What Is Practical Work In Science Education Essay

Practical work is viewed by the huge bulk of scientific discipline instructors, as an indispensable and built-in portion of scientific discipline instruction. In fact, many regard it as an indispensable facet of being a ‘science instructor ‘ ( Donnolly 1998 from reappraisal Practical work effectivity in primary/sec schools Abraham ) . Practical work can embrace many different constituents, which can be divided into two chief groups as described in Woodley E, ( 2009 ) , as follows: 1 ) Core activities: These include ‘hands-on ‘ activities such as different probes, research lab techniques and processs, every bit good as fieldwork. These types of activities can assist heighten the development of pupils ‘ practical research lab accomplishments, every bit good as assisting them to understand cardinal scientific constructs and phenomena. 2 ) Directly related activities: These are closely connected to the above nucleus activities, and include practical presentations performed by the instructor, planning and planing scientific probes and analysis of informations. In add-on, some argue that other activities such as usage of computing machine simulations, modeling, usage of studies, presentations, group treatment and function dramas can besides represent what is meant by the term practical activity ( SCORE, 2008 ) . However, others would differ, and believe these activities would non come under the practical activity ‘umbrella ‘ , and instead that they should be used complementarily alongside other practical activities, instead than be a replacement for them ( Woodley, E ) . Millar described a practical activity as ‘Any scientific discipline instruction and acquisition activity which at some point involves the pupils, working separately or in little groups, in detecting or pull stringsing objects to develop understanding ‘ . ( Millar ( 2009 ) ) . It is described in The National Strategies as: ‘Any activity that enables students to hold direct, frequently hands-on, experience of the phenomena they are analyzing ‘ . ( The National Strategies ( 2008 ) ) . In fact the undermentioned citation from SCORE underpins what many believe about the importance of practical work in scientific discipline: ‘Science without practical is like swimming without H2O ‘ . ( SCORE, 2008 ) . Therefore, irrespective of how practical work is defined, or what activities are thought to represent it, it can be seen as a cardinal portion of how scientific discipline should be taught in schoolsWhat is the Purpose of Practical Work?The chief intents of practical work are to prosecute pupils, helping them to develop many of import accomplishments. In fact, practical work can back up larning in a battalion of ways runing from ‘Personal acquisition and believing accomplishments ‘ to ‘How scientific discipline plants ‘ ( E Woodley ) -See Figure 1. The overruling rule, nevertheless is ‘to make links between the concrete and abstract universes ‘ . ( Reflecting on practical work ) . Figure 1. Different ways practical work can back up acquisition: Figure taken from E.Woodley ( original = Figure 1 How practical work supports scientific discipline ( From Geting practical: a model for practical scientific discipline in schools ( SCORE, 2009a ) p. 7 )From reading the literature, it is clear that the different grounds and principles for transporting out practical work in scientific discipline can be classified into three chief countries ( see below ) , as discussed in ( Practical Work in School Science: Which Way Now? Jerry Wellington ) :Arguments for and against the usage of practical work in scientific discipline:1 ) . Cognitive statements: It is thought that practical activities can associate to knowledge and understanding ( the cognitive sphere ) by assisting to beef up pupils ‘ conceptual apprehension of scientific discipline by enabling them to visualize and do sense of different scientific Torahs and theories, frequently back uping learnt theory work.2 ) . Affectional spheres: This relates to the enjoyment and motivational facets of practical work. Practical work is frequently used to bring forth involvement and enthusiasm amongst pupils, and is thought to help pupils in retrieving thing s ; ‘making things stick ‘ . In fact, reports show that in footings of how pupils rate the enjoyability of school scientific discipline activities, the three top rated were: ‘going on a scientific discipline trip ( 85 % ) , looking at pictures ( 75 % ) and making a scientific discipline experiment ( 71 % ) , back uping the position that practical work is so extremely motivational ( Dillion J ) . 3 ) . Skills statement: The last of the three chief principles for practical work is that it can assist develop many movable accomplishments, as illustrated in Figure 1 above. However, characterizing the existent value and intent of practical work is a really hard undertaking and divides sentiment across the scientific discipline instruction profession. In fact there are many statements and counter statements for and against practical work in scientific discipline. Counter responses to the cognitive statement include the thought that practical work can frequently confound instead than better pupils ‘ apprehension ( particularly if the practical does non travel to program ) . In add-on Scott and Leach propose that practical work is non a good attack to learn theory, proposing that theories comprise abstract thoughts which can non be demonstrated physically: ‘ In the context of the school research lab it is clear that pupils can non develop an apprehension through their ain observations, as the theoretical entities of scientific discipline are non at that place to be seen ‘ . ( Taken from Wellington book- Leach and Scott 1995:48 ) Arguments against the affectional statement include the impression that many pupils are merely turned off at the thought and chance of making practicals. There is besides grounds bespeaking that boys bask practical work more so than misss, and therefore misss can frequently be less enthusiastic and motivated compared to boys making the same practical undertaking. ( Wellington ) . Counter statements to the proposal that practical work can develop many movable accomplishments besides exist. These include the statement that group work within practical scientific discipline frequently does non better cardinal accomplishments such as communicating and interaction, as widely believed, but when studied more closely, frequently consequences in more forceful pupils ‘ ruling the undertaking, ensuing in deficiency of enjoyment and battle for some and the demotion of some pupils to simple median undertakings, such as pulling out tabular arraies or entering consequences without any existent engagement in the practical activity themselves. ( Wellington ) . Many other scientific discipline instruction professionals make claims of the ‘overselling ‘ of the scientific discipline instruction in footings of construct that scientific discipline practical work can develop many movable accomplishments. The thought that these accomplishments can add value to pupils and help them on their chosen calling waies have been discredited by some. In fact, Ausubel in the 1960 ‘s argued that any practical undertaking that can give rise to the application of accomplishments required for many subjects, is merely non specific plenty to turn to the peculiar scientific probe being addressed: ‘Grand schemes of find do non look to be movable across disciplines..it barely seems plausible that a scheme of enquiry, which must needfully be wide adequate to be applicable to a broad scope of subjects and jobs, can of all time hold sufficient peculiar relevancy to be helpful in the solution of the particular job at manus ‘ . ( Wellington, Ausubel 1964:298 ) . Therefore, there is much argument sing the usage of practical work within the instruction and acquisition of scientific discipline in schools. The cardinal inquiry here truly is to make with knowledge and how we get cognition. i.e. : How do we understand the universe and do sense of it in our caputs? ( Miller R, 2004 ) . One important reply to this came from Jean Piaget, who is credited as the innovator of the constructivist theory of cognizing. He argued that we construct of all time more complicated and sophisticated representations of the universe. This is through modifying our bing apprehensions ( or scheme ; a structured bunch of constructs ) through our actions on the universe around us. If Piaget is right, so the usage of practical work in detecting and step ining in the universe must be critical for our apprehension of scientific discipline ( R Miller 2004 ) .The effectivity of practical work in scientific disciplineAs discussed above, many scientific discipline instructors a nd other scientific discipline instruction professionals believe that practical work in the instruction of scientific discipline in schools is critical for assisting pupils learn and retrieve things more clearly. However, as besides noted there are statements proposing that practical work is really non all that effectual at accomplishing these purposes. A outstanding citation from Osborne ( 1998 ) inquiries the effectivity of practical work in the acquisition of scientific discipline, stating that practical work: ‘ has merely a limited function to play in larning scientific discipline and that much of it is of small educational value ‘ ( p. 156. from Miller 2004 reappraisal ) . Much of the decisions of research into the effectivity of practical work remain slightly equivocal. Research carried out in the 1980 ‘s by Hewson and Hewson ( 1983 ) , in which In add-on, others have argued that the manner in which practical work is practised is frequently the cause of its ineffectualness, and possibly, therefore the type of practical work used, and the manner it is used should be analysed, instead than merely stating that all practical work is uneffective. Hence if we are interested in looking at the effectivity of practical work in scientific discipline, the specific practical work used, or planning to be used need to be really carefully planned and thought out. A cardinal consideration here is really what is meant by the term ‘effectiveness ‘ .A model for judging the effectivity of practical workTheobald in the 1960 ‘s argued that scientific theory must ever be taught first and is required in order to visualize: ‘Experience does non give constructs intending, if anything constructs give experience significance ‘ ( J Wellington ) .

Autobiography of Peter Rackley

I came into the world on the 15th of October nineteen-eighty nine at Queen Mary's hospital at 9-17 in the evening. I weighed 5lb's and 8 1/2 oz. My name is Peter Rackley and I got my name because of Greek meaning â€Å"Rock† and if you didn't already know I'm half Greek, my Mum is from Cyprus. In my immediately family I obviously have my Mum and Dad and my older brother, who just turned eighteen and my twin sister Natasha, who is four minutes older than me so I'm the youngest in the family. Before I started playschool I used to live in Plumsted, which I can't remember at all and because of me being a twin we moved so we had a four bedroom house in Bexleyheath. Just after we moved I started at Pelham playschool. It was great, all day I would play with train sets and at break play on the tricycles around the playground. Those days were great, how did I know that in a few years time I would actually be working. Then I started St Thomas more primary school, I even remember a bit of the first day which was my Mum saying â€Å"Goodbye† and me getting into a strop about not leaving me but once I got inside I was fine. One of my first memories was shortly after playschool, it was in reception, when I got my first telling off, it's still a bit vague, and all I can remember is writing water on a bit of paper wrong and the teacher started telling me off and the reason is that water was spelt in huge bubble writing on the wall. I used to go through primary school in a dream I wouldn't take anything in so I was dumb. It was only in year five when I started working, that's when we were put into sets, I was bottom for everything so my Mum got me a tutor and she was great, her name was Mrs Driscal and than with the help of her I moved forward into the top groups just into for the SATS which I got all fives in so that was good and I owe a lot of that to Mrs Driscal. My clearest and best memory of Primary school is the year six football team, we were great I think we only lost one game and we won the double (cup and league). We even played the final at my playschool. Since I'm on the subject of football I joined Kingfisher when I was five or six, I can't remember, and have played there for most of my life but it didn't work out, here's what happened I broke my first metatarsal on my right foot playing in a school game and I was out for the season. Then when I came back kingfisher changed to Bromley F.C in the Kent league which is one higher than the one I was playing in(A), it is the highest standard I can be at my age, except for playing for a professional side. But this didn't work for me because it was too quick I couldn't play at that standard yet, I needed to take my time with getting fit again and so I moved to long lane who will be moving to the Kent next year. Before I started boring you with my football history I was talking about completing my SATS and the next step was for me to leave my primary school. Everyone has a leaving party where everyone can Say goodbye but I was already taking in the sun in Spain. Even though I would prefer to be in Spain it was still a night I wanted to go to. Then because my brother went to St Columba's I went too. It was pretty nervous starting a new school but as soon as we started a lesson I liked it. We started with something I was good at, P.E and it was high jump with my most favourite P.E teacher, Mr Coker, shame he left. Secondary school has been good with the exceptions of starting coursework in year nine and studying Shakespeare. He may have been a great man but studying him and some of his plays where boring. And that's my life so far. My future will hopefully go something like this; do extremely well in G.C.S.E's and in 6th form I shall study for A levels especially P.E and get them then I don't know exactly what I want to do but I might go sports collage and get a degree in sports/science and get a job from that, but not a P.E teacher, and it will be a high paid job and I will get married and have kids and that's it, I hope you enjoyed reading this.

Alternative Histories and Minorities in Times of War Essay

Alternative Histories and Minorities in Times of War - Essay Example Whereas others moved to these foreign lands willingly, others were forced into immigration due to famine, search for opportunities, and slavery. The interaction of foreigners and locals, thus, results into controversies or good relations depending on the extent of established social norms in a particular place. Locals may dislike certain qualities and implications that result from these interactions and this has a negative impact on the well-being of an immigrant. Also, the activities of racial or religious groups that identify with certain immigrants may lead discrimination locally, and abroad. For instance, the 911 attacks led to the discrimination of Arab Americans, and the subsequent attacks on several countries in the Middle East including Iraq (Armaney, 5). As much as these minorities may become recognized as citizens of a particular country, historical inclinations towards the prevailing differences have never been eliminated completely. This implies that constitutions and oth er agreements that seek to protect the welfare of the people have never been quite effective, despite having good intentions. It is, therefore, evident that uncertain events like wars and immigration are likely to fuel the possibility of discrimination against minorities for a variety of reasons. Immigration trends, especially into America, all have some similarities in terms of the immigrants’ experiences. One conspicuous case of immigration experiences during the 19th century is embodied in the movement of the Irish into America. In 1845, Irish potato fields were attacked by a fungus and this resulted in a devastating famine (Scroth, 5). It caused the deaths of 2.5 million citizens and subsequently led to several crop failures by 1951. Between these periods a mass exodus ensued and Irish people began streaming into America. They came in millions and most of them were poor, disillusioned, and malnourished. Just like many other immigrants, they believed that America was the l and of opportunities and also a solution to all their problems. However, they failed to know that this marked the beginning of a dangerous journey. The trips took 3 months and the conditions in the vessels were intolerable (Dolan 8). Food was scarce and families were heaped together in the vessels with insufficient air and light. Beddings were dirty and the rough conditions resulted in the branding of the vessels as coffin ships. Once they arrived in America, the immigrants were met with even more chaos. No official reception areas were present and immigrants were also sold tickets that led to wrong destinations. Increased fraud led to the establishment of Castle Garden station in 1855 and investigations on the abuses took course. Immigrants also had to wait for two days since Ellis Island could not serve more than 5000 people in a single day. At the dock they underwent medical examination and those suspected to have serious illnesses were marked with chalk for further medical exami nation (Dolan 12). A failure in the examinations meant that the immigrant would get deported. They also had to answer questions about their intelligence, amount of money possessed, and other seemingly ridiculous questions that they never understood. Living conditions in the US also proved to be harsh as they lived in crowded rooms and received little wages for lots of work. As a result, epidemics like typhoid, tuberculosis and diarrhea were

The Reliability of Structures Essay Example | Topics and Well Written Essays - 4250 words

The Reliability of Structures - Essay Example Natural structures are those that are not built by people. Their occurrence takes place naturally. On the other hand ‘manufactured structures’ are usually built by people. Many of the manufactured structures are modelled in accordance to some natural structures. Structures when are classified on the basis of their design, categories like ‘mass structures’, ‘layered’, ‘frame structures’, ‘shell structures’ etc. are found. Mass structures are built by piling up similar materials to reach a specific design or shape. Coral reefs and mountains are some of the examples of natural mass structures. On the other side dams, brick walls and sand castles are mass structures that are built by people. A major advantage of mass structures is that their strengths are little affected if some small parts are lost. Mass structures are often found to be having a ‘layered’ look. For instance, pyramids of Egypt are having a layered structure. There are four major factors that are important in order to avoid failure. First of all the structure has to be heavy enough so that it stays in place. Secondly structure must not be so heavy that it affects the earth unevenly. Thirdly the structure has to be thick enough so that one cannot make out of place and finally it must be anchored tightly. Another important type of structure is ‘frame structure’. In case of this structure there is a skeleton which is built of strong materials. This skeleton is then filled with other materials that support the overall structure. Some of the examples are partition walls, load-bearing walls. Shell structures, on the other hand are the structures in which the shape of the structure is kept without any frame or even solid materials inside the structure. The strength and rigidity of this type of structure is dependent on a thin outer layer of materials. Thanks to its

Foreign and Domestic Policy Issues from the 60's and Today Research Paper

Foreign and Domestic Policy Issues from the 60's and Today - Research Paper Example The first issue that president Obama needs to deal with is terrorism. Although terrorist threats on the US reached their height during the reign of George W Bush, Obama needs to devise new strategies of dealing with the problem. Terrorism is a global issue since it is still a problem in other parts of the globe. This indicates that the president needs to deal with the problem as a global issue and not an American issue. It is difficult for America to deal with terrorism without support from other countries. Although America has the military capabilities of dealing with any form of terrorism, the country still require collaboration with other nations (Koontz 107). For instance, the tactical arrest of Osama bin Laden proved America’s capabilities of dealing with terrorist criminals. However, the issue raised questions concerning lack of Pakistan involvement in the arrest. Thus, Obama needs to establish diplomatic relationship with leaders from other countries in order to solve t he current problems related to terrorism. President Obama also needs to address the current wars in Afghanistan and Iraq since it is affecting America’s credibility on the global stage. George W Bush was behind the war in his efforts to stop terrorism. These wars have similarities with the Vietnam War in the 1980s. Wars have no benefit to a country. In addition, there is no an absolute victor from a war. Thus, the president needs to reconsider America’s position on these wars. Like in the Vietnam War, America is losing millions of dollars due to its involvement in the war (Ellen web). In addition, the war has resulted into massive destruction of lives and property. America has lost hundreds of its soldiers in the wars. The latest incidence is increasing number of suicide cases among soldiers fighting in these countries. The continued involvement of America in the Iraq and Afghanistan wars is contributing to the problems been experienced by the country. America needs to create a systematic withdrawal of its forces from Afghanistan and Iraq within the shortest time possible. The role of regime change that America has played in the two countries should be left the UN. The US also needs to separate its war against terrorism from war against Islam. Although most terrorist have an Islamic background, Islam and terrorism have no relationship. There have been allegations that America is fighting Islam through its global efforts to eliminate terrorism. President Obama has an obligation to free America from these allegations by ordering the withdrawal of American forces from Iraq and Afghanistan. In addition, America needs to be accountable for the crimes committed by its forces in the two countries (Brook web). This will free America from accusations of double standards in dealing with crime against humanity. Gay marriages and gay rights have also remained a controversial issue in America. Although America is a multicultural society, it has a global socia l obligation. In addition America is been looked upon by the rest of the global population. Thus, mistakes committed by Americans are likely to be repeated by the rest of the globe. Gay people have the rights to live as other ordinary individuals do. In addition, they have the rights of upgrading their relationship into marriages. America has high social standards and integration than the rest of the world. Thus, Americans needs to reconsid

The Impact of Globalization On Labour Markets Essay

The Impact of Globalization On Labour Markets - Essay Example This very fact could be regarded as one important negative aspect of globalisation over the labour market when it allowed for a substantial hike in the wage rates of skilled labour force (owing to premiums over wages) but at the same time increased the difference with that earned by the low-skilled or unskilled group of labour. The present paper is dedicated to a proper examination of the impact that globalisation had over the labour markets across the world with the help of literature background supported by proper empirical evidences. In addition, it also attempts to enlist the functions of the International Labour Organisation and suggests remedies to correct the negative impact that globalisation had over the labour market. Introduction Globalisation had been one of the most significant of all revolutions to have affected human civilisation. It assisted the transmission of resources between nations so that the problems arising out of resource crunch at one location could be easil y tackled. Initially, the procedure had been associated with hefty cross-border duties as well as transaction costs, though these expenses eventually started receding with time. The nature of resources nonetheless had been restricted at the outset, limited only to commodities. In fact, there had been economic concerns which restrained nations from importing or exporting services from their peers. Commodity trade themselves had been associated with a high cost. However, this practice was later discovered as a delusion as the merits of free trade gradually came to the forefront. This kicked off the transfer of human resources across national premises as well. Thus globalisation had a... This essay stresses that globalisation is characterised by a reduction or relaxation in trade tariffs so as to promote international openness thus facilitating free flow of goods and services between nations. This particular aspect had been very beneficial for the global labour market from a number of aspects such as betterment in the wage structure of both skilled and unskilled labour forces than what it had been immediately after the World War. Apart from that there had been a considerable fall in the rate of unemployment around the globe. This is essentially due to the fact that openness has helped people to migrate across international premises so that an excess supply at one corner of the world is compensated by excess demand in another. This paper makes a conclusion that there had been an efficient allocation of factor resources as well in addition to improvements in economic activities which is reflected through betterment in the economic growth rates of nations across the world. Hence, all nations are instigated to add up to their capital stocks which ultimately result to greater factor productivities and shoved up the economic growth rates further. However, the hikes in wage rates were also followed by a rising disparity in the wage rates between groups of skilled and unskilled labours. On the other hand, lack of monopoly now deprived the trade unions of their bargaining powers so that the unskilled labour force was left to loom behind in impoverished living conditions.

International retail marketing Assignment Example | Topics and Well Written Essays - 2250 words

International retail marketing - Assignment Example The country we have targeted for Iceland Food’s retail is Saudi Arabia. Saudi differs from United Kingdom in various aspects which include cultural, psychographic and demographic dimensions. The macro environment of the two nations is also different. The report focuses on what 7 P’s are needed by Iceland to establish themselves in Saudi Arabia and what should differ to what is already being done in the United Kingdom. When moving into a new country, the retail outlets also need to consider various ways of understanding the customer behavior and how they can improve the customer relationship to retain sales in the long term. Organization: Iceland, one of Britain’s most innovative and fastest-growing retailers is considered to be one of UK’s best companies. Its primary product line consists of frozen foods such as frozen prepared meals and also frozen vegetables. Iceland also launched what according to them was the first nationwide, free, online grocery shop ping service. Critical Evaluation of the role that marketing mix plays in the devising of the marketing strategy of a retail organization: Marketing Management decisions can be based on one of the four categories: product, price, place and promotion. These variables are known to be the 4 P’s of marketing or the marketing mix. In order to satisfy customers in the target market, these variables are controlled by marketing managers. This is in an attempt to generate positive response in the target market as these four marketing mix variables can be blended in an optimal manner. Product: It is the physical product or service which is offered to the consumer. When the physical products are offered, it can also refer to the services or the conveniences that are part of the product being offered. The decisions on products can include different aspects such as function, appearance, service, warranty and packaging. Price: The decisions on pricing of the product are made by taking into account the profit margins and the probable pricing response of the competitors. This not only includes the listed price of the product but also the discounts, financing and other options such as leasing in order to satisfy the customers in the best possible way. Place: The decisions on place (or placement) are the ones that are associated with the channels of distribution that provide the platform or the channels for getting the product to the target customers of that market. The system of distribution performs transactional, logistical and the facilitating functions. The decisions on distribution include the market coverage, the channel member selection, the logistics and the levels of service for the product to reach to the final consumers. Promotion: The decisions on promotions are the ones related to communicating and selling the product to the potential consumers. The costs of promotion are large in proportion to the price of the product; therefore, an analysis of break-even should be performed when making decisions of promotions. It is essential to know the value of a customer in order to determine whether the cost of acquiring additional customers is worth it

Non-Western Christianity Essay Example | Topics and Well Written Essays - 250 words

Non-Western Christianity - Essay Example The Middle East is the foundation of Christianity, Judaism and Islam religion. The Old Testament prophesies the coming of Jesus Christ in the book of Isaiah. It also presents the Ten Commandments foundation of Judaism and Christianity. Despite Christianity acknowledging the death and resurrection of Jesus, it is also highly influenced by Judaism. Most Christians living in the Middle East still practice traditional Christianity (Armstrong, 87). There was great division among the traditional Christians in the period between the seventh to the thirteenth century. This resulted to establishment of western/Latin Christian branch (that is the Roman Church) and the Eastern/Greek branch (that is the Orthodox Church). These two sides had several differences and similarities. In both churches the nature of prayers as well as the physical gestures remained the same (Bailey, 49). In addition, baptism regeneration was recognized by both churches as a way of creating or strengthening an individual’s faith. In conclusion, the Roman and the Orthodox Church used similar religious symbols such as the cross, the dove (to symbolize Holy Spirit), the vine (to symbolize the connection of Christ and the church) among others. However, there exist differences in terms of liturgical calendar. The liturgical calendar of Western Church is analogous and is based on the Catholic Church cycles which commemorate all the events that occurred in the life of Jesus Christ. On the other hand, the liturgical calendar of Eastern Church is based on celebrations of Christ’s birth, death, resurrection and Pentecost (Bailey,

Decentralisation Advantages and Limitations of Decentralization Essay Example for Free

Decentralisation Advantages and Limitations of Decentralization Essay Decentralisation of authority is another concept closely related to centralisation. The delegation of authority by an individual manager is closely related to organization’s Decentralisation of authority. Decentralisation of authority means conscious/systematic effort to bring dispersal (spreading) of decision making power to the lower levels of the Organisation. In decentralisation, only broad powers will be reserved at the top level. Such powers include power to plan, organise, direct and control and maximum powers will delegated to the authority at the lower level. Decentralisation is just opposite to centralisation. Under centralisation, authority is mostly concentrated at the top level management. Centralisation and decentralisation are mutually dependent. In a large Organisation, the process of centralisation and decentralisation co-exist and reinforce each other. Decentralisation is a natural development when the Organisation grows large and complex. Here, centralisation of management is neither possible nor desirable. The only practical solution is to divide the Organisation into decision-making units and giving the powers to take routine types of decisions in regard to the functioning of those units. This is decentralisation in practice. In decentralisation, systematic efforts are being made to delegate to the lowest levels all authority except that which can only be exercised at the central points. Decentralisation is delegation not from one individual to another but delegation to all units in an Organisation. A company is said to be highly decentralized, when the delegation is company-wide in all functions and divisions of the company and also for a wide range of authorities and responsibilities. Decentralisation is different from centralisation as in centralisation, the decision making power is in the hands of one person only. We observe such centralisation in sole trading concerns. It is also noted that centralisation is one feature of traditional management in India while decentralisation is a normal practice under professional management. Definitions of Decentralisation According to Henry Fayol, Everything that goes to increase the importance of the subordinate’s role is decentralisation, everything that goes to reduce it is centralisation. According to Louis Allen, decentralisation refers to the systematic effort to delegate to the lowest levels all authority except that which can only be exercised at central point. This definition makes it clear that even in decentralisation, delegation to the lowest levels is not complete as the basic functions in the management process are centralized. Advantages / Importance of Decentralization 1. Decentralisation helps to improve the quality of decisions/decision-making at the top level management : Decentralisation of authority among other executives at all levels in the Organisation relieves the top executive of the excessive burden saving his valuable time, which he can devote to more important and long-term problems. This is bound to improve the quality of his decisions regarding such problems. 2. Decentralisation facilitates diversification of activities : It is a matter of common experience that an Organisation with departmentation on the basis of products facilitates diversification of products or market even when the authority is centralized. Decentralisation takes this process a step further. Managers of semi-autonomous product divisions are able to utilise their skills and experienced judgment. This has a bearing on their products and the market. The enterprise also attains maximum possible growth. Decentralisation is beneficial when new product lines or new activities are introduced in an Organisation. Such policy creates self sufficient units under overall co-ordination of top level management. 3. Decentralisation encourages development of managerial personnel : Most companies find lack of managerial talent as a limiting factor in their growth. A company cannot expand effectively beyond the scope and abilities of its managerial personnel. Capable managers, however, can be developed only by giving managerial jobs to suitable persons and delegating them the authority to make important decisions. Such wide exposure gives them opportunity to grow and to have self development for higher positions. The more talented and capable persons will learn and improve and qualify themselves for higher managerial positions. Only a decentralized Organisation can offer such opportunities to future managers without involving additional expenditure. A decentralized Organisation also allows its managers adequate freedom to try new ideas, methods or techniques. In brief, decentralisation creates a team of competent managers at the disposal of the company. 4. Decentralisation improves motivation : Research conducted by social scientists has proved that the Organisation structure itself exercises some influence on the motivation of the people working within it. An Organisation structure which facilitates delegation, communication and participation also provides greater motivation to its managers for higher productivity. Decentralized Organisation structure is most favorable for raising the morale and motivation of subordinates which is visible through better work performance. 5. Decentralisation makes decision-making quicker and better : Since decisions do not have to be referred up through the hierarchy, quicker and better decisions at lower levels can be taken. Divisional heads are motivated to make such decisions that will create the maximum profit because they are held responsible for the effect of their decisions on profits. Thus decentralisation facilitates quick and result-oriented decisions by concerned persons. 6. Decentralisation provides opportunity to learn by doing : Decentralisation provides a positive climate where there is freedom to make decisions, freedom to use judgment and freedom to act. It gives practical training to middle level managers and facilitates management development at the enterprise level. Limitations of Decentralization 1. Decentralisation may lead to the problem of co-ordination at the level of an enterprise as the decision-making authority is not concentrated. 2. Decentralisation may lead to inconsistencies (i.e. absence of uniformity) at the Organisation level. For example, uniform policies or procedures may not be followed for the same type of work in different divisions. 3. Decentralisation is costly as it raises administrative expenses on account of requirement of trained personnel to accept authority at lower levels. Even the services of such highly paid manpower may not be utilised fully, particularly in small organisations. 4. Introduction of decentralisation may be difficult or may not be practicable in small concerns where product lines are not broad enough for the creation of autonomous units for administrative purposes. 5. Decentralisation creates special problems particularly when the enterprise is facing number of uncertainties or emergency situations. The decision-making process gets delayed and even correct decisions as per the changing situations may not be possible. Decentralization Is Not An Unmixed Blessing The advantages of decentralisation are more significant as compared to its limitations. The limitations suggest possible problems relating to decentralisation. Efforts should be made to solve these problems. It is certainly not desirable to have centralisation (in place of decentralisation) only because of certain limitations. However, to what extent the organisation should be decentralized is a delicate issue. Here, certain factors such as size of the organisation and the abilities of lower level managers need careful consideration.

Criticism Philosophy Essay Example for Free

Criticism Philosophy Essay Not too many people can listen none defensively, or none antagonistically, to criticism. And very few of those who listen admit it when they see that they are wrong. The thing is, we think that admission of guilt, or of being wrong, or that we have made a mistake, is a sign of weakness. Yet true failure is repeatedly refusing to see your faults. Learning to listen to criticism is a life skill that wed all do well to master. It is about keeping our hearts open (deferring judgment), and ensuring that we are not emotionally aroused (intimidated, irritated, etc.) by our critic (this is deferring reaction). Learning to listen to criticism is about carefully absorbing what is being said, and then honestly evaluating if it is fair, true, constructive or destructive. Only after weve carefully listened to and evaluated the criticism can we respond to it. SECTION B: HOW TO TAKE CRITICISM 1). See criticism as an opportunity to work together with the critic to solve the problem; not as an adversarial situation. Even if you cant solve the problem together with the critic, consider the moment they criticize you as an opportunity for all of you to grow from whatever the problem is. See it as an opportunity for straightening things out; as an opportunity to hear them out, question them where you need clarity; and as an opportunity for you to clarify what needs to be clarified. This calls for changing your mindset; for changing your attitude (from an adversarial one to a positive one) towards criticism. 2). View criticism as valuable information about how to do better, not as a personal attack. Criticism, regardless of whether it is used as a constructive or a destructive tool, can provide us with valuable feedback on our performance. It provides us with feedback on where weve fallen short, and that (i.e., knowing what we need to improve on) is important for our learning and growth. So even when your critic uses criticism as a destructive tool (e.g., as a personal attack, or as a way to put you down, or as a way to manipulate you, or as a way to maintain a psychological advantage), identify his intention but decide to pay particular attention to the criticism itself. Evaluate the criticism itself, and identify what feedback you may get from it. To be able to evaluate the criticism, you must 3). Listen carefully to what is being said. This is taking up all the data, and evaluating it to see if it has any validity. 4). Watch the impulse to defend (See Defense Mechanisms): Just listen and evaluate. Know the difference between emotional thinking and rational thinking; use your head, not your heart. Dont give in to your emotions (be it laughter, anger, fear, or whatever): simply listen! 5). And if the criticism is too upsetting, ask to resume the meeting later; after a period to absorb the difficult message, and cool down a bit. SECTION C: HOW TO GIVE CONSTRUCTIVE CRITICISM 1). BE POLITE AND SENSITIVE. This is a call for empathy; for being attuned to the impact of what you say, and how you say it to the person on the receiving end. The person (on the receiving end) is most likely to be defensive. S/he may resort to loud and angry words, or may even cry. Be ready for whatever reaction (including rebuffs, or attacks to hurt you back; breaking down into tears; begging you for forgiveness and sympathy; and so on. There is a whole catalog of reactions to criticism: be ready for any of them, and maintain your calm). 2). BE SPECIFIC. Dont criticize the whole person (by using global labels or sweeping generalizations). It is demoralizing for people to know that there is something wrong without knowing what the specifics are, so that they can change. Focus on the specifics; saying what the person did well, what was done poorly, and how the situation could be changed. The following approach is very effective (I call it the VWXYZ-approach): V Tell the person what they did well (You did this and that very well.); W Tell the person how happy you are, and/or how beneficial to you (or to the organization) this positive input was; X Tell the person what was poorly done; Y Tell the person what the damage means to you (or to the organization); Z Give the person suggestions, if you have any, as to how the situation can be changed or rescued. Tell them how they would be expected to handle a similar problem in future. 3). OFFER A SOLUTION (See Z above). The critique, like any useful feedback, should point to a way to fix the problem. Show the person other possibilities and alternatives. 4). BE PRESENT. Critiques, like praise, are most effective when given face to face, and in private. Writing a memo, letter, or email robs the person receiving the criticism of an opportunity for response or clarification. In conclusion, you have to differentiate between criticizing someone and fighting them because of your own secret agenda. When you criticize, you want the person to improve, so that s/he can be better, or so that you can live in harmony together. But when you fight someone, you criticize out of hate or resentment: your agenda is to hurt, not to help. SECTION D: THE MYTH OF REALITY We all see reality through different colored glasses. Our feelings, inborn abilities, psychological make-ups, personalities, egos, characteristics, physical or emotional well-being, fears, desires, needs, wants, beliefs, and so forth, all play a role in our perception of reality. The assertion, THERE ARE NONE SO SURE ABOUT (THEIR PERCEPTION OF) REALITY AS THOSE WHO ARE TOTALLY DELUSIONAL, has a grain of truth in it; at least when it comes to things that can be disputed. Since our perceptions of reality differ, those who criticize us do so based on the perceptions (of reality) that they have in their minds. Our critics perception of the reality of what they are criticizing us of usually differs from ours. If one perception can be demonstrated to be 100% correct, then those on the wrong side of perception should admit that they are wrong, without any fear of being conceived as weak! The real truth is that admitting that you are wrong (when you realize that you are) is a sign of being strong minded. If, as in many cases, none of the various perceptions of the conflict-causing situation can be demonstrated to be 100% correct, then we should acknowledge that our perceptions are different, and simply agree to disagree. Before you criticize someone, be sure that your own perception of reality is 100% correct. If you are not so sure, be sure to point out from the onset that you (and the one you are criticizing) have different perceptions of reality, but you are not sure whose perception is correct. You may then criticize the other persons perception, and then defend your own. SECTION E: TYPES OF CRITICISM Behind each criticism, there is an INTENTION to either put down the one being criticized or to help them (i.e., to build them up). Whether one intends to build up or to destroy, they will use STATEMENTS which are either FACTUAL, or FALSE, or (as is usually the case) a MIXTURE of TRUTHS and LIES. To analyze and evaluate someones criticism, we have to LISTEN very carefully to what they say. If we are not sure that we have heard them correctly, we have to SEEK CLARIFICATION. We have to: I). IDENTIFY THEIR INTENTIONS (to help or to put down); II). DETERMINE THE MANNER IN WHICH THEY CRITICIZE US (are they patronizing/condescending/adversarial or tactful/sympathetic/building up?); III). DETERMINE WHETHER THEIR INFORMATION IS ACCURATE OR WRONG. We must SEPARATE FACT FROM FICTION. We now look at the different types of criticism. 1. CONSTRUCTIVE CRITICISM This occurs when your critic is motivated by the desire to help you; that is, when the person who criticizes you means well. Their manner of presenting the criticism may be good or bad, and they may possess facts, or a mixture of facts and fiction, or only inaccurate information. But the important thing is what drives the critic is the desire to help you. 2. DESTRUCTIVE CRITICISM In this kind of criticism, your critics intention may be one or more of the following: 2.1). PUTTING YOU DOWN. This may be in the form of a pointless nagging, or habitual recitation of your failures, or calling you names when they criticize you, or making sweeping generalizations; 2.2). ONE-UPMANSHIP. This occurs when one tries to maintain a psychological advantage over you, or to prove that they are better than you; 2.3). MANIPULATION. The critic may criticize what you are doing in an attempt to get you to do something else. This is often called CHILD PSYCHOLOGY. o SECTION F: RESPONDING TO CRITICISM There are two ways of responding to criticism; one is Ineffective Response, and the other is Effective Response. 1. INEFFECTIVE RESPONSE STYLES These are: 1.1). AGGRESSIVE STYLE. The techniques used include: Counter Attacks; Insulting or name-calling; Loud Denials; Mocking (Cynicism); and Sulking in anger. This style of responding to criticism is adversarial, and often leads to fights and/or resentment. 1.2). PASSIVE STYLE. In this style of response to criticism, you agree, apologize, or surrender at the first sign of (a usually destructive) criticism. You may panic and tremble physically. Or you may remain silent in a coward manner (which is different from sulking angrily). In this response style, you give your critic too much power, while sending your own self-esteem crashing rock-bottom. You do not seek clarity, and you do not even try to defend yourself. You do not try to give clarity, even where you feel you have been misunderstood, or wrongly accused. You may even take responsibility/blame for things that you have not done or said. Your fear overpowers you, and you just wish to be left in peace! 1.3). PASSIVE-AGGRESSIVE STYLE. This may involve being silent, but not fully cooperative. Or you may respond passively by apologizing and agreeing to change, only to get even with your critic later; by not being fully committed to whatever you promised; or by botching it up; etc. 2. EFFECTIVE RESPONSE I). TRY TO DETERMINE YOUR CRITICS PERCEPTION OF REALITY. When someone criticizes you, ask yourself what may be their perception of reality; ask yourself what may be driving him/her to criticize you. Remember that we all see reality through different colored glasses. Resist all urges to respond (aggressively or passively, through panicking or being submissive) before evaluating the criticism. If you are not sure what your critics perception of reality is, and if you are allowed to, ask them (See III below). If you are not in a position to ask them directly, evaluate their criticism; for you may get, from the criticism itself, an idea of what your critics perception of reality is. In any case, it is important to be sure of what your critics perception of reality is. II). EVALUATE THE CRITICISM. It may be possible to tell from your critics tone of voice, from their facial expression, or from their posture, what their intentions of criticizing you are. It may be possible to tell this from context (this applies especially when you get a written critique). It is important to IDENTIFY what your critics INTENTIONS are. Whilst evaluating your critics criticism, do not jump into conclusions, and do not rush to responding. Forget your self-esteem, and concentrate exclusively on the criticism. As already mentioned, you first have to identify your critics perception of whatever they are criticizing you of. Next, identify the critics intention: Do they wish to build up or to destroy/hurt? Is their criticism constructive or destructive? Next, determine the manner in which the critic gives the criticism: is it good or bad? Are they patronizing/condescending, or are they considerate of your own feelings? Hear their tone. Do they want to help or hassle? You may also take into consideration your relationship with the critic. Is it a loved one? Is it your boss or superior? Is it a friend? Or is it someone who doesnt even know you that much? Whatever the case, you want to live in harmony with the critic; but you also want to correct misconceptions. You want to clear the air, and clarify what needs to be clarified. Check whether the criticism is accurate. Is the critic using facts, a mixture of truths and lies, or only lies? III). PROBE. As already pointed out in I), when someone criticizes you, they have a certain perception of what they are criticizing you of, and it is your right to be sure that you correctly understand what they say. Ask your critic to be specific; not to make sweeping generalizations. Ask him to support his claims. Ask him whether he is sure of what he is saying. Ask him what his perception of the situation is, and whether he is sure that his perception is correct. Ask him to give examples of where you went wrong, and to tell you how you should have performed in those instances. Ask your critic to tell you exactly What you must do. Having probed the critic, and having evaluated his criticism, decide whether his criticism is constructive or destructive; decide whether his manner of presenting the criticism is good (considerate) or bad (patronizing/condescending); and whether the information he uses is accurate, inaccurate, or a mixture of truths and lies. We now give guidelines on how to respond to (constructive and destructive) criticism. 2.1 HOW TO RESPOND EFFECTIVELY TO CONSTRUCTIVE CRITICISM. Depending on your critics nature, he may couch his constructive criticism in terms of good suggestions for change, or he may patronize you. However well-meaning someone may be, patronizing and/or condescending (which occurs when someone tries to appear better) is bad, and is likely to provoke an adversarial reaction. This is because when someone is patronizing us, we are bound to feel uncomfortable, and we may give in to impulsive negative reactions. So even when your critic has good intentions, the MANNER of GIVING the CRITICISM may spoil it all (See HOW TO GIVE CONSTRUCTIVE CRITICISM in CRITICISM PHILOSOPHY I). In criticizing you, your critic will use some statements which are true or false, and/or some statements whose truth values may be unknown. He may have accurate or wrong information. If, in criticizing you constructively, your critic uses accurate information, or facts, to patronize you, or uses facts in a condescending manner, you may acknowledge the truth or validity of his point(s), but point out that his patronizing (or attempts at appearing better) is spoiling or defeating his good purpose (i.e., to help). If your critic puts his (accurate) information in a good manner, acknowledge the facts and thank him for pointing them out. Tell him that you are going to consider his points. If your critics information is inaccurate, you may correct him. Thank him for trying to help if his manner is good; but if, in addition to using wrong information, your critics manners suck, tell him that not only is his information inaccurate but his patronizing or condescending is really uncalled for. If your critic uses a mixture of facts and lies, acknowledge the facts (and give thanks for them), and correct misconceptions. 2.2 HOW TO RESPOND EFFECTIVELY TO DESTRUCTIVE CRITICISM Lets now suppose that you have determined, to your satisfaction, that your critics intention is not to help you, but: to put you down; or to maintain a psychological advantage over you; or to manipulate you. As in the constructive case, your critic will use some statements; some of which may be true, whilst others may be false. In handling such a critic, simply acknowledge what is true and refute what is a lie. Disprove what needs to be disproved, and state your opinion on what is neither here nor there. It is important not to pick a fight, but to concentrate on the criticism.

Teachers’ Practices for Written Feedback in Nursing

Teachers’ Practices for Written Feedback in Nursing LITERATURE REVIEW AND ANALYSIS PAPER1 Factors Influencing Teachers’ practices to provide written feedback to nursing students Introduction/Background The process of evaluation is significant to acquire information to judge students’ learning, to define proficiency in practice and to derive a judgment about students. Evaluation fulfills two major roles: it is formative and summative (Oermann Gaberson, 2013, p. 9). With formative evaluation, teacher evaluates students’ learning and performance, and provides them definite feedback about the knowledge and expertise which still needs to be modified and enhanced. It is usually considered as diagnostic and many researchers (Bienstock et al., 2007; Corcoran, Halverson, Schindler, 2014) found it helpful in students’ learning and improvement in their career. On the other hand, summative evaluation is end-of-instruction evaluation designed to determine what the student has learnt. It was usually occurred at the end of the learning process. There are a number of strategies which has used to evaluate students’ learning and skills. The most common tool used to enha nce students’ learning is feedback system. Feedback is â€Å"an interface between teachers’ pedagogical goals; students’ learning needs; and institutional and governmental education policies, which structure and regulate practices and procedures† (Bailey Garner, 2010). Numerous ways are used to give feedback for example; written, verbal, peer, audio, online, student to faculty, faculty to student, structured feedback, unstructured feedback, face to face feedback, and so on. In fact, feedback is given to students from faculty for their improvements and making them aware about their progress and informing them about their strength and areas for improvements. In my teaching and academic career, I have observed that, there is a great diversity in teachers’ practices of providing feedback to their students. Some teachers follow the strict principles of feedback while others do not. I want to explore â€Å"what are the factors which influence on teache rs’ practices to provide feedback to their students† and â€Å"what are the perceptions of students about their feedback which they receive from their faculty or teachers†. Purpose/Aim of the paper This paper aims to; Analyze existing literature on teachers’ practices for written feedback as well as challenges for teachers to provide written feedback to their students. Appraise students’ perceptions/expectations from written feedback on their assignments. Identify the gaps between what is known and what is not known through literature. Significance of the topic It is well recognized that feedback is an essential constituent of academic discipline which offers consideration and improvement in learning as well as in teaching in any discipline (Corcoran, Halverson, Schindler., 2014; Giles, Gilbert, McNeill, 2014; Horeman et al., 2013; Matzie et al., 2009; Rogers et al., 2012). Eminence feedback plays an important role in learning and teaching part whether it is provided or received. There are a few studies conducted on feedback in nursing academia to explore different aspects of feedback in order to improve learning and teaching in nursing education. Literature search strategy In order to explore the studies conducted on â€Å"teachers’ practices about feedback on written assignments†, an ample search was conducted through a number of Databases, including PubMed, Cumulative Index to Nursing and Allied Health Literature (CINAHL), Google scholar, and Science direct. Different key terms were used to search the existing data on the selected topic. The terms used in searching databases were â€Å"written assignment†, teacher’s practices† teacher’s feedback†. â€Å"Written feedback† was the inclusion criteria in searching literature but the studies conducted other than â€Å"nursing discipline† were also included. Most of the studies conducted in developed countries e.g. Canada, USA, U.K, England, Norway, and Australia. There are some studies conducted in Asian countries, China, Hong Kong, Taiwan, and in Pakistan but unpublished. The detailed flow diagram for search strategy is following; (Flow diagram for literature selection) In addition, substantial assistance was also taken from librarian in order to access some online articles, which were quite relevant to the topic. Furthermore, reference lists in all including studies were explored and secondary sources which were quite relevant to the chosen topic were searched manually for reading and including literature as a primary source. Moreover, two unpublished theses of Iqbal (2013) â€Å"Teachers’ accounts of their perceptions and practices of providing written feedback to nursing students on their assignments† and Khowaja’s (2011) â€Å"students’ perceptions and their responses to written feedback in nursing degree program in Karachi† have been issued from library in order to review and include necessary and important information in this paper. I have also attended seminar which was conducted by one of senior student on a relatively similar topic (feedback to improve learning) to get additional information in order to au gment my paper. Literature review Literature review has organized according to four different themes. Importance/Usefulness of written feedback Characteristics of effective feedback Challenges for teachers and students in feedback Discrepancy in teachers and students’ perception about feedback 1. Importance/Usefulness of written feedback Feedback is given to students from faculty for their improvements and making them aware about their progress and informing them about their strength and areas for improvement (Bourgualt, Mundy Joshua, 2013; Corcoran et al., 2014; Giles, Gilbert, McNeill, 2014; Horeman et al., 2013; Khowaja, 2011; Rogers et al., 2012). On the contrary, MacLellan (2001) argued that the most common purpose of the students and the staff for feedback is to grade or rank the achievement. Braend et al. (2010) directed a study on Fifth year medical students at the University of Oslo and recommended that most of the students considered triangulation feedback from teachers and patients valuable but time-consuming. Rogers, et al. (2012) had conducted an interventional study to focus student-centred approach for improving feedback in medical education in the clinical settings. The satisfaction rate was significantly higher in the group receiving feedback with instructions rather than the group receiving compli ments without any instructions (p. 23). No doubt, feedback plays an important role in students’ learning and improvements, but it is also a fact, that feedback in the form of evaluation is also used for the purpose of ranking the students’ achievements. Although one author argued with other researchers’ findings but according to second author feedback was considered useful in another context (to grade achievement). Furthermore, some of the studies had conducted in comparison of different feedback channels to the students. Besides that, instructions for the students are very useful in clinical settings. 2. Characteristics of effective feedback Quality feedback should be within time limit, explicit, productive and should be based upon non-judgmental attitude (Bienstock et al., 2007, p. 508). Newton, Wallace, and McKimm (2012) conducted interventional study changing from a free-text feedback form to a simple structured feedback proforma focusing the areas of improvement in students’ performance which has increased in both the quantity and quality of feedback. In addition, Maclellan (2001) also inquired about student’s understanding of feedback and concluded that learning occurs when students really perceive feedback as an enabling and helping tool for improvement rather than being judgemental about their achievements. Moreover, it was concluded that teachers should openly discuss with the students how they can integrate this feedback in their upcoming papers (Hyland, 2003, p. 228). In addition, There should be a balance between strength and areas for improvements while providing feedback to students to make it useful for them (Hyland, F., Hyland, K., 2001). There is a great importance of technology in enhancing feedback for the students in their practical tasks as feedback is recorded for students so they can reflect upon themselves and can review their weakness and strengthening areas (Corrigan Hardham, 2011). Bourgualt, Mundy and Joshua (2013) conducted a pilot study by using audio feedback on student nurses’ written assignments and concluded that instructors’ focus was on the provision of positive/constructive feedback as the instructors were high alert before giving feedback and they had also highlighted the important areas to share with the students for their improvement (p.44). The excellence of feedback depends upon many components which should be kept in consideration to make it effective. Except these features, effective feedback depends upon the form in which it is used whether in a simple form or some kind of structured form. Different studies concluded different aspects of quality feedback but the focus of most of the studies was to keep balance between students’ strength and areas for improvements and feedback should be simple and easy for the students to interpret so that they could incorporate the feedback into their next assignments. Moreover, teachers should incorporate advanced technology to make feedback effective and keep in consideration of students’ belief or understanding about feedback while providing feed back to them. 3. Challenges for teachers and students Language and vocabulary is a big challenge for the teachers in providing feedback to students and for the students in understanding and interpreting the meaning of feedback (Bailey Garner, 2010; Weaver, 2006). Schartel (2012) determined that numerous medical educators have limited knowledge about theoretical models of feedback and also dearth of skills in providing feedback (p.77). Harvey, Radomski and OConnor (2013) conducted a study on medical students for clinical supervision and concluded that only 16% written feedback statements focused on the forward learning objectives for the students. From the above mentioned studies’ findings, it can be analyzed that the focus of the studies was on the language, knowledge and vocabulary of the teachers which they used in providing feedback to the students. In this context, students often valued feedback but tutors comments would be more useful for them. Furthermore, sometime tutors do not provide detailed feedback to the students because of some contributing factors, sometime, personal, or institutional. Teachers should get proper training for feedback and should be trained in giving feedback. 4. Discrepancy in teachers own practices and students’ perception about feedback I have experienced in my academic career being a student and being a teacher that teachers have different perceptions and different opinions on the purpose for providing feedback to the students and teachers do not know how their students would take their feedback and how it would be helpful for them. There is also ample evidence from literature to support that there is a great controversy between teacher’s perception about providing feedback and student’s expectation and interpretations of those written comments (Carless, 2006; Garner Bailey 2010; Goldstein, 2004; Jensen et al, (2012). Moreover, Weaver 2006) concluded that students need support from faculty to understand feedback what they mean to it. He also determined a number of themes about feedback which are solely awkward for the students like comments too broad or unclear, lack of direction, intensive negative comments Moreover, these findings also supported by Bailey and Garner (2010) by suggesting that teache rs are not very sure about the purpose of providing feedback to their students. (p. 187). Another similar kind of study has been done in order to explore the gap between faculty and the residents for receiving and giving feedback. Jensen, et al. (2012) concluded that residents/students satisfaction for the feedback was significantly lower than the satisfaction level of the faculty for giving feedback (p.248). In addition, Parboteeah and Anwar (2009) suggested that teachers considered feedback more useful rather than students in many contexts. On the contrary, Montgomery and Baker (2007) conducted research by triangulation design between students and faculty and they recommended that there is a well synchronization between students’ perception about feedback and teacher’s self-assessment in giving feedback to their students (p. 82). All the studies conducted on the above mentioned theme, concluded that there is a great diversity among teachers and students in the process of feedback, but there is only one study (Montgomery Baker, 2007) revealed synchronization among students and faculty about feedback. Gap in literature: There is enough evidence from existing literature about students’ perceptions regarding feedback and teacher’s expectation from students. Literature also available on a discrepancy in teachers’ actual practices in providing feedback to students and what they believe to provide. There is a need to explore the factors influence teachers’ practices to provide feedback which they really want to provide and what is the extent of those factors in Pakistani Nursing context. Restatement of problem and its significance/implication for nursing: Despite of importance of feedback in educational system, only one study has conducted in Pakistani context on â€Å"teachers’ practices about feedback†, which is unpublished yet. But none of the study conducted on â€Å"what factors influence on teachers’ practices for written feedback† and â€Å"what is the extent of pre-determined factors affecting teachers’ practices in providing written feedback to students†. This study probably would add new knowledge to the existing phenomena of written feedback and new interventions could be designed based on the study findings to improve or enhance the teachers’ practices for providing written feedback to their students ultimately to boost learning and teaching practices in nursing education. Conclusion: To conclude, Feedback is not only important from student’s perspective but it is also significant from faculty and educational objectives. There are many studies conducted on the given phenomena but all the studies conducted in developed countries and some of them in Asian countries. Almost all the studies are designed qualitatively, some mixed methods, but none of the study designed quantitative. There is a need to explore the extent of predetermined factors influencing teachers’ practices in providing feedback which they really want to give to their students, so that according to study findings, interventions could be designed to improve teachers’ practices in nursing education.

Cloning Dialoge :: Argumentative Persuasive Topics

Cloning Dialoge    The setting is a small college's biology class where only three students out of twenty students have come to class because it is the last day before spring break begins. The three students' names are Andy, Kristen, and Eric. Seeing only three students in the class, the professor changes his lecture material into a class discussion involving the recent scientific breakthrough in the field of cloning. During the discussion, the professor explains how the cloning of a sheep named Dolly was done. In addition, the students and the professor share their views on the advantageous and the detrimental side of cloning either humans or animals. Professor: Good morning class! I am sure that you all have heard about the recent scientific discovery in the process of cloning. If not, allow me to fill you in on this current controversial scientific discovery. Last week, a Scottish scientist named Dr. Ian Wilmut from the Roslin Institute in Edinburgh, Scotland, successfully cloned an adult sheep. I said adult sheep because scientists already have the ability to clone sheep and calves, for farming purposes, from undifferentiated embryonic cells. Is there any questions so far? Kristen: Um, yes, professor. Would you please elaborate on the term undifferentiated cell? Also, the word cloning sounds like something you would hear from science fiction movies or novels--isn't the cloning process very complicated? Professor: To answer your first question, Kristen, an undifferentiated cell is a cell that has the ability to create other specific cells, such as skin, hair, brain, and muscles, as it activates certain genes on chromosomes. For your second question, the concept of cloning is really not that complicated to understand. Allow me to explain as I split Dr. Wilmut's cloning process into three steps. During the first step, udder cells from a six-year-old Finn Dorset ewe were taken and placed into a culture dish. The culture dish, containing low levels of nutrients, starved the cells, causing them to stop their dividing and hibernate its active genes. Meanwhile, the nucleus with its DNA from an unfertilized egg--also called an oocyte--taken from a Scottish Blackface ewe, is sucked out with a hair thin pipette, leaving the empty egg with all its cellular tools needed to produce an embryo. By the way, this process is called the nuclear transfer. Okay, now onto the second step; the egg cell an d a donor cell are placed next to each other and fused together, like soap bubbles, by an electric pulse.

Explosion of Interest Essay -- Online Communities Web Cyberspace Essay

Explosion of Interest A community can be defined in many ways. The most basic definition is a group of people sharing common interests, thoughts, beliefs, or values. Today's fastest growing and most diverse communities are those experienced through the Internet. In the article "Everyone's a Critic," Richard Lacayo describes the many communities where people can express their feelings on books, movies, music, and restaurants. His representation of online communities can be shared with that of Amy Bruckman's in her article 'Finding One's Own in Cyberspace." Both articles represent online communities as one of today's fastest and easiest ways of sharing your thoughts with the rest of the world. With shared views about the Net, both Lacayo and Bruckman recognize online communities as a place where everyone's opinion, regardless of what it is, can be appreciated and accepted. As today's most common medium for sharing opinions grows at an immeasurable speed, the effects the Net has made in our society are equal ly as infinite. One outcome has been the growing number of do-it-yourself communities seen throughout the Internet. These communities allow all different kinds of people to share their opinions on almost anything and everything. As a result, "everywhere in cyberspace there are Web pages where do-it-yourself critics hold forth about movies, books, music, and restaurants" (Lacayo 58). The Internet has created a new arena where everyone has an opportunity to share their thoughts and opinions with people all over the world. This not only made shopping more convenient for the average consumer to research the fate of their money before a purchase, but communities like these have created a place where people's interests can be shar... ...ing their opinions. The incredible ability of the Internet is one unlike any other. Its capability to connect people so far apart with so many differences and unite them in one common place is most remarkable. Certainly, the Net will continue to grow into something far beyond our imaginations as it has been for years. From a new, skeptical way to communicate to what has united so many all over the world, the Internet has truly become and explosion of interest. Works Cited: Bruckman, Amy. "Finding One's Own in Cyberspace." Composing Cyberspace: Identity, Community, and Knowledge in the Electronic Age. Ed. Richard Holeton. USA: McGraw-Hill, 1998.171-178. Cashel, Jim. "10 Encouraging Signs for Online Communities." 0nline Community Report. 2000. 6 Oct. 2001 http://www.onlinecommunityreport.com Lacayo, Richard. "Everyone's a Critic." Time Aug. 2001: 58-60

House Hold Chores Essay

Children should not have to work or help with household tasks; their only responsibility should be to study Helping family with household tasks causes no harm to either adult members or children. On the other hand, housework enables children to learn a number of important life skills and to avoid social evils. After school time, children are able to assist their parents with simple household routines such as tidying their own rooms, cooking simple dishes &washing clothes. Such activities teach children essential knowledge and practical experience for their life. During a holiday cooking competition, the winners are the children who are used to doing household tasks in their families. Another example is involvement in daily chores providing children with numerous lessons learnt: time management, awareness of needs, limitations, responsibilities, encouragement them to recognize dos and don’ts. Requesting/ instructing a child to clean his or her dirty shoes after coming from school or to clear up the table after meal doesn’t mean demand him or her to do a hard business, but instead these need to be done. It is obvious that children attributed their knowledge and fundamental skills to housework aiding and implementing. Furthermore, social evils are completely avoidable by assigning housework to children in their free time. Idle children are an underlying cause of easily engaging in harmful activities such as: online games, violent games, fighting and even gambling without any consideration. In a family, simple responsibility allocations do not only maintain them occupied but also raise their consciousness. For instances, children spend most of their spare time taking care of flowers around their house leaving them no opportunities to involve in internet games instead educate them to appreciate and protect nature. The more homework assignments to children, the more knowledge they gain and the less social evils to be addressed. In conclusion, studying is necessary during childhood but participations in household tasks are not bad ideas. Parents give children household chore means giving them valuable chances to experience and protecting them from evils.

Direct an act from Hamlet

I have selected Act 1 of Hamlet for my project. I do not wish to change any details in the original script itself but I would be approaching the script as a screenplay for a movie as I think that popular culture would benefit greatly from this Shakespearean classic. This means that my target audience would mainly be today’s youth. My approach would be somewhat similar to Baz Luhrmann’s Romeo and Juliet in 1996 which starred Leonardo DiCaprio and Claire Danes.The main difference is that I would like preserve another facet of Shakespeare’s old plays as they were performed during his time, and that is to have all the parts played by men. I believe that this would add novelty to the movie as this has yet to be done by any version of any Shakespearean play created for the cinema. Also, I think it would add a measure of academic value to the film, which is it would get a lot of attention from people who would inevitably want to relate the novelty to some social issue l ike gender which would definitely increase media mileage.Act 1 of Hamlet has five main characters. These are King Hamlet (The Ghost): the late king of Denmark who had died two months ago, King Claudius: the late King Hamlet’s brother and successor, Queen Gertrude: widow of King Hamlet and remarried to Claudius following her husband’s demise, Prince Hamlet: a young college student who is the son of Gertrude and the late King Hamlet, and Horatio: Hamlet's best friend. For the starring role of Prince Hamlet, I will choose Matt Damon. Although he’s 36 years old, Matt can easily be made to look like he’s in his late 20s.He is best known for his starring role as Jason Bourne, an amnesiac assassin on the run in The Bourne Identity and The Bourne Supremacy. I think that Damon’s dark persona that is incorporated in these two movies would play quite well for the part of Hamlet especially in his broodings regarding his father’s death. Matt’s ste rn disposition is also appropriate in his unflinching dialogue with the ghost of his father towards the end of the act. I want Hamlet to be strong, a bit dark and brooding, almost unkind. For the ghost of King Hamlet, I’ve selected Anthony Hopkins.Hopkins has starred in the Hannibal Lecter series of movies from Silence of the Lambs in 1991 to Hannibal in 2001. His role was that of a deranged but brilliant surgeon who is a known and convicted murderer and cannibal. Hopkins also starred in the now classic Bram Stoker’s Dracula in 1992. Hopkins’ roles in these movies showed his capability for a cunning, merciless character that is what is needed for the part of the ghost of King Hamlet. I want the ghost to show utterly no remorse for what it would ask Hamlet to do. I want Hopkins’ imposing stare in digital ghostly fog effects that could scare an audience silly.I also want a synergy of dark characters between him and Damon. I want the audience to see this dar k demeanor as a resemblance from father to son. For Hamlet’s mother, Queen Gertude, I want to use an actor who is a lot younger than either Hopkins or the actor who is to play King Claudius. Also, since I will be using a man to play Queen Gertrude, I find it necessary to pick one who has done the task several times before. Unfortunately, there seems to be no available actor in Hollywood to perform such a role. This leads me to seek out someone outside of tinsel town. Doing so found me the perfect specimen in the Philippines.He is Eric Quizon. He is a Filipino actor in his mid-forties who has played the role of a beautiful gay man several times in their local cinema. He has even played one in an internationally acclaimed movie in 2000 about the Japanese occupation in his country during World War II which was entitled, Markova: Comfort Gay. Quizon has an excellent command of English and does look like a beautiful gay man so there would be no problem fitting him in as Queen Gert rude. He has also been nominated for several acting awards in his country and had even more a number of supporting actor awards in 1995 and 1998 so his acting is also pretty decent.I want Gertrude to look beautiful. I want the audience who know she isn’t really a woman to gape in awe at how much she looks like one without any major make up or computer alterations. Plus I want people who do not know that she is a man to be struck silly when they find out. For King Claudius, I’ve selected Brian Cox. He’s a 60 year old veteran who’s played supporting roles in a lot of action films such as Desparate Measures, Manhunter, and Troy where he superbly played another villain, Agamemnon.I also chose Cox because he has previously worked both with Damon and with Hopkins in The Bourne Supremacy and Hannibal respectively. I believe that this would make him serve as a bridge between the two actors in the early stages of filming. I want King Claudius to seem just as ruthl ess and cunning as his brother, and I think using someone who has played one of the most ruthless kings in classic literature is just the ticket. Finally, I want Jack Black to play Horatio. You just need to King Kong or The Jackal to know that this guy can keep a straight face but at the same time come off as funny looking to the audience.I mean, I actually laughed a little when Bruce Willis’ psychotic character blew a crying Jack Black to bits in the second mentioned movie. I want that seriousness to leave a smile on the audience. I want them to ask â€Å"Is he serious? Or is he going to pull a rabbit out of his ass before he says another word? †. The setting would be in modern day Denmark, where Hamlet’s father would actually be a big time tycoon. All the modern day details similar to Luhrmann’s Romeo and Juliet would apply to this film. I want the audience to be able to connect with the movie and at the same time appreciate how it was done in the old d ays.

Characters in “Saving Sourdi” Essay

In Saving Sourdi, the little sister, Nea attempts numerous times to save her sister. First Nea attempts to save Sourdi from an unruly customer. At which she gets berated not only from her mother but also Sourdi. The second time is from Sourdi’s boyfriend Buck. The third time is from an older man, her Uncle’s friend, with which Soursi marries. The fourth time she involves Buck when she attempts to save her from her husband. The setting is simply contemporary America, South Dakota and Iowa. If the author hadn’t mentioned the rapper Snoop-Dog and given a reference to the candy bar Payday and the store 7-11, I could have dated this work to be in the 20’s trough to the 50’s because of the stereotypical way the daughter gets married off to an older man. The author characterizes Nea with what I call â€Å"little man† syndrome, she is in constant readiness to fight for her sister, however she doesn’t go about it with common sense. Nobody seems to understand Nea, least of all her sister Sourdi. All she attempts to do is save Sourdi, however Nea is not looking at the big picture. There is nothing or no one from which to save Sourdi. The characterization of Sourdi is the stereotypical Chinese/American in which she does exactly what her family expects of her, even if it is something that she is against. The author characterizes their Ma as someone who cares only for the restaurant and the family’s reputation, however that it not fair to their mother. She may fear if they lose the restaurant they could lose the right to stay in the states. We are never told. Buck is characterized as a person whom to protect Sourdi from at first and then a champion whom will fight for Sourdi, who is in the middle of an abusive relationship. When in fact we are never told why Sourdi was crying to her Ma, it could have been the fact that she is pregnant and doesn’t know how to deal with her baby and pregnancy at the same time. Nea never learns that the most important thing to her sister and mother is family. McCarty 2 I would have preferred the writing to be in first person than third person. It may have changed the way I felt about the way the family treated Nea. Works Cited Chai, May-lee, Saving Sourdi (2001)

Parenting Styles Essay

Researchers have studied parenting styles extensively. Many studies have aimed to find a greater connection that shows the impact of each parenting style on the development of the child and how its influence in various aspects of life including self-confidence, self-esteem, academic achievement, and personality. This study used previous empirical research to examine the various impacts of parenting styles on children’s developmental processes. This study begins with a review of the classical studies of Baumrind (1991) and Maccoby (2000). Maccoby used 12 scholarly articles published between 2007 and 2013. Many of the findings in the research support the notion that the authoritative parenting style is the most advantageous in child development. Parenting Styles and their Impact on Child Development Developmental psychologists are interested in comprehending how parents influence their children’s development. However, many of these psychologists have not yet found an actual cause and effect connection between the actions of parents and children’s behaviors. In various cases, researchers have observed that even children who are raised in drastically different environments grew up to have personalities that are very similar to one another. On the other hand, children who share a home and are raised in similar environments often grow up with extremely different personalities from one another. While this counterintuitive phenomenon exists, researchers have uncovered many connections between parenting styles and their effects on children. The effects of parenting styles on children were examined to determine whether parents have a significant impact on their children’s development. It is widely accepted from layman science that children learn many aspects and acquire many of their personality traits from their social lives and the environments in which they are brought up. The question that lingers is exactly how much parents actually influence their children in terms of genetics compared to their development after birth and throughout childhood? Psychologists agree that a child’s learning curve is partially based on the timetable at which development begins and is defined as how fast an infant learns to walk and talk, and progress through other developmental milestones. Society has made it the parents’ responsibility to develop their children according to the standards, morals, and values within each society. This responsibility includes teaching the children how to behave while at home, around friends and family, and while in public. Society expects children to act in a specific way, which may include not pestering their parents, behaving in an appropriate manner in public, and participating in household chores. However, the outcome of a child acting in such a way depends on how the parents have fostered these ideas within the child, which is a determinate to the growth and development of the child’s personality. A child’s development does not only depend on the environment and parenting styles involved. To some extent, predispositions such as genetics are also potential factors that can significantly impact growth and development of the child. This study used the classical works of Baumrind (1991), Maccoby (2000), and Martin as a framework upon which further research concerning this topic can be carried out. A thorough discussion of the work of these researchers provides the opportunity to draw conclusions in which to answer the following question: To what extent does parenting style impact on child development? Materials and Methods This research did not use an experimental study; rather, it is classified as a qualitative analysis in which a review of literature was conducted to draw conclusions on the research topic. Therefore, this study is more of a literature review in which previous works on the impact of parent styles on child development are discussed. For example, this study scrutinizes the works of Maccoby (2000) who obtained data from other studies and analyzed it to her specifications. Maccoby assessed several studies and found that the methods used include observations on child-parent interactions, interview, and reviews of various records of participants. This study used a minimum of 12 scholarly articles been published in the last 5 to 6 years using an empirical research method. This review allowed the researcher to make recommendations, based on recent research, on best practices in assessing the significance of parenting styles on child development. This study used only experimental studies to provide a basis of legitimacy based observed  data. Before recent research is assessed, a background of this topic is established by summarizing the classical works of Baumrind (1991), Maccoby, and Martin. Difference between Parenting Style and Practice Before the works of researchers are discussed, it is important to highlight the difference between parenting styles and parenting practices. According to Spera (2005), it is essential and imperative to comprehend the difference between parenting styles and parenting practices. Spera noted that parenting practices is defined as specific behaviors use to socialize with their children. An example of such socialization is when parents sit down with their children to guide them with their homework or when they set aside a specific time for reading or making school a top priority by attending school events such as parent-teacher conferences. These actions show that parents have a desire for their children to do well in school. On the other hand, parenting style is more of a characterization of the emotional climate that surrounds in the environment in which parents rear their children. According to Baumrind (1991), parenting styles can be characterized over several dimensions in which parental responsiveness and demand is asserted on the child. Baumrind, Maccoby, & Martin: Theories of Parenting Styles and Child Rearing Baumrind (1966) developed a theory on parenting styles that proposed that parents fall into one of three categories of parenting styles, authoritarian, indulgent, or authoritative. Baumrind later expanded this theory and included a fourth parenting style known as negligent. The typologies of Baumrind’s parenting styles were concluded after conducting extensive research using interviews and observations with parents and children. Participants included 32 middle class white families who were observed in a nursery school setting. The methods of naturalistic observation, parent interviews, and other research methods resulted in four important dimensions of parenting, disciplinary strategies, warmth and nurturance, communication style, and expectations of maturity and control. Baumrind’s (1966) parenting styles included authoritarian, authoritative, indulgent/permissive, and negligent/uninvolved. The proposed parenting styles have different consequences on children regarding competence and development based on social and cognitive traits. Additionally, each style differs in terms of behaviors, standards, and values that parents expect  their children to adopt. Authoritarian Parenting Under the authoritarian parenting style, children are expected to follow a strict set of rules established by the parents. If the child fails to follow these rules, the parents will administer some sort of punishment. Observations suggest that parents who use this parenting style tend to fail when it comes to explaining the reason(s) behind their rules. When parents were asked to explain the reason(s) behind rules, the most common answer was, â€Å"I said so, that’s why.† These parents also tend to have high demands but are not very responsive of their children. According to Baumrind (1966), these parents tend to be obedience- and status-oriented, and they expect their orders to be obeyed without explanation. Authoritative Parenting The authoritative parenting style is similar to authoritarian as parents who operate under this style also have established rules and guidelines that their children are expected to follow. However, this style differs in that it is more democratic in the sense that authoritative parents respond to their children and are willing to listen to questions that the children might have. For example, if a child were to fail to meet any of the established expectations, these parents would be more nurturing and forgiving, rather than simply administering a punishment. According to Baumrind (1966; 1991), these parents tend to monitor and impart clear standards concerning conduct and behavior. Additionally, these parents are not assertive but may be more intrusive and restrictive. The disciplinary methods of the parents are more supportive as they want their children to be assertive, socially responsible, self-regulated, and cooperative. Indulgent/Permissive Parenting Permissive parents tend to make very few demands on their children. These parents are known to rarely discipline their children because of their low expectations of maturity and self-control. These parents are also more responsive than they are demanding, and they are considered nontraditional and lenient. Parents known to use this style do not require mature behavior, allow considerable self-regulation, and tend to avoid confrontation. These parents are also nurturing and communicative with their children, and they are usually found taking the status of a friend rather than a parent. Negligent/Uninvolved Parenting Negligent or uninvolved parents tend to have very few to no demands, low responsiveness, and very little to no communication. These parents fulfill the basic needs of their children; however, they are very much detached from their children’s lives. Observed in extreme cases of negligent parenting, these parents might even reject or neglect the needs of their children. Baumrind’s (1966) initial study of child development has led other researchers to conduct studies to elaborate on this work. Maccoby (2000) found some impact of these parenting styles on children’s development. Maccoby’s work extended the research on the influence of parenting style and that of the genetic makeup of the child, which she proposed effects behavioral characteristics. Maccoby also proposed that genetics also influences the way in which parents treat their children. Maccoby (2000) used twin and adoption studies to provide a logical basis to estimate the strength of genetic effects. Her study found that heritability estimates for a given trait vary widely. Maccoby argued that basing assumptions on the strength of genetic factors were not enough because they are not sufficient to develop a basis to make such estimations because of additional environmental factors that are involved. If researchers make these assumptions, they will systematically underestimate parenting effects. Maccoby believed and established that children’s genetic predispositions and their parent’s parenting style are interconnected and that they function, which results in the overall effect of a child’s development. According to the studies conducted by Maccoby, each parenting style as the following influences on children: 1. Authoritarian parenting. This parenting style leads children to be very obedient and proficient. However, they will end up ranking lower in the amount of happiness, social competence, and self-esteem. 2. Authoritative parenting. Parents, who raise their children using this style, have children who are happier, capable, and successful individuals. 3. Permissive/Indulgent. Parents with this style of parenting will have children with low amounts of happiness and self-regulation. These children also have significant problems with authority and tend to perform  poorly in school. 4. Negligible/Uninvolved. Parents who use this style of parenting have children who rank the lowest across almost all domains of life. Many of these children demonstrate a lack of self-control, low self-esteem, and are known to be less competent than their peers. Many researchers agree that the authoritative parenting style is the most advantageous of all the parenting styles. When children comprehend and perceive their parents’ requests to be reasonable and fair, they are more likely to conducting themselves according to those requests (Bernstein, 2011). Another reason for the successfulness of this parenting style is that children are more likely to accept the rationale for behavior as their own, which results in a greater amount of self-control (Bernstein, 2011). Recent Studies Many recent studies have been conducted on the effects of parenting styles on the development of children. Such research has focused on the effects parenting styles have on in regards to academic performance and level of education. Hernandez (2013) examined the impact of parenting styles on self-efficacy and level of education among Latinos. The study included 199 participants who ranged in age from 25 to 79. The researcher used a correlational method to configure the effects of parenting. Hernandez found a positive correlation between the level of education of both parents and participants’ levels of education. Rinaldi and Howe (2012) found those mothers’ and fathers’ self-reported parenting styles explained 44% of the variance found among youngsters’ externalizing behaviors. Their study included 59 families with children aged 32 months. Recent studies have also shown that children’s externalizing behaviors are negatively and moderately associated with fathers’ authoritative styles, and positively associated with fathers’ authoritarian styles. Additionally, studies have shown that children’s internalizing behaviors are positively correlation with fathers’ authoritarian style of parenting (Schary, Cardinal, & Loprinizi, 2012a; 2012b, & Loprinizi, Schary, Beets, Leary, & Cardinal, 2013). Recent studies have found connections between parenting styles and child development, specifically, on school achievement. Kordi and Baharudin (2010) reviewed empirical studies on school-related achievements. The researchers found that the authoritative parenting style was highly associated with higher  levels of school achievement. However, Kordi and Baharudin noted that these findings are inconsistent between cultures and across various societies. Cramer (2002) examines the relationship between parenting styles and classroom motivation. The researcher found that mothers’ authoritative parenting was positively correlated with first graders’ mastery of concepts in motivation. Based on this finding, Cramer suggested that authoritative parenting leads to higher levels of intrinsic motivation. Conversely, fathers’ authoritarian parenting was significantly and positively correlated with first and third graders’ motivation and teachers’ perceptions of children’s classroom motivation (Cramer, 2002). Hong (2012) also expanded on Baumrind’s (1966; 1991) parenting styles and their effects on the children’s schooling. She examined the ways in which parenting style impacted child’s behavior and found that the influence yielded predictive effects on children’s academic achievements. Hong (2012) also found a correlation between parenting style and children’s behaviors, which eventually defines their academic achievements. The researcher also found that child’s academic achievement is a result of the mix between parenting style and parenting practices they exert in the child’s environment. Conclusion Although significant research has been conducted to find connections between parenting style and child development, more effort is needed to find an exact cause and effect relationship between these two variables. Through various studies were reviewed here, it seems that the authoritative parenting style produces the most advantageous and positive impacts on a child’s development and academic achievement. Exactly to what extent this parenting style has on children needs further study. To understand the extent of the influence of parenting styles better, the inclusion of parenting practices also need to be considered. Such research can be used to create practices for parents to follow, to aid their children in becoming fully developed adults and influence their development in a positive way. References Baumrind, D. (1966). Effects of authoritative parental control on child behavior. Child Development, 37(4), 887-907. Baumrind, D. (1991). The influence of parenting style on adolescent competence and substance use. Journal of Early Adolescence, 11, 56-95. Bernstein, D. A. (2011). Essentials of psychology. Belmont, CA: Wadsworth. Cramer, K. E. (2002). The influences of parenting style on children’s classroom motivation. Retrieved from http://etd.lsu.edu/docs/available/etd-0712102-125121/unrestricted /Cramer_thesis.pdf Hernandez, M. (2013). The impact of parenting styles on Latinos’ level of education and self-efficacy. Retrieved from http://gradworks.umi.com/1522577.pdf Hong, E. (2012). Impacts of parenting on children’s schooling. Journal of Student Engagement: Education Matters, 2, 36-41. Kordi, A., & Baharudin, R. (2010). Parenting attitude and style and its effect on children’s school achievements. International Journal of Psychological Studies, 2, 217-222. Loprinizi, P. D., Schary, D. P., Beets, M. W., Leary, J., & Cardinal, B. J. (2012). Association between hypothesized parental influences and preschool children’s physical activity behavior. American Journal of Health Education, 4, 9-18. doi:10.1080/19325037 .2012.749685 Maccoby, E. E. (2000). Parenting and its effects on children: On reading and misreading behavior genetics. Annual Review of Psychology, 51, p. 1-27. doi:10.1146/annurev.psych .51.1.1 Rinaldi, C. M. & Howe, N. (2012). Mothers’ and fathers’ parenting styles and association with toddlers’ externalizing, internalizing, and adaptive behaviors. Early Childhood Research Quarterly, 27(2), 266-273. doi:10.1016/j.ecresq.2011.08.001 Schary, D. P., Cardinal, B. J. & Loprinizi, P. D. (2012a). Parenting style associated with sedentary behavior in preschool children. Early Child Development and Care, 182(8), 1015-1026. doi:10.1080/03004430.2012.678596 Schary, D. P., Cardinal, B. J. & Loprinizi, P. D. (2012b). Parental support exceeds parenting style for promoting active play in preschool children. Early Child Development and Care, 182, 1057-1069. doi:10.1080/03004430.2012.685622 Spera, C. (2005). A review of the relationship among parenting practice, parenting styles, and adolescent school achievement. Educational Psychology Review, 17, 125-146. doi:10.1007/s10648-005-3950-1