Literature review Research Proposal Example | Topics and Well Written Essays - 750 words

Literature review - Research Proposal Example 1243). Alsaif (2011) considered the prevalence of obesity among children and adolescents and recognized the problem as an epidemic. Dehgan (2011, p. 2) confirmed these findings. This study conducted quantitative research throughout the United States and established that one in every six children aged 6 to 18 years old are obese. Reilly (2010, p. 205) conducted a comprehensive examination of recent systematic reviews and clinical guidelines regarding childhood and adolescent obesity. One of the predominant findings in this study was the recognition that many parents failed to recognize obesity in their child or adolescent. Additionally, the study recognized that many medical professionals under-diagnosed obesity in children and adolescents, and did implement a uniform means of diagnosis. There are a number of considerations that link obesity to specific factors. These specific factor considerations are notable as they further establish the means through which the eventual structured i nterview questions can be established. Additionally, they factor into the qualitative portion of the analysis. Barnes (2011) examined recent statistical trends among childhood obesity. This investigation revealed that childhood and adolescent obesity greatly contributed to the potential for adult obesity. O’Connor (2011, p. ... Liou, Liou, & Chang (2010, p. 1246) examined the causes of adolescent obesity between 2007 and 2008 among 40 middle high schools with 384 classes, implementing a three-stage systematic sampling design. Among the participants 7.2% were identified as obese and 16.1% overweight. These results were correlated with findings that demonstrated individuals with obese parents were at a high risk of obesity. There are a number of notable concerns related to potential treatment methods and avenues for progress. These elements are highly significant to the qualitative portion of the research investigation. The challenge of treating childhood obesity has heightened as studies such as Lawrence et al. (2010) indicate there is no single determinant of adolescent obesity. This study recommends then that treating adolescent obesity necessarily involve a multi-dimensional approach. Stevens (2010, p. 233) studied obesity in middle school students and confirmed the perspective that it must be treated wit h a multi-dimensional approach. Still, this study indicated that the combination of diet and physical activity directly contributed to weight modification. Swain (2009, p. 22) considered these perspectives. This studied specifically presented an exercise program, referred to as ‘Mind, Exercise, Nutrition, Do It!’ (MEND). This program would involve repeated consultations for parents and children with physicians. These consultations would then work to establish goals and overall lifestyle change. Doak (2009, p. 111) considered many of the specific intervention elements the previous studies examined with varying degrees of accord. This study argued that nearly three quarters of school-based obesity interventions are effective. Still,

Working with a team on a project Essay Example for Free

Working with a team on a project Essay Teamwork is usually considered an important factor especially in a workplace. However, sometimes working in a team creates difficulties in achieving the objective of a certain project that the team is assigned. (Dyer, 1995) In any teamwork conflicts are likely to arise which relate to a specific job or project that is either being done in the company or outside the company. Some members may be dishonest to their colleagues especially on sensitive issues that touch the all group. In the team that I was taking part in I encountered negative experiences that were brought about due to individual characters. The problem with the team was the failure to reach a consensus on very important issues. It was caused by a few members who were either not patient or are just more action –oriented than others in their natural being because they are likely to exert pressure on the other members to accept their decision. This group of members was making decisions too quickly for the rest of the members which is contrary to the principles of meaningful teamwork. Good decisions are usually achieved over a common understanding by majority of the members and a unanimous agreement on the matter, but some team mates did not acknowledge that. At the same time some team members used personality to undermine others, even to the extended of undermining the team leader who was leading the team. This became a problem and the team could not achieve its targets. These differences became so critical that they kept being addressed daily; In the long run they lead into a breakdown of individual relationships which affected their productivity in general and stalled the project completely, we never went on with the project. Reference: Dyer, W. G. (1995): Team building: current issues and new alternatives. 3rd Ed. Pearson Education POD

The Personality And Academic Achievement

The Personality And Academic Achievement ABSTRACT Chemistry achievement is one of the major interests of educators. Educational psychologists have been always concerned to identify the factors that affect students achievement. The emphasis continued to change and shift from one aspect to the other from time to time. The purpose of this study is to determine the effect of students personality and attitude on Chemistry achievement. Data were collected by self-prepared survey instrument. The opinions of personally approached 780 secondary school students of government, semi-government and private school sectors were surveyed through stratified random sampling. Data was analyzed by calculating mean, and by applying one way ANOVA. The results revealed that Gender, Family Type, School sectors, Parents Education, and Choice of Course have significant effect on chemistry achievement. Findings of study also revealed that out of five sub-factors of personality, the two sub-factors (Conscientiousness and Openness to Experience) effect signific antly on students having 50-80% marks achievement in chemistry. From 81-90% the significant determinant of chemistry achievement is the sub-factor Achievement Motivation and above 90% marks the significant predictor of Chemistry Achievement is sub-factor Motivation. The research will benefit Educators, Curriculum developers, Teacher, Parents and students. Findings of the factors influencing academic achievement will help educators to develop fair academic curricula that can compensate for known weaknesses a student might carry in the classroom, and those that can nurture a students strengths. Keywords: Attitude towards chemistry; Personality traits; Chemistry Achievement; Openness to experience; Conscientiousness; Motivation; Achievement Motivation. Introduction Academic achievement represents the understanding of the student about different concepts and skills developed in different subjects. In most of the countries, parents usually desire that their children show high level of academic achievement which sets a lot of burden on children, teachers, schools and in general the whole education system. Thus the whole education system revolves round the academic achievement of students so, the schools set a lot of time for helping students to achieve high grades. Academic achievement may be influenced by different factors like intelligence, study habits, and attitudes of students, socio economic status, motivation, opportunities, and different characteristics of their personality. Academic achievement is considered as a core standard to measure students total potential and capabilities of learning. Hence academic achievement occupies a very vital place in our education as well as in the learning process. Achievement is the major outcome of education, the level to which a student, teacher has accomplished their educational goals. According to Crow and Crow (1964) academic achievement is reflected by the extent to which a skill or knowledge has been acquired by a person from the training imparted to him. Previous studies in science education revealed that students at all levels struggle to learn chemistry, but most of them remain unsuccessful (Herron, 1975; Nakhleh, 1992; Sawrey, 1990). Knowledge of the factors that influence academic success has important implications for learning and education. Academic success is strongly influenced by individual differences in personality and attitude. Literature Review Personality and Academic Achievement: Personality is the basic area of study for psychologists. Hall and Lindzey (1991) state that personality may be defined in terms of characteristics or abilities, that are highly representative of an individual and is an important part of the overall impression created on others. According to Pervin, and John (2005) Personality comprises of unique set of characteristics that define an individual feelings, way of thinking, and behavior. Personality is a person set of relatively stable characteristics that account patterns of behavior, in various situations each individual in some ways is different and in some ways is unique. There is much concern about the science achievement of the students in high schools recently. Accordingly a strong emphasis is currently placed on improving the quality of science education (Morrel Lederman, 1998). A widely used personality model, McCrae and Costas NEO Five Factor Model, or Big Five Model (1990), comprises of Extraversion, Neuroticism, Conscientiousness, Openness to Experience and Agreeableness. Recent studies show that Big Five traits measurement is powerful enough to explain a moderate percentage of the variance in academic achievement (Blickle, 1996; Rolfhus Ackerman, 1999). The relationship between Extraversion and academic achievement shows that Extravert students perform better in primary schools where as introverts perform well in secondary schools and university (Eysenck Cookson, 1969). Introverts are benefited in written exams, while extraverts have an advantage in oral exams (Chamorro- Premuzic Furnham, 2003a; Furnham Medhurst, 1995). Table 2.1: Characteristics of Big Five Personality Traits Big five traits Characteristics Sample Items Extraversion Impulsive, Ambitious, Social, Caring, optimistic, Confident I learn more through cooperating and discussing with my classmates. Agreeableness Friendly, helping, trusting, Kind, Cooperative Kindhearted, Supportive. I realize that helping my classmates in chemistry benefits me. Conscientiousness Hardworking, Motivated, well organized, dutiful, achievement-oriented I strive to achieve excellence in everything I do. Neuroticism Nervous, Sensitive, disturbed, confuse, distract I cannot understand the imaginary concept of Chemistry. Openness to Experience Open-minded, Inventive, Curious, Imaginative, Innovative I am always willing to accept the new experiences of Chemistry. Neuroticism is the condition of fear, nervousness in stressful conditions i.e., exams (Hembree, 1988; Siepp, 1991). Neuroticism leads to poor self-concept (Wells Matthews, 1994) and low self-estimated intelligence (Furnham, Chamorro-Premuzic, and Moutafi, under review). Chamorro-Premuzie and Furnham (2003) found that Neuroticism may impair academic achievement or has no significant associations with academic achievement (Puklek Levpu[scaron] [caron] ek Zupan[caron] i[caron] 2009a).Openness to experience is significant predictor of academic achievement(Bratko et al., 2006; Laidra et al., 2007). Openness to experience and agreeableness are positively related to academic achievement (Lounsbury et al., 2003; Farsides Woodfield, 2003). Researchers have shown significant associations between Conscientiousness and academic achievement in school (Noftle Robins, 2007) because careful, organized, hardworking, and achievement-oriented students may expect to succeed in academic settings. Attitude and Academic Achievement Osborne et al. (2003) state that attitudes are the feelings, beliefs, and values held about an object, in terms of chemistry may be enthusiasm about chemistry, perceptions of chemistry, and the contribution of chemistry to society or scientists. Thus attitude play a vital role in fostering long-lasting learning and to determine students academic achievement. Affective characteristics are considered as an important domain of attitude so in this study we select seven affective characteristics that are motivation, interest, confidence, enjoyment, importance, anxiety and achievement motivation. Table.2.2: Characteristics of Affective Domain of Attitude Scale Description Sample Item Enjoyment Fascinating, Exciting, Fun, Interesting, Attractive, Captivating Chemistry lessons are interesting and fun to study. Anxiety Worry, Nervous, Fear, Confuse, Uncomfortable Chemistry usually makes me feel uncomfortable, nervous and confused. Importance Useful, beneficial, Advantageous, Helpful, Aware Chemistry is useful if the topics are connected with our daily life. Interest Aware, Curious, Like, I am interested to know about the new researches in chemistry. Motivation Inspiration, Reinforcement, Stimulation, Encouragement When I fail in Chemistry course, it encourages me to try much harder to do well in Chemistry. Confidence Success, Sureness, Sef-reliance I am sure I can learn and can do advance work in Chemistry Achievement Motivation Extent to which students are motivated to achieve their goals. I get good grades in Chemistry than any other subject. An examination of literature on attitude and chemistry achievement reveals conflicting results (Shibley et al., 2003; Turner and Lindsay, 2003). While some claim a low correlation between attitude and achievement, others claim the two are strongly positively correlated. Wei-nburghs (1995) meta-analysis of the research suggests that there is only a moderate relation between attitude and achievement. Previous researches show the effect of affective characteristics of attitude on academic achievement. Skaalvik and Rankin (1995), Egitimidergisi, (2007) found that motivation is correlated with academic achievement. Academic achievement is most likely to occur when learning is self-directed and students are motivated (Ryan, Connell, Deci, 1985). Furthermore, researchers have found that motivation leads to engagement in academic tasks, which is related to achievement (DeCharms, 1984; Dweck, 1986). Interest is an individual predisposition and a psychological state of mind, which is important for cognitive engagement, learning, and achievement (Ainley, Hidi, Berndorff, 2002; Pintrich Schunk, 2002). Krapp approach interest in two different point of views, Personal and situational interest. Personal interest is topic-specific, persists over time (Schiefele 1991). However, situational interest is aroused as a function of the interestingness of the event or object and it is also changeab le and partially under the control of teachers (Schraw, Flowerday, Lehman 2001). Interest is related to students devotion, goals, and depth of learning (Hidi Renninger, 2006). Interests increase when students feel competent, so even if students are not initially interested in a subject or activity, they may develop interests as they experience success. (Stipek, 2002). Whitfield (1979) reported chemistry and physics as the least enjoyable subject. Analysis indicates that there is significant mean difference between Grade 9 and Grade 10 students attitudes toward chemistry as a school subject on enjoyment and importance dimensions (Can Boz, 2012). Achievement motivation is correlated with academic achievement (Camara, 1986). Individuals academic achievement depends not only on their motivation to achieve but also on whether they expect to achieve and whether they fear failure. Students work hard when they perceive a reasonable chance to succeed than when they perceive a goal to be o ut of reach (Atkinson, 1964). Demographics (Gender, School Sector, Parents Qualification, Choice of Course) and Academic Achievement: Previous studies demonstrate that achievement in science is gender dependent. Male and female students achievement in science is significantly correlated (Schibeci and Riley 1986, Weinburgh 1995). Previous research revealed that boys outperform girls in science in most countries (Pinchas 1988, Wang Staver 1995). Gender differences in science achievement test scores have not typically been large when compared. However, recent studies on gender differences in science achievement reported a change in pattern, thus reporting either no gender differences (Ventura 1992, Calsambis 1995) or girls outperforming boys in science (Young and Fraser 1990, Soyibo 1999). Fraser-Abder (1990) investigated the effects of gender, school-type (single-sex or coeducational schools, private denominational or government schools), parental occupation, and socioeconomic status on science achievement in Trinidad. Fraser-Abder found that girls scored significantly higher than boys on the science test. Zappala ( 2002) argue that the type of school a child attends influences academic achievement. Schools according to Sentamu (2003) are social institutions in which groups of individuals are brought together to share educational experiences and such interactions may breed positive or negative influences on learners. Parents education is positively related to students academic achievement. This is supported by Dills (2006) and Owens (1999). Considine and Zappala (2002) Kwesiga (2002) reveal that School sector (public or private) is linked to academic performance of students. Parents who scaffold learning experiences and provide support to their children when needed early in childrens lives may prepare their children for school entry and provide basis for them to benefit from educational activities (Pianta Egeland, 1994; Pianta et al., 1990; Pianta et al., 1997). Parents own behavior as well as joint family activities have been shown to influence childrens academic motivation and behavior ( Chen, Lee Stevenson, 1996; De Garmo, Forgatch Martinez, 1999; Grolnick Slowiaczek, 1994; Heiss, 1996). Authoritative parenting, has positive effects on how students approach the demands they face in school (Bradley et al., 2000; Gutman Eccles, 1999). Interest and attitude of learners towards the subject plays a decisive role for the success of the learner. Students choose course by their interest are believed to be highly motivated to learn than students placed in a department without their interest. High motivation is a factor which can lead students to a better achievement. Studies done by different authors disclosed that motivated students perform better academically than unmotivated ones (Bank and Finlapson, 1980; Broussard and Garrison, 2004; Sandra, 2002). Significance of the Study Attitude towards Chemistry and personality traits vary over time and effect academic achievement of students in different ways. Previous studies show that attitudes and personality towards Chemistry achievement are cultural dependent. Culture varies between and within countries. Therefore, it is reasonable to assume large number of variations in students achievement in chemistry reported from different parts of the world. Gender role varies in different cultures; it is therefore likely that chemistry achievement is gender dependent. Chemistry achievement is one of the major interests of educators. Although being not very frequent affective characteristics are studied together with personality and achievement in chemistry education. However studies based on Affective Characteristics and Achievement or on Personality and Achievement is found separately but combine study of all these three factors is not found in chemistry education. Prior research has established that both personality traits and attitude are associated with academic achievement. However, not much is known about the joint influence of personality traits and attitude on learners Chemistry academic achievement. In the current study, researcher sought to fill in this gap in the literature by directly examining the relationship between personality, attitude and academic achievement. Three major research questions were investigated: (1) what is the relationship between secondary school science students Big 5 personality traits and affective characteristics of attitude on their Chemistry academic achievement? (2) How demographic factors (age, gender, family type, school sector, choice of course and educational levels of parents) influence Chemistry academic achievement of secondary school science students. (3) Are the Affective Characteristics of Attitude depends on each other? Methods Development and Validation of Instrument To investigate the aim of this study, the first step was to develop a valid and reliable questionnaire for measuring students personality trait and attitudes toward chemistry achievement. Rather than translating an attitude and personality questionnaire among those available in literature, we constructed a new questionnaire, in order to be more relevant to the curriculum and conditions applied in the Pakistan schools. The questionnaire was prepared on the basis of Likert scale type. It was prepared by keeping in view different aspects of the problem. All participants completed a 37-statement investigator-developed questionnaire. The Questionnaire includes six demographic variables as well as two factors (Personality Attitude). Six demographic variables are included that elicits respondents background information. All participants were asked to rate each item using a five-point scale where a 5 represented strongly agree and a 1 represented strongly disagree. The ratings for all statement on each scale are summed, and a higher score indicates more obvious trait characteristics. All items were written in a structured alternative format design to reduce the tendency to give socially desirable responses (Harter, 1982). The pilot testing was done on a sample of 50 students. The reliability of the research instrument was 0.84 and level of difficulty of questionnaire was moderate. Procedures The authors obtained authorization from school administrators to conduct the study. Through individual meeting communications were provided to the school counselors (or classroom teachers) to explain the purpose of this study and the research instrument. Students were recruited through voluntary participation. There were 780 students who participate in this study. The investigators administered the Questionnaire to consenting students either during classes. Before administering the survey, the purpose of the study and the procedures to complete the Questionnaire were explained to the students. Students understanding of the survey was verified and questions about the survey were answered. Data Analyses Quantitative analysis was performed with the help of SPSS (Statistical Package for Social Sciences). Mean and one way ANOVA was applied on the data to investigate questionnaire in terms of personality traits and attitudes toward chemistry. Effect of Gender and Family Type on Students Chemistry Achievement Figure 1 illustrates a significant effect of Gender and Family Type on students Chemistry Achievement. Figure indicates that Male students have the mean value 3.66 and are high achievers in chemistry as compare to female students having mean value 3.60, while students belongs to Nuclear Family have the mean value 3.65 and are high achievers in chemistry as compare to students who belongs to Joint family system having mean value 3.62. Figure 1: Mean values of Class, Gender and Family Type on the basis of secondary school students Chemistry Achievement. Effect of School Sector on Students Chemistry Achievement Figure 2 shows a significant effect of School Sector on students Chemistry Achievement. Figure indicates that the Private school show highest mean value 4.14 of Chemistry Achievement while the Government School show lowest mean value 2.78 of Chemistry Achievement and Semi-Government School show moderate mean value 3.98 of Chemistry Achievement. Figure 2 shows Mean values of School Sector on the basis secondary school students Chemistry Achievement. Effect of Father Qualification on students Chemistry Achievement Figure 3 indicates that the students whose Father qualification is Masters show highest mean value 4.17 of Chemistry Achievement and the students whose fathers are Uneducated show lowest mean value 2.34 of Chemistry Achievement as compare to the students whose father qualifications is Matric, Intermediate, Graduation and Masters. Figure 3 illustrates a positive significant effect of Father Qualification on secondary school students Chemistry Achievement. Figure 3 shows Mean values Father Qualification based on secondary school students Chemistry Achievement. Effect of Mother Qualification on Students Chemistry Achievement Figure 4 indicates that the students whose mother qualification is Masters show highest mean value 4.21 of Chemistry Achievement and the students whose mothers are Uneducated show lowest mean value 2.37 of Chemistry Achievement as compare to the students whose mother qualifications are Matric, Intermediate, Graduation and Masters. Figure 4 illustrates a positive significant effect of Mother Qualification on secondary school students Chemistry Achievement. Figure 4 shows Mean values of Mother Qualification on the basis of Secondary School students Chemistry Achievement. Effect of Choice of Course on Students Chemistry Achievement Figure 5 illustrates a significant effect of Choice of Course on Students Chemistry Achievement. Figure indicates that the students who choose chemistry for Better Academic Accomplishment show highest mean value 3.93 of Chemistry Achievement and the students who choose chemistry Out of Interest show lowest mean value 3.36 of Chemistry Achievement. Figure 5 shows Mean values of Choice of Course based on secondary school students Chemistry Achievement. Sum of Squares (df ) Mean Square F-values (p-values) Post hoc (p-values) 51%-60%Vs. 61%-70% 51%-60%Vs. 71%-80% 91%-100%Vs. 50% below 50% 91%-100% Vs. 51%-60% 91%-100% Vs.61%-70% 91%-100% Vs. 71%-80% Extraversion Between group 2.445 (5) 0.489 1.136 (0.340) Within group 333.101 (774) 0.430 Agreeableness Between group 5.249 (5) 1.050 2.196 (0.053) Within group 369.982 (774) 0.478 Conscientiousness Between group 8.395 5 1.679 4.180 (0.001) -0.2453 (0.015) -0.2992 (0.001) Within group 310.866 (774) 0.402 Neuroticism Between group 4.343 (5) 0.869 1.485 (0.192) Within group 452.680 (774) 0.585 Openness to Experience Between group 10.273 (5) 2.055 3.661 (0.003) -0.55686 (0.009) -0.34645 (0.048) -0.31730 (0.042) -0.38241 (0.005) Within group 434.327 (774) 0.561 -0.15460 (0.017) Personality Between group 2.616 (5) 0.523 3.044 (0.010) Within group 133.024 (774) 0.172 Table 3: One way ANOVA and Tukey post hoc for multiple comparisons of Chemistry Achievement on secondary school students Personality trait Effect of Personality Traits on Students Chemistry Achievement Table 3 indicates that there is no significant effect of secondary school students Personality trait Extraversion, Agreeableness, Neuroticism on Chemistry Achievement. Table 3 also reveals that there is significant effect of secondary school students Personality trait Conscientiousness on Chemistry Achievement. From the Tukey Post Hoc Test of Multiple Comparisons reveals that the students who got marks 61%-70% and 71%-80% show more Conscientiousness that the students who got 51%-60% marks. Table 3 also specifies that there is significant effect of secondary school students Personality trait Openness to Experience on Chemistry Achievement.Tukey Post Hoc Test of Multiple Comparisons reveals that the students who got marks 50% below 50%, 51%-60%, 61%-70% and 71%-80% show more Openness to Experience than the students who got 91%-100% marks. Table 3 also illustrates that there is significant effect of secondary school students Personality on Chemistry Achievement.Tukey Post Hoc Test of Multiple Comparisons reveals that the students who got marks 71%-80% show more Personality than the students who got marks 51%-60%. Sum of Squares (df ) Mean Square F-values (p-values) Post hoc (p-values) 81%-90% Vs.51%-60% 81%-90%Vs. 61%-70% 91%-100%Vs. 50% below 50% 91%-100% Vs.61%-70% 91%-100% Vs. 71%-80% Interest Between group 3.199 (5) 0.640 0.857 (0.510) Within group 577.815 (774) 0.747 Motivation Between group 12.250 (5) 2.450 3.923 (0.002) -0.61783 (0.005) -0.33498 (0.042) -0.36734 (0.015) Within group 483.388 (774) 0.625 Enjoyment Between group 5.923 (5) 1.185 1.197 (0.309) Within group 766.010 (774) 0.990 Confidence Between group 4.141 (5) 0.828 1.790 (0.112) Within group 358.069 (774) 0.463 Importance Between group 2.379 (5) 0.476 0.832 (0.527) ) Within group 442.382 (774) 0.572 Anxiety Between group 5.907 (5) 1.181 1.419 (0.215) Within group 644.330 (774) 0.832 Achievement Motivation Between group 12.150 (5) 2.430 3.637 (0.003) 0.36081 (0.015) 0.28473 (0.033) Within group 517.194 (774) 0.668 Attitude Between group 1.168 (5) 0.234 0.671 (0.646) Within group 269.496 (774) 0.348 Table 4: One way ANOVA and Tukey post hoc for multiple comparisons of Chemistry Achievement on secondary school students Affective Characteristics of Attitude Effect of Attitude on Students Chemistry Achievement Table 4 also indicates that there is no significant effect of secondary school students Interest, Enjoyment, Confidence, Importance, and Anxiety of Chemistry lessons. Table 4 indicates that there is significant effect of secondary school students Motivation towards Chemistry on Chemistry Achievement. Tukey Post Hoc Test of Multiple Comparisons it is evident that the students who got marks 91-100% show more Motivation as compare to students who got 50% below 50%, 61%-70% and 71%-80% marks. Table 4 illustrates that there is significant effect of secondary school students Achievement Motivation towards Chemistry on Chemistry Achievement.Tukey Post Hoc Test of Multiple Comparisons revealed that there is significant effect of secondary school students Achievement Motivation on Chemistry Achievement. The students who got marks 81%-90% show more Achievement Motivation than the students who got 51%-60% and 61%-70% marks. Table indicates that there is no significant effect of secondary school students Attitude towards Chemistry on Chemistry Achievement. Inter-relationship between different sub-factors of affective attitude Variable r- value Sig. Enjoyment and Interest 0.765 0.000 Interest and Motivation 0.694 0.000 Interest and Confidence 0.623 0.000 Interest and Importance 0.574 0.574 Interest and Anxiety 0.031 0.389 Interest and Achievement Motivation 0.666 0.000 Motivation and Enjoyment 0.566 0.000 Motivation and Confidence 0.824 0.000 Motivation and Importance 0.476 0.000 Motivation and Anxiety 0.014 0.687 Motivation and Achievement Motivation 0.464 0.000 Confidence and Importance 0.500 0.000 Confidence and Anxiety 0.009 0.793 Confidence and Achievement Motivation 0.445 0.000 Importance and Anxiety 0.008 0.834 Importance and Achievement Motivation 0.407 0.000 Anxiety and Achievement Motivation 0.196 0.000 Table 1 shows that r-ratio (0.765) SO, there is strong positive relationship between secondary school students Interest in chemistry and students Enjoyment in learning chemistry lessons. r-ratio (0.694) indicates strong positive relationship between secondary school students Interest in chemistry and students Motivation in learning chemistry lessons. r-ratio (0.623) illustrate the strong positive relationship between secondary school students Interest in chemistry and students Confidence in learning chemistry lessons. r-ratio (0.574) is not significant at pà ¢Ã¢â‚¬ °Ã‚ ¤0.05 level of significance and there is no significant relationship between secondary school students Interest in chemistry and they do not know the Importance of chemistry lessons. r-ratio (0.031) is not significant at pà ¢Ã¢â‚¬ °Ã‚ ¤0.05 level of significance so,there is no significant relationship between secondary school students Interest in chemistry and their Anxiety about chemistry lessons. r-ratio (0.666) il lustrate the strong positive relationship between secondary school students Interest in chemistry and students Achievement Motivation about chemistry lessons. Table 1 also shows that r-ratio (0.566) shows the moderate positive relationship between secondary school students Motivation about chemistry and students Enjoyment of chemistry lessons. r-ratio (0.824) represents strong positive relationship between secondary school students Motivation about chemistry and students and Confidence about chemistry lessons. r-ratio (0.476) shows the intermediate positive relationship between secondary school students Motivation about chemistry and Importance of chemistry lessons. r-ratio (0.014) is not significant at pà ¢Ã¢â‚¬ °Ã‚ ¤0.05 level of significance So, it is evident that there is no significant relationship between secon

Write on Topics You are Passionate About :: Teaching Writing Education Essays

Write on Topics You are Passionate About How do I become a better writer? Is it by proofreading and listening to my teachers? Does it come in time? Or should the question be what do I write better about? Do I write better about scientific garbage or idea and topics I can actually relate to. I will go with the latter. I write better about topics I am passionate about. For example, I can write more vividly about cheerleading and soccer than I ever could about evolution. Let us focus on becoming a better writer again. I watch television and go to movies frequently. I occasionally read books. Reasonably, engaging in visual entertainment and reading other authors’ work aid in my writing style. The shows I watch and the books I read are usually about topics I am interested in or passionate about. Specifically, the movie Pleasanteville, the television show Felicity, and two books A Perfect Storm by Sebastian Junger and A River Runs Through It by Norman Maclean help me to become a better writer. To begin with, Pleasanteville is an interesting movie that can easily be paralleled to the first book of the Bible, Genesis and to the civil rights movement of the 1960’s in the United States. The movie depicts two people bringing "color" to the lives of many. The "color", however, must come from sin. Therefore, the new "coloreds" are banned from the Garden of Eden so to speak. This is also very similar to the colored people being banned from public buildings and events for being different. These two topics, the Bible and civil rights of humans in general are of great interest to me. Hence, I paid attention to detail on how the director presented his ideas to the audience. By learning his techniques and agreeing or disagreeing with them can help me write better by simply applying his work to mine. Additionally, the television show Felicity is a show about college freshman students straight out of high school. The show focuses on relationships and hardships that a college freshman will encounter. Considering the fact that I am technically a college freshman myself, it is only natural that I allow this show to intrigue me. In particular, one episode caught my attention. This episode dealt with the issues of boundaries in a friendship and lightly touched on the issue of date rape.

Regal Imagery in Flannery O’Connor’s Everything That Rises Must Converg

Regal Imagery in Flannery O’Connor’s Everything That Rises Must Converge Flannery O’Connor uses images of regality as represented by hats, colors, and ironic regal references in the short story â€Å"Everything That Rises Must Converge† to symbolize Julian’s mother, and her societal views. She, like the hat, is not as upper class as she would have herself or others believe. In addition, her racist beliefs are challenged when a black woman enters the bus with the very same hat, forcing her to realize that the regal attitude she holds will never be validated, and she will no longer be able to pretend that she is superior to anyone. The hat, which â€Å"looked like a cushion with the stuffing out,† resembles â€Å"the dumpy figure† of the mother. In addition, the hat is referred to as â€Å"preposterous,† and â€Å"ridiculous,† all the ways her son considers her to be. The hat is gaudy and not worth the money she paid for it, but she is certain of its taste just as she is certain how good it looks on her (because the sales lady had told her so), and how superior she is to those at the Y. The sales lady had said that ‘â€Å"with that hat, you won’t meet yourself coming or going,† which means that she will not be alike anyone else. Of course, this is not the case, and the black Negress would ultimately be the last person Julian’s mother would wish to meet. The colors in the hat are extremely significant. Its purple velvet flap creates the image of royalty, and the rest of it, green, represents money. This is the only time that green is mentioned in the story, for money is not something that they have, which even the mother cannot dispute. In addition to the hat, the sky of their once â€Å"fashionable† neighborhood is the color of â€Å"a dying violet,† and the house... ... apparently does not realize this: ‘â€Å"Most of them in it are not our kind of people,† she said, â€Å"but I can be gracious to anybody. I know who I am.†Ã¢â‚¬â„¢ Ironically, she is completely unsure of whom she is, and this is why it is so hard for her to come to terms with any of the reality around her. The importance of the hat becomes most overt when the Negress enters the bus wearing one exactly identical. ‘â€Å"That was your black double,†Ã¢â‚¬â„¢ says her son. She had, until this point, thought herself greater than most she encountered, whether black or white, and for a working- class black woman to have the same taste as her, in addition to the means by which to attain it, her fragile view of life has been forever shattered. The fact that this â€Å"black queen† ends up more powerful than the â€Å"white queen† underscores the irony inherent in the main characters delusions of grandeur. Regal Imagery in Flannery O’Connor’s Everything That Rises Must Converg Regal Imagery in Flannery O’Connor’s Everything That Rises Must Converge Flannery O’Connor uses images of regality as represented by hats, colors, and ironic regal references in the short story â€Å"Everything That Rises Must Converge† to symbolize Julian’s mother, and her societal views. She, like the hat, is not as upper class as she would have herself or others believe. In addition, her racist beliefs are challenged when a black woman enters the bus with the very same hat, forcing her to realize that the regal attitude she holds will never be validated, and she will no longer be able to pretend that she is superior to anyone. The hat, which â€Å"looked like a cushion with the stuffing out,† resembles â€Å"the dumpy figure† of the mother. In addition, the hat is referred to as â€Å"preposterous,† and â€Å"ridiculous,† all the ways her son considers her to be. The hat is gaudy and not worth the money she paid for it, but she is certain of its taste just as she is certain how good it looks on her (because the sales lady had told her so), and how superior she is to those at the Y. The sales lady had said that ‘â€Å"with that hat, you won’t meet yourself coming or going,† which means that she will not be alike anyone else. Of course, this is not the case, and the black Negress would ultimately be the last person Julian’s mother would wish to meet. The colors in the hat are extremely significant. Its purple velvet flap creates the image of royalty, and the rest of it, green, represents money. This is the only time that green is mentioned in the story, for money is not something that they have, which even the mother cannot dispute. In addition to the hat, the sky of their once â€Å"fashionable† neighborhood is the color of â€Å"a dying violet,† and the house... ... apparently does not realize this: ‘â€Å"Most of them in it are not our kind of people,† she said, â€Å"but I can be gracious to anybody. I know who I am.†Ã¢â‚¬â„¢ Ironically, she is completely unsure of whom she is, and this is why it is so hard for her to come to terms with any of the reality around her. The importance of the hat becomes most overt when the Negress enters the bus wearing one exactly identical. ‘â€Å"That was your black double,†Ã¢â‚¬â„¢ says her son. She had, until this point, thought herself greater than most she encountered, whether black or white, and for a working- class black woman to have the same taste as her, in addition to the means by which to attain it, her fragile view of life has been forever shattered. The fact that this â€Å"black queen† ends up more powerful than the â€Å"white queen† underscores the irony inherent in the main characters delusions of grandeur.

Deforestation of The Pacific Northwest Essay -- Environmental Endanger

Deforestation of the Pacific Northwest One of the most controversial areas associated with the global problem of deforestation is the Pacific Northwest of the US. The problem can be broken down into several issues that all tie in together. These include the near extinction of the Northern Spotted Owl, the "business" aspect of logging versus the environmental aspect, and the role of the government in this problem. In 1973, the Endangered Species Act (ESA) was passed. This enabled the Dept. of Commerce and Dept. of the Interior to place species, either land or marine, as either threatened or endangered. Under these terms species could no longer be hunted, collected, injured or killed. The northern spotted owl falls under the more serious condition of being endangered. Also, the bill forbids federal agencies to fund or carry out any activity that would threaten the species or its' habitat. It is the latter part of the bill that causes the controversy. Under the ESA, loggers should not be allowed to cut down the old- growth of the forest. The old growth of a forest includes the largest and oldest trees, living or dead. In the case of the North Coast forests, this includes some thousand-year-old stands with heights above three-hundred feet and diameters of more than ten feet. In 1990, the number of spotted owls dropped to 2000 breeding pairs. The preservation of any species contributes to the biodiversity of an area. In an ecosystem, the absence of one species creates unfavorable conditions for the others. The absence of the spotted owl could have a significant effect on the North Coast forest ecosystem. In order to send the owl population in the right direction, the major problem for their decline would have to be remedied – loss of habitat. This fact combined with the owls' short life expectancy and late age of breeding only exacerbates the problem. When loggers remove old growth the owl loses habitat for its' food, housing, as well as protection from predators. Approximately ninety percent of the forests in the Pacific Northwest have already been harvested. In order to protect the current owl population, the remaining forests would have to be preserved, but this would have a serious negative economical effect. Such a decision would effect jobs, regional economy, as well as the lifestyle of loggers. With such a... ...siness. In some cases, the money subsidizes the large companies for things such as logging roads in order to keep the cost of paper and other tree products down. These same companies ship their lumber to Japan for milling before they are sold back to the United States at a higher price. Not only does the public lose money in this process but it costs Americans a number of jobs. On the other hand, agencies have made efforts to prevent deforestation. Members of the Forest Service educate not only the large companies, but the private landowners as well. It is the private owners who own sixty percent if the forests being harvested. By helping to show how conservative forestry techniques can be made efficient as well as more profitable, they are helping to diminish the rate of deforestation. If more money was spent on research and the spread of new and better techniques, then the taxpayers' money would be better spent. In conclusion, there are several aspects of deforestation in the Pacific Northwest that need to be evaluated before the situation becomes irreversible. If the current harvesting techniques continue, our children will be missing more than the spotted owl. Deforestation of The Pacific Northwest Essay -- Environmental Endanger Deforestation of the Pacific Northwest One of the most controversial areas associated with the global problem of deforestation is the Pacific Northwest of the US. The problem can be broken down into several issues that all tie in together. These include the near extinction of the Northern Spotted Owl, the "business" aspect of logging versus the environmental aspect, and the role of the government in this problem. In 1973, the Endangered Species Act (ESA) was passed. This enabled the Dept. of Commerce and Dept. of the Interior to place species, either land or marine, as either threatened or endangered. Under these terms species could no longer be hunted, collected, injured or killed. The northern spotted owl falls under the more serious condition of being endangered. Also, the bill forbids federal agencies to fund or carry out any activity that would threaten the species or its' habitat. It is the latter part of the bill that causes the controversy. Under the ESA, loggers should not be allowed to cut down the old- growth of the forest. The old growth of a forest includes the largest and oldest trees, living or dead. In the case of the North Coast forests, this includes some thousand-year-old stands with heights above three-hundred feet and diameters of more than ten feet. In 1990, the number of spotted owls dropped to 2000 breeding pairs. The preservation of any species contributes to the biodiversity of an area. In an ecosystem, the absence of one species creates unfavorable conditions for the others. The absence of the spotted owl could have a significant effect on the North Coast forest ecosystem. In order to send the owl population in the right direction, the major problem for their decline would have to be remedied – loss of habitat. This fact combined with the owls' short life expectancy and late age of breeding only exacerbates the problem. When loggers remove old growth the owl loses habitat for its' food, housing, as well as protection from predators. Approximately ninety percent of the forests in the Pacific Northwest have already been harvested. In order to protect the current owl population, the remaining forests would have to be preserved, but this would have a serious negative economical effect. Such a decision would effect jobs, regional economy, as well as the lifestyle of loggers. With such a... ...siness. In some cases, the money subsidizes the large companies for things such as logging roads in order to keep the cost of paper and other tree products down. These same companies ship their lumber to Japan for milling before they are sold back to the United States at a higher price. Not only does the public lose money in this process but it costs Americans a number of jobs. On the other hand, agencies have made efforts to prevent deforestation. Members of the Forest Service educate not only the large companies, but the private landowners as well. It is the private owners who own sixty percent if the forests being harvested. By helping to show how conservative forestry techniques can be made efficient as well as more profitable, they are helping to diminish the rate of deforestation. If more money was spent on research and the spread of new and better techniques, then the taxpayers' money would be better spent. In conclusion, there are several aspects of deforestation in the Pacific Northwest that need to be evaluated before the situation becomes irreversible. If the current harvesting techniques continue, our children will be missing more than the spotted owl.

Violence in The House on Mango Street

In the novel The House on Mango Street, Sandra Cisneros reveals how violence affects women on Mango Street. The women in Mango Street have abusive husbands and fathers. They don’t do anything about it because they seem to be used to being abused. Esperanza tries to deal with the violence in her neighborhood by trying to protect her friend Sally from some boys but it turns out being a failure for her. Esperanza finds it important to try and protect her friend Sally from kissing some boys. She goes to tell the boy’s mother what happen and the mother said was â€Å"That’s all? What do you want me to do she said, call the cops? † (97) The mother of the boy clearly didn’t care about what was happening, she probably thought they were just playing a game. Esperanza seemed disappointed and angry because all she wanted was for her friend to be back with her. Not the boys who made her kiss them or who knows what else they might have made her do to get her keys back. Sally didn’t really seem to be bothered from what Esperanza told. She just wanted to protect her friend, but she clearly couldn’t do anything about it. The chapter â€Å"Red Clowns† depicts how Esperanza had to deal with sexual violence by some boys who touched her at the carnival. Esperanza didn’t realize what had happened to her because she didn’t know anything about sex. She expected sex to be like in the movies she watched, so she believed everyone had lied to her about it. Girls like Esperanza see things about sex in media and believe it has to be like in the movies, shows, and in novellas. In fact, teens report that their main source of information about sex, dating and sexual health comes from what they see and hear in the media. † (Sexual Behavior. What Teens Learn From Media). It basically says that media is a high influence on the way kids see sex. This is clearly what happened to Esperanza since she said it wasn’t what she saw in the movies. It was a big let down for her even though she didnâ€⠄¢t want to be touched by the boys. â€Å"Linoleum Roses† is another chapter that depicts how Esperanza’s friend married an older man who brings violence to her life. Sally married an older man to get away from the violence she got at home from her father, who would beat her so she wouldn’t bring shame to his family. Sally ended up getting married with an older man who now beats her. Sally’s husband doesn’t allow her to go out or to communicate with her friends because he believes she belongs to him and finds the need to control her to keep her with him. â€Å"He also won’t appreciate the younger women being close to family and friends. † (Advice Women Need When Dating Older Men). This is what is happening to Sally she just doesn’t really mind because to her he is only violent once in awhile not all the time. She needs help and Esperanza notices that but she can’t really do anything about it but continue being her friend. Violence is a big part in the life of Esperanza’s best friend who she thought she had to protect because she truly cared for her. Esperanza just wanted her friend Sally back for them to be young and reckless. In the end Esperanza got past the violence in her neighborhood and what had happened to her because she wanted to live in her dream home alone.