The mayor of Casterbridge Essay Example for Free

The mayor of Casterbridge EssayAnalyse the kickoff two chapters of The Mayor of Casterbridge and discuss how far they act as a prologue to the correspondence of the novel In The Mayor of Casterbridge the opening two chapters are a good indicator of Hardys style and act as a prologue to the rest of the novel. Hardys style places considerable focus on imagery and the scene around the characters. He used the writing techniques at this scene setting to help you insure the context in which the characters act. During the first chapter, Hardy describes Henchard as a fine figure, swarthy, and stern in aspect however he is not named at first. It symbolises that this could be any man, or could relate to the reader in someway and makes the reader look at this character from a different angle as if we mogul know him rather then seeing him as Henchard. Susan Henchard, Henchards wife, is described to be so faint as to be almost invisible she becomes a little important part as the plot th ickens.Another character mentioned is Elizabeth-Jane the first. The reader is given very few descriptions towards her because she is only a small child. We call her the first because beyond chapter 2 the reader is told that this Elizabeth-Jane died 3 months after the auction off and the second child of Susan Henchard is called Elizabeth-Jane but is the sailors daughter not Henchards. Elizabeth the second is much like a father in a way but at her meeting with Henchard, she gives him her name and Henchard believes her to be his daughter.In the second chapter the reader only knows Elizabeth as Susans bountiful up daughter not Elizabeth-Jane. The reader is given other characters, the furmity lady who offered Henchard the rum that got him drunk leading to the auction, the country people who were in the tent who egged on and teased Henchard to sell his wife and Newton, Susan Henchards second husband, who bought Susan. They represent the country people of the time. Hardy draws the readers imagination away from the business of the cities and into the openness of the countryside.This gives the effect of a constraining village, that everyone knows everyone elses name, age and business round the community and that a large event like an auction of a wife would be unforgettable. They are used to the tranquillise and simple way of life rather than the complex ways of the cities. Hardy illustrates the characters act in their setting by using lots of imagery. He uses natures conformity to show humans disharmony. The description of the characters and their surroundings is excellently detailed, with use of a broad vocabulary. He uses description effectively.He draws the readers attention to the characters by using blind drunk imagery, showing natures harmony, to represent the tension and strain on the matrimony of the Henchards, humans disharmony. The characters are similarly of their time period with their language, they use dialectal English as well as their regional ac cents. Henchard was very open about his marriage life while he was in his drunken state. He seemed to feel that marriage is the biggest mistake a man can make and that it is for fools. When the couple met the turnip-hoer, Henchard asked about work needed in the village.This is evidence to show, due to the industrial revolution, work in the country was short, and with all these new machines around, many homes were taken down. Although Henchard doesnt approve of all these new ways of life, he eventually will use them showing that he realises people must change. Another theme present is the concept of is fate. If the auctioneer had not got involved and shouted what was up for auction, the sailor may not come bought her, had the furmity lady not had the rum, Henchard would never have got the idea to sell Susan.Hardy changes Henchard from a poor, unknown man to a respected and powerful member to the society. The auction had turned him in to a new man because it forced him to reconsider his life. Hardy uses third person narration for this story. He obviously likes to be the cashier of the story rather than be involved. He encourages readers to carry on reading by only giving us certain information about hes characters for good example he says a young man and woman but he does not give us their names. His language gives a great contribution to the opening of the novel.He uses varied sentences structure to keep the writing interesting. He continues this with a great variety of vocabulary making use of his education. The opening chapters are credibly the most important parts of the story. By the terrible action of the wife sale, Henchard goes on to make himself a better man by vowing never to gather another drink the years he had lived. As he grows older, he has achieved himself a high position in life and his community. Susan did not change she was lull the same person, quiet, faint still she was almost invisible. This makes it her most crucial part to the novel .The time lapse seems interesting, as the setting changes but not the personality of the characters, excluding Henchard. This is where we met Elizabeth-Jane as a young adult but not Henchards daughter but the sailors, Newton. This novel and its opening chapters are a typical Hardy style. From looking about at Chapters 1 and 2, it is clear that this is an unusual way to start a book but yet it is interesting. It encourages you to read on and find out more(prenominal) about the man the woman and the latter they carried with them as they walked into Weydon-Priars.

Agricultural Equipment Business Essay Example for Free

Agricultural Equipment Business EssayAgricultural Equipment Business Manufacturing, export and distribution opportunities in post-harvest equipment beckon entrepreneurs even as other farm products also hold great promise In the last decade, Buhler, a global maker of grain milling, sorting and handling products, has been witnessing a geographical shift in demand for its products. While the US and Europe remained the mainstay for long, it is China and India that atomic number 18 straightaway the demand hubs for its products.The company, which launched its India operations in 1992, has since expanded its facility in India and ramped up the workforce. Another equipment firm, Satake, a Japanese major, has been witnessing similar trend. But the presence of big firms much(prenominal) as Satake and Buhler has not had much effect on local manufacturing. Many small and medium enterprises operate at full capacity across the country. take a leak for instance, S P Khandelwal of S S Mil ling and Engineering. He sells grain cleaning and sorting equipment to flour mills, energy foods producers and snacks companies.He boasts of clients such as Bikanerwala, Priya money and Modi Flour Mill. It is the price factor that helps entrepreneurs such as Khandelwal survive the onslaught of the global majors. Products sold by organized players are expensive while my products are low-cost, he says. Farm equipment companies, both big and small, are fighting tooth and nail to grab the larger share of the lucrative India market, despite the fact that the agriculture vault of heavens share in the GDP has fallen over the years.This notwithstanding, the farm equipment sector, that is a key support for agriculture, has been growing at a brisk ill-treat and is projected to touch $7. 9 billion by 2012, according to The Freedonia Group, a US-based market research firm. pic Growth Drivers A couple of factors are driving the harvest-home of this sector. These are mechanization of agricult ure, increase in contract farming, easy availability of farm loans at low interest rates, and migration of laborers from villages to cities.Mechanization of Indian agricultural has been a major booster. The continuous increase in the consumption of business leader for farm sector and the corresponding reduction in the use of animal and human power is a clear indication that more and more machines are being deployed. A study by KPMG, done for India Brand Equity Foundation (IBEF) throws up some interesting observations. It says the share of animals as the source of power for the agriculture sector declined sharply from 45% in 1971-72 to less than 10% in 2005-06.

Proactive and Reactive Cyber Forensics Investigation Process

proactive and Reactive Cyber Forensics Investigation ProcessPROACTIVE CYBER FORENSIC ANALYSISproactive And antiphonal cyber rhetoricals probe processes A musical arrangementatic Literature Review(SLR)A multi-component framework of cyber forensics probeAbstractdigital Forensics can be defined as the ensemble of methods, tools and techniques used to gather, preserve and analyze digital selective information originating from all type of digital media involved in an incident with the purpose of extracting valid demo for a court of law. In it investigations argon usually performed as a response to a digital crime and, as such, they are termed Reactive Digital Forensic (RDF). This involves identifying, preserving, collecting, analyzing, and generating the final report. Although RDF investigations are effective, they are faced with many challenges, particularly when dealing with anti-forensic incidents, volatile info and event reconstruction. To tackle these challenges, Proactive Digital Forensic (PDF) is required. By being proactive, DF is prepared for incidents. In fact, the PDF investigation has the ability to proactively collect data, preserve it, detect suspicious events, analyze narrate and report an incident as it occurs.Index TermsDigital forensics, Digital Proactive Forensics, Digital oxidizable forensics, Digital device storage, digital crime, Anti forensics, multi component frameworkIntroductionComputer crimes have increased tremendously and their degree of sophistication has also advanced, the unpredictability and dynamicity of the information that flows between devices require some proactive investigation. The reactive investigation is now becoming less practical since the increased sizes of the data that is being investigated and cardinal technology of the devices that change tremendously make the tools made for digital reactive forensics useless In order to investigate anti-forensic attacks and to advertise automation of the live investig ation, a proactive and reactive functional process has been proposed.. The phases of the proposed proactive and reactive digital forensics investigation process have been mapped to existing investigation processes. The proactive component in the proposed process has been compared to the active component in the multi- component framework. All phases in the proactive component of the new process are meant to be automated. To this end, a hypothesis for the proactive digital forensics is necessary to lay down a strong foundation for the implementation of a reliable proactive transcription.I. Anti-ForensicsThe term anti-forensics refers to methods that prevent forensic tools, investigations, and investigators from achieve- ing their goals. Two examples of anti-forensic methods are data overwriting and data hiding. From a digital investigation perspective, anti-forensics can do the followingPrevent indorse collection.Increase the investigation conviction. impart misleading evidence th at can jeopardize the whole investigation.Prevent detection of digital crime.To investigate crimes that rely on anti-forensic methods, more digital forensic investigation techniques and tools need to be developed, tested, and automated. Such techniques and tools are called proactive forensic processes. Proactive forensics has been suggested in. To date, however, the definition and the process of proactive forensics have not been explicated.II. Proactive digital forensicsProactive Digital Forensic Component has the ability to proactively collect data, preserve it, detect suspicious events, gather evidence, carry out the analysis and build a study against any questionable activities. In addition, an automated report is generated for later use in the reactive component. The evidence gathered in this component is the proactive evidence that relates to a specific event or incident as it occurs. As opposed to the reactive component, the collection phase in this component comes before sa ving since no incident has been identified yet. Phases under the proactive component are defined as followsProactive Collection automated live collection of predefined data in the order of volatility and priority, and related to a specific requirement of an organization or incident.Proactive Preservation automated preservation, via hashing, of the evidence and the proactively collected data related to the suspicious event.Proactive Event Detection detection of suspicious event via an intrusion detection body or a crime-prevention alert.Proactive abridgment automated live analysis of the evidence, which might use forensics techniques such as data mining and outlier detection to sup- port and construct the initial hypothesis of the incident. announce automated report generated from the proactive component analysis. This report is also important for the reactive component and can serve as the starting point of the reactive investigation.1III Reactive Digital ForensicsIt the tradition al or post-mortem approach of investigating a digital crime after an incident has occurred. This involves identifying, preserving, collecting, analyzing, and generating the final report. Two types of evidence are gathered under this componentActive Active evidence refers to collecting all live (dynamic) evidence that exists after an incident. An example of such evidence is processes running in memory.Reactive refers to collecting all the static evidence remaining, such as an image of a hard drive.Previous WorkProactive Vs Reactive Forensics Investigation frameworkComplexity of Digital Forensics investigationDigital attacks are so complex that it is hard to investigate them forensically. The elements involved in a digital crime are located in a large multidimensional blank shell and cannot be easily identified. With the increase of storage size and memory sizes, and the use of parallelism, virtualization and cloud, the parameters to take into account during an investigation can ev en become unmanageable.Five fundamental principlesThe five fundamental principles are stated below commandment 1 Consider the entire system. This includes the user space as well as the entire kernel space, file system, network stack, and early(a) related subsystems. regulation 2 Assumptions about expected failures, attacks, and attackers should not control what is logged. Trust no user and trust no policy, as we may not know what we urgency in advance.Principle 3 Consider the effects of events, not just the actions that caused them, and how those effects may be altered by context and environment.Principle 4 Context assists in interpreting and understanding the meaning of an event.Principle 5 Every action and every result must be processed and presented in a way that can be analyzed and understood by a human forensic analyst.These five are for reactive analysis , for proactive there must be some new principles. Soltan Abed Albari proposed the following two Principle 6 Preserve th e entire history of the system.Principle 7 Perform the analysis and report the results in real time.By preserving the entire history of the system, we can go back in time and reconstruct what has happened and come reliably all the necessary questions about an event or incident. The reconstructed timeline is undercoatd on the actual states of the system before and after the event or incident. In addition and due to the large amount of data, events and actions involved, performing a proactive analysis and reporting require real time techniques that use superior computing. The analysis phase should be automated and have the necessary intelligence to investigate the suspicious events in real time and across multiple platforms. work 1 Relation between action ,target events1In addition to the actions and events that the seven principles listed above emphasize, we introduce the notion of targets. A target is any resource or objective lens related to the system under investigation e.g ., a file, memory, register, etc. We will use an element of DF investigation to refer to a target, an action or an event. At a time t and as shown in convention 3.1, the system is in the process of executing an action that reacts to some targets and events, and produces new targets and events or modifies the existing ones.A model for Proactive digital forensicsThe model below has two major partsForward systemFeedback systemForward system is the one upon which investigation is performed. Both systems the forward and the feedback can be modelled as a tuple (T,E,A), where T is a tempered of targets, E is a mark off of events, and A is a set of possible actions each of which is viewed as a transfer function of targets and events. To clarify this, each target f T is associated with a set S(f) representing the possible states in which it can be. The Cartesian product of S(f) for all targets f defines the state space of the systems targets and we denote it by T . We do the same for eve ry event e but we consider S(e) to contain two and only two elements, namely (triggered event) and (not triggered event). The Cartesian product of all the systems events (S(e) for every event e) is denoted by E (status space). An action a is therefore a function from T E to T E, where represents the time dimension. The phylogenesis function is defined from (T E) A to T E by(t,(r,e),a) = a(t,r,e)3.At a time t , an event e is triggered if its status at time t is , and not triggered otherwise. The notation t e will be used to denote that the event e is triggered at time t Figure 2 proactive model1The forward system has three things that are linked. Target, event and actionA. TargetA target is any resource or object related to the system under investigation (e.g., a file, memory, register, etc.. We will use an element of DF investigation to refer to a target, an action or an event. At a time t system is in the process of executing an action that reacts to some targets and events, and produces new targets and events or modifies the existing ones. Therefore to describe the dynamics of the system at a single instant t, one needs to know at least the states of the targets, the events generated and the actions executed at t. For a full description of the dynamics, these elements of investigation need to be specified at every instant of time and the complete analysis of the dynamics of the system requires a large multidimensional space Equations B. Events and ActionsKeeping track of all events and targets is expensive. To reduce them, a few classifications using preorder and equivalence relations. To illustrate the idea behind these classifications, imagine a botnet writing into a file. This event will trigger other events including checking the permission on the file, updating the access time of the file, and writing the data to the actual disk. The idea behind our formalisation is to be able to know which events are important (maximal) and which ones ca n be ignored. The same thing holds for the targets .This will optimize the cost and time .Short conjecture on EventsLet e1 and e2 be two events in E. We defined the relation E on E as followse1 E e2 if and only if ( ) whenever the event e1 happens at a time t, the event e2 must also happen at a time t0 greater than or equal to t. Formally, this can be expressed as e1 E e2 (t t e1 t0 t t0 e2)Subsequent events are those which are less than e .Short theory on targetsLet be the mapping from T to E (Figure 3.10) that associates each target with its change of status event. The mapping and E induces a preorder relation T defined by T1 T T2 (T1) E (T2)Informally, this means that whenever target T1 changes at time t the target T2 must change at t0 t.Short Theory on ActionsThe set of actions A is extended to A using the following operatorsAn associative binary operator called sequential operator and denoted by . Given two actions a1 and a2, the action a1a2 is semantically eq to ca rrying out a1 and then a2 (the two transfer functions are in series). Note that A is a neutral element of A with respect to (i.e., aA = Aa = a for every action a).A commutative binary operator called parallel operator and denoted by . In this case a1a2 is kindred to carrying a1 and a2 simultaneously (the two transfer functions are in parallel). The action A is also a neutral element of A with respect to .A conditional operator defined as follows. Given two conditions ci and ce in C, and an action a, the operator ciace represents the action of iteratively carrying out a only when ci is true and stopping when ce is false. Thatis denoted by a ce. Note that if both are true, then ci a ce is a.Zone Base compartmentalisation of Investigation SpaceTo address the limitation of the classification described previously and address the undesirability issue , classify the event and target state into a set of priority zones. These zones can be represented with different colors green, yellow, a nd red starting from a lower priority to a higher one. When important events/targets with high-priority levels are triggered, a more thorough analysis is expected. Moreover, the zones can be used as a quantifying matrix that provides numbers reecting the certainty level for the position of an incident. In our case, this number is an important piece of information in the final report.The high-priority events can involve one of the following IDS, Antivirus, Firewall off and changing the windows system32 folder. On the other hand, the high-priority targets are the system32 folder, registry, network trac and memory dump.Given that the number of targets and events are large, this classification is not enough, especially during the analysis phase. As such, we need to reduce the forensic space. Similar to the principal component analysis technique 59, we suggest restrict- ing the analysis to important targets and events based on a specific organization policy. This can be seen as projecti ng the full forensic space F onto a sub-space F0 in which the evidence is most probably located.Figure 3 Zone base classification 1ConclusionIn this paper we proposed a new approach to resolve cybercrime using Proactive forensics with focusing on the Investigation space for proactive investigation. This paper reviews literature on Proactive forensic approaches and their processes. It has a method for proactive investigation to be carried out significantly. In order to investigate anti-forensics methods and to promote automation of the live investigation, a proactive functional process has been proposed. The proposed process came as result of SLR of all the processes that exist in literature. The phases of the proposed proactive digital forensics investigation process have been mapped to existing investigation processes.For future work , the investigation space profiling is to be done on events and targets in the space.ReferencesProactive System for Digital Forensic Investigation, So ltan Abed Alharbi, 2014 University of VictoriaMapping Process of Digital Forensic Investigation FrameworkA new approach for resolving cybercrime in network forensics based on generic process model. Mohammad Rasmi1, Aman Jantan2, Hani Al-MimiY. Yorozu, M. Hirano, K. Oka, and Y. Tagawa,A System for the Proactive, Continuous, and Ecient Collection of Digital Forensic EvidenceTowards Proactive Computer-System ForensicsRequirements-Driven Adaptive Digital ForensicsMulti-Perspective Cybercrime Investigation Process ModelingA Forensic Traceability Index in Digital Forensic InvestigationNetwork/Cyber ForensicsSmartphone Forensics A Proactive Investigation intention for Evidence Acquisition

Menopause experiences of women living in karachi pakistan

climacteric experiences of women alimentation in karachi pakistanThis chapter presents the background of the adopt and the center of the study to nursing. The study goal, objectives and the study question are also mentioned in this chapter.Background of the rentWorld wellness Organization (1990) reported that by the class 2030, approximately 1.2 billon women in the world will be at least 50 eld experient. It seems that in future we will have more than women of old age. According to National Centre for Health Statistics (2003) womens emotional state expectancy is now 79.8 years. Womens life expectancy has increased simply their health status and quality of life is in question. To enhance their health status, the National Institute of Health (1991) damped an agenda for womens health look. The root National Institute of Working Conference (1993) recommended for question on climacteric as climacteric has become a dominant issue in the womens health and the quality of life of woman with menopausal symptoms is impact in various ways. In 1999, the National Institute of Health look into agenda included attention to divers(prenominal) race of women. After that, there was a break by dint of in researches on various aspects of climacteric such as staging in menopausal transition, physiology, symptoms of menopause and their relationship. This therefore draws attention to the need to fetch more studies on the menopausal experiences of women living in developing countries, because women spend about(predicate) one-third of their lives in the station menopausal period.Menopause is a physiologic p emit, which takes place universally in all women who reach midlife. According to World Health Organization (1990) It is an important event that occurs within a long process of menopausal limiting, the period immediately prior to menopause (when the endocrinological, biological, and clinical features of approaching menopause commence) and at least the f irst year after the menopause (WHO 1980 10), in which women move from the reproductive to the post reproductive phase of life as a grapheme of the aging process (Kaufert, 1990 Lock, 1986). Menopause refers to the depletion of ovarian function which leads to tab geological period and indicates the end of fertility (Lyons Griffin, 2003). All women in their midlife experience menopause solely are difficult to determine what are their perceptions and experience as it is potpourri womens life in various ways.Womens experience depends upon their socio- heathenish norms and personal knowledge (George, 2002). Kaufert (1996) stated that menopause experience also depends on womens health at menopause that faecal matter be determined by various constituents. These factors include cultural military postures towards health, disease, and medical treatments, their reproductive histories, the environmental conditions under which they were born and lived, their exposure to disease. Accordin g to the bio-cultural perspective, although menopause is defined as a biological event, the experience of this biological event is shaped by physiological and cultural factors (George, 2002).According to Lock (1986) menopause is of biological and socio-cultural signification culture provides the ground where values, mental attitudes, and beliefs about mid-life are transmitted and where the woman attaches compresseding to her experiences. Eastern women consider menopause as a inhering process and enamour this life phase more positively as compared to Western women. According to Hafiz and Eden (2007) the differences in attitude amidst Eastern and Western women can be attributed to more cultural factors than to biological factors. Menopausal women from Asia experience less menopausal symptoms because their social status is raised in older age that the older women in the family are respected as wise matriarchs. They therefore develop positive attitudes toward the incidence of men opause. This is unlike the experience of European and North American women who report more menopausal symptoms and visit health practitioners more frequently. In their experience, the social status of older women in the West declines with age. Therefore, they lose their self-confidence and develop negative attitude.Women living in rural areas have unique needs associated with menopausal experience (Price, 2007 1m, 2008). Geographical and socio- cultural environment is quite antithetic from urban population so they need special attention. Women living in rural areas are often ignored, isolated and have limited health care facilities. Pakistani women lack sense of menopausal symptoms as well as its long term effects and outcomes but visible horizon it as natural and formula process of their life (Malik, 2008 Nusrat, et al, 2008).Although the lit revealed many a nonher(prenominal) key characteristic of menopause experience of women in general, there is limited information about t he menopause experience of women living in Pakistan. In Pakistan few quantitative studies have been conducted on age, pattern, characteristics, attitude and symptoms experience of menopausal women under the umbrella of menopause (Malik, 2005 Nusart et al, 2008 wasti 1992 Qazi, 2006 Yahya Rehman, 2002). These all studies have utilized the survey questionnaire as data collection tool. In my limited search, none study has been conducted yet by using soft approach. Therefore, there is a dire need of qualitative approach to develop in-depth insight of menopause experience of women in Pakistan.Significance of proposed study to NursingLife expectancy of women has increased and it seems that it will continue to train because of the development of modern technology and scientific advancement. Menopause is inevitable for women who live long enough. This study would tack knowledge in previously existed knowledge about the menopause experience of women living in Karachi, Pakistan. This stud y will enable nurses to understand menopausal women in better way and teach them the management of their menopausal symptoms and their effects as well as maintenance of their health status during this phase of life. Nurses would also be able to understand the contributing factors which can exercise their experience. Working in different areas in different status, nurses, health workers, and LHVS nurse practitioner will be able to provide health education match to their socio-cultural context, arrange sessions on sharing the experience and guide them in managing their menopausal symptoms. Nurses who are working in the hospital or opposite health fetch must make them informed of menopausal symptoms of in their middle age so they would be prepare to understand and able to manage their menopause successfully. It would add in previous research on menopausal symptoms experience and can expend the research and may help other in except research if they want to search almost other a spects of menopause in the same context/ area of interest to search.Study PurposeThe study intends to search the menopause experience of women living in Karachi, Pakistan.Study ObjectivesThe study objectives include Firstly, to gain insight about the perceptions of women related to menopause. Secondly, is to find out the impact of menopause on women life. Thirdly, to explore the challenges menopausal women face and finally, to find out the st investgies used to manage the challenges.Study QuestionWhat is the menopause experience of women living in Karachi, Pakistan?CHAPTER TWO literature ReviewMenopause is naturally occurring process which all women throughout the world experience in their midlife. Menopause refers as the depletion of ovarian function which leads to cessation of menstruation and indicates the end of fertility (Lyons Griffin 2003). This section provides an overview of the literature reviewed, relevant to the study and highlights the research carried out on this top ic. The forth overture literature is divided into different sections. First, is the physiology of adult male catamenial cycle and mechanism initiating menopause. Second, is the historical development of research substitute on menopause? Third, are the concepts or thinkings of menopause? Fourth, is the factors affecting and influencing the menopause experience and finally, the comparison of studies undertaken in USA and South Asia.Physiology of Human Menstrual Cycle and Mechanism Initiating MenopauseThere are four (4) events involving in the hypothalamic pituitary-ovarian axis that control the human menstrual cycle First, the secretion of follicle-stimulating hormone (FSH), responsible for the development of ovarian follicles and production of estradiol (Hiller, Reichert Van 1981). Throughout the menstrual cycle, estrogen maintains low gonadotrophin levels via its negative feedback effect on hypothalamic gonadotrophin releasing hormones and consequently lutenizing hormone (LH) and FSH secretion. (Yen,Tsai,Vandenberg Rebar 1972). Second, the FSH-induced increase in ovarian estrogen secretion to trigger an LH surge that is called positive feedback (Young Jaffe, 1976). Third, is the LH surge, a hypothalamic pituitary rejoinder to the estrogen stimulus? This positive feedback response of estrogen on LH secretion has been used as a test of hypothalamic pituitary function (Weiss, Nachtigall Ganguly, 1976). Final event is ovulation and leutinization of the follicles, triggered by LH surge, forming a corpus luteum. This is an ovarian response that issues in progestrone secretion necessary for the establishment of a pregnancy (Vande et al, 1970).The oncoming of human menopause is thought to be caused by ovarian failure and follicles depletion. However, clinical symptoms and some of the recent data on menopausal woman suggest central nervous system involvement. (Weiss et al, 2004). The Study of Womens Health across the Nation (SWAN) was conducted to determi ne if the modification of hypothalamic-pituitary response to estrogen feedback mechanism occur in older reproductive-age women as a mechanism of onset of menopause. Three groups of women were studied who had estrogen increased and on LH surge, estrogen increased without on LH surge and neither estrogen increases on LH surge.Anovulatory cycles with high estrogen were frequent in older reproductive age women and there was an evidence of failure of the estrogen positive feedback on LH secretion to initiate and stimulate ovulation. In anovulatory cycles follicular estrogen levels did not lower LH secretion as it was in younger reproductive age, there was fall estrogen-negative feedback on LH secretion. It was endd that there was hypothalamic-Pituitary insensitivity to estrogen, in aging perimenopausal women.Historical Development of Research Support on MenopauseIn 1993, the first National Institute of working conference recommended for research on menopause and in 1999, NIH research agenda included attention to diverse population of women. Seatle Midlife Womens Health Study was a longitudinal study conducted from 1990 2000 to study the FSH by Menopausal transition stages early, middle and late transition by the use of menstrual cycle calendar. Comparison of reproductive age and peri-menopausal womens cycles. Urinary estron and FSH level by menopausal transition stages late reproductive, early menopause transition and post menopause transition.Study of Womens Health Across the Nation (SWAN) began in September 1994. The aspiration of the study was to describe the chronology, the biological and psycho-social characteristics of menopausal transition and the other purpose was to describe the effects of this transition on health and risk factors for age related chronic conditions. The emphases placed on multiethnic essays and community or population based samples.Swan study included daily hormone study over multiple years and annuals blood draws, interview, clinic al exams and questionnaire. Multiple ethnic groups of women Africans, Chines, Japnese, Hispanis and ovalbumin American were included in this study.The stages of reproductive aging work shop (STRAW) was held in Park city USA in 2001. The purpose of this workshop was to develop the staging system for the menopause transition. The benefits of this system are that the researches and clinician can compare cases and data across studies. Women would understand the timing and duration of the transition. This system has seven stages. tailfinr precede and two follow the final menstrual period. Stages from -5 to -3 encompass the Reproductive Interval stages from -2 to -1 the Menopausal transition and +1 to +2 the post Menopause (Soules et al, 2001). bunt (2005) A conference on management of menopause related symptoms was held by office of medical applications of research in USA to understand the symptoms and their correlation with menopause transition stage. Seatle midlife womens health stu dy on charting the course of the natural transition to menopause for a population based sample of 35 55 years old white, Asian and African, American women ( n=375) in longitudinal study begun in 1990 and followed until 2006. Women provided daily health diary recording for 3 days per month. periodical early am urine sample for endocrine analyses and annual health update symptoms rated from 0 (absent) to 4 (extreme).It was estimated that severity of hot flashes increased after the support menstrual period (FMP).There was an association between hormonal changes during menopause transition and the symptoms experienced by the women such as hot flashes, sleep disturbance, depressed mood, anxiety, fatigue and vaginal dryness. There were some other factors associated with these symptoms severity.As physiology change so there are chances of developing the medical problems. SWAN studies ruled out the other diseases associated with menopause such as cardiovascular disease, osteoporoses. I n the period of late and early menopausal transition there may be the the chances that the lumen sizing of the carotid artery becomes larger (Wikdman et al, 2008).Women experience a high incidence of depressed mood during late menopausal transition (Bromberger, 2007 woods et al, 2008).Concepts or Meanings of MenopauseMenopause is a complex and significant phase of life that affects womens life in different ways globally. It is a life event that leads to physical as well as emotional challenges (George 2002 Lyons Griffen 2003). One can realize its impact on womens life as was identified by McCrea (1983) stated that in niminy-piminy era menopausal women were used to view as aging women, with a decomposing body and an evil mind suffering from foolishness.All women experience menopause between the ages of 48 and 55 years (George, 2001), but it is difficult to determine how it is perceived by women. What does it mean to her? There is a dilemma attached to it whether it is consider as medical problem or as a life transition (James Deborah, 1997 Lyons Griffen, 2003). There are four main meanings or notions about menopause. First, is the biological or biomedical? Second, is the developmental and natural event? Third womens liberationist notion, as natural female process and fourth, post modern which is related to physiological, social and cultural dimensions. (Gosden, 1985).A biologic definition of menopause refers to permanent cessations of menstruation resulting from loss of ovarian follicular activities and indicates the end of fertility. (Gosden1985). The last menstrual flow is the biologic bulls eye that refers to a woman transition from a productive to non productive phase. Symptoms which are experienced by the women such as hot flashes, perspiration, palpitation, vaginal dryness, sleep disturbance, forgetfulness, fuss in concentrating and irritability also describes the menopause. Another aspect of biologic or biomedical view is the disease orientation to menopause which supports the use of hormonal heir therapy (George, 2002). Changes in physiology seem to be experienced as symptoms that may require medical treatment. Until recently menopause has been viewed from a medical perspective (James Deborah, 1997). It seems that physician view menopause as a disease that must be treated.Menopause as a developmental and natural event considers as a part of womens life and taken to be normal. Menopause is often stressful but it doesnt mean that it is a disease. It should be perceived as a part of the normal developmental cycle.Life expectancy of women has increased now which indicates that menopause will now be seen as a normal event not a medical condition but as it is associated with specific health risks (osteoporoses and cardiac diseases) it is likely that physicians will continue to treat it and its symptoms.Menopause as a feminist notion that empha surfaces that it is a natural female process. It can be taken as a change. If a woman understands this period as a change in her life pattern and she would try to adjust and cope with it (Lyons Griffen, 2003).Menopause as post modern notion believes that it is related to physiological, social and cultural dimensions. The meaning of menopause may be positive or negative it depends on the womans culture, the status of the women in the society as well as the physiological change that occurred as a result of menopause. Lyons and Griffen (2003) introduced another meaning and that is confusing and it is between the natural and disease construction. A woman has uncertainty about the menopause and it is the result of lack of knowledge and understanding. If menopause as taken confusing it produces anxiety and uncertainty which further complicate the complexity of menopause.Surgical meaning of menopause refers to the menopause as a result of surgical intervention (oophractomy and or hysterectomy) but the symptoms are same as natural menopause, however, the onset is abrupt and symptoms are more severe as compared to natural menopause moreover, physical and psychological symptoms are due to sudden hormonal change (Park 2005).Menopause may be viewed by women as natural or medical event it may be confusing or challenging. The way it is perceived ultimately affects womans experience. There are many factors which can be attributed in the menopause experienced by the women.Factors Affecting or Influencing Menopause experienceMenopause is a bio-cultural experience therefore bio-cultural factor such as environment, diet, fertility and genetic differences may be involved in the variations of menopausal experience (Beyene, 1986). Furthermore James and Deborah (1997) explained that a womans culture teaches her how she should answer to this event in her life. If a womans role is kidskin bearing by her culture then she perceives her-self unimportant as menopause means the end of her role. George (2002) asseverate that the menopause and how women experience it depe nds on her cultural norms, social influences and personal knowledge about menopause which influence the womans ability to cope with the menopausal period. Elliot, Berman and Kim (2005) added culture is implant in all aspects of ones life and affects ones ideas, beliefs and ultimately affects on the menopause experiences. Ellen (2005) stated that women with infertility problem experiences menopause as normal and natural event after futile struggle for so long to become productive. Infertility was an abnormal event as it interfered with normal phase in life and menopause for them is a normal event that is supposed to happen so they take it positively.It is believed that each woman experiences the menopausal symptoms in a same way however this is not the case. Avis (2002), Flint (1975), and Yahyeh and Rehan (2006) asserted that cultural differences also affect menopausal symptoms experience. The pattern and frequency of menopausal symptoms vary from culture to culture. Avis (2002) cond ucted a large cross sectional study for women aged 40-55 years across racial or ethnic groups of women in the United States for the comparison of menopausal symptoms. Result showed that across all five groups two consistent factors emerged. One was hot flashes and night sweats and the other psychological and psychosomatic symptoms. Caucasian women reported more psychosomatic symptoms African American women reported more vasomotor symptoms. The pattern of finding argues against a universal menopausal symptoms syndrome consisting of vasomotor and psychological symptoms. On the other hand Im, Liu, Dormire, and Chee (2008) identified that white women believe that generational and life path differences are much more important than ethnic differences in menopausal symptoms experience.In a study of Indian women, Flint (1975) found that few women had any problem other than cycle changes. Lock (1986) found that Japanese Women did not have depression and also having low rates in vasomotor s ymptoms as compare to western culture women.In a cross cultural comparison of menopausal symptoms Avis (1993) reported the rate of almost every symptoms were lower in the Japanese than US and Canadian women. Price, Storey, and Lake (2007) identified that living in isolated environment and lack of social support system women experienced more severe menopausal symptoms and experienced the loss of control on physical as well as psychological symptoms.It is conclude that the experience of menopausal symptoms is not same for each and every woman. They are influenced by ones socio-cultural back ground (environment, life style, knowledge, values, beliefs and the meaning of menopause perceived). It also affects the general menopause experience of women. If the meaning of menopause taken negatively, the women will have more intense symptoms and face difficulty in managing herself as well as seek for medical treatment and experience menopause as a threat.Comparison of Researches USA and Sout h Asia.George (2002) conducted a study to explore the experiences of American women from diverse ethnic and socio-cultural environment. He found that the experiences of American women were not like they were all unique in their experiences. Some of them were having high intensity of menopausal symptoms but some did not experience any menopausal symptoms, some of them were confused as they were unaware of what to expect. Some experienced depression but some were feelings of relief from child bearing and monthly periods. Some were looking forward to future. In another online study of white midlife women Im, Liu, Dormire, and Chee (2008) identified that white women believe that generational and life style differences are much more important than ethnic differences in menopausal symptoms experience they are optimistic and try to cope with the symptoms. Women needed assistance with the menopause symptoms and were not satisfied with the guidance of the physicians use humor as coping stra tegy for menopause to increase their inner strength and motivate them to go through the hardship.Price, Storey, and Lake (2007) conducted a study on experiences of women living in a rural area of Canada. Researchers identified that women considered it as a change of life, and showed high concern about their general health and the changes their bodies under going. The women described the need to understand the intensity of menopausal symptoms (physical, psychological and social), including changes to their physical and mental well being. They need to receive authoritative information. Menopause had significant impact on their personal relationships as they were unable to share their experiences with their husbands. Their coping strategies were social support and humor.Elliott, Berman, and Kim (2002) conducted a study on Korean Canadian women on menopause experiences. He found that they view menopause as a natural process and wanted to be fully aware about all aspects of menopause in order to control and cope with this phase of life. They were having difficulties in communication with health care professionals. They were reluctant to share their experiences with their husbands but they expressed the need to share their feelings with someone.Hafiz, Liu and Eden (2007) conducted a study on the experiences of menopause among Indian women. They identified that because of their positive socio-cultural ideas and attitude towards menopause they were not concerned about becoming menopausal and believe that it is a natural event same as birth and death. They experienced more physical and psychological symptoms alternatively than vasomotor (hot flashes and might sweat). He revealed that physical and psychological symptoms were higher in Asian women.Researches in PakistanIn Pakistan few quantitative studies have been conducted on age, pattern, and characteristics, attitude and symptoms experience of menopausal women (Malik, 2005 Nusart et al, 2008 wasti 1992 Qazi, 2006 Yahya Rehman, 2002). No qualitative studies have been conducted on menopause experience yet.Wasti et al (1993) conducted a study on the characteristics of menopause in triad socio-economic urban groups in Karachi. The total samples size was 750 menopausal women. He found one in five women were symptomatic to poorest group but one in two the other groups. He found that fewer women had menopausal symptoms in his study but he admitted or hypothesized that menopausal problem will be most probably increase as life expectancy of women is increasing. He found mean age of natural menopause was 47 years of age.Yahya and Rehan (2002) conducted a study on age pattern and symptom of menopause among rural women of Lahore will sample size of 130 women from 20 villages. He found mean age at menopause was 49 3. 6 years. Moreover the greens symptoms were lethargy 56.4%) forget fullness (57.7%) urinary symptoms (56.2%) agitation (50.8%) depression (38.5%) insomnia (38.5%) ht flushes (36.2%) and dy sparunea (16.9%). He concluded that the mean age of menopause was lower than the reported for Caucasian, but similar to Africa and South America but higher than Iran, Egypt and UAE. The frequency of symptoms was lower than observed among Caucasians, he suggested further studies on local buologies and understanding the socio cultural basis of these differences.Malik (2005) conducted a study on knowledge, attitude towards menopause and Hormonal Replacement Therapy (HRT) among postmenopausal women in Karachi. The sample size was 102 post menopausal women. She found mean age at menopause was 147.43 years. She found most of the respondent had positive attitude towards menopause and consider menopause as natural event lacked sufficient knowledge our menopause and HRT.Qazi (2006) conducted a study on age, pattern, symptoms and associated problems among urban population of Hyderabad. Sample size was 800 menopause women. He found mean age at menopause was 47.16. the marked climacteric sympto ms were low backache headache, tiredness, lump pain, sleep disturbance and might swats were common menopause associated problems include Ischemic Heart Disease, Hypertension, Diabetes mellitus, post menopause that the symptoms and problems were different from other studies reported with in the country and abroad which may revealed socio cultural and dietetical differences.Nusrat et al (2008) conducted a study on knowledge attitude and experience of menopause. The sample size was 863 menopausal women. She concluded that majority women consider menopause as natural event and have positive attitude but majority of the women were unaware of menopausal symptoms and health effects, the bothered by symptom but did not sought for treatment.The age at natural menopause according to Pakistani studies is between 45-51 years mean age is 48 years (Malik, 2008, Qazi, 2006 Yahya Rehan, 2006). Some of the findings were similar in the studies which have been conducted in Pakistan. Pakistani women consider menopause as natural and normal phase of life and aging process. They have positive attitude to words menopause (Malik, 2005 Nusart et al, 2008 Yahya Rehman, 2002). These findings are similar with the findings of studies have been conducted in other Eastern countries women such as India, China, and Korea. The other finding that the Pakistani women are not fully aware of the menopausal symptoms and its health implication or its long term consequences on quality of life (Malik, 2008. Nusrat et al, 2008 Yahya Rehan, 2006). Majority of the women bothered with the menopause symptoms but because of positive attitude, poverty, and due to lack of awareness they do not go for treatment or consultation. Malik, 2008 Nusrat et al, 2008).Qazi (2006) identified many differences in his study especially in the prevalence of symptoms reported with in the country and assumed that these are because of socio-cultural and diet differences. In rural areas of Lahore, Yahyeh and Rehan (2006) fou nd the prevalence of various symptoms comparatively lower than other Caucasian. Researcher suggested the need for studying local biologys and understanding of socio-cultural bases of these differences.Summary of the LiteratureThe literature revealed important information about the physiology as well as the universe process of this phenomenon. The various concepts and meanings perceived by different school of thoughts. The historical development in the research on menopause is also addressed. Factors which are about involved in influencing menopause experience as well studies conducted on this topic are also highlighted. The Eastern women conceptualize menopause as natural process thats why they have positive attitude towards it as compare to Western women. They bothered by menopause symptoms but try to cope with it positively. In Pakistan quantitative studies have been conducted on this topic but this approach did not provide insight in to a womens understanding the need of qualit ative research is required to explore the women experience related to this phenomenon. (George, 2002).CHAPTER THREEStudy Design and MethodologyThis chapter focuses on the approach to conduct this study, the study design and rationale of the design, the study population, study setting as well as sample and sampling. Data making, data management, data analysis, study rigor and the study limitations will also be the part of this chapter.Study DesignThe study design which is selected for this study is qualitative descriptive- exploratory. According to Polit and Beck (2008) qualitative approach involves naturalistic pattern. Naturalistic methods of inquiry deal with the experiences of human complexity by exploring it directly. It emphasizes on understanding the human experience as it is lived. Qualitative study required for in-depth and rich information to understand the phenomenon. Furthermore Holloway and bicycler (2002) concluded that qualitative research is an objective way to gain knowledge about the subjective and holistic nature of human. Burns and Grove (2007) stated that the purpose of exploratory study is to investigate a specific concept about which little is known. It emphasizes on identification of factors related to a phenomenon of interest. As this study aims to explore the menopause experience, which is lived experience and there would not be one reality as each women experience would be different. Therefore a qualitative exploratory descriptive design is best suited to this study.Study PopulationThe study population would be all women who are in their menopausal period, coming to obstetrical and Gynecologists outpatient department of Pakistan Naval Ship hospital, Karachi. The target population will be all the menopausal women who will meet the inclusion criteria, will be coming to Obstetrics and Gynecology OPD.SettingPakistan Naval Ship hospital, Karachi will be selected as data collection site. Obstetric and Gynecologists OPD will be utilized for this purpose. This hospital was established in 1963. It is classified as a class A Pakistan Navys hospital. The total bed stren

Demand for communication in english in vietnam

Demand for communication in english in vietnamIntroduction1. Reasons for the queryThe demand for communication in side of meat has become truly urgent in Vietnam since the governments open door policy in late 1980. More and to a greater extent people, speci eachy subject araing people and students dupe to learn slope to implement it at rick, in their studies or future jobs. In fact, many adult learners of face who start learning English even from grade i call English alike bulls in a China shop. Therefore, the Communicative Approach, utilize congregation pass water activities, has been predominant and widely applied to improve Vietnamese learners communicative skills of English in Vietnam. Using this learning-centered approach in pedagogy is truly a concern for many English teachers in Vietnam in general and especially for the English teachers at the English De subroutinement of my university. concourse mildew has brought designing in discourse much in terms of theory than in terms of Vietnamese teachers real material bodyroom practices. I am twenty deuce socio-economic categorizes old and have been teaching English at my university for two years. I am teaching one section of speaking skill per calendar week in a very diverse kind of students with various levels of speaking proficiency. Many of my students are any(prenominal)times eager to conversation in their classifys age early(a)s conscionable look bored and keep quiet in these crowdings. Moreover, my students sometimes use Vietnamese a lot in their speaking English class and one member of the multitude dominates others. According to Harmer (2007), uncooperative and un propel students present a serious problem and great deal easily disrupt the instructional butt while productive activities involving speaking in groups are much demanding and time consuming. Although cooperative learning was originally get d leted for general education, several researchers have documented its application program to second linguistic communication learning (High, 1993 Holt, 1993 Kessler, 1992 McCafferty, Jacobs DasilvaIddings, 2006). In terms of speaking English, I cherished to investigate the implementation of group activities to meet their dance orchestra up on the English oral fluency of my runner year English major students at a Vietnamese University. I would like to explore how my students speak English with their partners and work out of activities. I would like to attend whether or not interpreting group work activities in different ways of group work develops the offset year English major students oral fluency in my English speaking class. Hopefully, the research findings will be careful for me to give great perceptions and under runs fitting somewhat implementing group work activities to develop English oral fluency with first year English major students at my university. Therefore, the result will be reflected on my decisions about the organization of powerful group work activities in my English speaking classes to develop the quality of teaching.2. Research questions How can group work activities be utilise with first year English major students at a Vietnamese University to develop their English oral fluency? Why do modifying group work activities impact on the English oral fluency of first year English major students at a Vietnamse University? Organization of the researchThe research is split into seven main parts under these headings Introduction, literature brush up, context, methods and methodology, analysis and findings, reflections, and conclusion. Part one, Introduction includes rationale, the research questions and the overview of the research. Part two, Literature review gives and discusses related theoretical setting to the research. Part three, Context describes the context in which the research has taken place. Part cardinal, Methods and methodology includes reasons for the methods chosen, the ethical procedure of my research and the difficulties I faced. Part five, Analysis and findings, tells my invoice of the research. Part six, Reflections, includes strong and weak points of my research and my experience about doing research. Part seven, Conclusion, final examinationly reviews the outcomes and summarizes the whole research foresee and provides implication for further research.Literature review1. Definition of group workJohnson, Johnson and Smith (1991, p 15) defines thatGroup work, in language class, is a co-operative activity, during which students tract aims and responsibilities to complete a task assigned by the teacher in groups or in pairs.It can be verbalize that in group work, all the members have chances for greater independence in qualification their own learning decisions without the teacher controlling any more. They learn to negotiate more equally with their friends and in closely cases they feel free to express themselves and use the language . In group work, the focus is not on accuracy just now on fluency. In speaking class, group work is often conducted in subtle groups and lasts for about ten minutes to a class result depending on specific tasks.The by-line part discusses the pros and cons of using group work activities in language classes.2. Benefits and difficulties of using group work activities in language classMany different kinds of speaking activities such as dialogue, discussion, interview, etc can be performed in groups. In certain types of those activities, group work no doubt offers many advantages. There have been a number of studies propounding the potential benefits of pair and group work activities in language teaching and learning. According to experts in second language acquisition, negotiation of meaning facilitates both learning and acquisition and is defined asThe adjustment and restructuring of interaction that occurs when learners and their interlocutors anticipate, perceive, or experienc e difficulties in massage comprehensibility. (Pica, 1994, p. 494) Following is the summary of the most common benefits of using group work in language class. Group work promotes learners responsibility and autonomy. Group work increases students participation, talking time and oral fluency.According to Harmer (1997), group work provides more opportunities for students initiation, practice in negotiation of meaning, prolonged conversational exchanges, face-to-face give and take and adoption of roles. Vygotsky (1978) likewise believes that learning is not directed one way between teacher and students but in different ways between students and students and between teacher and students. Ur (1996, p232) also shares the same idea In group work, learners perform a learning task done small group interaction. It is a form of learner activation that is of particular value in the practice of oral fluency learners in a class that is divided into five groups get 5 times as many opportunities to talk as in full class organization. Working in groups enables students to enhance better decisions to solve a specific task. Group work promotes individuals motivation.Group work enables students to use the language and also motivates them to be more involved and cut down on the tasks assigned. Richards and Lockhart (1994) believes that through working in groups, students feel relaxed and comfortable to share ideas and play active roles in the learning process without the correcting feedback of teachers. Therefore, they have the benefit of sacramental manduction ideas with other group members, learning from other friends mistakes or success and helping others to learn. Because the comprehension of the subject under discussion is often increased in group work, students certainly became more motivated. According to Doff (1988), working in pairs or in groups encourages students to be more involved and to concentrate on the tasks. In the non-threatening instruction execution en vironment of the collaborative classroom, motivation is often improved as students feel less inhibited and more able to explore possibilities for self expression.The next part will discuss several difficulties which are often believed to affect the successful implementation of the group work activities in language class.Organizational difficultiesAccording to Sheils (1993), in some teaching contexts, the use of group work activities is inappropriate due to the unsuitable physical setting. For instance, my classroom is likewise big with unmovable desks or there are a large number of students in a class. This also leads to another difficulty relating to the class management. I am afraid of organizing group work because of noise and indiscipline which affect other classes. It is hard for me to provide proper management. If I go and pay attention to one group, the rest of class may forget the task and play about. Students will convert into the mother tongue when they are implored t o work in groups or they will use class time to chat with each other or become lazier. As such, their speaking skill cannot be improved and their time is wasted.Learner-related difficultiesThe lack of linguistic association to support to group work is the typical difficulty faced by many students. Speaking is one of the most complex linguistic skills because it involves thinking of what is to be said and responding spontaneously to what has been thought process. In order to be able to do this, patterns, structures, and words must be chosen to fit the correct situation or situation or attitude intended. Byrne (1986) has pointed out that thoughts are controlled to a great extent by verbiage. We can not talk about something if we have no words for it. The inability to verbalize thought or tang may distort ones perceptions of objective reality, increase tendency to overact and hinder the likelihood of well-situated collaboration. Once students do not know enough of the language to express themselves with ease, they often become reluctant to participate in group work.There are also other situations in which the students personality (e.g., shy, passive, reserved, etc) or personality conflict(e.g., incompatible personalities) influence students participation in group work activities. Vygotsky (1986) supposed that relationship of peers has also an influence on interaction in groups. Peers can be proficient learners, learners who are different from teachers (Swain Lapskin, 1998), more or less proficient learners (Ohta, 1995), more or less assured junior students (McDonald, Kidman, Clarke, 1991), and peers as congenital and non-native speakers in the classroom (Barnard, 2002). Sheils (1993) said that though many students are happy to speak in let out or under the teachers guidance when doing some kinds of drill, they are inhibited when being asked to express themselves freely in the presence of the whole class. Furthermore, the fear of being change by revers al in front of the other students may also cause the uneasy collaboration and lead to unproductive groups. In those cases, students may never have been back up sufficiently to have a go without worrying about mistakes or they may be accustomed to the traditional teacher- centered class.Learning demeanor choice certainly affects the students performance in group work. In her study, Nguyen (2004) illustrates the influences of students learning style preference on the students performance in group work activities. She mentions that the learning style preference in Eastern countries like China or Vietnam is greatly influenced by the Confucian culture. The students were often familiar with being transmitted friendship from the teachers or else than from their peers. Therefore, it might be difficult for the teachers to implement group work activities in language classes due to the students negative responses to communicative language teaching and learning.Beside the factors discussed above, there are other situations in which some students, though they do not have problems with the lack of appropriate linguistic competence or personality, have no ideas to contribute or to react to the topic given by the teachers. This may happen when the topic needs too much specialized knowledge to discuss or even when there is nothing raise to set up about it or even when the tasks do not need multiple contributions from all students but can be completed by only one or two individuals.However, there have been a number of researchers who have reported positive effects of group work activities on the development of speaking ability in the language classroom. They are, thus, worth considering putting into the classroom more regularly. Also, more investigations should be conducted to find out the most appropriate techniques or procedures to implement successful group work activities in speaking class, both teachers and students need to play effective roles. The following part discusses the roles the teachers and the students need to perform in order to implement group work successfully.Concerning the allocation of members into groups, Hurd (2000) says there is no one right way to deal students into groups. Rather, there are members of practices teachers can use. He also states that most selection methods fall into four categories. These are random appointment, self-selection, selective appointment, task appointment. 3. Group work and speaking fluencyBrown (2003) raises a question Can we really develop our students fluency? According to him, in teaching fluency, teachers must be automatic to let go of some control in our classroom, let my students have some of the control and let them to do some of the work and set up situations in which fluency can develop, and encourage my students to actually communicate. In fact, I do not need to teach fluency all of the time, but some of the time students need a little guided communication time during which their kn owledge of many aspects of the language can develop into fluency. Brown (2003, p.15) also statesTeachers set up activities and then(prenominal) get out of the way that many students can be talking at the same time However, setting up such activities is exactly what the students need to develop.There is many other research by Ur (1996) and Maurice (1983) noting that the use of group work activities can create many opportunities for students to practice speaking fluency.ContextTwenty four of my first year English major students in my class who took part in my study were from eighteen to twenty- two with four males and twenty female persons. I have taught them spoken English for one term with Communicative Method which does not pay much attention to a obdurate curriculum but focus instead on authentic materials. My students had one speaking lesson every week and each lesson lasts for 90 minutes. Therefore, I had time to understand about their English competence very well along with their characteristics, and backgrounds. Before entering the University, one third of them finished 7 years of English at high school. The rest studied English for 3 years only. When entering the University, they already have some basic knowledge of English grammar, but most of them are still weak at speaking, reading, listening, especially, those who come from rural or remote areas where the conditions of learning English are very poor. About 30 % of the students who lived in areas with good conditions of learning English in secondary schools and high schools are at better level. Nevertheless, in high school, most of them could not use English communicatively, because they had been taught with the Grammar- Translation method with much focus on grammar rules, memorization of vocabulary, translation of texts and doing exercises to enter a university. Another reason was that they had few opportunities to communicate with foreigners or native speakers.I wrote inform consent letters (see appendix 1) and delivered them to all the students of the class to ask them for their permission to participate in my research. I did the research with two female informants. Firstly I chose A because she has studied English for 7 years in the city high school with high level of communicative skills. secondly I chose B because she has studied English for 3 years in a local school with low level of communicative English skills but she is good at writing and reading English. I saw many times A and B went and chatted with each other inside and outside the class and heard other students say that A and B were close friends. Methods and methodologyAt the beginning of my project, I explained my intentions to the students and asked them for their permission to conduct the research. I told two informants that I would record their spoken language as part of my research on how to develop their English oral fluency. Luckily, they agreed because A and B had good attitudes to me, to University, especially to learning English to find good jobs. I also gave each student a consent form letter which might be profitable in setting out clearly for learners what their participation would involve and how the results of the process would be used. The head of my department was aware of how and why I was conducting my research.Learners interviewed their friends and wrote up friends characteristics, attitudes towards group work and useful strategies of speaking English. The results might help them develop motivation in speaking English. After collecting data I gave back my final draft of report to my students to check whether or not my interpretation of what they said corresponded with their own understanding. I formally thanked everyone who had helped me and sent copies of my findings to anyone who has been of substantial help to me.I have ruminational and field note techniques to organize data about behaviors, contexts, group organization and records of interactions between info rmants. Therefore, using notes to collect research data became more effective than other data collection techniques took over. Besides, I used a small hand-held recorder as a time saving option during group work activities and students interviews. This allowed me to note distinguished data while they were still fresh in my mind. I could also talk into the recorder, listen to the recordings again and start thinking. I organized A to interview B in Vietnamese on their feelings and opinions about group work and learning experience during their break time of 20 minutes. I provided a set of preplanned questions (see appendix 7) in no fixed order and asked the group to audio-record their responses. I did this to in order to increase my own and my learners understanding of students feelings about group work. I used semi structured interviews between learner and learner because they ensured greater consistency, reliability and balance in the research relationship. twain students engaged i n their free flowing conversational process in a friendly way to share with each other about their learning experience in speaking English and their perception of group work. I chose this approach to understand deeply about the factors affecting group work to develop English oral fluency.I felt a lack of experience in writing up the final research findings. It worried me whether I was adopting the right approach, and that my data collecting methods became a bit slapdash and less thorough than they should have been. I felt pressured for time during the process and in writing the report because I also taught and did the research at the same time. Chapter five Analysis and FindingsI conducted the research with my students when they had started studying in the second term for two weeks. The first time, I observed speaking in the English class at the first period in the morning. The class had not had any examination of speaking in the second term of the first year. In the first term, A g ot mark 8 and B got 5 for speaking examination. We had two speaking periods in the same day per week. The second time, I observed the speaking fluency of A and B aft(prenominal) one week of the first observation, at the first period in the morning. A sat next to B in the same front table of the classroom.Before conducting the research for a week, I informed them that I would do the research in the class. And I delivered twenty four consent letters to all my students, asked them to tick the box if they agreed to participate, collected all letters after 5 minutes and read at home.During observing, I used highlighter, sticky notes and collected data on set target in the observation sheet. I used themes and codes (see appendix 2) to organize and collect data in field notes when I was observing. I put the recorders in each group of the class. Because desks and chairs were fixed and unmovable I asked my students to work in groups of three with their neighbors at the same desk and imagine a story about the range (see appendix 3) on the blackboard. A and B were in the same group with C who could speak English very well.At first, they were eager to talk in the group because they thought they had many things to speak about and the picture was very evoke. I just sat at my desk with books, looked and made notes in the observation sheets. When I observed I realized that A and Bs oral English fluency was not interfered by with the noise of other groups. I just required my students to create their own stories about the picture in their groups in 15 minutes and present their stories in front of the class. I saw almost all students looked very activated and smiled when I showed the picture and said The most interesting story would get good marks. I fixed the picture on the blackboard and explained about characters in the picture. A and B kept quiet for a while in their group and later A asked B, what is your story? And why will we have to do this task? B was too shy and s aid nothing while A started speaking English. She had a huge amount of ideas about the picture to share with other members while B just listened to A and nodded her head. Often, B said right, ok and looked at me. After speaking English for 3 minutes, A asked B to take note what she had said. Sometimes, A stopped speaking and asked others to express their ideas. B also spoke some gip utterances to support the story. A commented on B and Cs opinions. B almost always agreed with A and she just kept silent and looked very nervous to speak English. A and C dominated B while B had no more chance to practice. For example, B almost always asked questions and read sentences which were written and said very short utterances like you should change this word into that word. Sometimes B suggested new ideas for the story but she was too shy to persuade others to agree therefore B looked unhappy in her group. After they finished the story, A began to chat in Vietnamese with another girl friend at the table fuck about a film on TV that night while B turned around and exchanged her stories with other groups in Vietnamese. B wanted to talk but she had no chances in her group so she found another whom she could speak with. When the time was up, I asked each group to tell their story. When other groups were presenting, A did not pay much attention to that. A asked B to present the story in front of the class when I called them. B was too shy to speak and did not speak fluently and always looked at her note taking paper. C and A said no and they stood up and go along to present their own ideas. B sat down and felt more comfortable when she did not have to speak. The task was finished on time and almost all A and Bs utterances were in English.After the first class of observation, I asked students to be free for 20 minutes in the next period to interview in pairs. I paired A and B and recorded their conversation to understand about their feelings, difficulties and struggles of wo rking in groups. I concluded that B felt intimidated when working with someone of much better ability although the more fluent students sometimes tried to help their partners. Moreover, B could not talk because she made a lot of mistakes and did not know how to say things in English. Although B wanted to talk she thought her friends would laugh at her when she spoke. My lesson was not interesting enough to encourage all students to engage in speaking although the picture was very good. Because I did not give enough requirements and explanation of the task A and B did not understand what they should do in group work. I did not pay much attention to the group organization, task requirement and students understanding.A and B got good marks but they did not like my lesson. A and B did not feel satisfied with the lesson. A said that the lesson was not interesting enough and should be made clear for all students. Nevertheless, B liked to be in groups with A, and other more fluent students because she had chances to learn from them to broaden her knowledge and vocabulary.After the first observation, I changed my mind about my teaching. I though about reasons why my students did not engage in their groups and decided that I should require them to produce a story with five or six simple tense and future tense sentences. And I should deliver this picture for all groups as a handout while the blackboard was used to present students results. I should go around and listen to my students and encourage them to speak English. In the next period, I rearranged the desks of the class in a U shaped arrangement of groups to allow an easy transition to plenary mode. Students grouped by themselves with friends who had the same interesting topics after they were provided some background knowledge of each topic. After collecting information of observing, I compared the results of two sessions to find out differences between A and B in oral English fluency in their groups. I would not give each group the same mark because this was unfair and created competitive groups rather than co-operative groups and only defeats the purpose of grouping at the first time. I wrote the topic favorite places and asked my students for related vocabulary. I made students involved in the task. A and B said aloud their vocabulary about this topic. Lan also mentioned some of her favorite places in Vietnam while Hoa asked me and her friends a lot of clarifying questions like how do we say this word mean in English? or Can you explain again? After that I let my student read one short passage about a famous place in Vietnam (see appendix 4) without name and asked my students to guess. A and B were very eager to talk because they had been this place. Later, I asked them to deal one picture of famous places (see appendix 5) to create a conversation to introduce this place in groups and used as many comparative adjectives as possible. I delivered chosen pictures for each group and said It is no problem if you make errors because you can learn something through getting it wrong. I asked all students to stand up and find other two partners to talk with. A and C decided to choose the same picture to discuss and called another Cs friend. B joined in a group of two other friends who also lived in the rural area and had the same level of speaking English as her. Then they discussed to choosing a favorite place to talk about for 15 minutes. A had a lot of ideas to share with her partners. A talked loudly and continuously then C and his friend took a turn. A and B felt comfortable to talk with peers whom they wanted to talk with. B felt more confident to share ideas with others who had the same ability level. When other friends commented on B opinions she also looked happy and tried her best to negotiate. She listened to others and took notes on their ideas. When B met with difficulties she asked me for help. And I explained and encouraged her work like that is good, say it again, thank you, well done, etc. She encouraged others to talk and commented on their ideas. She said good, not suitable, you just think more about this. She helped others to have chances to talk. When they had time left As group continued to think more about how they might make their stories more interesting. When other groups were presenting, A and B listened carefully to them. A and B were almost eager to present their groups conversation.Based on all the data, I found that students changed their feeling and behavior when they worked with different partners. It meant that group organization played an important role in developing students English oral fluency. A and B spoke more fluently when they were in groups of the same ability level. In the second lesson, a safe environment had been achieved where everybody liked to work with each other. In the mixed group, A almost did nothing while B was reluctant to speak English. In the second session, when they were in groups with the partners on the same level they felt more relaxed to talk. I found that B spoke three times more English when working with students of the same ability than when she had more fluent partners. I concluded that the students were motivated to speak English but perhaps felts intimidated when working with someone of much better ability. While listening to the taped conversation of the second observation I observed that members of Bs group generally took turns to speak, that no individual was dominant, and that they helped each other with vocabulary. The conversations were quite fluent and accurate. B leaned on the table to speak with other partners. It was unavoidable for my students to use Vietnamese but it was not much.However, the taped conversation of the first time indicated that, although A was very cooperative and tried to help her partner, she tended to dominate the conversation and overcorrect her partner without giving B much chance to talk.From interviews, I found that my less able students liked to use English with more fluent partners when they had to be self-reliant, when I was not present, when they were not corrected all the time, and when they were not being tested or monitored.Besides, based on the observation and interviews, it could be concluded that the students English oral fluency was also be influenced by the teachers preparation. In the first lesson, I did not provide enough explanations, knowledge and cost increase to help them understand and engage in speaking English. In the second lesson, my students felt very excited in speaking English when they had enough vocabulary and interest in the task.Reflections During this investigation, I learned a lot about my students attitudes towards and abilities in using English. Gathering information from the students about how they use English was important to me. I discovered a way to deal with a class of mixed abilities and found a way to motivate my less able students. This project confirms my be liefs about the value of using group work and has reduced my anxiety about grouping less able students together. I can create different groups for different activities. Depending on the task, I will want to have students of different skill levels working together or students with the same level working together. For example, a harder task might lead me to mix skill levels, however a task where outcome is not an important goal, the instructions are not difficult, and the process easy to follow, could lead to homogeneous grouping. During doing this research, I ha

Drama - I wanted to present a convincing portrayal of a wealthy, educated :: Drama

Drama - I wanted to present a win over portrayal of a wealthy, educated woman who, faced with a extremely distressing, seemingly insurmountable personal problem, sees what looks like a perfect solution, but which ends up driving her to madness.Why Were the Nazis Able to Attempt the Genocide of the Jewish Peoplein the Years1939 to 1945?====================================================================How Has the Human Rights Position of the Jews Improved Since 1945?==================================================================The power of the Nazi State do it difficult to resist and rebelagainst the Nazis. By 1939 the Nazis had built up an enormous empireand army. The SS were responsible for security of Hitler and leadingNazis. Rudolf Hoess said that, ...the thought of refusing an order further didnt enter ones head, regardless of what kind of order itwas. The SS were completely loyal to Hitler and strictly disciplined.The SS in addition did work such as manning the concentra tion camps. Theconcentration camps were created in 1933 and they were prisons for foeman to the Nazis and people who did not fit in with the Nazis,including the Jews. A special, secret police force was devised in 1936called the Gestapo. They would catch people if they thought they hadsaid anything wrong to the highest degree the Nazis, or they were Jewish. Ordinarypeople were scared of being reported by the SS or Gestapo, so most didnothing to prevent the Holocaust. Many people whitethorn have ignoredAnti-Semitism because, they agreed with the Nazis on other issues,however some people were actively Anti-Semitic themselves. This tellsus that the Nazis had built up a state so powerful and secretive thatit was possible to get away with genocide.The wartime emergency made it possible to keep the extermination ofthe Jews secret, from the majority of the population. A make up of Polandand Germany (Source U) shows that all the extermination camps weresituated in Poland, away from the Ger man population. Therefore, theGermans may not have known, as they would not be able to see thecamps. likewise the SS were forced to keep the genocide a secret, in aspeech by Himmler he said, ...we will never speak about it inpublic. and also he would do it again if it were an order and if itwere necessary. The German people were also subjected to Nazipropaganda and control. They would also be worried about food, waterand being bombed on, as it was wartime. They were probably worriedabout themselves. Also Stephen Lee tells that extermination would bekept secret by terms such as, resettled, evacuated or deported.

Special Needs in the Classroom :: Education Disabilities Essays

Special Needs in the ClassroomVirginia teachers face many challenges when trying to meet the require of special needs students in their attainment classrooms. The most difficult task at hand for Virginia teachers is making sure that all students (general command and special education) canvas the case outlined by the Virginia Standards of Learning. These standards set reasonable targets and expectations for what teachers need to teach and students need to learn (Virginia Standards of Learning, 1995, foreward). These targets and expectations be in the four core subjects, including science, however, no accommodations arrest been made in the SOLs for special needs students. All students, regardless of ability will need to know the same material in order to steer and graduate.One way that Virginia teachers meet the challenging needs of students is through the use of special strategies. Much research has been conducted which supports the use of special strategies to teach science c ontent to students with special needs. Research has shown that some strategies to help special needs students in science are to prioritize materials in order of importance, pre-teach vocabulary that may be difficult for students, paraphrase passages, provide study guides, graphics, and organizers, or provide audio-taped texts (Munk, Bruckert, & Call). Other research suggests that teachers should, employ strategies that emulate the principles of inclusive education (for example, outcome-based education, multiple intelligence theory, constructivist learning, co-op learning, use of technology in the classroom, and peer-mediated instruction). (Norman, Caseau, and Stegfanich, 1998) Gallas (1995) writes that it is important to build on students prior knowledge, so that they can use that knowledge to explore theories and construct other ideas and explanations.Methods of evaluation are also a concern and challenge for educators of special needs students today. Finson & Ormsbee (1998) argu e that, rubrics are effective methods for objectively and individually assessing the achievement of students with learning and behaviour problems in inclusive science classrooms. Rubrics are especially useful because they are written as a specific outline of the skills or knowledge that the students are to master after the lesson and points are awarded in a systematic and objective manner.To further explore the realm of special needs students and their education in science classrooms in Virginia today, we interviewed two educators from Central Virginia. There simply is never enough time in the day to meet the needs of all students. And, when you think rough it, they all have special needs Anne, a fourth grade teacher remarked when asked how she finds time to attend to both her general education students and special education students.