Roller Coaster Physics

Individuals love to go to the amusement parks and try out the rides that are available. The most common and thrilling ride is the roller coaster. An amusement park is not an amusement park if it does not contain a roller coaster. What makes these roller coasters so fun that every amuse parks has one. A lot of people would say it is their extreme high speeds that makes it very exciting. That is a valid answer, but it is the wrong answer. The speed has nothing to do with the excitement. It is more than likely that most people travel faster on their ride along the highway on the way to the amusement park than they would in a roller coaster. Basically the thrill all comes from the acceleration and the feeling of weightlessness that they produce. Roller coasters thrill people because of their ability to accelerate them downward one moment and upwards the next; leftwards one moment and rightwards the next. How does this thrill machine work? There are two ways that this question will be answered. First, through the basic principles and then through a more advanced explanation. Roller coaster rides involve a great deal of physics. The ride often begins with a chain and motor which exerts a force on the train of cars to lift the train to the top of a tall hill. Once the cars are lifted to the top of the hill, gravity takes over and the rest of the ride works on energy transformation. There is no motor or engine that takes a train around the track. The law of physics is basically the engine of the train. At the top of the hill, the cars possess a large amount of potential energy because they are elevated very high above the ground. The potential energy depends on the mass and the height of the object. As the cars are released they lose a lot of their potential energy but they gain kinetic energy because all of the potential energy is transferred into kinetic energy. The kinetic energy depends on the mass of the object and the speed of the object. As the cars lose speed, they also lose kinetic energy, but that does not stop the whole thing, inertia is what keeps the cars moving. While the cars might slow down when they approach a new hill, it is inertia which moves it forward. Once cars go through loops, turns and smaller hills, the only forces that act upon the cars are the force of gravity, the normal force and dissipative forces such as air resistance. The force of gravity is an internal force and any work done by it does not change the total mechanical energy of the train of cars. The normal force of the track pushing up on the cars is an external force and it always times acts perpendicular to the motion of the cars and it is unable of doing any work to the train of cars. Air resistance if a force capable of doing work on the cars and taking away a bit of energy from the total mechanical energy which the cars possess. Due to the complexity of this force and the small role that it plays on the large quantity of energy possessed by the cars, it is often neglected. By neglecting air resistance, it can be said that the total mechanical energy of the train of cars is conserved during the ride. That is to say, the total amount of mechanical energy possessed by the cars is the same throughout the ride. Energy is not gained or lost, only transformed from kinetic energy to potential energy and vice versa. Now that the basics are understood, we can get into more complex things, such as the physics of making a roller coaster amusing. We have said that it is the acceleration that makes it exciting. The most exciting part of a roller coaster is when it approaches the loops, and centripetal acceleration occurs within those loops. The most common loop of a roller coaster ride is the loop that looks like a tear drop, it is not a perfect circle. These loops are called clothoid loops. A clothoid is a section of a spiral in which the radius is constantly changing, unlike a circle where the radius is constant. The radius at the bottom of a clothoid loop is much larger than the radius at the top of the clothoid loop. As a roller coaster rider travels through a clothoid loop, he/she will experiences an acceleration due to both a change in speed and a change in direction. A rightward moving rider gradually becomes an upward moving rider, then a leftward moving rider, then a downward moving rider, before finally becoming a rightward-moving rider once again. There is a continuing change in the direction of the rider as he/she will moves through the clothoid loop. A change in direction is one thing of an accelerating object. The rider also changes speed. As the rider begins to climb upward the loop, he/she begins to slow down. What we talked about suggests that an increase in height results in a decrease in kinetic energy and speed and a decrease in height results in an increase in kinetic energy and speed. So the rider experiences the greatest speeds at the bottom of the loop. The change in speed as the rider moves through the loop is the second part of acceleration which the riders experiences. A rider who moves through a circular loop with a constant speed, the acceleration is centripetal and towards the center of he circle. In this case of a rider moving through a noncircular loop at non-constant speed, the acceleration of the rider has two components. There is a component which is directed towards the center of the circle (ac) and relates itself to the direction change and the other component is directed tangent (at) to the track and relates itself to the car's change in speed. This tangential compo nent would be directed opposite the direction of the car's motion as its speed decreases and in the same direction as the car's motion as its speed. At the very top and the very bottom of the loop, the acceleration is primarily directed towards the center of the circle. At the top, this would be in the downward direction and at the bottom of the loop it would be in the upward direction. Inward acceleration of an object is caused by an inward net force. Circular motion or curved path such as a clothiod requires an inwards component of net force. If all the forces which act upon the object are added together as vectors, then the net force would be directed inwards. Neglecting friction and air resistance, a roller coaster car will experience two forces which I have mentioned earlier. The normal force is always acting in a direction perpendicular to the track and the gravitational force is always acts downwards. We will discuss the relative magnitude and direction of these two forces for the top and the bottom of the loop. At the bottom of the loop, the track pushes upwards upon the car with a normal force. However, at the top of the loop the normal force is directed downwards because the track is above the car, it pushes downwards upon the car. The magnitude of the force of gravity acting upon the passenger (or car) can easily be found using the equation Fgrav = m*g where g = acceleration of gravity (approx. 10 m/s2). The magnitude of the normal force depends on two factors which are the speed of the car, the radius of the loop and the mass of the rider. The normal force is always greater at the bottom of the loop than it is at the top. The normal force must always be of the appropriate size to combine with the force of gravity in a way to make the required inward or centripetal net force. At the bottom of the loop, the force of gravity points outwards away from the center of the loop. The normal force must be sufficiently large to overcome this force of gravity and supply some excess force to result in a net inward force. Basically the force of gravity and the force of normal are playing a tug of war and force of normal must win by an amount equal to the net force. At the top of the loop, both forces are directed inwards. The force of gravity is found in the usual way using the equation Fgrav = m*g. Once more the normal force must provide sufficient force to produce the required inward or centripetal net force.

Of Mice And Men: Symbolism Essay

In the novel, of mice and men, theer was symbolizm throughout the story. In the beginning of the novel the stting was perfect, like â€Å"The Garden of Eden†. LIke in â€Å"The Garden of Eden† there was a snake, and in this novel it slipped across the water sggestin possible evil to come. The rabbits on the other hand symoloized Lenny’s joy and goodness, and formed the bases of his dreams. In the beginning Of Mice and Men, the story began looking like a perfect world. The author describes the setting as a wonderful place where â€Å"willows fresh and green with every spring: .(p.1) the perfect world resembles : The garden of Eden†, how everything was in place and the surroundin was in paradise.† ON the sandy bank under the trees the leaves lie †¦.among them†.(p.1) It was a wonderful place to be, because the setting is peaceful and no evil or wrond doing is happening. The snimals do not live in fear because the setting is perfect and it sounds accomadating to everyone and everything. All thought the setting was perfect in the beginning, there must be evil to come. As the snake was in â€Å"The garden of Eden† as a form of evil, there should be a form of evil to come further in the story. Teh form of evin that appars in the setting is a snake. The snake also appeared in â€Å"The garden of Eden†, and if so tehre must be some sort of evil to come. When the snake slipped across the pool, it examined the scene like a submarine would when hunting down itz prey. The snake must of picked it’s target, like a submarine would. â€Å"a water snake alipped along on the pool, it’s head held up like a little periscope†.(p.7) And that someone that the snake targeted must have been Lenny, because he dies at the end of the story. As the snake slipped across the pool â€Å"the reeds jerked slightly in the current†. (p.7)When the snake moved across the pool and the reeds started to jerk, symbolizing the peaceful world being disrupted by an evil form. Moreover, the snake symbolizes evil and the negative energy in the story, but the dreams of rabbits and the farm, they symbolize good and bring positive energy to the story and Lenny’s mind. Teh rabbits in the story symbolize Lenny’s innocent side. They also are a positive enery in the story. When the setting was described in the  beginning, the rabbit appeared showing that they are a positive energy. â€Å"Rabbits comout of the brush to sit on the sand in the evening†.(p.1)Also the rabbits are a symbol of Lenny’s innocent side, because the rabbits do not mean to harm anyone but only are there to comfort Lenny’s caring side. The rabbits were also in Lenny’s dream of teh farm. All he wanted to do was to tend to the rabbits on the fam. â€Å"And I get to tend the rabbits†.(p.105)The dream of having a farm and rabbits was what drove Lenny in life. And when George would describe the farm again and again Lenny would become happy inside, and would picture the farm in his head. Nevertheless, Lenny’s dreams did not come true/was he dead at the end, of the story. In conclusion, symbolism is used throughout the whole story, And â€Å"The garden of Eden† was a perfect world and so was the setting until the snake appeared. The snake was a form of evil and he disrpted the setting with his presence. The dream of the farm and tending to the rabbits was a wonderful dream, where Lenny’s imagination would go to when George told him of the farm.

My role model Essay Example | Topics and Well Written Essays - 750 words

My role model - Essay Example And this lady, born as Agnes Gonxha Bojaxhiu with ethnicity of Albania left her nation, kin and known environment and initiated her mission in India and served the poor, sick, orphans across the globe for more than forty five years. Thesis Statement This essay intends to examine and explore the way by which my life was motivated by the great works of the great lady called Mother Teresa. My Role Model Since my childhood only life of Mother inspired me to a great extent. She had that desperation, courage and strength to stand beside the poor and needy. Her life inspired me and captivated my spirit totally and very soon, I inculcated to stand by the side of the people who are really in need and distress. Once my locality was hit by a storm and after the calamity was over, by instinct, I felt to stand by the people who were the victims of the catastrophic calamity. While working for the people in distress, I recalled Mother again and again and it provided me immense mental and physical s trength to work like monster along with the disaster management cell of my area. We all are privileged with the love and care of our parents. We are blessed with a family that stays by our side through our thick and thin. But Mother took the pain to metamorphose herself into a universal Mother. She had love for all the children of the world. She loved us, like the son of God loved the mankind. This profound love for the children who are angles of heaven as Mother has seen them helped her to establish homes for the destitute. I was moved by the hardships and struggle Mother Teresa had to undergo to establish her homes in the city of Kolkata of India. I still do not have that much courage to stand beside the orphans in a way Mother stood and dedicated her life towards them. But the clarion call from inside helped me to sponsor a child for her education in one such homes. Whenever I meet her and spend some time with the child, I feel so blessed and happy from inside. This feeling canno t be made parallel with any other material pursuit in the world. Mother had immense potential. She worked for the sick across the globe. Not only she went for relief at the outbreak of any epidemic but laid the foundation and homes for the people who are suffering from acute congenital disease like tuberculosis and leprosy. She had immense network that launched awareness for HIV Aids, Tuberculosis and Leprosy. Her Leprosy mission is outstanding and she worked and contributed a lot to eradicate and aware people against HIV and Leprosy in the south-east Asia in particular. Her mission for the eradication of these diseases had spread across the globe very fast as well. While in my high school days when a community programme was launched for spreading the awareness against the HIV positive infection, I took active part in it. Under that programme, I got the opportunity to spread the awareness into the red light area of the city and meet the people, especially the women and children of t hose areas who live in darkness and get lost in that dark abbey of life easily. Along with awareness, these people need the light of education and care, love and empathy. The course of my life changed to a great extent after visiting this section of the society and in future I look forward to work for these underprivileged at a greater scale and on a more serious note. Conclusion Blessed Teresa of Kolkata is an entity which

Causes of building collapes Term Paper Example | Topics and Well Written Essays - 250 words - 1

Causes of building collapes - Term Paper Example Three of the main causes of buildings’ collapse are; faulty design of structures by incompetent engineers, overloading of structures, and natural disasters. Considering faulty design as a cause for building collapse, the most common areas of defects include architectural design defects, civil design defects, construction-drawing defects, defects caused by consultant firm consultants as well as staff, and defects resulting from construction materials among others (Assaf et al., 1996). Among the main causes of defects, design defect is the second most severe from failure to select the most appropriate materials implying that design is at the top of the reasons behind building collapses. The defects that may result due to civil design may be caused by factors that include failure to provide adequate structure movement provision and ignoring other critical considerations that incorporate effects resulting from environmental aggression, weather situations, biological effects, soil condition variations, effects of the wind on structure, and load impact on the structure. Architectural defects that may be blamed for leading to building collapse s include failure to relate exterior materials with anticipated climatic conditions, narrow stairs, and failure to consider the local climate when designing the exterior shape. Maintenance practicality as well as adequacy may result in design defects through failure to consider exit equipment for the maintenance workers, deciding to design permanent fixtures instead of having removable ones, which are convenient when maintaining, and failure to consider maintenance in its entirety (Assaf et al., 1996). Construction drawing may lead to the development of dangerous faults due to lack of details, the existence of conflicting details, and lack of references that are critical in determining the success of the anticipated construction design. Considering the consultant firm administration, the main faults that may

COMMUNITY PROJECT ABOUT HIV Essay Example | Topics and Well Written Essays - 2500 words

COMMUNITY PROJECT ABOUT HIV - Essay Example However, scientists are working extra hard to find a cure. The enormity of the effects of HIV/AIDS attests to the fact that it continues to be a huge global health and social problem. According to the UNAIDS’s World AIDS Day Report of 2011, about 34 million people had HIV, indicating a growth of up to 17 percent since 2001. In 2010 alone, the UNAIDS reported that new infections stood at 2.7 million people. Besides being a health issue, HIV/AIDS is a huge social, cultural and development problem, which is spreading rather fast among women, young people and working-age adults. Thus, HIV/AIDS negatively impinges on the economy, society, family and schooling in a country hence, weakening the entire world. Whenever a portion of the population contracts HIV/AIDS, the economical growth and status of the world is negatively affected. The scourge thus reduces the labour force while demands on already overwhelmed governments and economic and health care systems increase (Gardner et al., 2013). The other reasons HIV/AIDS is particularly a big problem in poor and vulnerable countries and communities are lack of resources to treat and help HIV/AIDS patients, overburdened health care systems, expensive and inaccessible HIV/AIDS medication, and cost of HIV/AID treatment compares unfavorably with the GDP of most poor countries (Gardner et al., 2013). Resources for campaigning and educating the public on HIV/AIDS and on risky behaviors are also scarce. Finally, many people and societies are quite reluctant to discuss risky behaviors and HIV/AIDS, which are considered taboos in certain communities. Citizens, corporate organizations, local and state governments, NGOs, and the international community should thus combine effort to thwart the scourge. Through this project, stakeholders will create HIV/AIDS treatment and response health policies, expand care and treatment, improve teacher training, AIDS education, and social programs, protect children, and do further research on HIV/AIDS an its effects (Gardner et al., 2013). HIV/AIDS Statistics for Miami-Dade County Miami-Dade County, also referred to as the  Greater Miami is situated in the southeastern portions of  Florida. Dade is the most populous county in Florida with the population standing at 2,496,435 as of the 2010 census. In fact, it is the seventh most populous county in the U.S. With a land area of 1,946 square miles (5,040  km2), Dade has the third largest land area in Florida and has an estimated half of the  Miami metropolitan area's population and several of Florida’s largest cities. With 35 incorporated cities and many unincorporated areas, many parts of the northern, central and eastern regions of the county are heavily  urbanized.  Agricultural land constitutes nearly a third of Miami-Dade County's inhabited land area. Unlike the densely populated urban areas in the county’s northern sections, the agricultural areas are sparsely populated. According to the U .S. Census Bureau’s 2012 Ethnic/Race Demographics, White Americans constitute about  77.6% out of whom16.3% are Non-Hispanic Whites. On the other hand, African Americans constitute 19.2%, Asian: 1.7%,1.2%, American Indian and Alaska Native: 0.3%, Hispanics or Latinos  of any race: 64.3%, and Native Hawaiian and Other Pacific Islander:  0.0%. A county-by-county analysis of the FloridaCharts.com reveals that Broward,

IMPACT OF VIDEO GAMES ON STUDENT GPA and STUDY HABITS Research Paper

IMPACT OF VIDEO GAMES ON STUDENT GPA and STUDY HABITS - Research Paper Example According to Diamong and Sauer (2014) video games have no effect on GPAs. Specifically Math and Reading performance remain unaffected among adolescents. On their part, Mifsud, Vella and Camilleri (2013) cited mixed outcomes on learner literacy. Blumberg et al (2013) noted the lack of findings on the effects of violent video games on GPA prevents an informed position on the issue. In light of these balanced findings, common thing is that proper instruction could control any negative impacts of video games on GPA. Blumberg, F.C., Altschuler, E.A., Almonte, D.E., & Mileaf, M.I., (2013). The Impact of Recreational Video Game Play on Childrens and Adolescents Cognition. New Directions for Child & Adolescent Development, 2013(139), 41-50. Mifsud, C.L., Vella, R., & Camilleri, L., (2013). Attitudes towards and effects of the use of video games in classroom learning with specific reference to literacy attainment. Research in Education, 90,

Food Safety Essay Example | Topics and Well Written Essays - 2250 words

Food Safety - Essay Example Interestingly, it has been proved that lysozyme action against thermophilic bacterial strains (all tabulated strains are noticeably thermophilic and inclusive) is available within a range of C (Hughey and Johnson, 1987). This is especially true for thermophilic spore-formers and it is reported that the enzyme can be used post-thermal sterilisation to enhance shelf longevity (Hughey and Johnson, 1987). It has also been proved that pathogenic bacteria can be inhibited in food by a combination of hydrostatic pressure and heat at lower temperatures than heat alone (Alpas, H., et al, 1999;). It is noted here that many foodborne pathogenic bacteria that are both gram-negative and positive have an enzyme DegP protease (C Hal, J., et al, 2001) that ensures their thermal stability. Targeting this enzyme or the gene that initiates it by either thermal or any other process would much increase death rates in these bacteria easily. It is also necessary to effectively assess the time required to i nitiate or complete phases other than the death phase to do this (McMeekin, T.A., et al, 1997). It is also noted at first that some of the literature is dated but care has been taken to incorporate only information that is still germane and effective today. In this some original research papers that are still quoted today as legitimate sources have been utilised. The paper finds, primarily, that foods that cannot be heated should be stored at such low temperatures that both psychrophilic and thermophilic bacteria cannot regenerate. Foods that can be heated should be heated to such a temperature that at least all possible vegetative cells of possible pathogenic bacteria be killed and should either be eaten immediately or stored at cold temperatures such that spores, if present, cannot regenerate upon longer periods of storage.Introduction A U.S. Department of Agriculture report - the Agricultural Economic Report No. 741, 1996 - reported that microbial pathogens in food cause 6.5-33 million cases of human illnesses and 9,000 deaths in America. The report, though slightly backdated, is utilised here because it is one of a kind and one as comprehensive as it is not available for more recent times. It estimates that over 40 such foodbourne microbial agents - viruses, bacteria, fungi and parasites - are responsible for these illnesses. The medical and productivity costs of both acute short-term and chronic long-term illness conditions are considerable. For just six bacterial pathogens, the costs are $9.3-$12.9 billion annually of which $2.9-$6.7 billion annually is attributed to foodbourne bacteria (Report No. 741, 1996). Though the figures are of 1996 recent literature on the subject concede that the problem remains extensive enough and provides impetus to the purpose of this paper. Nature of Bacteria To better understand how bacterial growth is influenced by the combination of temperature and food composition it is somewhat

Social and Behavioural Sciences for Nursing Essay

Social and Behavioural Sciences for Nursing - Essay Example Various appropriate secondary sources will be used to interpret these experiences from social and behavioural science point of view. At age 18, John had been admitted into a psychiatric hospital thrice. Initially, he experienced lack of sleep and was confused holding paranoid beliefs and some grandiose. He saw familiar faces in the faces of strangers causing espionage traits. This made John believe that he was in danger of losing his free and spontaneous thinking ability. According to the mother, John exhibited poor concentration but was high in tension, fear and vigilance which Mueser and Jeste (2008), just as his psychiatrist, attribute to psychosomatic chest pains. Because of the history of psychosis in the family, the psychiatrist easily diagnosed schizophrenia in John. John’s mother recalled how the news was broken to them with the indication that their son would be under medication for the rest of his life traumatising them. These were John’s unique symptoms of a psychological disorder as each patient experiences unique symptoms and as such have unique ways of coping with the same (ed. Steel 2013). In the UK, Weinberger and Harrison (eds. 2011) document between 0.2% and 1% of people experiencing similar problems associated with schizophrenia at any particular time. These people occupy 8% of the hospital beds in Canada. The US has an even higher prevalence of the disorder standing at 1.2% of the total population, with the global data being even higher. Interestingly, one out of a hundred persons would be diagnosed with schizophrenia in their lifetime with diagnosis common in early adulthood at ages 18 to 25 for males and 25 to 30 and again at about 40 for females. The significance of prevalence of this disorder points out at the importance of understanding the perspective of the patient so as to be able to give a more client focussed approach in delivering health care to the community. In this case, John’s life journey informs an appro priate narrative to understand his illness from psychological, sociological and cultural perspectives. Social Perspective John was born into a poor family living in the inner city with the mother having four children each with different unknown fathers. This economic consideration provides a relationship between poverty and schizophrenia because ideally, schizophrenia, just as many other mental illnesses, affects people from poor backgrounds more than those from the more affluent areas. Clinard and Meier (2008) use the isolation theory to explain this phenomenon noting that poverty combined with social isolation would likely trigger psychosis among vulnerable individuals. Supporting this theory is Aneshensel and Phelan (eds. 2006) who postulate that social processes and arrangements form the basis of understanding the causes and consequences of mental illness. In fact, the tag of being mentally ill qualifies as a social transformation in itself. John being a child from a poor family thus explains his condition; an economic condition which was worsened by the expenses that arose from the care that John needed. After spending considerable time in the psychiatric hospital, John was integrated back to the society so as to assist him lead a normal life. This community care policy has benefitted John a great deal as it helped him appreciate himself as any other human. Even so, the community could not really embrace John back normally. Their perspective of the

Greenhouse Business Challenge and Carbon Footprint in Australia Assignment

Greenhouse Business Challenge and Carbon Footprint in Australia - Assignment Example The processes, policies, and procedures to be taken up by companies in regards to carbon footprint operations would be based on standards and incentives. In the first case, standards need to be fixed by companies to measure and thereby manage the level of emissions and thereby to take resort to other non-conventional energy sources like wind and solar energy. Secondly, the focus to reduce the carbon emissions can be linked to financial incentives where it helps in reduction of operational cost (Bannon, DeBell and Krosnick, 2007, p.2). Coca-Cola since 2004 is observed to expend around $40 million in regards to the placement of sustainable refrigerators in its different stores. The refrigerators would work on alternatives for hydro-fluoro-carbons (Cogan, Good, Kantor and McAteer, 2008, p.39). The Best Practices involved in regards to management of Carbon Footprint by organizations are as follows. Firstly the management body of the concern needs to select a particular year calendar or financial in regards to gaining considerable data. Secondly, the management focuses to reduce the level of emissions from direct and indirect operations. Thirdly the management is to decide on the level of control based on direct ownership or through stakeholder approach to reducing the level of greenhouse gases (New Zealand Government, 2008). Wal-Mart focuses on designing a prototype of a store that would help in reducing emission levels of greenhouse gases by around 30 percent. It also targets in reducing emission level in the international stores by around 20 percent to the close of 2012 and in doubling the efficiency level of transportation by 2015 (Walmart, 2010). Tesco is closely working with its supply chain systems to help reduce the level of carbon emissions through a reduction in the number of transportation vehicles and also using bio-energy Tesco also rightly labels the carbon footprint in the different products (FBP 1094, p.3-7)

Immune System Essay Example | Topics and Well Written Essays - 250 words

Immune System - Essay Example For instance, a problem in the spleen may lead to the destruction of white blood cells and platelets within a human body beyond the required level, thereby causing weakness and leading towards a weak immune system. The proper functioning of an immune system is highly critical to other systems found within a human body, such as the immune system, nervous system, and circulatory system. To explain things more clearly, let’s take the example of the circulatory system. The function of a circulatory system is to enable proper blood flow within the human body and its interaction with the immune system enables the transference of white blood cells along the circulatory system. If the immune system fails to function properly, by, for instance, producing less or more blood cells than may be required, then its circulation along the blood vessels can be very dangerous for a healthy human body (Parham, 2005). There are many instances when things can go wrong with an immune system and caus e it to work improperly. We all know of allergies. What most of us don’t know is allergies develop as a result of our immune system’s incapability to the handling of alien substances such as pollen grains, dust, or even pet hair for that matter which a human body may come across. These problems definitely interfere with human lives as, for instance when people are allergic, they often can’t concentrate or do their work properly as they are often found sneezing, vomiting, having red eyes, itchy palms etc.

Simultaneous interpreting Essay Example for Free

Simultaneous interpreting Essay These first two instances of overlap happen quickly and without need for Ð ° resolution. Then, Ð ° third instance of overlapping talk begins, all three are talking, and to intervene. The Student offers back-channel responses, the Interpreter begins translating and then the Professor begins to speak. Suddenly there are three speakers. For Ð ° moment, all three are talking. And, at this point, the Interpreter says wait-Ð °-minute to the Student. The Student immediately shifts his gaze from the Professor to the Interpreter. As he sees the gesture, the Students hands go down to his lap, Ð ° turn-ending signal in ASL (Baker 1977), and he makes no further attempt to speak. When the Student stops, the Interpreter begins interpreting for the Professor, and she goes on talking At first glance, it might seem that the Interpreter stopped the Professor merely because she is the teacher and therefore more powerful while the Student is Ð ° student and thus powerless. But as Tannen (1987) argues, the notion of power is metaphoric when applied to interaction and discourse: І suggest that there are many different kinds’ of power and influence that are interrelated and have varied manifestations. When people are taking different roles, it may not be the case that one has power and one doesnt, but that they have different kinds of power, and they are exercising it in different ways. While the Interpreter may have made his decision based on greater authority or status of the Professor, upon closer inspection, Ð ° number of factors may have contributed to the Interpreters decision to stop the Student. First, the topic was initiated by the Professor, and it is clear that she is not finished talking about it, given her persistence in raising it and her elaboration of it. Second, when the Professor begins to talk about chunking, she says this word the same way both times. There is stress on the first syllable, as well as Ð ° rising and then falling tone. When said as CHUNKing, in English, the tone carries an additional message of heres what І want to talk about next. This is an example of how contextualization cues work ( Gumperz 1982). Third, in playback interviews, the Professor and the Student explain their perspectives on the overlapping talk and the Interpreters choice. The Student began explaining when he saw himself sign SAME. The Student: І said SAME because І wanted to talk about the same thing! Chunking and І was glad she brought it up. І didnt really understand it and hadnt remembered to asked her about it. І wanted her to talk about it. At some level the Interpreter knew that the Student needed to know what the Professor thought; it is what all students come to professors to hear. Although, by virtue of the situation, the Professor has Ð ° more powerful status, the Students own words make it clear that he would prefer to be stopped, so that he can fulfill his expectation of receiving advice and information. It is for this information that he came to her office. The Professor explains her perspective: When І am talking about chunking І think І clearly feel that what І have to say takes priority. And І want to get it out. [The Interpreter] starts talking but І dont want to hear it. І think І am not sure whether [the Student] was trying to take Ð ° turn or give Ð ° back channel but І am going to treat it like Ð ° back channel because І want to keep talking. І wasnt ready to yield the floor. Thus, the Professor was unwilling to give up her turn and perhaps would have insisted that she be allowed to go on speaking. The accumulating dataher persistence on the topic, her contextualization cues, and her status-become Ð ° cumulative force that must have had some impact on the Interpreters decision. Thus, in some ways, the Interpreters decision was not only Ð ° judicious one to make; it was, perhaps, the only one the Interpreter could have made as part of this triad. Overlapping talk and the decision to stop Ð ° speaker come about for complex social reasons within specific contexts and interpreters act instinctively on this knowledge. Ignoring Ð ° Turn Next, І move to examples of overlapping talk where the Interpreter makes Ð ° decision either to momentarily ignore one speakers overlapping talk and interpret it later or to ignore the talk altogether. Momentarily ignoring Ð ° turn forces the Interpreter to hold Ð ° span of speech in memory (if able) until an opportunity presents itself to interpret what was said. Holding Ð ° span of speech and recalling it later happens for several reasons: (1) an interpreter perceives that the talk is not critical at the moment; (2) the overlapping talk is short, simple, and easy to remember; or (3) an interpreter can predict that one speaker is either finishing or will finish soon. When interpreters ignore Ð ° speakers input, they generally do so because they decide that the talk is unimportant at this moment, that it may be contributed again, or that they simply cannot process that piece of language while they are interpreting. In this segment, at the third line, the same occurrence that made the Interpreter stop Ð ° speaker previously now has Ð ° different outcome: the z Professor speaks, the Student speaks, and the Interpreter is interpreting; all three are speaking. This time the Interpreter does not render an interpretation of the Professors talk. Interpreters sometimes have to ignore one of the overlapping utterances. There are two kind’s of talks that they can ignore and not affect the outcome too drastically. one kind of talk is back-channel responses, brief spurts of talk that indicate that listeners are paying attention, or agreeing, or providing other non-content responses, such as, mm-hmm, sure, or OH-І-SEE (ASL). The other kind is also brief but contains more message content. For instance, yes, І can do it and no, І doubt it are brief, yet they include agreement, disagreement, or Ð ° proposition. Interpreters can, or have to, ignore these two kinds of talk for two basic reasons. First, it is not physically possible to hear or see two speakers and be talking yourself, all at the same time. The complexity of the talk that is being interpreted demands an interpreters full attention. Second, inserting overlapping talk could surprise the speaker who is already talking and that speaker will stop because the stream of thought is interrupted. The next segment demonstrates more of the unique possibilities of interpreted events. The Student responds to something the Professor has said, and his response is not interpreted. The Professor sees the Student make Ð ° gesture that gives agrees with her message, and it seems to communicate directly with her. Finally, interpreters sometimes make decisions to ignore overlapping talk momentarily, and when they are ready to interpret, they no longer remember it. When this happens, interpreters have an option to offer Ð ° turn to the speaker whose talk was ignored. Interpreters can say something like, Do you want to say something? or they can take Ð ° turn to say that the other speaker tried to say something. For example, an interpreter might say Excuse me, theres Ð ° question In this meeting, the Interpreter does not ignore overlapping talk momentarily and offer Ð ° turn to one of the speakers However, the Interpreter does offer turns at talk for reasons other than overlapping talk.

Kwalitatief beschrijvend onderzoek

Kwalitatief beschrijvend onderzoek Soort onderzoek Er is gekozen voor een kwalitatief beschrijvend onderzoek. Er wordt een antwoord gezocht op de vraag wat de gevolgen zijn van een loyaliteitsconflict bij jongeren met een licht verstandelijke beperking. Binnen dit onderzoek zijn er interviews gehouden met zes jongeren in de leeftijd van 7 t/m 16 jaar. Binnen de interviews is er gebruik gemaakt van een genogram. Als achtergrondinformatie is er gebruik gemaakt van de literatuur. Onderzoeksontwerp Om het onderzoek te kunnen uitvoeren is er een plan van aanpak opgesteld volgends de stappen van Baarda (2005). Er is een topiclijst opgesteld aan de hand van de attenderende begrippen uit de gebruikte literatuur. Een topiclijst is een lijst met daarop onderwerpen die aanbod komen bij de interviews. Uit de verschillende bestaande interviews is er voor dit onderzoek gekozen voor een gedeeltelijk gestructureerd interview. Dit houdt in dat de topiclijst dient voor de onderwerpen die besproken worden en deze lijst geeft de voorkeur aan van de volgorde van de vragen. Een gedeelte van de vragen staan dus vast aan de hand van de topiclijst. De onderzoeker heeft deze keuze gemaakt om een rode draad te hebben tijdens het interview en omdat de jongeren een licht verstandelijke beperking hebben en snel afgeleid zijn. De interviews zijn afgenomen bij zes respondenten van de naschoolse dagbehandeling uit Terneuzen. Er is voor gekozen om de jongeren op hun eigen behandelgroep te ondervragen omdat de behandeling in hun dagelijkse routine zit en omdat dit een vertrouwde omgeving is. Onderzoekseenheden/respondenten SOORTSTEEKPROEF!! De onderzoekseenheden zijn alle zes verbonden aan oftewel de naschoolse dagbehandeling 12 tot 16 jaar of de naschoolse dagbehandeling 6 tot 12 jaar, beiden gevestigd in Terneuzen. Er is gekozen voor een beredenerende selecte steekproef bij het onderzoek. De kinderen/jongeren zijn zorgvuldig gekozen, hierbij is gekeken naar de aard van het loyaliteitsconflict, de leeftijd en naar de bijkomende individuele problematiek. De jongeren zullen bevraagd worden hun eigen behandelgroep. Hiervoor is gekozen omdat het voor de jongeren/kinderen een veilige vertrouwde plek is waar ze zich op hun gemak voelen. Tevens zal er tijdens het interview een genogram gemaakt worden met de respondenten. Op deze manier wordt inzichtelijk gemaakt hoe het kind het systeem ziet. Ook wordt er tijdens het interview gebruik gemaakt van de familierelatietest. Door het gebruik van zowel de genogram als de familierelatie test geven de jongeren/kinderen op een speelse manier antwoord op de vragen en is het interview afwisselend. Voor jongeren met een lichtverstandelijke beperking is het moeilijk om geconcentreerd te zijn en te blijven. De onderzoeker hoopt dat, door de afwisseling binnen het interview, de concentratie te kunnen behouden, Dataverzameling en verwerking Om binnen dit onderzoek gegevens te verzamelen is er gekozen voor het afnemen van interviews. De keuze om interviews af te nemen is gevallen omdat, het afnemen van interviews, beschreven staat als een ultieme methode voor het achterhalen van attitude, kennis, gevoelens en meningen (Baarda,2005). Binnen dit onderzoek is het van belang om de mening, attitude en gevoelens van de respondenten te achterhalen. De interviews waren gedeeltelijk gestructureerd, dit houdt in dat er van te voren per onderwerp een hoofdvraag vast stond. De interviews werden gehouden aan de hand van de op voorhand gestelde topiclijst. (ZIE ) Per topic stond er 1 hoofdvraag vast, de resterende vragen zijn ontstaan tijdens het interview. De topiclijst is opgesteld aan de hand van de gebruikte literatuur. De interviews hebben maximaal 45 minuten geduurd. Er is er voor deze tijd gekozen omdat de respondenten een licht verstandelijke beperking hebben en zij maximaal 45 minuten hun concentratie bij dit onderwerp konden houden. Het eerste interview was een proefinterview, dit om na te gaan wat de duur van het interview zou zijn en of de interviewvragen voldoende waren om tot resultaten te leiden. Alle interviews zijn opgenomen, de respondenten zijn hiervan op de hoogte gesteld bij aanvang van het interview. De opgenomen interviews zijn op een later tijdstip uitgeschreven. Dit om de dataverwerking zo efficià «nt mogelijk te laten verlopen. En de validiteit te vergroten. Aan de interviews hebben zes respondenten meegewerkt in de leeftijd van 7 t/m 16 jaar. De interviews waren 1-1 en werden gehouden op het kantoor in de groep. Hiervoor is gekozen omdat dit een rustige en vertrouwde plek is van de jongeren. Tijdens het interview zijn er, naast de vaste vraag per topic, voornamelijk open vragen gesteld. Aan de hand van de topiclijst werden er voornamelijk open vragen gesteld daarnaast was het belangrijk voor de interviewer om door te vragen en samen te vatten, dit om duidelijk te krijgen of de interviewer de informatie van de respondent goed begreep en om de aandacht van de respondenten bij het gesprek te houden. Tevens is er tijdens het interview geobserveerd, hierbij werd voornamelijk gelet op de houding en de non verbale communicatie van de respondenten. Ook is er gebruik gemaakt van een genogram. Door het maken van een genogram wordt inzichtelijk hoe de respondent zijn gezinssysteem plaatst. Tevens zal dit middel dienen om over dit onderwerp in gesprek te komen. Een voorbeeld van een gebruikt genogram is te zien in bijlage op bladzijde. Dataregistratie Voor dit onderzoek is er voor gekozen om bandopnames te maken van de afgenomen interviews. Op deze manier wordt er direct geregistreerd, dit verhoogt de validiteit van het onderzoek. Alle respondenten zijn op voorhand op de hoogte gesteld van de bandopnames en hebben hier allemaal toestemming voor gegeven. Een interview is te vinden in bijlage op bladzijde Verder zijn er tijdens de interviews aantekeningen gemaakt van opvallendheden, denk hierbij aan non verbale communicatie. Data analyse De gegevens uit de interviews zijn volgens de stappen van Baarda (2005) uitgewerkt. Vervolgens zijn de gegevens geanalyseerd volgens de analysestappen van Baarda (2005). De interviews worden letterlijk uitgeschreven. DATA ANALYSE BESPREKING VALIDITEIT EN BETROUWBAARHEID Validiteit en betrouwbaarheid Het is van belang dat het duidelijk is waar de onderzoeksresultaten op gebaseerd zijn, het is de bedoeling dat ze controleerbaar en inzichtelijk zijn. Het is voor de onderzoeker van belang dar er rekening gehouden wordt met het hebben van de eigen mening en deze niet mee te laten tellen bij het interview. Voor een kwalitatief onderzoek is het van belang dat duidelijk wordt waar de onderzoeksconclusies op gebaseerd zijn, ze moeten controleerbaar en inzichtelijk zijn. Betrouwbaarheid en validiteit In dit verslag heeft de onderzoeker duidelijk beschreven over welke onderzoekssituatie, populatie en methode van onderzoek het gaat en dat hierover uitspraken gedaan zijn. Voor het kwalitatief onderzoek geldt namelijk dat het duidelijk moet zijn waar de onderzoeksconclusies op gebaseerd zijn, ze moeten controleerbaar en inzichtelijk zijn. Als onderzoeker is het belangrijk om bewust te zijn van de eigen mening, dat deze geen invloed gaat uitoefenen tijdens het interview. Er bestaat namelijk de mogelijkheid dat er zaken over het hoofd gezien worden waardoor zaken niet of minder opvallen door de onderzoeker. Hierdoor is het van belang dat de onderzoeker een duidelijke mening heeft en deze kan beschrijven om misverstanden te voorkomen. Om de validiteit van het onderzoek te vergroten is er bij dit onderzoek gekeken naar de interne, externe- en dataverzamelings-geldigheid. Om de interne geldigheid van dit onderzoek te verhogen is er tijdens de keuze voor het onderzoeksontwerp kritisch gekeken naar welk ontwerp het meest geschikt was om antwoord te krijgen op de hoofdvraag van het onderzoek. Om de externe geldigheid van het onderzoek te vergroten is er tijdens het interviewen zoveel mogelijk geprobeerd om de gegevensverzameling in de originele situatie uit te voeren. Dit werd gedaan door de interviews op de slaapkamer van de respondent zelf te laten plaatsvinden. Door de kritische beschrijving van de onderzoekssituatie en populatie is eveneens de geldigheid vergroot, aangezien het op deze manier mogelijk werd om conclusies uit dit onderzoek te projecteren op vergelijkbare situaties, generaliseren. Kortom de onderzoekssituatie werd beschreven en geà ¯nterpreteerd vanuit het gezichtpunt van de clià «nt. De eerder genoemde datatriangulatie (verschillende dataverzameling technieken) van het onderzoek verhoogt de dataverzamelingsgeldigheid. De andere maatregelen die getroffen zijn door de onderzoeker om de betrouwbaarheid te vergroten is het onderzoeksgebied en de topiclijst af te bakenen hierdoor is de interne validiteit gewaarborgd. De onderzoeker had ook naar de populatie frequentie gekeken, doordat er acht clià «nten naar deze woonvorm waren verhuist, (wat een kleine hoeveelheid is voor een kwalitatief onderzoek) werd er afgesproken dat er minimaal vijf clià «nten aan dit onderzoek moesten deelnemen. Hierdoor kon de onderzoeker de validiteit beter waarborgen. Mochten er geen vijf clià «nten deelnemen aan het onderzoek, dan zou het onderzoek niet uitgevoerd worden doordat het dan niet betrouwbaar was. Hier heeft de onderzoeker goed over na gedacht, waardoor deze zo zorgvuldig en zo duidelijk mogelijk informatie verstrekt heeft aan de clià «nten met betrekking tot het onderzoek. De interviews zijn alleen door de onderzoek afgenomen, en de vragen zijn zoveel mogelijk eenduidig en in dezelfde stijl gesteld. Tevens is er van te voren een topiclijst opgesteld zodat alle clià «nten dezelfde onderwerpen krijgen, het geeft richting aan de gesprekken. Het interview is opgenomen op een cassetterecorder zodat er geen aantekeningen gemaakt werden zodat het gesprek efficià «nt kon verlopen, daarnaast ontstond er zo min mogelijk vertekening van de resultaten. Voor het gebruik van deze apparatuur werd vooraf toestemming gevraagd aan de respondenten. Om sociale wenselijkheid toch zo veel mogelijk te voorkomen, werd door de onderzoeker een duidelijk kader aangegeven waarin het gesprek plaats vond. In dit inleidend gedeelte werd door de onderzoeker uitgelegd waar het interview voor diende en hoe de gegevens gebruikt werden. Er werd duidelijk aangegeven dat de resultaten geheel anoniem verwerkt werden. De vragenlijst, de validiteit hiervan werd getoetst door het kenniscentrum. Het kwalitatieve gedeelte (interview) Volgens de stappen van Baarda (2005) moesten de gegevens vanuit het interview verwerkt worden. Daarna werden de gegevens geanalyseerd aan de hand van de analysestappen volgens Baarda. Bij kwalitatief onderzoek bestaan de gegevens niet uit cijfermateriaal maar vooral uit interviewgegevens. De gegevens werden letterlijk uitgeschreven als tekst (transcriptie). Hierbij zat ook een omschrijving van de respondent, de interviewsituatie, het tijdstip van andere relevante informatie, zoals opvallend non-verbaal gedrag. Het gaat daarna om de analyse van deze teksten. In deze analyse worden de volgende stappen onderscheiden: Selectie van de tekst op relevantie en het schrappen van niet relevante informatie. De probleemstelling vormt hierbij het uitgangspunt. Opdeling van relevante tekst in fragmenten en wel zo dat elk fragment informatie geeft over slechts een onderwerp. Codering van tekstfragmenten. Elk tekstfragment wordt voorzien van een of meer labels (code) waarmee de inhoud van het fragment zo goed mogelijk wordt weergegeven. Ordening en reductie van labels. De verschillende labels die aan de tekstfragmenten gegeven zijn lopen veelal uiteen. Ze zijn van een verschillend abstractieniveau en soms wordt voor het zelfde thema meerdere labels gehanteerd. De labels worden hier geclusterd rond een bepaald thema en daarna wordt er een ordening aangebracht, zoals in tijd. Controle van de labels. Is het label systeem volledig? Is nieuwe informatie zonder problemen onder te brengen in de verzamelde labels? Is er sprake van verzadiging? Definià «ring van de labels: Wanneer de kernlabels zijn benoemd, moet er voor iedereen uit de definitie duidelijk zijn wat er onder verstaan wordt. Controle van de betrouwbaarheid. Zou een andere onderzoeker tot dezelfde labeling komen en worden tekstfragmenten onder dezelfde labels ingedeeld? Door een ander de tekstfragmenten opnieuw te laten labelen en in te de delen kan dit beoordeeld worden. Beantwoording van de probleemstelling. Voor de uiteindelijke analyse moet weer teruggegaan worden naar de probleemstelling van het onderzoek. De onderzoeker is na gegaan of de kernlabels alle even belangrijk waren in het kader van de probleemstelling of dat er nog een zekere hià «rarchie moet worden aangebracht. Resultaten en analyse van het onderzoek (8 tot 10 paginas) Inleiding In hoofdstuk vijf is een uitgeschreven interview terug te vinden in bijlage ., dit interview is uitgeschreven volgens de stappen van Baarda. Binnen dit onderzoek zijn de volgende kernlabels op de voorgrond gekomen; Sekse, nationaliteit, gebeurtenissen verwerken, gevoelens, Afweermechanismen, gezinssysteem, zondebokmechanisme,loyaliteit, schuldgevoel, balans, destructief recht, tegenstrijdige eisen van ouders. Sommige citaten van de geà ¯nterviewden staan vermeld onder de bovengenoemde kernlabels. Verder is er in dit hoofdstuk te lezen hoe het onderzoek gegaan is in de praktijk. Onderzoek het veldwerk in de praktijk Het onderzoek heeft plaatsgevonden op twee groepen van de naschoolse dagbehandeling in Terneuzen van Stichting AZZ. De reden hiervan is omdat de onderzoeker werkzaam is op een van de groepen en regelmatig met jongeren te maken heeft met jongen van gescheiden ouders. De respondenten van het onderzoek zijn allemaal in behandeling op de naschoolse dagbehandeling en zijn zorgvuldig geselecteerd. De jongeren zijn kinderen van gescheiden ouders, en lijken een loyaliteitsconflict te ervaren. De onderzoeker kent drie van de respondenten van de groep waarop ze werkzaam is. De andere drie respondenten zijn van de naschoolse dagbehandeling 12-, en waren onbekend voor de onderzoeker. Met de respondenten van de 12- groep heeft de onderzoeker eerst kennis gemaakt door een aantal keer op de groep te komen en met ze te kletsen over de dagelijkse dingen. Op deze manier was de onderzoeker niet meer vreemd voor de respondenten en verliep het interviews makkelijker. De interviews zijn afgenomen onder de behandeltijd omdat de jongeren dan op de groep zijn en hier niet speciaal voor terug hoefden te komen. De interviews zijn afgenomen op het kantoor in de groep. De interviews zijn allemaal opgenomen op een bandrecorder en verwerkt en geanalyseerd zoals staat beschreven in hoofdstuk vier. Interviewverwerking Het uitwerken van de interviews is gebeurt naar aanleiding van het stappenplan voor een kwalitatief onderzoek, volgends Baarda (2005). De interviews zijn letterlijk uitgeschreven en de opvallendheden zijn tijdens de interviews genoteerd en later in de interviews verwerkt. De genogram en de familierelatietest zijn hulpmiddelen om tot antwoorden te komen tijdens de interviews. En om de concentratie van de respondenten erbij te houden. De topiclijst is gebruikt als uitgangspunt voor de kernlabels. Door de tekst in te delen met bijbehorende fragmenten, zijn er labels ontstaan die weer een onderdeel van de kernlabel zijn. De labels die uit de interviews naar voren kwamen zijn bij elkaar gezet en daar is dan het kernlabel uitgekomen, dus de topic en daar zijn de citaten van de geà ¯nterviewden geplaatst. Op deze manier wordt er een overzichtelijk beeld gecreà «erd over de mening van de respondenten over het betreffende onderwerpen. Op de volgende bladzijden staan de kernlabels nader toegelicht. Sekse, nationaliteit, gebeurtenissen verwerken, gevoelens, Afweermechanismen, gezinssysteem, zondebokmechanisme,loyaliteit, schuldgevoel, balans, destructief recht, tegenstrijdige eisen van ouders Kernlabel: Feiten Kernlabel: Gebeurtenissen verwerken De respondenten geven aan dat ze allemaal moeite hadden met de echtscheiding van hun ouders. Aangegeven wordt dat de ouders veel ruzie maakte en dat ze wel blij zijn dat dat over is. De respondenten geven aan dat ze van mening zijn dat het belangrijk is dat het uitgelegd wordt aan de kinderen waarom de ouders uit elkaar gaan. Niet bij elke respondent is dat gebeurt. Aan sommige geà ¯nterviewden is niet uitgelegd waarom de ouders uit elkaar gingen. Ze geven aan dat ze dit vervelend vonden omdat ze ook wel wisten wat er aan de hand was. Sommige jongeren zeggen er met een aantal familieleden over te hebben kunnen praten , andere zeggen het er niet over gehad te hebben. Een respondent verteld over zijn manier van de gebeurtenis verwerken: Ma vertelde (maakt haakjesgebaar met zijn handen) het want we reden wat rond in Hulst en we reden een straat in en daar stond een bordje verkocht op, en toen zei ma dat we hier gingen wonen, dat ma weg ging van mijn pa. Ik wist wel dat ze ruzie hadden maar ik wist niet dat ze uit elkaar gingen. Ik wilde liever bij mijn pa wonen maar ik was nog klein hà ¨?, dus ik had niks te zeggen Een andere respondent zegt: Toen ik hoorde dat mijn ouders uit elkaar gingen kon ik er niet met mijn moeder over praten, want zij was vet verdrietig dus hield ik alles maar voor me en deed ik gewoon alles wat ik altijd al deed. Gewoon school, en niet zeiken. Het was erger voor mijn moeder niet voor mij, dat zei mijn oma ook. Kernlabel: Gevoelens en schuldgevoel Verdriet wordt het meeste genoemd bij het bespreken van de gevoelens van de geà ¯nterviewde. Ze vertellen verdrietig geweest te zijn omdat er veel spanningen waren tussen de ouders en ze zagen dat de ouders hier ook verdriet om hadden. De geà ¯nterviewde voelde zich machteloos omdat ze niks konden doen. Ook de gevoelens boos en bang worden genoemd. De geà ¯nterviewden zijn vooral bang omdat er iets ging veranderen en ze niet wisten hoe het dan zou zijn, en bang om een ouder kwijt te raken.

Social Networking Websites Usage Towards Academic Performance Education Essay

Social Networking Websites Usage Towards Academic Performance Education Essay This chapter covers about the literature review on the Social Networking Sites (SNS) usage towards academic performance. The resources used in this chapter such as books and articles are from e-book available in the Internet and Perpustakaan Tun Abdul Razak (PTAR) collections. The collections used are primary and secondary sources which were obtained from the interviews, printed and online version of books and articles. The articles used are available in PTAR library databases such as Science Direct, Emerald Management Extra, H.W. Wilson, ProQuest and others. The journal titles that were referred to are Computers in Human Behavior, Computers Education, Computers and Composition and many more. The keywords used during the searching process such as Social Networking Sites (SNS), Facebook, Computer and Internet use, SNS and student performance. This chapter will cover five sections which are computer and Internet use, social networking use, SNS and academic performance, factors of usin g SNS and also usefulness of SNS towards student performance. 2.1 Academic performance In educational institutions, students usually being analyses and evaluate based on their performance in their academic. It refers to how students deal with their studies and how they cope with or accomplish different tasks given to them by their teachers. Besides that, academic performance also can be analysed in term of the ability of the students to study and remember facts and the ability to communicate their knowledge verbally or in written form. Azizi Hj. Yahaya (2004) stated that there are four factors that influence students academic performance which are roles of teachers or schools, peers, parents and the students themselves. He stated that the roles of students covered the aspects of the nature of the learning process, the goals of the learning process, construction of knowledge, strategic thinking and finally on thinking about thinking. He then explained that the successful student should be an active, goal-directed, self-regulating, and assume personal responsibility for contributing to their own learning. It can be concluded that the academic performance was reflects by the factors that influence the outcomes of successful students during their learning process. However, the students themselves should determine their goals and lead their selves so that they can achieve successful results in their academic performance. Kirschner and Karpinski (2010) revealed that it is difficult to measure the academic performance especially in term of defining the academic performance itself. There are many ways to measure the academic performance either using the GPA or the grade such as A, B, C, D, and F). Other than that, the researcher should relate the academic performance with the amount of time spent studying such as daily, weekly or monthly. Based on Karpinski (2009), academic performance is conceptualized differently between schools, states and countries. Therefore, he stated that there is no accurate definition on the way to measure academic performance. 2.2 Computer and Internet use In the Information Age, Information Technology (IT) and Internet skills are becoming increasingly important, and those without these skills are at a disadvantage economically and educationally. Schumacher and Morahan-Martin (2001) in their research found that the students had more exposure to computers than to the Internet. The study found that males were more experienced and reported higher skill levels with the Internet than females, with the exception of e-mail. The students used email in order to have efficiently exchange digital information with classmates. Almost one third of the first-grade students do not have their own e-mail address at home yet. The research also identified that more than half of the first-grade students report that they use their computers at least once a week to look for information on the Internet while one third of them used e-mail or chat from home almost every day. The findings also shows that a quarter of the students used the computer for this purpo se every week and more than half use the computer every day for games or music. A research done by Tsai and Tsai (2010) found that there is no significant gender difference in students total Internet Self-Efficacy Scale (ISES) scores. However, a significant difference was found in the communicative Internet Self-Efficacy (ISE) scores between genders while further subscale. The female students had significantly higher scores than did the male students in the communication subscale. It can be concluded that the girls held significantly more confidence than the boys regarding Internet communication. The study also shows that Internet use experience both genders had a medium level of Internet using experience in average. Therefore, there is no significant gender difference found in students Internet using experience. However, a significant gender difference was found in students weekly time spent where it identified that boys spent significant more time on using the Internet than did the girls every week. The study also found that there was a different purpose of using Internet among the genders where most of the girls used the Internet for searching, mailing, music listening, homework and talking while the boys mostly accessed the Internet for game playing, searching and music listening. This result suggested that boys and girls might have different interests or motivations in utilizing the Internet. McCarthy (2000) stated in his article that in the early 2000s, schools at all levels in many countries began to prepare all students for Internet literacy and to promote Internet-based learning for life-long learning. The result from Tsai and Lins (2004) research done in Taiwan showed that the girls had significantly higher Internet self-efficacy than the boys while high school male students still had better Internet attitudes in some aspects. According to Hille (2009), the article mentioned that adolescent students may immersed in online gaming, chatting or other online entertainment, and even become addicted if there is no effective management and supervision from their parents and teachers. The students may also expose to pornographic and violent contents flooding the Internet. Wainer et al. (2008) found that from seven social economic classes, it shows that there is a decrease in test performance among the younger and the poorer students and their computer use is higher than other. Other than that, it also identified that there is a significant decrease in the grades of those who use computers more frequently when compared with those who never use computers for assignments. While the poorest socioeconomic class shows that there is a 15% reduction in test scores. The research done by Yang and Tung (2008) showed that 236 subjects from a total of 1708 were identified as addicts using the eight-item Internet addiction using Internet addiction Diagnostic Questionnaire (DQ) developed by Young (1996b) to distinguish addicts from non-addicts . The findings showed that there are significant different levels of influence of the Internet between the Internet addicts and non-addicts in five aspects of life other than peer relations. The Internet addicts believed that the Internet negatively influenced their school learning, daily routines, health, and parental relations as well as teacher relations while the Internet positively influenced all six aspects of the lives of non-addicts. In previous studies, high school students displayed problematic consequences of Internet dependence, for instance, skipping meals, losing sleep and study time, increasing financial costs for on-line activity, and rearranging daily routines or even neglecting studies to spend more time online (Brenner, 1996; Egger Rauterberg, 1996; Young, 1996b) as cited in Yang and Tung (2008). Based on Youngs study (1998) cited in Yang and Tung (2008), it was found that Internet dependents gradually reduced the time spent with family and friends while increasing time in front of their computers. This phenomenon may apply for some Taiwanese Internet users, but the data in this study demonstrated a negative influence on parents but no disruption of peer relationships for either addicts or non-addict. The findings of this study confirmed those of Kandell (1998), Lin and Tsai (2002) and Chou and Hsiao (2000) as quoted in Yang and Tung (2008), that both the addict and non-addict groups saw the Internet as positively influencing their relationships with friends and schoolmates. Statistical results pointed that Internet addicts spent approximately 21.2 hours per week on the Internet, while non-addicts spent around 12.1 hours per week. This study assumes that most college students, living away from parental monitoring and with fewer classes than high school students, have extensive freedom to explore risky activities that might lead to Internet addiction. This study finds a level of reported Internet usage among high school Internet addicts that is comparable to that for addicted college students. UÃ §aks (2007) study revealed that most of the students of the Department of Information Management in Hacettepe University, Ankara uses the Internet every day. Based on the results, the majority access the Internet from their departments computers followed by accessing from their home. However, the rate of access from Internet cafes and the library is low. The results show that a vast purposes of using the Internet such as for their courses, homework assignments followed by using the Internet for personal interest and for e-mails. Some of them used the Internet to listen for music, games, and entertainment option while chat comes in the last place. SNS The experiences and opinions of the social network influence contraceptive decisions in this population of young, minority women. The social network, including friends, family members, and media sources, is a key source of contraceptive information for many women. Comprehensive contraception counseling should explore the experiences and opinions of the patients social network to the extent possible. Lynn Yee, M.D., M.P.H.a, and Melissa Simon, M.D., M.P.H(2009) Results indicated that students use Facebook approximately 30 min throughout the day as part of their daily routine. Students communicated on Facebook using a one-to-many style, in which they were the creators disseminating content to their friends. Even so, they spent more time observing content on Facebook than actually posting content. Facebook was used most often for social interaction, primarily with friends with whom the students had a pre-established relationship offline. In addition to classic identity markers of emerging adulthood, such as religion, political ideology, and work, young adults also used media preferences to express their identity. Implications of social networking site use for the development of identity and peer relationships are discussed.Tiffany A. Pempek, Yevdokiya A. Yermolayeva, Sandra L. Calvert(2008) An individuals success in society depends on the shape and size of his/her social network and ability to network and form connections with other social groups. Organisations which can harness this innate human ability to manage knowledge will be able to lower transactions costs and become more profitable. Anria Sophia van Zyl (2008) Regression analyses conducted on results from a survey of undergraduate students (N = 286) suggest a strong association between use of Facebook and the three types of social capital, with the strongest relationship being to bridging social capital. In addition, Facebook usage was found to interact with measures of psychological well-being, suggesting that it might provide greater benefits for users experiencing low self-esteem and low life satisfaction. Nicole B. Ellison Charles Steinfield Cliff Lampe(2007) 2.3 SNS use and academic performance According to Boyd Ellison (2008), Social-networking sites (hereafter SNS) are the latest online communication tool that allows users to create a public or private profile to interact with people in their networks. They then defined SNS as web-based services that allow individuals to construct a public or semi-public profile within a bounded system, articulate a list of other users with whom they share a connection and view and traverse their list of connections and those made by others within the system There are few studies that had been done in findings the significant of SNS with academic performance. Kirschner and Karpinski (2010) had conducted a research on the Facebook (FB) and academic performance. FB is a part of the examples of SNS that was recently being used by many people including the students. Barratt, Hendrickson, Stephens and Torres (2005) stated that the increased of FBs popularity has raises questions about its impact on college student life. The FB was firstly introduced by Mark Zuckerberg in 2005 to help residential college and university students identify students in other residence halls. The usage of FB than has been expanded to individuals outside the college and university system. It has been identified that the usage of FB covers all group of age with mostly the age between 25 to 34 year-olds (Lipsman, 2007). However, even though there was an increase growth in older age groups, FB remains primarily a college- age and emerging adult phenomenon. From the statistics collected by the FB administrative that showed in the website, http://www.facebook.com/press/info.php?statistics, it recorded that there are 500 million of active users registered and half of them log in any given day while 55 million updates post each day with more than 8 billion minutes spent on the website worldwide each. The statistic also identified that more than 2.5 billion photos uploaded each month, more than 14 million videos uploaded each month, more than 30 billion pieces of content, for instance web links, news stories, blog posts, notes, photos shared each week, more than 3.5 million events created each month, and more than 45 million active user groups existing. It can be concluded that Facebook is a popular time-consuming activity that undoubtedly has some impact on college student life. Based on study done by Espinosa, Laffey, Whittaker, and Sheng (2006), they investigated the role of technology in early childhood development using data from the Early Childhood Longitudinal Study. From the findings, it indicated that access contributed to the learning potential of the students, but the researchers concerned that parents should encourage the educational use of technology to improve academic achievement. Apart from that, according to Lei and Zhao (2005), it was explored that the specifics of access, acknowledging that quantity is not as important as quality when it comes to technology use and student achievement. Specifically, when the quality of technology use is not closely monitored or ensured, computer use may do more harm than good to student achievement in school. Hunley et al. (2005) identified that there is no relationship found between time spent on the computer at home and GPA in a sample of adolescents. Technology was found to have a positive impact on academic achievement, or technology with educational value. However, Kubey, Lavin and Barrows (2001), mentioned that other researchers have found that recreational Internet use is strongly correlated with impaired academic performance. The results showed that approximately 10-15% of study participants reported feeling not being in complete control of their Internet use, and that it has hurt their schoolwork. Furthermore, they also identified that students who reported Internet caused schoolwork problems were found to have spent five times more hours online than those who did not, and they were also significantly more likely to report that their Internet use caused them to stay up late, get less sleep, and miss classes. The researchers conclude that it is not so much the Internet that causes these problems as the new social opportunities of the Internet. Students who reported academic problems were more likely to use the Internet for real-time social activities such as IM and chat rooms which lead to them to sleep late at night. Karpinski and Duberstein (2009) on their exploratory survey study identified that there is a negative relationship between FB use and academic achievement as measured by self-reported GPA and hours spent studying per week. Hargittai (2009) stated that there is no evidence found to prove the relationship of Facebook usage with low academic performance. Banquil et al. (2009) in their research found that social networking sites do not indicate negative effects on a students performance in school. 2.4 Factors of using the social networking sites among the students Yang and Tung (2008) stated the Internet addicts usually used the websites and SNS because of lower self-esteem than non-addicts. They are more confident to communicate or socialize through the Internet rather than face to face with people. Yap (2008) identified that, the main factor of using the SNS is because the users need not pay any fees due to the free membership. Furthermore, it is easy to use the SNS whereby the users only need to sign up by filling the form and active the link sent via their email. The students and users also can post advertisements there in order to other members of an event that they are hosting. It is also an opportunity for them to make new friends, use them every day to chat, play games and connect with friends, family and strangers. 2.5 Usefulness of the social networking sites towards student performance The SNS function as a communication tools using the technology connection between people from different locations, for instance the existing of Facebook is to help residential college and university students identify students in other residence halls which also function as an online directory that connects people through social networks at colleges and universities before it is largely used worldwide. According to Pineda (2010), the students and SNS users used it to keep in touch by maintaining a profile on these sites, their loved ones, friends and distant relatives which they do not have to call the users every time just to stay in touch with one another. Besides that, the students can take advantage to post their resume and credentials to the companies that advertise vacancy in the SNS. Dalsgaard (n.d.) discussed how the social networking may be utilized within university education by students sharing information and resources that are originally developed for themselves but made available to others such as using bookmarks, references, links, and notes. He stated that social networking sites are not the new Learning Management Systems. He mentioned that the SNs can be used as a discussion forums and other tools for direct communication and collaboration focus on direct sharing, social networking can support students indirect sharing of resources, thoughts, ideas, productions, writings, notes and others. It will provide the students with an increased consciousness and awareness of the activities of other students. Brady, Holcomb and Smith (2010) identified that education-based SNSs can be used most effectively in distance education courses as a technological tool to improve online communications among students in higher distance education courses. According to Barab and Duffy (2000) and DeSchryver, Mishra, Koehler and Francis (2009), they found that distance education courses are often more successful when they develop communities of practice while Anderson (2005) later added that it is also encourage high levels of online social presence among students. Brady, Holcomb and Smith (2010) stated that since the SNS facilitate the sharing of information, the technologies used in SNSs aid discussion and create intimacy among online students, as they have their ability to connect and build community in a socially and educationally constructed network. Besides, the article also stated that SNS created specifically for an educational audience provides a unique opportunity for educators to facilitate a strong sense of community among students and encourage personal interactions that can lead to the creation of new knowledge and collective intelligence. Smith (2009) as cited in Brady, Holcomb and Smith (2010) stated that, course management systems (CMS) such as Blackboard and Moodle, tend to be much focused and lack the personal touch and networking capacity that SNSs offer. For instance, instructors using CMS may create a question in an online discussion board and each student posts a response. However, these student posts are really not interactions at all, but merely question and answer sessions. Using an SNS that is user centered compared to CMS, it has the potential to increase student engagement. SNSs can actively encourage online community building, extending learning beyond the boundaries of the classroom. Bai (2003), indicated that social presence leads to reduced feelings of loneliness and impassiveness while simultaneously encouraging student interaction and participation in online courses. 2.6 Conceptual Framework Ease of use Student performance SNS usage Usefulness Moderating Variable Dependent Variable Independent Variables Figure 1: Conceptual Framework Figure 1 shows the relationship on the effect of using the social networking sites (SNS) towards students performance. This conceptual framework is developed by the researcher herself based on the literature review done and gathered from previous studies. The figure shows that there are two factors that lead to the usage of the SNS which are the ease of use of the SNS itself and the usefulness the SNS bring to the SNS users. The first factor which is ease of use refers to several elements such as in them of the time response of the SNS, the simple rules and regulation apply and may be because of the attractive and simple design of the SNS itself. While, the usefulness can be defined as the benefits or advantages the users obtain in using the SNS. In this study it focuses more in the usefulness of SNS in the students performance. Besides that, it shows the relationship between the usage of the SNS with the students performance. The study wants to identify and determine whether there is any significant relationship on the usage of the SNS in the students performance. 2.7 Conclusion This literature review provides the brief ideas and information regarding the issues on whether there is any relationship between the usages of the SNS towards students performance. It provides findings done by the previous researchers on the similar topic and all the supports has been included and further revise in this chapter 2. The next chapter will discuss on the methodology that will be used in the study. The detailed information regarding the methodology will be further discussed in the Chapter 3.

Tahiti and the French Polynesia :: essays research papers

Spread across nearly 2,000,000 square miles of the South Pacific, in an area as large as the continent of Europe, lies the Territory of French Polynesia and its principal island, Tahiti. Settlers from Southeast Asia are thought to have first arrived in the Marquesas Islands, in the northeastern part of what is today called French Polynesia, around 300 AD and in the Society Islands, including Tahiti, to the west by about 800 AD. Prior to the first European contact, the islands were ruled by a hierarchy of hereditary tribal chiefs. The first Europeans to visit the area were the English explorers Samuel Wallis in 1767 and James Cook in 1769. French explorer Louis-Antoine de Bougainville arrived in 1768 and claimed the islands for France. In the late 1700s occasional ships arrived in the islands, most notably the H.M.S. Bounty in 1788, captained by William Bligh. The first missionaries, from the London Missionary Society, arrived in the islands in 1797. By 1815, with the support of the most powerful ruling family in the islands, the Pomares, the British missionaries had secured a strong influence in much of the Society Islands, doing everything possible to eliminate traditional Polynesian culture by barring traditional dance and music as well as destroying carvings and temples associated with native religion. The French continued to hold influence over the Marquesian Archipelago and eventually were successful in expelling the British and securing influence over much of what today constitutes French Polynesia, leaving the ruling Pomare family as little more than figureheads. In 1880, King Pomare V was forced to abdicate, and a French colony was proclaimed. By 1901, the colony included the Austral Islands, the Gambier Archipelago, the Marquesas Islands, the Society Islands and the Tuamotu atolls to the southeast. The first half of the twentieth century saw periods of nationalistic protest in the colonies which were by then called the Établissements franà §ais d'Ocà ©anie (French Pacific Settlements). It was not, however, until after World War II, when Tahitians who had served France returned home, that pressure forced the French government to extend French citizenship to all islanders. The first territorial assembly was established in 1946, and by 1949 the islands obtained representation in the French Assembly. In 1957, the territory was officially renamed the Territory of French Polynesia. The Republic of France is represented in the territory by a high commissioner appointed by the Republic. Throughout the second half of the twentieth century, limited autonomy was granted to the territorial government to control socioeconomic policy but not defense, law and order, or foreign affairs.

Essay --

Week 3: Discussion 1 – Conceptual System Design Colorado Technical University CS672: Systems Engineering Methods Pooja Kattimani Instructor: Professor John King January 20, 2014 Conceptual System Design 1. In accomplishing needs analysis in response to given deficiency, what type of information you would include? Describe the process that you would use in developing necessary information? Information required to accomplish needs analysis in response to given deficiency is statement of problem presented in specific quantitative and qualitative terms and with enough detail to justify progressing to next step. Problem statement must reflect true customer requirements Information necessary for accomplishing needs analysis is developed using the team approach process. Team approach is involving of customers, consumers, producers, suppliers as appropriate in order to identify the problem and define WHATs first. The objective of team approach process is to establish effective communication between all the parties involved in the team approach process. Among all parties involved in...

First Cars Ltd Essay

Critical path analysis is a method that is used to plan out the many activities involved in a project to be able to find the most efficient way of complete it and how to complete it on time. From a research and development point of view, the decision to go ahead with this project relies solely on the critical path analysis provided by Amy Jones. In light of this, the operations director is rightly concerned about how valuable the data provided by the critical path analysis is. The arguments for and against seem to be balanced. Therefore, I present the most significant argument of how valuable a critical path analysis – which is how Amy’s data allows the business to be have a clear outline of when and where money is spent in the project. This means that the critical path analysis will help First Cars plc with their cash flow which would allow them subsequently to be able to plan out careful spending to ensure they are able to fund the project. This would allow them to under go an investment appraisal before starting the project as they also have specific dates in which each part of the development would be ready. This is vital because of First Cars plc’s limited financial reserves it would mean they would be able workout the payback period and the average rate of return which could mean they are able to work out expected profits for the coming year from the which would mean shareholders would feel happier with the business as they are able to see a clear direction in which the business is improving, but most importantly it will show if the project is viable as they will be able to know how quickly it will allow the business to generate cash quickly to ensure they do not face a poor cash flow situation which could see the business dipping into liquidation. Another potential benefit of using critical path analysis is that it allows such an important project to be planned thoroughly in order to make sure everything is completed properly and on time. This is important because the business has a very clear deadline to make (August 2010) any issues which could mean they are not reached on time would result in the business failing to reach this deadline. Amy makes it clear that it is important to enter this market early to ensure a strong competitive market position because this is so vital it allows the critical path analysis to be used constructively to ensure everyone keeps to the same deadlines, this is because the tasks on the critical path analysis are completed by various other departments meaning the business has a Matrix structure so therefore it is important to highlight how important it is to reach deadlines and a clear outline on what deadlines should be met and how long the project teams have to reach them because there could be confusion due to the overlapping authority which is held in a Matrix structure. On the other hand, there is evidence that makes the credibility of the critical path analysis doubted. The most important argument supporting this would be the accuracy of the information provided in the diagram. In the case study it says ‘information provided by Amy Jones’ because of this it is hard to determine if the numbers are correct. Whilst it is important to remember that this is a completely new venture and there are hardly any competitors there is relatively no previous data to be obtained from competitors, because of this Amy has no where to be able to validate her own data with which could be worrying to the Operations Director because these numbers could have been come up with in thin air with no chance in reality to be reached on time. This concern could stem from the fact that all the data comes from Amy, who is pushing this project extremely hard to get through in to production. As the business is relying on this proposal to put the business ‘back o n to the road of success’ having only a critical path analysis could be of none value at all to First Cars plc. Another argument doubting the value of critical path analysis in this proposal is that most of the activities to take place are not in Amy’s marketing division which could mean she could underestimate the time needed to complete other tasks resulting in the time needed to complete the project being set back by many weeks. Which could mean they do not reach their important deadline of August 2010 – which could possibly mean that they have thrown the whole project down the drain; this is because it is extremely important for the business that they reach the deadline if they want to become a strong competitor in the given market. Not only could the project be in jeopardy but the whole of the business if any of the deadlines aren’t met because it would put them in a poor state regarding their cash flow. All in all, even though the argument seems to be relevantly balanced I believe there is a lot to loss on this project, a considerably amount more than what is at stake to be gained. The project is so unsafe for a business which is already struggling to survive. I think that First Car plc needs to hold fire and invest in a project which will guarantee to bring in profits and cash quickly rather than one that is extremely risky with no previous data to compare it on and one that entails extremely high costs – cars could be sitting around for days or even weeks in expensive city centres with staff having nothing to do, I suspect it could be a seasonal business in regards to when someone might want a car and what for. Due to the reasons above I believe that in this case the value of the critical path analysis is extremely poor and that other factors need to be taken in to consideration, I would have liked to have seen more supporting evidence of the payback figures.

Bilingual programs and language interventions: the challenges

INTRODUCTION: A large problem with bilingual education programs is they simply do not work. Most do not take into account the social and cultural factors the weigh heavily on being able to learn a second language (Berry and Williams, 2004). There is too much variability in the programs to be effective. The earlier the intervention takes place the more likely, the program will work. The goal is to develop a more uniform early grade intervention. Children are more likely to learn more languages as their cognitive functions are still in their primitive development stages and are therefore able to pick more information than an adult mind. The capacity to learn new words is higher in a child than in an adult (Franquiz, 1998). Therefore, any linguistic programs that are introduced in the early ages are more likely to succeed. Why Problem Exists There is a large discrepancy in the number and quality of English acquisition programs in the United States. Many teachers in these areas are not properly qualified and there are little resources available to them in this area. Teacher and peer interaction is vital in the development of English for both native and non-native English learners (Haworth et al, 2006). The lack of knowledge of English language is not only present in the foreign students or children with different mother tongue, but has also been seen in children of English speaking families. The lack of vocabulary is the single determinant cause of poor language development that can take place in any child. The lack of vocabulary may make it difficult for these children in language or knowledge acquisition.(Silverman, 2007) Children who are not used to story reading, read alouds, and good instructions on use of words are likely to suffer from poor language skills. Experiments have shown that good vocabularies improve language with almost equal speed in English speakers and non speakers alike. (Silverman, 2007) The role of teachers and their characteristics seem to have an important bearing on the quality of teaching that they possess. Many studies now prove the positive outcomes of a good teacher on a child. These positive outcomes are independent of the social or the home background the child may have(Franquiz, 1998). While in the past these studies were limited to other subjects, there are researches that have shown a somewhat similar outcome in language teachers as well. A good teacher is seen to improve the outcomes of children regarding the different language tasks such as phonation, letter and word use, grammar and composition etc. (Cirino et al, 2007) Many countries in the world look towards English speaking countries as the best places for education. Along side studies in these countries help in improving the proficiency of English language among these people, which in turn can help them advance in their professions. While this dream may be the best intentions of a parent, they are not ideal in nature. There seems to be a stigma placed on bilingualism and biculturalism. Children of different cultures when exposed to an English speaking environment may feel out of place to their social and cultural norms.   This can directly effect how a student performs in the classroom. The research carried out by Barry and Williams was aimed to identify the problems that many Hong Kong children face when they are exposed to international English speaking environments. The students surveyed outlined many issues that cause problems in the language learning. These included linguistic problems such as listening, speaking, writing, vocabulary and reading. Such children were in the listening end to understand what others were saying. (Berry and Williams, 2004) Many teachers need to know the benefits of having a bilingual classroom and the how to better support their students (Macrory, 2006). This lack of quality programs, ill prepared informed teachers, and high variability between programs produces very poor results by the students. Some studies show that almost a quarter of students in bilingual education do not become bilingual (Pearson, 2006). The goal of this intervention is to provide a more effective program for bilingual students. More so, interventions require teachers who are proficient in teaching children English and other languages properly (Ng, E.,1999). Language acquisition is an innate quality of an individual, and is an individual capacity of each human mind to learn it. There are many factors that govern the ability to learn a language. Apart from the innate ability of an individual to do so, metalinguistics, consciousness, teaching methods at school and acquisition of written system of language are also important deciding factors in the language learning.(Collier, 1995) Also of help in this area are issues such as phonology, vocabulary, the grammar, meaning and discourse etc. The acquisition of a second language is therefore a high thought process that requires a positive and continued quality feedback in order to be successfully learned. (Collier, 1995) The concept of provision of meaningful education among the children is an important concern for the educational boards. Yet the proper education teaching practices remain unknown. There are many reasons why these policies have been unsuccessful (Tencer Garrity, T. L. 2003). The first and the foremost problem was failing to identify language as part of the social context and social issues and that English may not be the mother tongue of many children.(Collier, 1995) Intervention The intervention will focus on trying to improve English ability at a young age. The goal is to try to increase the English ability of the students quickly and effectively. Research has shown that students learn faster in single language classrooms (Pà ¡ez, Tabors, and Lopez, 2007). For the purpose of this intervention, the classrooms will then be monolingual. The students will be taught all week in almost all Spanish. The intervention will be a daily English vocabulary lesson. They will lean the pronunciation, spelling, and meaning a few new English words every day. Since they will have a frame of reference since knowing the vocabulary in Spanish, they will be better able to process this information. A study by Silverman showed that English learner children can learn English at a similar if not faster rate than native English speakers. This intervention should be effective(Franquiz, 1998). Testing †¢ The intervention will tested on if the English ability of the students improved after the intervention. †¢ To do this the students will be given an English vocabulary pre and posttest. †¢ This will take part in three classroom at three schools †¢ The SES of each class and school will be roughly the same †¢ There will be two English learner groups and one Native speaker group †¢ Quasi experimental since you cannot control for a some variables such as some children being more familiar with English than other. †¢ The measure will test how much vocabulary the children in the program were able to learn. †¢ To be effective the English learner children should have learned the vocabulary at a similar rate as the native English speakers. DISCUSSION: These interventions in many ways depict the conceptual models that were introduced in the past, which comprised of essentially four components. Language in the past was not recognized as part of the cultural and social practices (Ng, E.,1999). This misidentification has led to the apparent failure of the language acquisition and language teaching procedures. According to Collier (1995), the acquisition and learning of a second knowledge is based on socio-cultural, linguistic, academic and cognitive processes, which in turn may be different for different children. These factors are so interdependent that examining one with out the influence of the other is impossible. (Collier, 1995) The sociocultural facet of language acquisition is in many ways similar yet dissimilar to the social factors of the society. Each individual has exposure to different societal influences, and thereby may have variable exposure to a certain language (Berry and Williams, 2004). In a class room environment, these exposures can lead to increase in confidence or increase in anxiety in the language development (Tencer Garrity, T. L. 2003). While those exposed to a certain language may feel at home with their own language studies and may perform well, others may feel anxiety and may not respond to it at all. The society’s pretext and manner towards the minority also causes many effects on the individual’s performance, for discrimination and prejudice may cause negative outcomes within an individual about his or her identity. It is in this context hypothesized that the introduction of positive environments may help in achieving results sooner, and thereby improves outcomes in language acquisition. (Collier, 1995) Language learning can also lead to affective problems in learning. These affective problems include lingual affective problems and social cultural affective problems as mentioned above. The confidence levels may not be very high in such cases, and this can affect their progress in their studies.(Berry and Williams, 2004) The role of a teacher under such circumstances becomes impirical, as it is them who will help build up the confidence of the children from different social and cultural backgrounds. (Berry and Williams, 2004) Language learning therefore is the method where proper learning also requires understanding and â€Å"learning† the culture of the language. If a person is to achieve bilingual competency, he or she must be able to carry out three processes. He or she must first learn the controls of linguistic rules of both languages. He or she must be able to encompass new cognitive dimensions associated with language. Finally he or she must be able to achieve the mental functions that are necessary for language acquisition. (Haworth et al, 2006) Yet simply labeling the mental faculties and predisposition towards learning languages and not considering the conscious efforts in learning it is not possible. It is through this manner that a teacher is able to confer this knowledge to his or her students. The teacher systematically helps a child in learning new methods of vocabulary and sentence learning, and thereby helps him or her in creating the foundations of the new language (Wright, S. C., & Bougie, É., 2007). Interventions such as those mentioned above can help in creating better bilingual students who are at ease in their social and cultural environments. The teachers play an important role in helping foreign students get over their anxiety of discrimination and difficulty in fitting in to a new society (Wright, S. C., & Bougie, É., 2007). Interventions at an early stage provide better results than those that are carried out at later stages. Understanding that culture and society are important factors in the acquisition of new language can help in improving the outcomes in students. References Berry, R. S. Y., & Williams, M. (2004). In at the deep end: Difficulties experienced by Hong Kong Chinese ESL learners at an independent school in the United Kingdom. Journal of Language and Social Psychology, 23(1), 118-134. Paul T Cirino, Sharolyn D Pollard-Durodola, Barbara R. Foorman, Coleen D Carlson and David J Francis, 2007. Teacher Characteristics, Class Room Instruction, and Student Literacy and Language Outcomes in Bilingual Kindergartners. The Elementary School Journal, VOl 107 No. 4, 2007 Virginia P Collier, 1995. Acquiring a Second Language for School. Directions in Language and Education. National Clearinghouse for Bilingual Education. Vol 1 No. 4 fall 1995 Haworth, P., Cullen, J., Simmons, H., Schimanski, L., McGarva, P., & Woodhead, E. (2006). The role of acquisition and learning in young children’s bilingual development: A sociocultural interpretation. International Journal of Bilingual Education and Bilingualism, 9(3), 295-309. Macrory, G. (2006). Bilingual language development: What do early years practitioners need to know? Early Years An International Journal of Research and Development, 26(2), 159-169. Pà ¡ez, M. M., Tabors, P. O., & Là ³pez, L. M. (2007). Dual language and literacy development of Spanish-speaking preschool children. Journal of Applied Developmental Psychology, 28(2), 85-102. Pearson, B. Z. (2007). Social factors in childhood bilingualism in the United States. Applied Psycholinguistics, 28(3), 399-410. Silverman, R. D. (2007). Vocabulary development of English-language and English-only learners in kindergarten. The Elementary School Journal, 107(4), 365-383 Franquiz, M. I. (1998). The effects of bilingual education on academic achievement, language development, and self-esteem of hispanic children. US: ProQuest Information & Learning. Ng, E. (1999). The impact of heritage education on self-esteem and ethnic identity. US: ProQuest Information & Learning. Tencer Garrity, T. L. (2003). An investigation of the relationship between acculturation and academic performance, self-esteem, and ethnic identity with mexican-american children. US: ProQuest Information & Learning. Wright, S. C., & Bougie, É. (2007). Intergroup contact and minority-language education: Reducing language-based discrimination and its negative impact. Journal of Language and Social Psychology, 26(2), 157-181.