked educators to define cooperative learning. This information was important because of the varying definitions of cooperative learning. The survey asked how often participants used cooperative learning in general, and then for specific cooperative learning strategies. The survey asked about their understanding of the jigsaw method. Additional questions related to likered cooperative learning strategies and their opinion regarding how effective cooperative learning is for students with and without disabilities. The survey concluded with a question to determine the need for professional development in the area of cooperative learning.Procedures afterwards receiving approval from the universitys Internal Review Board, the researcher obtained approval from the school districts superintendent to distribute the survey via email. One email was sent to the educators in the school district, w hile another email was sent to the members of the masters level cohort of preservice teachers. The participants were informed that the online survey (created using Qualtrics, an online survey tool) would take no longer than 10 legal proceeding to complete and were completely anonymous. Two reminder emails were sent postulation those that had not completed the survey to do so.ResultsAfter the survey was closed, the researcher analyzed the qualitative and quantitative data collected with the survey. The qualitative data was used to determine educators definitions of cooperative learning and the jigsaw approach, as well as educators preferred strategy they used in their classrooms. Quantitative data determined how often specific cooperative learning strategies were used in the classroom, as well as ratings for how effective teachers believe cooperative learning is for students with and without disabilities. The results from 54 surveys are reported, but not every question was answered by each participant so the response evaluate vary by question. The results demonstrated a variety of responses in how educators defined cooperative learning as well as in their understanding of the jigsaw method. Overall, educators agreed that cooperative learning strategies are effective for helping both students with and without disabilities.Table 1 shows how often participants use cooperative learning in their classroom. The mean value is 2.26 (between 1-2 times per week and 3-4 times per week), with the majority of participants (53%) using cooperative learning 1-2 times per week.Table 2 shows how often participants use the jigsaw method in their classroom. The mean value is 1.31 (between 0 times per week and 1-2 times per week) with the majority of participants (69%) choosing 0 times.Table 3 shows how often participants use the think-pair-share method. The mean is 2.00 (1-2 times per week), with the majority (51%) of choosing 1-2 times per week.Table 4 shows how often particip ants use the numbered heads together method. The mean score is a 2.4 (between less than once a month and once a month), with the majority (45%) of participants choosing never.Table 5 shows how effective participants think cooperative learning is for students without disabilities. The mean score is 4.10 (between roughly effective and very effective), with the majority (59%) of participants choosing somewhat effective. The participants were asked to give an explanation for their rating and there were several similarities in their wording. Many referred to it being dependent on the type and age of the students. There was also a common response that not all students are able to learn in groups and need the opportunity to work independently.Table 6 shows participants perceptions of the effectiveness of cooperative learning for students with disabilities. The mean score is 3.96 (between neither effective or ineffective and somewhat effective), with the majority (51%) choosing somewhat ef fective. The participants were asked to give an explanation for their rating and resulting in several similarities in their responses. some(prenominal) participants indicated the effectiveness was dependent on students willingness to work with others. some others indicated it was effective because it helped build students social skills through interaction with other students.Defining Cooperative LearningEach participant was asked how he/she defined cooperative learning. Fifty-one out of the 54 participants (94%) completed this question. Of the 51, 34 mentioned that cooperative learning was focused on student grouping or students working together, while three participants defined it as teachers working together. The remaining responses did not specify who was involved in working together, but just that it involved working in groups or together to solve a problem.Understanding the Jigsaw Method.Educators were asked to explain their understanding of the jigsaw method. forty-four educ ators answered this question, and off the 44, 17 (39%) explained the jigsaw as putting students into one group to learn material and then join another group to teach the material they intentional in their first group. Nine of the 44 (20%) responded as not knowing what it is. The others explained the jigsaw as group work, but did not specify the nature of the groups. wherefore Some Do Not Use Cooperative LearningEducators who responded that they do not use cooperative learning were asked to explain why. Nine participants responded that they do not use any form of cooperative learning strategy. Four of the nine mentioned time as being the main reason for not using cooperative learning strategies. Other responses included lack of skills by students and forgetting to use them. One response indicated the individual was not familiar with enough strategies and how to implement them.Professional breeding for Cooperative Learning.The remaining survey questions dealt with the need for profe ssional development in order to learn more about cooperative learning. Fifty-one participants responses to a question asking whether they would benefit from professional development. Twenty-eight responded, yes (55%), 17 said no (33%), and six responded that they might benefit from professional development. This question was followed by another asking why or why not they would want professional development. Many responses indicated participants have learned about cooperative learning, but forget the specific strategies. Other responses indicated that there is always room to learn new ideas and methods for the classroom.The final question asked participants to indicate where they would like to receive professional development. Of the 34 participants who completed this question, 24 would prefer a store with the remaining respondents indicating a webinar as the preferred method of delivery for professional development.DiscussionThe results indicate there is a concern with educators kn owledge about cooperative learning and how to implement specific strategies. The educators had a basic understanding, but did not fully understand cooperative learning. Many explained it as impartial group work, when it involves more of an understanding that it is student-led and student-centered instruction. The participants were also asked to give their preferred cooperative learning strategy and only 14 of 49 or 29% were able to identify a specific strategy outside of normal grouping. The participants also had a basic understanding of the jigsaw method, but did not all fully understand the idea of creating a home group and an expert group and students are focused on learning new material.The other area that demonstrates a weakness in their knowledge is the fact that 32 of the 51 or 63% of the participants indicated they would benefit from professional development in the area of cooperative learning. Several participants responded that they know they need to learn more and want t o have a better understanding of how the contrastive cooperative learning strategies work. The majority of the participants would also like to attend a workshop to learn about the different cooperative learning strategies.The results also demonstrated that educators believe cooperative learning is effective for students with and without disabilities. Forty-four of the 51 or 86% of the responses indicated that cooperative learning is either somewhat effective or very effective for students without disabilities. This demonstrates that educators have confidence in these strategies for students without disabilities. The results also show that 41 out of 51 or 80% of the participants believe cooperative learning is somewhat effective or very effective for students with disabilities. The study demonstrates the effectiveness of cooperative learning, but there is still the concern of the participants not fully understanding what cooperative learning is and how to implement the different str ategies.The primary purpose of this study was to determine the effectiveness of cooperative learning for students with disabilities. The researcher believes that cooperative learning strategies can have a positive effect on student achievement, but educators need to fully understand the strategies and how to properly implement them. Many of the participants (80%) support the idea that cooperative learning is effective for students with disabilities. Some participants cited social skill development and self-esteem building as reasons why they think cooperative learning can be effective for students with disabilities.The results from this study also indicate participants (86%) believe cooperative learning is effective for students without disabilities as well. The researcher believes this is important and demonstrates why educators need to understand cooperative learning and how to implement the different strategies.The results did not show the effectiveness of the jigsaw method speci fically, as only 17 out of 44 participants were able to define the jigsaw method. The researcher believes this indicates that the jigsaw cannot be effective if educators are not even sure what it is or how to implement it correctly. The literature supports the idea that the jigsaw method is more effective for older students, but this study does not support that by the fact that the majority of respondents in this study did not know what or how to implement the jigsaw method.The research does show and support the study by Santos Rego and Del Mar Lorenzo Moledo (2005) that the jigsaw can create a higher self-esteem and self-efficacy for students with disabilities. Several participants stated that cooperative learning helps students develop social skills and build self-esteem. The researcher believes this is important and supports the effectiveness of cooperative learning for students with disabilities.Implications for PracticeThe implications for this study show that there is a need f or educators to gain a better understanding of cooperative learning and the variety of strategies that it entails. Professional development would benefit educators in the area of cooperative learning. The best form would be a workshop to provide them with an interactive approach that allows them to learn the strategies firsthand.RecommendationsFurther research of a larger sample might provide a better insight into the need for professional development. This could result in more generalization for teachers nationally to receive professional development on cooperative learning. Due to the small sample, this study is only able to determine the needs of one high school.ConclusionIn conclusion, this study provides evidence that educators knowledge of cooperative learning is adequate, but there is a need for professional development on specific strategies. Educators realize cooperative learning can have a positive impact on students with and without disabilities, but they are not confiden t in implementing a variety of strategies. It would be to the benefit of the students for educators to attend a professional development workshop on different cooperative learning strategies.

Air Compressor Systems Introduction

Air Compressor Systems IntroductionAir Compressor System set asides graduate(prenominal) crush insipid railway line with subsequent reduction in volume for a range of industrial and domestic lotions. They have become imperative equipment in almost every industry. Due to its high efficiency, feasible useable parameters and versatile range of applications, they have gained widespread popularity and no industry is complete without a compact compressor dust.The primary objective of this report is to understand the importance of charge compressor systems. In addition, the report covers a wide spectrum of compressor applications and emergencees. The different lineaments of compressors, along with their merits and demerits have been delineated. The important operational parameters have been defined along with their importance in the condensing process.Air is free, whereas compressed high pressure communication channel is not. True to the phrase, generating high pressure compre ssed childs play is not an economical and competency efficient process. blue initial and maintenance costs smoke increase the general compressor cost to a great extent. Proper and well maintained compressor systems can reduce energy consumption from 30-50%. Various steps to reduce energy consumption and increase overall efficiency have been detailed in the report.For a practical application of compressor acumen, a case study has been conducted on an ELGI Compressor which is under operation in Arabian Cement Industry. With the data collected from the study, certain operational parameters were calculated and alike(p) inferences were drawn. At the end of the study, we are able to conclude the current state of the compressor and detail certain steps to improve efficiency and compressor performance.The future of stemma compressor systems has been a constant research topic among industrialists. The modern techniques of Heat Recovery Systems in air compressors and use of Variable Sp eed Drives have been briefly detailed to provide a view into a bright future of air compressor systems.CHAPTER 1Introduction to Air Compressor SystemsIn most industrial applications, compressed air is considered as the fourth utility, preceded by the three essential utilities urine, electricity and natural gas. Typically, a simple air compressor is an industrial device that intakes ambient air and increases the pressurewith reduction in volume by doing mesh on the working fluid, namely air or gas.The primary objective of employing a compressor is to provide high pressure air utilise least realizable power consumption. The compression can occur in any one of the three ways adiabatic, isothermal or polytropic. For an adiabatic compression process, there is assumed to be no heat loss or gain from the system. When the temperature of air at accession equals temperature of compressed air at outlet, the compression process is Isothermal. Normally, a typical compression process involv es Polytropic Compression. The pressure, temperature and volume of air it inlet and outlet vary with the respective conditions. The least possible work of compression is achieved in an adiabatic compression process as the net work done by the system is zero. 1 The adiabatic efficiency is the maximum possible compressor efficiency and compressors are designed with compressor efficiencies such that, there is little or no variation among the two.As mentioned earlier, compressed air is considered a utility because of their several(a) applications in various industrial and metallurgical operations. The compressed air supply is clean, convenient, safe and flexible for use. Industrial uses can be attributed to when they are in federation with compressed air motors for functioning of pneumatic tools, raw material conveying through ducts, in connection with a reservoir for storage of compressed air for future applications.1.2 Historical BackgroundThe earliest documented use of the compress or dates back to around 4th century B.C. In those times, the compressor was termed as a water organ. The water organ was invented by Ctesibius of Alexandria. The design comprised of a chamber filled with air and water, a water pump, collection of pipes of various dimensions and connecting tubes and valves. The mechanism of operation was relatively simple by pumping water into the chamber, the air gets compressed. 2 With advancement of time and technology, various improvements and innovations were made to the water organ.In 1808, the Multi Stage Axial Compressor, designed by John Dumball, came into industrial application. However, this design did not achieve wide-spread popularity because the compressor comprised of moving blades without stationary blades to transfer the air flow into the successive compression stage.During the 19th century, the invention of the Roots Blower was a huge step leading to invention of modern air compressor systems. Philander and Francis Roots designed th e Roots blower, while devising a suitable shift for the water wheel at their woolen mill. The roots blower consisted of numerous impeller pairs rotating in opposite directions.3Dr. Franze Stolze designed the modern compressor in 1900 which comprised of a multi stage axial flow compressor with a combustion chamber, multi-stage axial turbine along with a regenerator to heat the clear upd air utilizing exhaust waste gases.1.3 Applications of Compressed AirHigh pressure compressed air is widely used for industrial and domestic applications due to their high efficiency and facile operational nature.The powering of pneumatic equipment is one of the major applications of compressed air. Pneumatic tools are lighter, deliver more power and not prone to overloading, unlike electric motor run equipment. Compressed air driven tools can achieve high overall torque and optimum speed in a short span of time. They are safer as compared to electric driven tools because of no spark conditions and less overheating. 4Compressed air is also used for raw material transport, combustion processes such as oxidation, thermodynamic operations such as refrigeration and cryogenics. Filtration, aeration and dehydration processes are also driven by compressed air.Non-industrial applications of compressed air include transportation, mining and agriculture.51.4 Components of Air Compressor SystemDue to the diverse applications of compressed air, air compressor systems merit an intricate and complex design. Air compressor systems consist of a number of sub-systems and components, which include the air compressor, motor and drive unit, control systems, air inlet filters, air dryers, after-coolers and various other retrofitted components.During the operation of an air compressor system, the ambient air is taken into the system by air inlet filters. The motor and incline unit powers the compressor system to increase the pressure of air. The primary function of an integrated control system is to regulate the amount of air intake and air drop from the system.Treatment equipment, such as an Air Dryer and Air Separator are used to remove contaminants and provide moisture and oil free pressurized air. The sack and scattering systems play the pivotal role of transporting the compressed air to the various required sources. In typical industrial applications, the pressurized air is stored in an Air artificial lake or Storage Tank for future use.The major components of an air compressor are detailed belowIntake Air Filter Ambient air enters the compressor via inlet air filters. Filtration elements in intake filters facilitate filtration of particulate matter present in air. This allows the entry of clean and dry air into the compressor.Compressor Cooling A material amount of heat is generated during compressor process. As a result, cooling and lubrication of the system is mandatory for reducing wear and damage to the compressor spares thereby increasing compressor efficien cy. Compressors are normally cooled using air, water or oil (lubricant). 6Inter-Stage Coolers Inter coolers act as heat exchangers to lower the temperature of air before it enters into successive stages of compression.7 This reduction of temperature is paramount to reduce the overall compression work and increase compressor efficiency.After-Coolers After coolers are apply at the end of compression process to lower the discharge temperature of air. During this final stage of operation, as the temperature is lowered, moisture present in air condenses and separated from the discharge air.Air Separators Separators act as an enhanced after-cooler. Theyare installed either after an inter-cooler or after-cooler to desiccate discharge air.Air-Dryers Normally, after the compressed air has passed through all the above mentioned equipment, discharge air is passed into the air-dryer before storage in the reservoir. The air that reaches the dryer is saturated. If this saturated air enters the p iping, it can lead to corrosion and damage to the transport equipment. The Relative Humidity (moisture content) in atmospheric air is relatively high. When this air is compressed at high pressure, it occupies a small volume and high temperature. At a specific temperature, all the moisture present in air condenses. This temperature is known as Dew Point. This process is cycled in an air-dryer to ensure that moisture-free air reaches the storage area.8Pressure governors/Flow Controller PFCs are auxiliary equipmentthat minimizes pressure drops in the system by stabilizing system pressure.Lubrication Lubrication is a paramount need for effective compressed air operation. A lubricator is employed to lubricate and cool the moving parts and prevent overheating. In some systems, the lubricator is retrofitted with a compressed filter and pressure flow regulator to fashion a system known as Filter Regulator Lubricant (FRL).10Air Receivers The high pressure compressed air from the system is di scharged to a storage tank or an air-receiver according to the demand. The capacity and type of air receiver varies depending on the demand of compressed air within the system. For spasmodic demand of compressed air, a large capacity reservoir is employed for a relatively small capacity compressor. Moreover, a receiver functions depending on demand, thereby reducing overwork and load on the compressor.Air Transport and Distribution System The final stage in a compression process is the proper distribution of compressed air to the demand points. A common distribution system includes piping, valves and hoses. To minimize the pressure drop during distribution, it is imperative that the pipe length is kept minimum and diameter to maximum.

Alcoholism and Angelas Ashes :: essays research papers

Alcoholism and Angelas AshesAlcoholism is one of the most common disorders in the world today. It is a disease, a sickness that harms the body and the intellect in the most violent ways possible. The body is racked by a need to suffice its desire, and this leads addicts to do anything to get the alcohol into their systems. In Angelas Ashes, inebriety is a major theme, and becomes the destroyer of the families and loved ones that are involved. In Angelas Ashes, the father Malachy is inflicted with the disease of alcoholism, and his need for the drink leads him to use his paycheck to buy alcohol instead of using it for the basic needs of his family. Countless times, Malachys alcoholism harms or gets in the way of his family. Not only this, but Malachy is blind to what his sort is doing to his family. Because he does not use his money on food for his family, they are forced to beg and accept help from friends and strangersand yet he is too high-flown to admit this. Repeated instan ces such as when he asked the RIAA person for enough money just for one pintwhen the money was supposed to be for a cab to get he and his son back to the station without having to walk. Or even when his first child was born and he was too drunk for the infirmary staff to interpret what he was saying he wanted to name his son. There are too many of the same repeated episodeshe gets a job, brings home money at first, then just stops altogether and uses it at the pub, he gets fired from his job, and his family is worse off now, they are forced to social movement or live off the kindness of others. Its the same cycle over and over again. Lives are lost along the waythe innocents, the children. And still Malachy depends on the drink. He is a constant disappointmentand spirals the family deeper and deeper into poverty over the years, mainly because of his addiction. Alcoholism is a terrible disease that can happen to anyone, and the person aptitude not even notice it until the addiction is at its worst. In Angelas Ashes, Malachys alcoholism ruins his familys chance for a happy life, and he doesnt even seem to care, as long as he has his alcohol everything seems fine.

The Contributions of the P-51 Mustang to the Victory of the Allies :: World War Two American History Essays

The Contributions of the P-51 Mustang to the Victory of the Allies This paper deals with the contributions of the P-51 Mustang to theeventualvictory of the Allies in Europe during World fight II. It describes thewarscene in Europe before the P-51 was introduced, traces the developmentofthe fighter, its advantages, and the abilities it was able to contributetothe Allies arsenal. It concludes with the effect that the P-51 had onGerman air superiority, and how it led the destruction of the Luftwaffe.The thesis is that it was not until the advent of the North AmericanP-51Mustang fighter, and all of the improvements, benefits, and side effectsthat it brought with it, that the Allies were able to achieve airsuperiority everywhere the Germans.This paper was divine largely by my grandfather, who flew the P-51 outofLeiston, England, during WW II and contributed to the eventual Alliedsuccess that is traced in this paper. He flew over seventy missionsbetweenFebruary and August 1944, and sco red three kills against Germanfighters.Table of ContentsIntroductionReasons for the Pre-P-51 Air SituationThe Pre-P-51 SituationThe Allied Purpose in the Air WarThe Battle at SchweinfurtThe Development of the P-51The initiation of the Merlin EnginesFeatures, Advantages, and Benefits of the P-51The P-51s Battle PerformanceThe Change in Policy on Escort Fighter FunctionP-51s Disrupt Luftwaffe Fighter TacticsP-51s Give Bombers break dance SupportConclusionWorks CitedIntroductionOn September 1, 1939, the German military forces invaded Poland to beginWorld War II. This invasion was very successful beca social occasion of its use of anewmilitary strategic theory -- blitzkrieg. Blitzkrieg, literallylightningwar, involved the fast and deadly coordination of two distinct forces,theWermacht and the Luftwaffe. The Wermacht advanced on the ground, whiletheLuftwaffe sunk the enemy air force, attacked enemy ground forces,anddisrupted enemy communication and transportation systems. This setup w asresponsible for the successful invasions of Poland, Norway, WesternEurope,the Balkans and the initial success of the Russian invasion. For manyyearsafter the first of September, the air war in Europe was dominated by theLuftwaffe. No other nation involved in the war had the experience,technology, or numbers to challenge the Luftwaffes superiority. It wasnotuntil the United States joined the war effort that any great harm wasdoneto Germany and even then, German air superiority remained unscathed. Itwasnot until the advent of the North American P-51 Mustang fighter, and allofthe improvements, benefits, and side effects that it brought with it,thatthe Allies were able to achieve air superiority over the Germans.Reasons for the Pre-P-51 Air SituationThe continued domination of the European skies by the Luftwaffe wascausedby two factors, the first of which was the difference in military theory