Alcoholism in families Research Paper Example | Topics and Well Written Essays - 1250 words

Alcoholism in families - Research Paper Example People from all walks of life are subject to its dangers and most importantly, those living close to the victims also suffer the consequences of uncontrolled alcoholism, which promotes antisocial behavior. This paper is a critical evaluation of alcoholism in the families. Alcoholism as discussed herein, is a condition which has the potential of creating havoc in relationships as well as families. For one, alcohol itself is a substance, which reduces understanding and judgment skills in a person, in some cases leading to poor emotional intelligence. Under such circumstances, it may be found out that people who abuse alcohol are more capable of engaging in unwarranted fights with their spouses out of simple arguments (Ketcham, 2001). However, the victims of such violence especially women tend to develop an understanding at the onset of such behavior, finding excuses to justify their husbands’ actions. In this context, they may be heard making excuses such as; it is only because he was under the influence of alcohol among others, but in the long run, the behavior develops into a habit, which may be difficult to tolerate. Research indicates that alcoholic couples are 3 times more capable of perpetrating spousal abuse as compared to non-drinking or occasional drinkers (Frederickson, 2009). Relationships are supposed to be based on love and if so, it is against the expected norms to hurt your spouse either while sober or under the influence of alcohol. Definitely, if such behavior persists, these relationships continue to deteriorate and eventually, divorce or separation becomes the only viable option. In addition, it has been noted that alcoholics are more prone to committing incest with their own children. According to research, it is observable that 30% of incestuous activities involving father and daughter are as a result of alcoholism. This is one of the worst experiences that a female parent can undergo and

School Speech Essay Example for Free

School Speech Essay Good evening to Dr S. Pillay, the staff of Sunford Primary, members of the governing body, parents and learners. It is indeed an honourable privilege to be part of this momentous occurrence in the calendar of Sunford Primary. I thank Dr. S. Pillay and her team of dedicated staff for this prestigious opportunity. During the past decades Sunford Primary has proved itself to be an invaluable asset to the local community in the facet of early childhood education and development. Being a resident in the area and having had my son, Pranav attend this school has given me insight into the dedication of the exemplary principal and her staff who all excel in their teachings. A teacher is a leader within a scholastic component of education, thus creating a stimulating and secure atmosphere where a child can learn, be happy and gain confident. Parents also have a duty to work hand in hand with the educator and their child, to ensure the best possible education, upon which the child can build his/her career. Remember we as parents want education for our children by which character is formed, strength of mind is increased, their intellect is expanded and by which, they can stand on their own feet. Tonight’s awards function is set out to acknowledge all the top achievers of Sunford Primary in their respective grades. I congratulate each and every awardee for all your hard work and your exceptional results. May you always ride the tide of success. To all the other children remember what works for one child may not necessarily work for another, each child is unique and special. Education should be a fun voyage of discovery. Learning is an everyday thing; give it your best that is what’s important. To all learners Young adults and little children The future is up to you Increase your knowledge and wisdom In order to lead a bright tomorrow. To the Grade seven learners , who are embarking on secondary education, you have a solid foundation, embrace your future with optimism and raise above all challenges to fulfil your dreams and aspirations, although much has been achieved much more remains to be done. Take courage from the past and build thereon for the future. Remember it is choice and not chance that determines your destiny. God bless each and every one of you.

Structured Teaching On Behavioral Problems

Structured Teaching On Behavioral Problems School age is the period between 6-12 years. Schoolers are emerging as creative persons who are preparing for their future role in society. The school years are a time of new achievement and new experiences. Childrens individual needs and preferences should be respected. Children who are productive and engaged in the school experience, whether academic or vocational, is not likely to become at risk student. All young children can be naughty, defiant and impulsive from time to time, which is perfectly normal. However, some children have extremely difficult and challenging behaviors that are outside the norm for their age. The behavior of some children and adolescent are hard to change. Children do not always display their reactions to events immediately although they may emerge later. Children who suffer from behavior disorders are at a higher risk for school failure, suicide, and mental health problems. A behavioral problem is a departure from normal (acceptable) behavior beyond a point, to the extent behavioral problems can manifest themselves in many ways. There are interchangeable terms for behavior disorders- disruptive behavior disorder, conduct disorders, emotional disorders, and emotional disturbances. Warning signs of behavior disorders include: Harming or threatening themselves, other people Damaging or destroying property Lying or stealing Not doing well in school, skipping school Early smoking, drinking or drug use Early sexual activity Frequent tantrums and arguments Consistent hostility towards authority figures. Children misbehave for a variety of different reasons. Children problems are often multi-factorial and the way in which they are expressed may be influenced by a range of factors including developmental stage, temperament, coping and adaptive abilities of the family, the nature and duration of illness. The school is an institution in society specifically designed as the formal instrument for educating children. School is a place where children spend the largest portion of their time outside the home. Schools should offer a safe and respectful learning environment for everyone. In addition to scholastic achievement, school experiences should contribute to healthy development in terms of harmonious interpersonal relations and positive self image. Teachers appear to be important social partners, as the quality of a teacher and child relationship has been related to several aspects of short and long-term school adaptation. Studies have shown that teachers may reject these children, respond to them with less support and punishment than other child receives. A parent is really the childs first teacher and critical to student success is the involvement of parent. A teacher is a person who provides students direct classroom teaching, or classroom-type teaching in a non-classroom setting, or educational services directly related to classroom teaching. Teachers play an influencing role in development of personality. Listening to childs problems is an important skill of a teacher. Disruptive behavior is a major factor contributing to teacher stress and discontent and significantly affects teachers capacity to maintain a productive and orderly learning environment. Most teachers and school personnel concur that they are able to identify behavioral and academic problems within first few weeks of a school year. Teachers expectations and actions greatly affect the childs behavior. Dealing with difficult or inappropriate behavior in schools can be a challenging task for any educator, regardless of experience. Teachers need to use positive interactive approaches than responding to inappropriate behaviors. Teachers need to communicate care and concern rather than a desire to punish when reacting to inappropriate behaviors. Children with behavioral problems have received more criticism and have suffered deterioration in their interactions with teachers over time. The early detection and treatment of children with behavioral problems at an early age may reduce treatment costs and improve quality of life of those children. Effective way of reducing behavioral problems can be through behavioral plan developed by parents, teachers, children, administrators and school staff. Use positive interactive approaches that remove the need for inappropriate behavior. The components include, inform pupil what is expected, avoid threats, build self confidence, use positive modeling and provide positive learning environment. REVIEW OF LITERATURE Review of literature is a key step in research process. The typical purpose for analyzing a review existing literature is to generate research question to identify what is known and what is not known about the topic. The major goals of review of literature are to develop a strong knowledge base to carry out research and non research scholarly activity. Review of literature from the present study is been divided into: Studies related to behavioral problems of school children Studies related to knowledge of teachers on behavioral problems of school children Studies related to structured teaching programme. Studies related to behavioral problems of school children Margrot Prior, Shanya Virasinghe and Diana Smart (2005) conducted a study on behavioral problems in Sri Lankan school children associations with socio economic status, age, gender, academic progress and religion. Using the strengths and difficulties questionnaire modified version of the rutter parent questionnaire including items on childrens strength: with parent, teacher and child informants, was administered to assess the mental health problems in this population. In this study 10 13 years children were included. The study concluded that rates and types of problems consistent with other international studies on children mental health. Problem rates were higher in boys and were associated with lower socio economic status, religion and poorer academic performance. The study confirms the need for development of child and adolescent health services in Sri Lanka. Sujit Sar Khel, Vinod Kumar Sinha, Mani Arora, Push De Sarkar (2006) done a study on prevalence of conduct disorder in schoolchildren of Kanke. The study included 240 students studying in class V to X. Stratified random sampling were used to estimate the prevalence of conduct disorder in children. Present and Lifetime Version screening interview was used to assess the children. The result showed that conduct disorder was found in 4.58%; the ratio of boys to girls being 4.5:1. Childhood onset was found in 73% and adolescent onset in 27%. Mild conduct disorder was found in 36%, moderate in 64% and severe conduct disorder in none. Manuel Barrera et al. (2002) gave an intervention on early elementary school to reduce conduct problems: A randomized trial with Hispanic and Non-Hispanic children. The study included European American (n = 116) and Hispanic (n = 168) children from 3 communities were randomly selected to an intervention or no-intervention control condition. Intervention families received parent training, and their children received social behavior interventions and supplementary reading instruction over a 2-year period. The study concluded that at the end of a 1-year follow-up, treated children showed less teacher-rated internalizing and less parent-rated coercive and antisocial behavior than controls. Maj Prakash, Brig .S. Sudarsanan, P.K. Pardal, S. Chaudhury (2006) conducted a study on behaviour problems in a paediatric outpatient department. A sample of 50 children between the ages of 6-14 years was selected randomly for the study. The data was collected by administering child behaviour check list to children. The study concluded that behaviour problems in the subjects were externalizing ones and the mean score was 40.7 than internalizing problems and the mean score was 10.3. Mc Farlane.J.M, Groff JY, OBrien .J.A, Watson. K. (2006) done a comparative study on behaviors of children who are exposed and not exposed to intimate partner violence: an analysis of 330 black, white, and Hispanic children. Samples included 258 abused mothers and 72 non abused mothers and their children were between age of 18 months to 18 years of age and these children were compared with normative children. Data was collected using child behavior checklist from mothers. Data was analyzed using multiple analysis of variance performed for ages 6 through 18 years revealed a significant group difference (Frequency[3,183] = 3.13). Univariate tests revealed significant group differences for internalizing behavior (Frequency [1,185] = 6.81), externalizing behavior (Frequency [1,185] = 7.84), and total behavior problems (Frequency [1,185] = 9.45). Overall, children of abused mothers had significantly higher internalizing (58.5 +/- 12.1), externalizing (55.5 +/- 12.4), and total behavior pr oblems (57.6 +/- 12.3) scores than the internalizing (52.9 +/- 13.7), externalizing (49.7 +/- 10.6), and total behavior problems (51.0 +/- 13.0) scores exhibited for children of non abused mothers. b) Studies related to knowledge of teachers on behavioral problems of school children Bibou-Nakou, G.Kiossseoglou and A. Stogiannidou (2008) done a study on elementary teachers perceptions regarding school behavior problem: implications for school psychological services. The study involved 200 elementary school teachers. The questionnaire was administered to assess casual attributions and goal directed behavior on part of teachers when dealing with classroom misbehavior problems. The study concluded that misbehavior related attributions were significantly associated with teachers preferred practices and suggested that application of psychological principles to education practice should be included. Sarah B. Dwyer, Jan M.Nicholson (2005) assessed teachers knowledge of children exposure to family risk factors: accuracy and usefulness. The study involved 756children indicated that teachers had accurate knowledge of children exposure to factors such as adverse life events and family socio economic status, which predicted children mental health problem at 1 year follow up. The study concluded that asking teachers to report children exposure to particular family risk factors is feasible method for identifying children for selective interventions. Stuart W. Twemlo, M.D (2005) estimated the prevalence of teachers who bully students in school with differing levels of behavioral problems. In this study 214 teachers answered anonymous questionnaire about their perceptions of teachers who bully students and their own practices. Teachers were grouped into whether they taught at low, medium or high suspension rate schools. The study concluded that teachers from high suspension rate schools reported they bullied more students, had experienced more bullying when they were students, had worked with more bullying teachers over the past three years and had seen more bullying teachers over the past year. Dougherty J, Pucci P, Hemmila MR, Wahl WL, Wang SC, Arbabi S (2007) did a comparative study on worldwide child and adolescent mental health begins with awareness: a preliminary assessment in nine countries. In this study awareness campaign was conducted among community leaders, health professionals and teachers. The school-based studies were conducted in communities in nine countries. The study concluded that there is an increase in willingness to discuss emotional problems freely and suggested that utility of collaborating with schools so as to foster better child mental health in such under resourced communities. Kaiser, Ann P; Cai, Xinsheng; Hancock, Terry B; Foster, E Michael. (2007) conducted a survey on of primary school educators regarding burn-risk behaviors and fire-safety education. A written survey, consisting of 24 questions, was distributed to 8 primary schools. The study results shows that twenty percent of elementary school educators surveyed had experience teaching burned children (mean age: 7+/-3; range: 2-17); 8% had experience with children that were injured due to fire-play. Fire experimentation begins at 6.1+/-2 years of age (range: 2-13). Educators believe students can benefit from a fire prevention curriculum beginning at 7.3+/-1.8 years (range: 5-12). c) Studies related to effectiveness of structured teaching programme Pamela Orpinas and Arthur M. Home (2008) conducted a workshop on teacher-focused approach to prevent and reduce students aggressive behavior: the guiding responsibility and expectations for adolescents for today and tomorrow teacher program. The goals of the program were (1) to increase teacher awareness of different types of aggression, risk factors, role of the classroom teacher, and influence of the school climate on the childs behavior; (2) to develop strategies that will prevent aggression; (3) to improve teacher management skills to reduce power struggles and aggression; and (4) to enhance skills to assist students who are the targets of aggression. The study included guiding responsibility and expectations for adolescents for today and tomorrow manuals were administered to teacher. The study concluded that teachers had to increase teacher awareness of different types of aggression, risk factors, role of the classroom teacher, and influence of the school climate on the childs b ehavior; to develop strategies that will prevent aggression; to improve teacher management skills to reduce power struggles and aggression; and to enhance skills to assist students who are the targets of aggression. Lorrie L. Hoffman (2009) conducted a workshop on improving school climate: reducing reliance on rewards and punishment. The study included 200 teachers. Data was collected by survey on school climate and classroom management methods among teachers who are exposed to and not exposed to the conscious discipline workshops. The study demonstrated that the untrained group was unaware of the social relationship and cultural principles of conscious discipline that include releasing external control, embracing conflict resolution and implementing a more emotionally targeted reward structure in the classroom. Many teachers also showed improvement in student/teacher relationships (r=.325) and in mutual support among teachers (r=.306). Kathleen Lynne Lane, Andrea Phillips and M. Annette Little (2009) did experimental study on preventing conduct problems and improving school readiness: evaluation of the incredible years teacher and child training programs in high-risk schools. The study included teachers and students. Data was collected from them before and after the intervention. The intervention included teaching social and emotional school curriculum for students and trains teachers in effective classroom management skills and in promotion of parent-school involvement. They sent home weekly homework to encourage parents involvement. The study concluded that an intervention used by the teachers was effective and the students showed more social competence and emotional self-regulation and fewer conduct problems than control teachers and students. Carolyn M. Evertson (2005) did an experimental study on training teachers on classroom management in secondary classrooms. The studies in primary grades and more recently in the secondary grades show that the more academically effective teachers in those generally had better organized classrooms and fewer behavioral problems. Additionally, research indicates that the key to managing classrooms effectively begins from the first day of school with the systematic approach, advance preparation and planning. The study concluded that workshops and manuals were enough to provide changes in teachers behavior in the desired direction: However more specific information about nature of the training was needed to support the development of an exportable statewide model with recommendations and guidelines for use. The role that classroom observation could play in encouraging teachers to practice and perform the desired behaviors needed to be explored further. Lee Canter and Terry Paulso (2006) did a pilot study on college credit model of in- school consultation: a functional behavioral training programme. The study included 50 teachers and data was collected before and after classes for teachers in mental health principles and techniques. The teacher was trained in the implementation of functional- behavioral intervention skills. The study concluded that teachers post test score was significantly higher than pre test score. The study suggested that teachers gained knowledge on functional behavioral skills. NEED FOR THE STUDY Disruptive behavior students are in every classroom across the nation. Teachers are constantly searching for assistance, guidance, ideas, suggestions and relief from this challenge. Yet teachers must remember that they are the source of hope for many of these children and the person who plays a most important role in their lives. A teachers words and actions can affect child forever. Success in school involves being able to complete work, stay organized, get along with kids and adults, be positive about your abilities and school, follow rules, and do your best work. Before we understand children behavior, we must understand their needs. In addition to their physical needs, kids need fun, clothing, freedom, power, and a sense of belonging. Teachers who exhibit high level of efficacy use more positive reinforcement, prefer to work with whole group and present with students who are experiencing difficulty rather than ignoring or giving up on them. The teachers ability to be empathetic can also be associated with students success. School based intervention has been popular for a number of years and has produced varying degree of success in prevention of behavioral problems in children. Children should be allowed to express their true fears and anxieties about impending events. Older children may exhibit relationship disturbances with family and friends, poor school performance and behavior regression. It can be difficult to assess whether behavior of such children is normal or sufficiently problematic to require intervention. Conduct disorder are seen in appropriate 5-8% of general child population. Kadzins review of prevalence indicated that the estimated rate of conduct disorder in children aged 4-18 has ranged from 2-6%. Conduct disorder for youth underage of 18 range from 6-16% for males, 2-9% for females. Prevalence of conduct disorder was 4.58% more common in boys, the majority had childhood onset, and one-third had co morbid attention deficit hyperkinetic disorder. Conduct disorder prevalence in United States is 1-6% (1999) in children. Conduct disorder prevalence in New York is 12% had moderate level of conduct disorder and 4% had severe conduct disorder. The study was undertaken in the schools under rural and urban field practice areas of Department of community medicine. The total population of children between (10-19 yrs) of all schools was included. The prevalence of conduct disorders were maximum (12.9%) in the 6-14 yrs age group. Oppositional defiant disorder prevalence rate is 2-16% for youth (American psychiatry association 2000). School refusal occurs at all ages, appropriately 1-5% of all school-aged children have school refusal. In US aged 14-16 years children showed that 4.3% of teenagers, suffers from school phobia and 5% are identified as school refusal. The average age of onset is 7.5 years and 10.5 years. A study was conducted on prevalance of behavioral problems of school going children in Ludhiana. The study included 957 school children they assessed the behavioral problems by using Rutter B scale, which was to be completed by the class teachers. Based on the screening instrument results and parental interview, 45.6% of the children were estimated to have behavioral problems, of which 36.5% had significant problems. A comparative study was done on preschool teachers knowledge, attitude and practices on childhood developmental and behavioral disorders. The study involved 503 preschool teachers. It compared early childhood educators well versed in normal development and childhood developmental and behavioral disorders were evaluated in detecting children with potential difficulties, refer for early diagnosis and intervention. The study concluded that educational deficits in childhood developmental and behavioral disorders were found among preschool teachers. The study suggested that there is need to improve their skills to aid integration and improve special education needs, calling for training and resource support. A workshop was done on children with behavior problems: improving elementary school teachers skill to keep these children in class. This study aimed at improving their skills for coping with behavioral problems in children. The ability to hold these children helps to prevent them from dropping out of school and avoids referral to special education programs. The workshop integrated 2 interventions (1) Behavior modification skills. (2) Experimental work on the feelings that the misbehaved child evokes in teachers. In this workshop 57 elementary school teachers participated pre-test and post-test was administrated. The study concluded that evaluation of teachers skills and their ability to cope with child who misbehaves score was higher in the post-test than the pre-test. Evaluation of emotional variables after workshop had no significant change in scores. In the light of the above mentioned studies the investigator observed that the prevalence rate of psychiatric disorder in India is more in middle class children and the knowledge of teachers regarding behavioral disorder is inadequate. If the early identification of conduct disorder is not done in the child age then they may go for antisocial personality disorder. So the investigator took up this study for diploma in education students so that helps in of early identification of behavioral problems among school children. SCOPE OF THE STUDY The study to assess the effectiveness of structured teaching programme on behavioral problems of school children has tremendous scope in practice, education and further research. The scope related to nursing practice has manifold. The research contributes to detect the effective alternative intervention to manage the behavioral problems of school children, its prevention and rehabilitative measures. It attributes further research in clinical practice for super specialty in psychiatric nursing. The research to develop structured teaching programme helps to mould the nursing education curriculum in depth about its discharge process, preventive and curative procedures. The nursing educators can rebuild the concepts further in education. The findings of this study, further helps the researchers to act as catalyst to generalize the findings. The new research findings help for extensive in depth research in different aspects of assessing the effectiveness of structured teaching programme in managing the behavioral problems of school children. When behavioral problems of school children are reduced, the bodys immune system gets a boost that also effectively enhances cognitive abilities, it is considered as an effective intervention in managing stress, behavior disorders, and many other illnesses. The findings of this study help the school teachers in changing mental attitude towards problems and develop effective way to behavioral problems of school children. The research finding of the study contributes to know the epidemiology of behavioral problems of school children and in turn helps in medical and national health statistics. This data further helps to view the future planning and contributes in national health programme. STATEMENT OF THE PROBLEM A study to assess the effectiveness of structured teaching programme on behavioral problems of school children among diploma in education students in selected college at Mandi Gobindgarh. . MAIN OBJECTIVE To assess the effectiveness of structured teaching to reduce the behavioral problems of school children. Sub Objectives To modify and translate standardized tools of assessing stress and coping strategies among hospitalized clients To check validity and reliability of developed/modified tools. To assess the existing knowledge of diploma in education students regarding behavioral problems of school children. To evaluate the effectiveness of structured teaching programme on behavioral problems of school children among diploma in education students. To find out association between knowledge score of diploma in education students on behavioral problems of school children with selected demographic variables. OPERATIONAL DEFINITIONS Effectiveness: It refers to the significant difference between pre and post test knowledge scores of diploma in education students on behavioral problems of school children after receiving structured teaching programme. Structured teaching programme: It refers to systematically developed instructional aids designed for diploma in education students on behavioral problems of school children. Behavioral problems: Behavioral problem refers to a behavior that goes to an extreme level- behavior that is not slightly different from the usual. It includes the conditions like conduct disorder, aggression, stealing, lying, truancy, bullying, fire setting, impulsivity, oppositional defiant disorder and school fear. Diploma in education students: It refers to diploma in education students who are studying in diploma in education college at Mandi Gobindgarh. Assumptions Assumptions are the basic principles that are accepted as being true on the basis of logic or reason, without proof or verification. The study assumes that Diploma in education students may have inadequate knowledge regarding behavioral problems of school children. Structured teaching programme may improve the knowledge of diploma in education students. Diploma in education students knowledge may vary with selected demographic variables. Hypothesis Hypothesis is a statement of predicted relationship between variables. H1-There will be significant difference between pre and post test knowledge scores of diploma in education students on behavioral problems of school children after administering structured teaching programme. H01: There will be no significant difference between pre and post test knowledge scores of diploma in education students on behavioral problems of school children after administering structured teaching programme. H2-There will be significant association between the knowledge scores of diploma in education students on behavioral problems of school children with selected demographic variables. H02:-There will be no significant association between the knowledge scores of diploma in education students on behavioral problems of school children with selected demographic variables. DELIMITATION Study is delimited to diploma in education students. Effectiveness of a structured teaching programme in terms of knowledge aspects only. MATERIALS AND METHODS Research approach Quantitative approach Research design Pre experimental one group pre-test post-test design Pretest X (Structured Teaching Programme) Posttest Variables The Independent variable of the study is Structured Teaching Programme on behavioral problems of school children. The dependent variable in the study will include Knowledge of diploma in education students on behavioral problems of school children. Research Setting The study will be conducted in a selected diploma in education college. The reason for selecting the setting is: 1) Easy access to subjects 2) Administration approval and expected cooperation Target Population Population includes clients who are diploma in education students Sampling procedure For selecting subjects The Purposive sampling technique through non-probability sampling approach will be used for selecting the study subjects fulfilling the inclusion criteria. Inclusion Criteria Clients who are willing and able to participate Males females of age range 20 25 years. Clients who are able to read and write English. Written informed consent Exclusion Criteria Who have been previously sensitized with same or similar intervention. Sample size Out of the total clients who will be admitted in a selected college of education, complete enumeration will be done and those who fulfill the inclusion criteria will be taken for the study. A total 200 samples, after meeting the inclusion criteria will be included. Tools and protocol for data collection The tool consists of The structured interview schedule comprised of two sections. SECTION-I Socio Demographic Data: It contains the questions related to identification data, socio demographic data, and clinical profile of the clients. The data includes 8 items which age, gender, religion, education, marital status, residence, type of family and family income. SECTION-II Self administered structured Knowledge questionnaire consists of 40 items. The tools will be checked for validity and reliability. Content Validity will be done by having the expert opinions from different fields and reliability will be done by split half method. Method of Data Collection Data will be collected by using developed and modified tools. The data will be collected in the following manner: Upon review of clients, consenting subjects who will meet the inclusion criteria will be selected. Self introduction establishing rapport with the subjects. Setting up of conductive atmosphere for data collection. Subject will be assured of the confidently of their data. On the first day purpose of the study will be explained to the sample and informed consent was taken before starting the study. A pretest will be conducted by self administration of structured knowledge questionnaire to each sample. Duration of 25 minutes will be given for each sample to complete the tool . On the same day the Structured Teaching Programme will be administered on behavioral problems of school children for 45 minutes using flash cards, ohp sheet and slides. Post test will be conducted by using the same structured knowledge questionnaire after 7 days of the structured teaching programme. Plan of pilot study Pilot study will be conducted on the diploma in education students and will be admitted in a selected college of education in Mandi Gobindgarh with 10% samples to check the feasibility of the study and validity of the tools and methodology. Methods of data analysis The data obtained will be analyzed in terms of objectives of the study using descriptive and inferential statistics. The pla

Colonising Within the Marriage in Rhyss Wide Sargasso Sea Essay

Colonising Within the Marriage in Rhys's Wide Sargasso Sea      Ã‚   Jean Rhys' complex text, Wide Sargasso Sea, came about as an attempt to re-invent an identity for Rochester's mad wife, Bertha Mason, in Jane Eyre, as Rhys felt that Bronte had totally misrepresented Creole women and the West Indies: 'why should she think Creole women are lunatics and all that? What a shame to make Rochester's wife, Bertha, the awful madwoman, and I immediately thought I'd write a story as it might really have been.' (Jean Rhys: the West Indian Novels, p144).   It is clear that Rhys wanted to reclaim a voice and a subjectivity for Bertha, the silenced Creole, and to subvert the assumptions made by the Victorian text.   She does so with startling results.   In her quest to re-instate Bertha's identity, Rhys raises issues such as the problems of colonisation, gender relations and racial issues.   She explores the themes of displacement, Creolisation and miscegenation.   However, the aim of this essay is to look at the marriage contract within the tex t,   its effects on the participants' sense of selfhood and its comparisons with the colonial encounter. The marriage contract, for Rhys, is ultimately cast as a colonial encounter in the novel.   However, the problem of displacement and a shaky sense of one's own identity are already well established in the first part of the text, long before the marriage takes place.   It seems that Rhys wants to bring the problems of the Creole existence to the fore at the very beginning of the novel, and lay emphasis on Antoinette's feelings of alienation: the white Creoles are neither part of the black slave community or accepted as European either (a lack of belonging that Rhys knew all too well):   'they say when... ...ys 109)   physically displaces her, splitting her from the West Indies and any connection with a self image: 'there is no looking-glass here and I don't know what I am like now...what am I doing in this place and who am I?' (WSS 117).   At this point in the novel, Rochester's role as coloniser and Antoinette's as colonised within the marriage are fully realised.   Rochester, in the position of power, has successfully taken possession of Antoinette's wealth, property and identity.   Antoinette, stripped of all three, has made the transition from Rhys' text to the imperial construction of the mad woman in the attic of Jane Eyre. Works Cited: Rhys, Jean. Wide Sargasso Sea. London: Penguin, 1997. Howells, Coral Ann. Jean Rhys. London: Harvester Wheatsheaf, 1991. O'Connor, Teresa F. Jean Rhys: The West Indian Novels. New York: New York University Press, 1986.

Formative assessment Essay

Formative Assessment: raising standards inside the classroom Black. , P. (1998), provides a brief overview of the evidence, both qualitative and quantitative about the quality of teacher’s classroom assessment practices, about the effectiveness of good formative assessment in promoting pupil’s learning and the features of classroom assessment that enhances students learning. Paul Black carried out two practical inquiries in various schools. The first experiment involved twelve classes of thirty pupils each in two schools. This experiment work was structured around pupil’s tools of systematic and reasoned inquiry and greatly emphasized on student’s communication skills and peer assessment. The students were required to carry out a science group project which involved experimentation. The results showed that the students who had the best assessment process achieved the highest scores. This was only possible where students were able to communicate effectively with each other and were able to evaluate their own understanding of the concept being taught. Thus, the author showed that self- and peer assessment can be achieved by giving pupil’s opportunities to reflect their learning. Similarly, the second experiment involved forty eight eleven year old Israeli pupils from twelve classes across four schools where half of those selected being in the top quartile of their class on tests of mathematics and language and other half being in the lower quartile. They were taught materials not directly related to their normal curriculum, and given written tasks to be tackled individually under supervision, with an oral introduction and supervision. Then the pupil’s were divided into three groups and feedbacks were provided. The first group was given comments only, the second group was given grades only and the third group was given comments with grades. The research showed that for ‘comments only’ showed an increase in the performance of the students while the other two groups showed a significant decline in the scores across the three sessions. Therefore, this research article tries to show that if feedback comments are in principle, it is operationally helpful for a pupil’s work, and literature also indicates that ‘task-involving’ feedback is more effective than ‘ego-involving’ feedback. Likewise, the reports studied by Paul Black and his colleagues showed that formative assessment helps to enhance feedback between the students and the teacher as it increases new modes of pedagogy and will cause a significant changes in the classroom practices. Similarly, formative assessment increases pupil participation in the classroom and can help affect motivation and self-esteem of pupils. Therefore, effective teaching must be carried out in a classroom that will enhance students learning. However, posing of questions is a natural and direct way of checking on learning, but is often unproductive. It becomes important for teachers to generate good questions and this can be obtained from outside sources such as internet and library sources. Thus, teachers should ask themselves that: Do I really know enough about the understanding of my pupils to be able to help each of them? Therefore, what seems both obvious and problematic is that the whole area is at the heart of pedagogy and may have been appraised and shaped further in terms of a theory of larger scope to encompass school learning comprehensively. One of the limitations of this article is that this has not been attempted, so that what is here needs the discipline of a broader context. Thus, a classroom must be implemented that focuses on the policy for raising standards that will help improve formative assessment. (Black. , P. 1998. Formative assessment: raising standards inside the classroom. School Science Review.

7 Common Spanish Pronunciation Mistakes

7 Common Spanish Pronunciation Mistakes Few things are more frustrating for someone learning a foreign language than to not be understood by a native speaker. If you want to make a good impression when speaking Spanish, here are seven common pronunciation mistakes English speakers make that you can avoid. You can learn to avoid these common errors, and your Spanish-speaking friends  will know that at least youre making an effort. Turning the R Into Mush Lets get the most difficult letter for English speakers out of the way first! Heres the basic rule: Never pronounce the Spanish r as if it were English. Think of it as a different letter of the alphabet that just happens to be written the same as the English one. Spanish has two r sounds. The simple r sound, which youll hear more often, is close to the dd sound in paddle or the tt in little. So the common word mero (mere) sounds much like meadow, not marrow. That wasnt hard, was it? The other r sound, often called the rr sound because rr was once considered a separate letter of the alphabet, is used for rr and when r appears at the beginning of a sentence or a word by itself. The rr sound is a brief trill and does take some effort to master. You might think of it as the front of your tongue flapping against the roof of the mouth in a strong breeze, or perhaps the sounds of a cat purring or a motorboat revving. Once you figure it out, it can be a fun sound to make. Turning the U Into a Different Vowel The u sound is never like the u in fuse, but, or push. When it doesnt come in combination with another vowel, its like the oo sound in moo, which appropriately is spelled mu in Spanish. So uno (one) sounds something like OO-noh and uniforme (uniform) sounds something like oo-nee-FOR-meh. Like the other Spanish vowels, u has a pure and distinct sound. When the u comes before another vowel, the u glides into the following vowel and ends up sounding something like the English w. Thus cuenta (account) sounds something like KWEN-tah, and cuota sounds fairly close to the cognate quota. And that brings up another point: After the q, the u is silent unless a dieresis is added to make it à ¼. Thus quince (the number 15) sounds like KEEN-seh. But with the dieresis, the u carries the w sound. Thus pingà ¼ino (penguin) is pronounced something like peeng-GWEEN-oh. Giving the G and J Their Sound in ‘Judge’ In English, the g generally has the j sound when g is followed by e or i. The same pattern is true in Spanish, but the j sound also used in the ge and gi combinations is much different. English speakers usually approximate it with the English h sound, although native Spanish speakers in most regions often give it a harsher, more guttural sound. Youll be perfectly understandable if you pronounce gente as HEN-teh and jugo (juice) as HOO-goh. Buzzing the Z The z of Spanish isnt pronounced with the z sound of words such as buzz and zoo. In Latin America, it generally sounds like the English s, while in most of Spain its like the th in thin. So if youre headed to the zoo, think soh in Latin America and thoh in Spain. Pronouncing the B and V as Different Letters Once upon a time, Spanish had distinct sounds for the B and V. But no more - they sound exactly the same and thus often pose a spelling challenge for native speakers. The sound is something like a buzzing sound with the two lips when b or v comes between two vowels and something like a soft English b at other times. You may look at words such as tubo (tube) and tuvo (a form of tener) and think of them as sounding different, but in fact they sound alike. Sounding Out the H How do you pronounce the h? In a word, dont. Except in a very few words of foreign origin such as hmster and hockey, the h is silent. Failing To Keep the L Distinct Listen carefully, and you may notice that the first l of little has a different sound than the second l. The first is formed with the tongue against the roof of the palate, while the second one isnt. The key rule in pronouncing the Spanish l is that it has sound of the first l in little. Thus the l has the same sound in mal as it does in malo and mala (all of them meaning bad). In other words, mal does not sound like mall. The doubled l or ll used to be considered a separate letter of the alphabet. Although its pronunciation varies with region, you wont go wrong to give it the sound of the y in yet. Thus calle (street) sounds similar to KAH-yeh. Key Takeaways When pronouncing Spanish words, remember that the pronunciation rules of English dont always apply.Among the letters that Spanish pronounces much differently than English does are g (sometimes), h, l (sometimes), r, u (usually), v, and z.The repeated letter pairs ll and rr have pronunciations that are distinct from the same letter appearing individually.

At Your Disposal

At Your Disposal At Your Disposal At Your Disposal By Maeve Maddox Some speakers, perhaps because of their familiarity with the word disposal in connection with trash, seem to have trouble with the polite idiom â€Å"at your disposal.† For example, I saw this comment on a Yahoo forum: â€Å"If you are at their disposal, it is derogatory and demeaning.† Disposal and its different forms descend from Latin disponere, â€Å"to set in different places, to arrange.† The verb has more than one meaning, including the following: to place or arrange things in a particular order to make fit or ready to make arrangements to get rid of The noun disposal can mean the action of disposing of something. In the expression â€Å"at one’s disposal,† it means â€Å"the power or right to dispose of, make use of, or deal with as one pleases.† The notion that the person â€Å"at one’s disposal† is â€Å"under the command of another† is doubtless the reason for objections to the expression by literalists. Language has its polite conventions, and most people can tell the difference between convention and sincerity. Literalists, however, object to addressing a letter â€Å"Dear Sir† and signing it â€Å"Yours faithfully† on the grounds that the language is â€Å"too intimate† to use with a stranger. Taking the quotation a little out of context, I’ll let Dr. Johnson explain the difference between sincerity and social convention: you may say to a man, â€Å"Sir, I am your most humble servant.† You are not his most humble servant. You may say, â€Å"These are sad times† You dont mind the times. You tell a man, â€Å"I am sorry you had such bad weather the last day of your journey, and were so much wet.† You dont care six-pence whether he was wet or dry. You may talk in this manner; it is a mode of talking in Society† Speakers who object to putting a person at someone’s disposal can still use the idiom in regard to an object or a facility. Here are some examples of current usage: Rest assured that Alotta Properties, Inc. will be at your disposal for as long as you need us. Anecdotal evidence is great and it’s even better the more of it you have at your disposal. But, my good sir, why do you come to me? Your motive is most excellent, but an honest employment is the last thing at my disposal. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Expressions category, check our popular posts, or choose a related post below:Passed vs PastDo you "orient" yourself, or "orientate" yourself?Letter Writing 101