My Personal Theory free essay sample

My Personal Theory of Counseling Kristen Bellows University of Texas at San Antonio My Personal Theory of Counseling Perhaps nothing is as significant to the success of the therapeutic process and nothing represents the foundation of successful therapy more than ones personal theory of counseling. All individuals in all aspects of life work from some belief system, perspective, or model of how the world works, how things are, and how things interact. Developing a deep understanding of ones own personal theory leads to better decision-making with respect to the therapeutic process, including therapist approach and client interaction. Such an understanding also promotes a greater ability to intervene more effectively with clients whose values are in contrast to ones own. Being aware of ones own personal theory of the world and, subsequently, ones view of counseling, also helps the therapist identify individual strengths and areas for improvement. We will write a custom essay sample on My Personal Theory or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page The personal orientation of the therapist is a sum total of many influences such as interests, self-awareness, experience, values, and compassion for others, among many other things. Such influences have a direct impact on ones personal theory of counseling. For instance, my Christian upbringing, experiences, and beliefs have a significant impact on my personal view of the world and others and, therefore, also on my theory of counseling. My religious beliefs and values coincide with some therapeutic approaches and not others. In this paper I delve into my recent introspective and reflective explorations as well as the experiences and lessons I have learned throughout my life which has led me to embrace and adopt the particular theory of  counseling I believe suits me the most at this time. Of all the theories I have learned for the duration of this class, none has resonated with me as much as Existentialism. While I have a tremendous reverence for psychoanalysis and its focus on examining the causal factors behind one’s thoughts, feelings and behaviors i. e. one’s past/childhood, the unconscious, as well as its contribution of key concepts to counseling such as transference and countertransference, I am a bit unsettled by the deterministic and rigid view this approach takes of human nature. I connect much more deeply to the philosophies of  existentialism: the emphasis it places on an authentic and genuine encounter with clients, its recognition and respect for the client’s subjective world, trust in the capacity of the client to make positive decisions and the concepts it focuses on in counseling such as meaning, purpose, freedom, responsibility, choice, isolation, death concepts that relate to our mere existing in the world and the larger scheme of life. I tend to shy away from the theories such as cognitive-behavioral therapy, feminist therapy, and gestalt therapy, which are very technique-oriented, exercise-driven, directive in approach, and simply require too much action on the therapist’s behalf. I feel these theories do not allow much of the client’s pursuits and search for meaning in life to come through or at least, it is not the major focus of therapy. I do recognize that for some clients these other therapies may be useful, which is why I do not discredit nor dislike them; I just feel that they do not mesh with who I am personally and are not as inherent to my way of  being as much as the precepts of existentialism are. Personally, I hope to find out my purpose in life and contribute something meaningful to the world. Over the few months of self-reflection, I realize that I simply get great joy through serving others and helping them in any way I can. I am more concerned with creating a meaningful identity and relationships with others as I recognize the limits to my existence. I know that one day, I, as well as everyone else will die, and I therefore have a longing to make the most of my time on earth and the time spent with others filled with less conflict and more harmony and love. To me, love is the ultimate gift in this world, and I think it is one of the most powerful gifts that I possess and would like to share with everyone. I always believe there is something good to love in everyone and don’t believe in categorizing people as good or bad, healthy or unhealthy. I don’t believe that one’s existence is fixed or that people are tied to their  past. I think we are always re-creating ourselves and making sense of each moment of the life we live. Perhaps I relate so well to the concepts of existentialism also because it explores basic dimensions of the human condition, particularly death, which closely ties in with religion. Religion, namely that of the Baptist religion, has played a large role in my life. It has helped me make sense of life and been a moral compass in most regards. The parallel I see drawn between the Baptist religion and existentialism in terms of death occurs when I think about the Lenten season and something the priest says on Ash Wednesday: Remember man that thou art dust and unto dust thou shalt return. † This act reminds me of our mortality, similarly to how the existentialist perspective tries to allow us to grasp the inevitability of death. Death to me is not something I try to avoid thinking about. It is something that I am very aware of and has had a marked impact on my life. I am constantly seeking a life full of zest, meaning, and one that is filled with love and service to others. In this search, I have experienced the existential anxiety that comes from some of the inevitable conditions of simply being alive. That is, loneliness, finiteness and freedom of choice all bring up a certain amount of anxiety in me, yet I use this anxiety as reason to make changes in my life. After I graduated with my degree in psychology in 2003, I worked for a while in a school setting. Working in the school especially caused a lot of  anxiety in me because I constantly felt that I was not living up to my potential. I just felt as though the job I was doing was a means to no end. My view on work is that it should not be just a job, but rather a career, a lifestyle, something that you are proud to call your profession. It has helped me make sense of what I am called to do and given my life a purpose. I am happy with the path I am on right now. As an existentialist, therapy would also be structured around increasing a client’s self-awareness. This is important because we need to be aware of our capacities in order to exercise freedom and live as fully as possible. I would try to especially help clients take responsibility for  their lives instead of passively letting circumstances and external forces direct their future. I would try to point out how it would be an inauthentic way of living if one subsumes the role of a victim instead of exercising the freedom that they possess. I strongly believe that we can create and shape our lives and rise to the challenges that it may present us with. In saying all this, I would not take a directive stance in expressing these opinions, as in doing so, I would be making decisions and choices for the client that they might not choose to accept. I would rather challenge them to explore how they have been living in the past that has prompted them to seek therapy today and help them discover new ways of living that will lead to a change in their situation. A large part of therapy as well would include helping clients trust in themselves to find the answers, rather than look to others to direct them. Ultimately, we are alone. As cynical as it may sound, we did come into the world alone and we will die alone. We of course depend on our  human relationships with others and connecting with others is very important, however, we must be able to function as our own person firstly and form our own identity in order to relate healthily to others. One cannot rely all the time on others for the answers and depend upon them for their happiness. In therapy, when clients try to do the same of me as a therapist, in order to break this pattern, I would explain to them that there is no easy answer and that they alone have the capability to find the right answer. In therapy, I would also try to provide the space for clients to find meaning in their life by asking questions that help them explore whether or not they are content with their current life, and who they are becoming, as well as helping them establish values that they will need to adopt in order to live a life that is meaningful to them. I would also be sure to talk frankly about the reality of death. Ignoring the topic of death makes its presence even stronger than if one were to confront it. In doing this, that is, addressing a fear that seems overwhelming to explore, a client is also opened up to experiencing life in a more authentic way. Along with the goals of exploring anxiety, self-awareness, death, freedom and responsibility, and a meaningful life, the relationship between the client and me is of central prominence. Our therapeutic encounter will be the activator of positive change and it requires honesty and authenticity of me as well, in order to join the client in their subjective experience. I believe as a therapist, it will take a lot of courage, respect and faith in the client’s ability to grow and reach greater heights and it is important that I am fully present to the client in our  encounters. Although right now I am solely focusing on the existential approach to therapy, I believe that later on as I see a variety of clients, I may need to adapt certain interventions or  techniques from other theories that might be suitable for a particular client. However, I believe my main assumptions and goals for clients will remain in line with that of existentialism. The existential theory of counseling appears to be an appropriate theoretical base to use in counseling because it fits my style of counseling. It is supportive of the client finding meaning in life, which resolves the existential anxiety many people are feeling today. In addition the existential philosophy supports clients’ spiritual growth but likewise can be used with a secular approach as well. In the same way I would evaluate a client’s success on the basis of whether they have been able to find a purposeful existence through the discovery of their  strengths, their own freedom of choice etc. , is how I would evaluate myself personally and as a counselor. Can I live authentically? Can I create a life of meaning? Can I sit with ambivalence and anxiety? Can I make my own choices without having to depend on others? Can I face my fears rather than live a restricted existence? I do not have all the answers to these questions thus far, but they are important questions to me that I am always trying to answer. They are questions which I will probably always be asking myself as I re-evaluate and re-discover myself, but one thing I have realized thus far that is true for me, is that love is the highest goal to which I aspire. I wish to serve others and bring about change in others in counseling through this vessel. References Seligman, L. , Reichenberg, L. W. (2010). Theories of Counseling and Psychotherapy: Systems, Strategies, and Skills (3rd ed. ). New Jersey: Pearson Education Inc.

“Let’s Talk About Sex” Documentary Essay Essays

â€Å"Let’s Talk About Sex† Documentary Essay Essays â€Å"Let’s Talk About Sex† Documentary Essay Essay â€Å"Let’s Talk About Sex† Documentary Essay Essay Essay Topic: Talk James Houston put together the docudrama â€Å"Let’s Talk About Sex† that highlights the differences between American’s attack to arouse instruction and that of other states like the Netherlands. The stereotypes. contention. and irony all related to sex is put out in the unfastened and discussed. Throughout the movie. it is obvious that America’s ways of sex instruction and attitude towards sex has created a negative intension. The Europeans have a much more unfastened attack when it comes to the treatment of sex and started sex instruction at an early age. American’s. on the other manus. have a really closed attack to arouse treatment and salvage sex instruction for later ages. This negative intension and attack to instruction has resulted in the States holding much higher rates of adolescent gestation. adolescent birth. and sexually familial infections when compared to European states. One could state that it’s clip the United States changes its attack and sentiments sing sex. gender. and the instruction behind it. Throughout the film. there was a commonalty between those who held a colored sentiment on the subject of sex. Those who believed abstention should be enforced and were against an unfastened treatment of sexual dealingss were frequently times from the older coevals. It’s the parents of teens. most instructors of sex instruction. and even people within the churches that held a prejudice. They believed that teens should non be involved in sexual activities and that it should be saved for matrimony. Along with that. they stood behind the thought that the teens should non be educated about sex until later in high school and the unfastened treatment of sex and gender was non proper. Kelsey’s female parent was one of these biased people. She was strongly against the thought of Kelsey taking portion in sexual activities until she got married and did do it easy for Kelsey to openly pass on with her about her sexual dealingss. For those teens that do take portion in sexual activities. they are looked down upon in the greater part of American civilization because of the negative intensions that have been established here in the United States. With these prejudices. it has put sex into a negative class non merely for the minority. being the teens. but most Americans in general. In America. sex is non something people openly talk about nor is it something that teens are â€Å"suppose† to take portion in. The thought of teens taking portion in sexual dealingss prior to matrimony is greatly frowned upon and the stigma of transporting a rubber has scared them off from it. An illustration of this. which was shared in the film. is that in the Netherlands. transporting a rubber get downing in their teens is really common and bucked up. Where as in the provinces. if a adolescent were to be caught with a rubber. others would see that as a mark of person who is really promiscuous. In the film. females thought males who carried rubbers wanted nil but sex from a miss while males thought that adult females who carried rubbers were easy and considered slatterns. This negative impact in the States has generated these stereotypes environing sex. The effects of these stereotypes have negative results. For illustration. if a cat is afraid to transport a rubber because of the stereotype and when it comes clip for him to take portion in sexual activities. he won’t be decently prepared. Without the protection. he is at hazard for STIs and possibility of gestation in misss. This is besides true frailty versa with misss ; they excessively should transport rubbers. but are afraid due to the negative association. There is besides a negative thought behind the treatment of sex in an unfastened scene. Most parents in the US are afraid to speak about sex with their teens sharing both their sexual lives and discoursing their teens. Because the parents are non unfastened to it. the teens are afraid to near their parents with sex related inquiries or state them they have taken portion in sexual activities. Because of this. many teens go with out proper direction and right information in respects to sexual activities. Where as if the parents were more unfastened and accepting of the thought of their teens taking portion in sexual activities. it would open an avenue for better cognition and possibly even assist prevent STIs. gestations. and other sex related issues. The minority group in â€Å"Let’s Talk About Sex† stood as US teens. These teens faced the favoritism of senior groups and negative stereotypes. but throughout the class of the film. it showed how things are easy altering. Several people who are frequently viewed as community leaders are working to decently educate teens. An illustration was sublime Williams. who created an unfastened country to discourse sex related things and offer proper instruction. Some instructors besides voiced their sentiment on how they believe sex erectile dysfunction. should be more about sexual dealingss and non about human anatomy. They besides believe the instruction should get down at younger ages when childs are traveling through pubescence and developing sexually developing. This is one manner these teens are acquiring the upper manus on favoritism. Another is that opening the thought of household treatments about sex and the thought of teens being involved in sexual dealingss. Interrupting the premise that abstention is the lone reply and opening the door to treatment. utilizing the Netherlands as an illustration. By the terminal of the film. Kelsey. whose female parent originally frowned upon sex before matrimony. was able to alter her female parents mind and even speak about her sexual dealingss. These are merely a twosome of the ways the teens easy made alteration. there is still a batch more to be talked about and changed. When reflecting back. I excessively can associate to the US teens in the docudrama. I have noticed the closed door in footings of the treatment of sex and human gender every bit good as the stigmas associated with teens’ engagement in sexual activities. I do believe there is something to be said about the Netherlands attack to human gender and sex. particularly when looking at the figure of adolescent gestations and transmittal of STIs compared to the much larger figure in the US. We. as the United States. could profit from a alteration in the ambiance environing adolescent sex. and sex in general. Sexual activity is a natural thing.

Battle of the Philippine Sea in World War II

Battle of the Philippine Sea in World War II The Battle of the Philippine Sea was fought on June 19-20, 1944, as part of the Pacific Theater of World War II (1939-1945). Having island-hopped across the Pacific Ocean, Allied forces advanced on the Mariana Islands in mid-1944. Seeking to block this thrust, the Imperial Japanese Navy dispatched a large force to the area. In the resulting battle, Allied forces sank three Japanese aircraft carriers and inflicted crippling losses on the Japanese fleet air arm. The aerial battle proved so one-sided that Allied pilots referred to it as the Great Marianas Turkey Shoot. The victory allowed Allied forces to isolate and eliminate Japanese forces on Saipan, Guam, and Tinian. Background Having recovered from their earlier carrier losses at the Coral Sea, Midway, and the Solomons Campaign, the Japanese decided to return to the offensive in mid-1944. Initiating Operation A-Go, Admiral Soemu Toyoda, Commander-in-Chief of the Combined Fleet, committed the bulk of his surface forces to striking at the Allies. Concentrated in Vice Admiral Jisaburo Ozawas First Mobile Fleet, this force was centered on nine carriers (5 fleet, 4 light) and five battleships. In mid-June with American forces attacking Saipan in the Marianas, Toyoda ordered Ozawa to strike. Vice Admiral Jisaburo Ozawa, IJN.   Public Domain Steaming into the Philippine Sea, Ozawa counted on support from Vice Admiral Kakuji Kakutas land-based planes in the Marianas which he hoped would destroy a third of the American carriers before his fleet arrived. Unknown to Ozawa, Kakutas strength had been greatly reduced by Allied air attacks on June 11-12. Alerted to Ozawas sailing by U.S. submarines, Admiral Raymond Spruance, commander of the U.S. 5th Fleet, had Vice Admiral Marc Mitschers Task Force 58 formed near Saipan to meet the Japanese advance. Consisting of fifteen carriers in four groups and seven fast battleships, TF-58 was intended to deal with Ozawa, while also covering the landings on Saipan. Around midnight on June 18, Admiral Chester W. Nimitz, Commander-in-Chief of the U.S. Pacific Fleet, alerted Spruance that Ozawas main body had been located approximately 350 miles west-southwest of TF-58. Realizing that continuing to steam west could lead to a night encounter with the Japanese, Mitscher asked permission to move just far enough west to be able to launch an air strike at dawn. Battle of the Philippine Sea Conflict: World War II (1939-1945)Dates: July 19-20, 1944Fleets and Commanders:AlliesAdmiral Raymond SpruanceVice Admiral Marc Mitscher7 fleet carriers, 8 light carriers, 7 battleships, 79 other warships, 28 submarinesJapaneseVice Admiral Jisaburo OzawaVice Admiral Kakuji Kakuta5 fleet carriers, 4 light carriers, 5 battleships, 43 other warshipsCasualties:Allies: 123 aircraftJapan: 3 carriers, 2 oilers, and approximately 600 aircraft (around 400 carrier, 200 land-based) Fighting Begins Concerned about being lured away from Saipan and opening the door for the Japanese slip around his flank, Spruance denied Mitschers request stunning his subordinate and his aviators. Knowing that battle was imminent, TF-58 deployed with its battleships to the west to provide an anti-aircraft shield. Around 5:50 a.m. on June 19, an A6M Zero from Guam spotted TF-58 and radioed a report to Ozawa before being shot down. Operating on this information, Japanese aircraft began taking off from Guam. To meet this threat, a group of F6F Hellcat fighters was launched. Vice Admiral Marc Mitscher.   U.S. Navy History and Heritage Command Arriving over Guam, they became engaged in a large aerial battle which saw 35 Japanese aircraft shot down. Fighting for over an hour, the American planes were recalled when radar reports showed inbound Japanese aircraft. These were the first wave of aircraft from Ozawas carriers which had launched around 8:30 a.m. While the Japanese had been able to make good their losses in carriers and aircraft, their pilots were green and lacked the skill and experience of their American counterparts. Consisting of 69 aircraft, the first Japanese wave was met by 220 Hellcats approximately 55 miles from the carriers. A Turkey Shoot Committing basic mistakes, the Japanese were knocked from the sky in large numbers with 41 of the 69 aircraft being shot down in less than 35 minutes. Their only success was a hit on the battleship USS South Dakota (BB-57). At 11:07 a.m., a second wave of Japanese aircraft appeared. Having launched shortly after the first, this group was larger and numbered 109 fighters, bombers, and torpedo bombers. Engaged 60 miles out, the Japanese lost around 70 aircraft before reaching TF-58. While they managed some near misses, they failed to score any hits. By the time the attacked ended, 97 Japanese aircraft had been downed. Fighter plane contrails mark the sky over Task Force 58, during the Great Marianas Turkey Shoot phase of the Battle of the Philippine Sea, June 29, 1944.   U.S. Naval History and Heritage Command A third Japanese attack of 47 aircraft was met at 1:00 PM with seven aircraft being downed. The remainder either lost their bearings or failed to press their attacks. Ozawas final attack launched around 11:30 a.m. and consisted of 82 aircraft. Arriving in the area, 49 failed to spot TF-58 and continued on to Guam. The rest attacked as planned, but sustained heavy losses and failed to inflict any damage on the American ships. Arriving over Guam, the first group was attacked by Hellcats as they attempted to land at Orote. During this engagement, 30 of the 42 were shot down. American Strikes As Ozawas aircraft were launching, his carriers were being stalked by American submarines. The first to strike was USS Albacore which fired a spread of torpedoes at the carrier Taiho. Ozawas flagship, Taiho was hit by one which ruptured two aviation fuel tanks. A second attack came later in the day when USS Cavella struck the carrier Shokaku with four torpedoes. As Shokaku was dead in the water and sinking, a damage control error aboard Taiho led to a series of explosions which sank the ship. Recovering his aircraft, Spruance again held off turning west in an effort to protect Saipan. Making the turn at nightfall, his search aircraft spent most of June 20 trying to locate Ozawas ships. Finally around 4:00 p.m., a scout from USS Enterprise (CV-6) located the enemy. Making a daring decision, Mitscher launched an attack at extreme range and with only hours remaining before sunset. Reaching the Japanese fleet, the 550 American aircraft sank two oilers and the carrier Hiyo in exchange for twenty aircraft. In addition, hits were scored on the carriers Zuikaku, Junyo, and Chiyoda, as well as the battleship Haruna. Japanese Carrier Division Three under attack by United States Navy aircraft from Task Force 58 in the battle of the Philippine Sea, late afternoon of June 20, 1944. U.S. Naval History and Heritage Command   Flying home in the darkness, the attackers began to run low on fuel and many were forced to ditch. To ease their return, Mitscher daringly ordered all of the lights in the fleet turned on despite the risk of alerting enemy submarines to their position. Landing over a two-hour span, the aircraft set down wherever was easiest with many landing on the wrong ship. Despite these efforts, around 80 aircraft were lost through ditching or crashes. His air arm effectively destroyed, Ozawa was ordered to withdraw that night by Toyoda. Aftermath The Battle of the Philippine Sea cost Allied forces 123 aircraft while the Japanese lost three carriers, two oilers, and approximately 600 aircraft (around 400 carrier, 200 land-based). The devastation wrought by American pilots on June 19 led one to comment Why, hell it was just like an old-time turkey shoot down home!† This led to the aerial fight earning the name The Great Marianas Turkey Shoot. With the Japanese air arm crippled, their carriers only became useful as decoys and were deployed as such at the Battle of Leyte Gulf. While many criticized Spruance for not being aggressive enough, he was commended by his superiors for his performance.

Essay about the play Our town Example | Topics and Well Written Essays - 500 words - 1

About the play Our town - Essay Example Again the play deals with another theme that since life is transient, traditions and values of life also undergo changes. In Act I, the stage that represents Gibbs and Webb families is largely inactive and lifeless because of the absence of daily activities. After the manager’s short description, daily activities begin on the stage. Throughout the whole play the milkman, the paperboy, Gibb’s family pantomime their typical activities and household chores. At the end of this Act, the audience comes to learn about the romantic affair between Emily and George. Act II mainly deals with George and Emily’s ceremony and also their retrospective details of their relationship in the past. The manager narrates how things change along the passage of time. He describes how George and Emily go to schools together. In the past years affection grew between the two through different events such as being elected class president, treasurer, baseball leader, etc. Now they are going to be tied with marital bond. George’s future father-in-law informs him about the change in the traditional view about a bride. He says to George that his father advises him to use his wife as property in order to be happy in conjugal life. But he did not follow his advice; he is happy in his conjugal life. It essentially reveals that traditional views change along the passage of time. Act III deals with the funeral of Emily who died in childbirth. It is the most heart-touching part of the play. It crucially contributes to the development of the theme that life is valuable and should live his or her life to the fullest. Emily’s spirit does not want to join with the dead. She wants to revive the most pleasing parts of her life. Only now, the audiences are aware of the value and pleasures of life. The primary themes of the play have been worked out by the use of different imagery and symbols such as â€Å"morning†, â€Å"natural

Airline Revenue Management Essay Example | Topics and Well Written Essays - 1000 words

Airline Revenue Management - Essay Example The company blames the strike action of cabin crew and planned winter capacity reduction as a major cause of decline in revenues, capacity and traffic.1 The reported loss of British Airways in 2010 was  £531 million as compared to  £401 million loss in 2009 (Table I).2 On the other hand, according to information taken from official website of Ryanair, the low cost airline Ryanair reports increase in its passengers’ traffic by 14% (from 58.6m on March 31, 2009 to 66.5m on March 31, 2010), increase in revenues by 2% (from â‚ ¬2,942m in 2009 to â‚ ¬2,988m in 2010) and increase in Earnings per Share by 204% (from 7.10 in 2009 to 21.59 in 2010). Furthermore, the company started its services on 284 new routes and now it is providing services on 940 total routes.3 Moreover, the number of passengers of Ryanair is also increasing rapidly for example, in June 2009; the number of travellers served by the company was 5,836,355 as compared to 6,713,559 travellers served in 2010 (Table II).4 The price structure of Ryanair is very simple and company only charges ticket price and for using other facilities customers have to pay extra charges. On the other hand, British Airways includes everything such as food, toilet etc in the ticket prices which enhances the cost of ticket. Since the competition among airlines is increasing, therefore, airlines are coming up with distinct strategies for example, Ryanair is seeking to reduce its costs and lower its profit margin to offer lowest possible prices to customers. On the other hand, British Airways has kept her prices high because of the slowing down of global travelling demand, increasing fuel costs, high insurance costs and increasing airport taxes (Ivythesis, 2009). Being a legacy carrier, British Airways is only serving the primary and major airports whereas, being a low cost carrier, Ryanair is serving secondary airports. Ryanair has been given the award of lowest cost airline by Budgies

Massively multiplayer online game Essay Example for Free

Massively multiplayer online game Essay Before computer games flourished through the past eras, patintero, sungka, tumbang-preso, tumba-lata, tagu-taguan and sipa were one of the most anticipated outdoor games inside our country. Experiencing these kinds of games imprints almost our half life and we can’t have a complete childhood experience without getting tapped hard on the back, been hit by a flying slipper for it missed the target, playing with shells, screaming and cheering over your teammates, jumping over a person and avoiding getting hit its body part, and hiding and camouflage in a place to prevent from being the ‘it’ of the game. Try asking a child what was his favourite childhood experience, and would tell either scratched his knee from running away from his opponent or been scolded by mother because of going home late due to exceeding allotted time of playing outdoor games. And try asking a child from the present century what he has been doing lately, and might get an answer playing tekken with PSP, or Super Mario or Pacman with Nintendo or Xbox. Difference spotted? When a child is in the climax of playing and been taking the game seriously, he doesn’t want to be disturbed for in some instance might loose on his opponent and can’t advance to the next upgrades. A common reaction received by parents when they call their children to gather around while their kids were busy pressing on joysticks and keyboards and faces were just centimetres away from the screen would be â€Å"Mom! Can’t you wait because I’m already on my way to take down Bowser! † And two probabilities might happen after: either the parents would start screaming and repeat on telling to set aside their loving gadgets or the children would get irritated on the booming loud voices and start stomping away and lock themselves in a room where they could continue praising themselves for they have defeated the ‘boss’ in the game. With the help of advanced technological innovation that has spread around the globe, the beginning of 3D and multi-player online gaming (MMORPG) have surfaced and hooked children the most. Children fell into the gaming world, spending more time in virtual rather than in real, which sooner turns to be their life. Like, children must have a deviant childhood like these; playing computers during their free time and having fun with his co-gamers. They feel like they can play anytime any of the newest released games go on without ending, they continue forever, and they can pick up any character they wanted on the virtual world. If a child started to feel in contact more with gaming, he will spend more time in solitary seclusion. It is difficult for some adolescents (particularly male adolescents) who are vulnerable to the area of prone to video game addiction since it might be transparent to say how popular gaming is in children of all ages, which results to mostly negative results. A report like found in Elyria, Ohio, where a seventeen year-old boy named Daniel Petric shot his parents in the head after they confiscated his copy of Halo 3. His mother was killed and his father wounded due to the gunshots, and the troubled teen fled the murder scene with solely one item in his possession: the Halo 3 game (Ridgefield, 2009). A similar report flashed on television says that a child has accidentally killed his playmate, stabbed with a knife after playmate got a higher score on the game Flabby Bird and now been sent under the care of DSWD. Several reports similar to this have rang the ears of the mass since the effect of gaming has become more serious. It all started from playing innocently, never knew slowly by slowly they are being eaten with intoxication of gaming and now swallowed of gaming addiction. Results like killing have been a serious warning to those who are sensationally indulged in playing, but often just ignored. The video games are common to be blamed, which we neglect the fact that some might have done crimes since they are often being neglected by parents. Coming from a single-parent family isn’t a factor, but how a parent sees after his child while growing. Far from my knowledge, it is the duty of the parents to look after their kids when engaged into different aspects of real and virtual life. But most children dare to say that they’ve been controlled over their life, treated like human robots; like told to eat properly, sleep on time, do school assignments and how to spend their time practically. But nobody commands them when they got the chance to get hold of gaming materials, because in there, they call themselves the â€Å"Thug Lords of Gaming†. Fond to their name, with raging adrenaline rush cannot escape the virtual life. Restricting kids from playing won’t help to drive the addiction either, for playing is part of our childhood. The more we drag them away, the more they rebel and really determined into getting along with playing. Personally speaking, life with no play is never fun. Who wouldn’t like to experience playing sipa, tumbang preso, luksong-baka and patintero? Who wouldn’t like to meet a childhood friend? None right? Those might not be similar to the games inside the computer world, but those are the basic foundation of gaming not until the late centuries where video games were invented. With increasing percentage of latter sides of gaming, some parents are over-protective over their kids to the extent that they lock their offsprings into a jail afar from their supposed fun childhood. They never had the chance to have ‘real’ playmates. In some instance, a child who has this experience growing up gathering medals for their parents is the only thing instilled in their minds. On contrary, a child who spent more time in playing grows up quitting almost 70% of his social life. This might lead into several serious effects like having a psychological disorder due to excessive malfunction of the brain. And here’s the tricky and dangerous part: they are the ‘unhappy teenagers’ which later have a growing percentage in the globe. They have lost their confidence in communicating and lowered their self-esteem. They’ve spent all of their time interacting in a virtual world and are extremely uncomfortable when dealing with real people in real time. In order to retrieve the part of them which just got lost, they seek attention from others. Or a probability that they would drive all away from himself and just have a life with the unreal, which might lead to serious killing crimes like what we’ve been fearing to happen. Being a gamer isn’t dangerous. It is having a hard time kicking the habit who’s the real enemy. It is not a dissatisfaction to play computer games, but be careful of getting addicted. Think twice before engaging wholly, for everything that is excessive can cause vicious effects, double the harm we think it would cause to us. We, as being the most users of techno-gaming, are the ones in charge of what might happen when we are drowned in the pool of virtual scenes. And as a gamer, too, playing has just been part of my life. It is just how we balance our time between real and virtual space. Even up to this extent, I would be happy if given a rest time and spending it playing with my favourite computer games and would even dare to challenge my siblings into a multi-player game once again. But my playtime has limits too, and I’m the one who limits myself from the red line before stepping into it. References: Ridgefield, A. (2009). Video Game Addiction. Teen Ink. Retrieved April 23, 2014, from http://www. teenink. com/opinion/movies_music_tv/article/82305/Video-Game-Addiction/.

A Case Against Interracial Adoption Essay examples -- Family Psycholog

Black children are disproportionately represented in the foster care system. In the most recent Statistical Abstract published in 2011 by the U.S. Census Bureau, Black children accounted for 15% of the U.S. child population in 2009. In contrast, Black children were at almost 30% of the total number of children in foster care for the same year according to the Department of Health and Human Services 2009 Foster Care report. In addition, there are not enough Black families available to adopt these children. Interracial adoption advocates often hail it as a good solution to address these problems. Interracial adoption is promoted as a major step towards an integrated, unprejudiced, and colorblind society. However, instead of healing the wounds of racism, interracial adoption often contributes to racist ideologies and practices that devalue family relationships in the Black community (Roberts 50). This type of adoption is a surface only solution that fails to dig deeper and address the u nderlying reasons for the disproportionate representation of Black children in foster care and the lack of minority adoptive parents. This deeper analysis exposes a system of that is very biased against the Black community in the adoption industry. Even when it is altruistic, interracial adoption is mostly detrimental to the Black community because it aids in the breakdown of Black families and the dismissal of the root causes of the circumstances that lead to large numbers of Black children needing to be adopted in the first place. Furthermore, interracial adoption has not made any significant difference in lowering the numbers of Black children in foster care. Poverty is the primary reason that a disproportionate number of Black children end up in ... ...006): 97-107. Boston College Law School. Web. 1 May 2012. Perry, Twila L. "Transracial Adoption and Gentrification: An Essay on Race, Power, Family, and Community." Boston College Third World Law Journal 26.1 (2006): 25-60. Boston College Law School. Web. 24 Apr. 2012. Roberts, Dorothy. "Adoption Myths and Racial Realities in the United States." Outsiders Within: Writing on Transracial Adoption. Ed. Jane J. Trenka, Julia C. Oparah, and Sun Y. Shin. Cambridge, MA: South End, 2006. 49-56. Print. United States. Census Bureau. "Table 10: Resident Population by Race, Hispanic Origin, and Age: 2000 and 2009." Statistical Abstract of the United States: 2012. 131st ed. Washington: GPO 2011. Web. 2 May 2012. United States. Department of Health and Human Services. Child Welfare Information Gateway. Foster Care Statistics 2009. Washington: GPO, 2011. Web. 2 May 2012.

Problem †Based Learning in Teaching and Learning High School Geometry: Its Effects on Students’ Attitude and Performance

CHAPTER 1 The Problem and Its Setting INTRODUCTION Rationale New mathematics are discovered and invented everyday and there is a great manifestation of growing recognition of the need among the mathematics educators to increase the emphasis placed on problem solving for all students. (Paja 2001). Mathematics evolved over the past few thousand years in many stages. In high school mathematics in Philippine settings involve elementary algebra, intermediate algebra, geometry and advanced algebra.All of these were center in answering questions about real life. Ordinary people of all ages are endeavor of mathematics in which they constructs concepts, discover relationships, invent methods, execute algorithms, communicate and solve problems posed by their own real worlds. (Cangelosis, as quoted by Paja 2001). Often times, mathematics is a difficult subject for students who has difficulty in memorizing formulas and using logical thinking.Students learn hardly anything of what they are taught but if they learn through hands on and minds on approach (Paja, 2001) and if it will incorporate into everyday activities and in subjects like languages arts, science, social studies, visual arts, music, physical education, life skills and performing arts. Posadas, as quoted by Paja 2001 said that they will learn more meaningfully and with longer retention. Students in today’s generation are practical work learners, investigational learners and sociable learner.In relevant to that mathematics educators should explore another strategy of teaching that caters the needs of the students that we have today. According to Paja 2001 in his study on Practical Work Strategy in Teaching and Learning Plane Geometry: Its Effects on Students’ Achievement says that utilizing practical work strategy in teaching and learning plane geometry with the aid of manipulative materials has more reaching effect on students’ achievement in mathematical content and process skills than the traditional.Problem – based learning is a student centered instructional strategy in which student collaboratively solves problems and reflects on their experiences. (http://en. wikipedia. org/wiki/Problem-based_learing). Dewey proposed that education should be built on the child’s interests and experiences (Ernest, 1991). Education becomes meaningful and real to students when it is connected to them personally, as opposed to using materials that may be abstract and unrelated to a child’s lived reality. (Douglas, 1994).In today’s world of education, lots of researches that conducted promoting and encouraging active learning in mathematics. But still we are searching for other methods in teaching mathematics. In a particular University of Cebu – Main High School Department focuses merely on the tasks of improving students’ competence on conceptual knowledge. In teaching mathematics is usually it is a teacher – centered because less at tempts for students to be involve in every class interaction, performing mathematical processes through investigation and discovery thus enhancing mathematics procedural skills.This study aims to determine the effectiveness of problem – based learning on students’ attitude and performance in high school geometry in which we seek other strategy that caters the kind of learners that we have. It provide teachers with suggested teaching strategies that would greatly influence student’s motivation and enthusiasm as they develop deep understanding of the challenging topics in mathematics. This study also offers a strategy that designed for individual learning and it encouraged to take responsibility of their group and organize and direct learning process with support from an instructor.Problem – based learning is used to enhance content knowledge and foster the development of communication, problem – solving and self direction learning skills. THEORETICA L BACKGROUND Problem – based learning (PBL) is an approach to structuring the curriculum which involves confronting students with problems from practice which provide a stimulus for learning. (Buod and Feletti, 1991). They used to enhance content knowledge and foster the development of communication, problem – solving and self directed learning skills.In PBL classes, students also summarize and present their solutions in a culminating experience. The principle role of the teacher in PBL is that of a facilitator or educational coach guiding the learners in the PBL process. Educator is not the sole resource of information, but instead guides students as they search out appropriate resources. Problem – Based Learning (PBL) is a student – centered instructional strategy in which students collaboratively solve problems and reflect on their experiences, rather than learn primarily through lectures or textbooks.Problem – based learning require the develop ment of a number of component competences, such as the skills of communication, critical reasoning, logical and analytical approach to problems, reasoned decision making and self – evaluation. (Buod and Feletti, 1991). Engel sees problem – based learning as a means of developing learning for capability rather than learning for the sake of acquiring knowledge. The effectiveness of the PBL depends on the nature of student engagement and the culture of the classroom, as well as the appropriateness of the problem tasks assigned.Proponents of PBL believe that when students develop their own problem – solving procedures, they are integrating their conceptual knowledge with their procedural skills. (Gilo, 2008). In 1960’s at McMaster Medical School, the PBL approach was started wherein the approach developed by the faculty out of the perceived need to produce graduates who were prepared to deal with the information explosion and who could think critically and so lve complex problems. This institution developed its entire curriculum around PBL. (Buod and Feletti, 1991).However medicine has also been among the pioneers in the application of problem based learning as a means towards rectifying the existing situation in undergraduate medical education (Spaulding as quoted by Buod and Feletti, 1991) and post graduate medical education (Jack and Engel as quoted by Buod and Feletti, 1991). Soon after medicine schools adopted PBL as their center of instruction not later other fields will be using problem – based learning in teaching. The movement has extended into the K-12 arena as well. Camp, 1996). Educators and administrators of the institution wanted students who could think critically, solve problems and work in teams. And many undergraduate institutions began to develop PBL programs and curricula. Aalaborg has one of the most comprehensive undergraduate PBL curriculum, and Maastricnt also has a develop PBL program of study. More recent ly, in the U. S. , the University of Delaware has turned attention toward Problem – based learning, as has Samford University in Birminghan, Alabama.In addition to these more comprehensive efforts, individual faculty members at more than 300 institutions are using PBL at the undergraduate level (PBL insight, p. 7 as quoted by Gilo, 2008). Through the researches conducted in medical school, we can formulate expectations about the outcomes of problem – based learning. Medical researchers show that problem – based learning provides students with the opportunity to gain theory and content knowledge and comprehension.According to Schmidt cognitive effects of problem – based learning are the following: (a) initial analysis of the problem and activation of prior knowledge through small-group discussion, (b) elaboration on prior knowledge and active processing of new information, (c) restructuring of knowledge, construction of a semantic network, (d) social knowl edge construction, (e) learning in context, and (f) stimulation of curiosity related to presentation of a relevant problem. Constructivism and Problem – Based LearningConstructivism is a philosophical view on how we come to understand or know. It is, in our mind, most closely attuned to the pragmatic philosophy of Richard Rorty (1991) as quoted Duffy and Savery, 2001. We will characterize the philosophical view in terms of three primary propositions by Rorty (1991) as well as vonGlaserfeld (1989). Firstly, understanding is in our interactions with the environment. This is the core concept of constructivism. We cannot talk about what is learned separately from how it is learned, as if a variety of experiences all lead to the same understanding.Learning takes place only through self – activity. (Froebel 1976). Dewey proposed that education should built on the child’s interests and experiences. (Ernest as quoted by Douglas, 1994). Since understanding is an individu al construction, we cannot share understandings but rather we can test the degree to which our individual understandings are compatible. An implication of this proposition is that cognition is not just within the individual but rather it is a part of the entire context. (Savery and Duffy, 2001).Secondly, cognitive conflict or puzzlement is the stimulus for learning and determines the organization and nature of what is learned. When we are in a learning environment, there is some stimulus or goal for learning — the learner has a purpose for being there. That goal is not only the stimulus for learning, but it is a primary factor in determining what the learner attends to, what prior experience the learner brings to bear in constructing an understanding, and, basically, what understanding is eventually constructed.In Dewey's terms it is the â€Å"problematic† that leads to and is the organizer for learning (Dewey, 1938: Savery and Duffy,2001). For Piaget it is the need fo r accommodation when current experience cannot be assimilated in existing schema (Piaget, 1977; Savery and Duffy, 2001). Lastly, knowledge evolves through social negotiation and through the evaluation of the viability of individual understandings. The social environment is critical to the development of our individual understanding as well as to the development of the body of propositions we call knowledge.At the individual level, other individuals are a primary mechanism for testing our understanding. Collaborative groups are important because we can test our own understanding and examine the understanding of others as a mechanism for enriching, interweaving, and expanding our understanding of particular issues or phenomena. As vonGlaserfeld (1989) has noted, other people are the greatest source of alternative views to challenge our current views and hence to serve as the source of puzzlement that stimulates new learning.In PBL, students learn content, strategies and self – directed learning skills through collaboratively solving problems, reflecting on their experiences, and engaging in self – directed inquiry. It established principles of learning which have been explained through observation and research over the past century, principles such as motivation, relevance, practice, active learning and contextual learning operate significantly in a PBL environment, and to a much lesser extent in conventional curricula.Figure 1: Schematic Diagram of the Theoretical – Conceptual Framework of the Study THE PROBLEM Statement of the Problem The main purpose of this study was to determine the effects of problem – based learning on students’ attitude and performance in high school geometry to the third year students of University of Cebu – Main, Cebu City of the school year 2010 – 2011. Specifically, the study sought to determine the following: 1. The profile of the students’ performance in the control group and the experimental group during the pre – test in terms of their high school geometry performance. . The profile of the students’ performance in the control group and the experimental group during the post – test in terms of their high school geometry performance. 3. The significant mean gain between the pre – test and post – test high school geometry performance profile of the students in the control group and the students in the experimental group. 4. The significant mean gain difference between the control and the experimental group’s performance in their high school geometry performance. . The significant change of the attitude towards mathematics before and after the exposure to the traditional teaching among the third year high school students of University of Cebu in the control group. 6. The significant change of the attitude towards mathematics before and after the exposure to the problem – based learning among the third year h igh school students of University of Cebu in the experimental group. Statement of HypothesesHo1: There is no significant difference between the hypothetical mean and the actual mean of the control group and the experimental group during the pre – test in terms of their high school geometry performance. Ho2: There is no significant difference between the hypothetical mean and the actual mean of the control group and the experimental group during the post – test in terms of their high school geometry performance. Ho3: There is no significant mean gain between the pre – test and post – test high school geometry performance profile of the students in the control group and the students in the experimental group.Ho4: There is no significant mean gain difference between the control and the experimental group’s performance in their high school geometry performance. Ho5: There is no significant change of the attitude towards mathematics before and after the exposure to the traditional teaching among the third year high school students of University of Cebu in the control group. Ho6: The significant change of the attitude towards mathematics before and after the exposure to the problem – based learning among the third year high school students of University of Cebu in the experimental group.Significance of the Study The effects of problem – based learning on students’ attitude and performance in high school geometry to improve classroom instruction and the quality of education rendered to continuing growing population. This study will benefit the following individual in learning and teaching mathematics in different approach. Students. The students were the primary reason of this study. They would be directly affected with the benefits of the study since they were the focus of it.Students would be relieved of the conventional classroom structure which they perceive as boring and unmotivating. They are given highly appropriate learning experiences to build positive attitude and productive individual. Teachers. The findings of this study would be of great help to the teachers not only in mathematics but also in some related areas of concern. Teachers at all levels would be able to select appropriate teaching techniques that complement problem – based learning. School Administrators.School administrators would likewise be benefited by the outcomes of the study and would capture an insight and opportunity to include in the present scope of the mathematics program and help improve the curricular content to adopt students’ level of learning with the same weight, being in the position, they have the chance to persuade the teachers to adopt problem – based learning as part of students’ learning experiences. Curriculum Writers. The result of this study would also enable the curriculum writers to redesign or restructure curriculum materials which could better facilitate math ematics learning through problem – based earning. Scope and Delimitation Content Delimitation The area of the study was the level of performance in high school geometry and the attitudes towards problem – based learning of the third year high school students of University of Cebu High School Department – Main Campus in the school year 2010 – 2011. Place Delimitation This study was limited to University of Cebu High School Department – Main Campus located in corner Sanciangko and Juan Luna Streets, Cebu City. Time Delimitation The study conducted in the school year 2010 – 2011.Subject and Area Delimitation The subjects of the study were the selected third year high students of University of Cebu High School Department – Main Campus in the school year 2010 – 2011. Chapter 2 Related Literature and Studies Observed that teachers are now being encouraged to move away from a tradition of teaching methods that are mechanistic in natur e and inappropriate to the ways students learn into a constructivist approach where active learning is emphasized. (Alindada, 199 as quoted in Paja, 2001).A teaching working from a multiculture, social – reconstructivist approach attempts to create a learning environment that is as democratic and open as the power asymmetries of the classroom allow, but with explicit recognition of this asymmetry. (Ernest 1991 as quoted by Douglas, 1994). Mathematics is our general education component that entails enriching a personal knowledge of the students that includes the opportunity to develop the power to explore, make conjecture and reason logically. This component helps students to become broadly educated, creative, cultured, morally pright and productive citizens. (Paja, 2001). Mathematics as an interdisciplinary language and tool. Mathematics can be used to help represent, communicate about, and solve problems in many different disciplines. Many jobs and other aspects of responsib le adult life in our society require some mathematical knowledge and skills. Problem – Based Learning , which encourages students to work in groups to carry out research and think independently to solve problems, is growing into an international movement. Moncure, 2005). According to Stephien and Rosenthal (1992) that PBL instruction is designed to provide students with a guided experiences in solving an ill – structured problem. It orienting students toward meaning – making over fact – collecting. They learn via contextualized problem sets and situation. (Rhem, 1998). Ulmer says, this approach gives students immediate feedback. â€Å"It keeps a constant flow going between teacher and student, and you cant’t put a price tag on that. According to the study of Gilo (2008), that PBL can produce socially responsible citizens. This gives the youth a sense of awareness and participation in the community. They love the challenge being the problem solvers and it gives a sense of accomplishment for having been part of the society they belong. PBL is a motivating way to learn as learners are involved in active learning, working with real problems and what they have to learn in their study is seen as important and relevant to their own lives. (http://www. bli. org/pbl/pbl. htm). According to Spence that problem based learning gives you opportunities to examine and try out what you already know; discover what you need to learn; develop your people skills for achieving higher performance in teams; improve your writing and speaking abilities, to state and defend with sound arguments and evidence your own ideas; and to become more flexible in your approach to problems that surprise and dismay others. Despite the work and effort it requires, PBL is never dull and is often fun.Problem – Based Learning proponents emphasize that it improves thinking and learning skills and cognitive abilities in students. It has been reported that PBL à ¢â‚¬â€œ trained students are more frequent users of libraries and other information resources, which support independent learning. They acquire life long study skills, especially in their early years of study, giving rise to sustained learning. PBL educated students have a more holistic approach to their subject, more readily integrate new information, adapt to change and work well as member of a team.Generally PBL appears to increase students interest and enjoyment to the subject and enhance their professional development. (Gilo, 2008). Chapter 3 Research Methodology Methodology This study utilized the quasi – experimental method with a content group and an experimental group using the pre – post tests. The quasi – experimental method was used since the subjects in each group were matched in terms of some selected variables such as classroom setting, classroom environment, instruction and academic performance. The study conducted on the second quarter grade.The two groups were given the pre – test on solid figures and its measurements to determine the mathematical achievement of each student. Intervention took place after conducting the pre – test which lasted for two weeks. The traditional way of teaching was given to the control group and the problem – based learning for the experimental group. After four weeks of experimentation a post – test was administered to determine the changes in their performance in high school geometry specifically in solid figures and its measurements.Research Environment This research was conducted in University of Cebu – High School Department Main Campus is located at the corner of Sanciangko and Juan Luna Streets, Cebu City. It is private non – sectarian institution of higher learning. It provides the learners with the essential knowledge, skills and attitudes that allow them to improve their quality of life and increase their opportunities to participate in and b enefit from social and economic development.It aspires to provide the learners with academic, scientific, technical and vocational, knowledge, skills and attitudes essential in meeting the demands of time, enhance the individuals emotional, social – cultural and spiritual needs; deeper the learners’ awareness and willingness to be pro – active in community projects and activities including environment protection and preservation, produce graduates who are highly qualified for the world of work. And as testament of its desire to provide est education for the masses, it is now the fastest growing university, if not the most dynamic among all the universities in the city of Cebu in terms of the number of students coming from public and private schools in urban or rural areas. Research Respondents The subjects of the study were the 82 selected third year high school students of University of Cebu – Main who are enrolled in the school year 2010 – 2011. Table 1 The Population of the Study Year and Section |Total Population |Research Population | | | |Sample (n) |Percent (%) | |III – Sapphire |41 |41 |100 | |(Control Group) | | | | |III – Jade |41 |41 |100 | |(Experimental Group) | | | | As indicated in the Table 1, the sections of third year classes were the groups under treatment of the study. The III – Sapphire class with 41 students composed the control group while III – Jade class with 41 students constituted the experimental group.Research Instruments The instruments in this study were the Mathematics Performance Test and an adopted Mathematics Attitude Scale. The achievement test was a teacher – made test about the high school geometry particularly solid figures and its measurement. To measure students’ attitude in mathematics, Mathematics Attitude Scale was used. This mathematics attitude scale was adopted from the study of Ruyca, 1994. It consisted of 20 positive and negative state ments. This attitude questionnaire is a 5 – point Likert scale to which the subjects indicate SA for strongly agree, A for agree, U for undecided, D for disagree and SD for strongly disagree.For reliability of the said test, split – half method was used. A coefficient of correlation of 0. 74 described that the test was highly reliable. Research Procedures The procedures of the study were done through data gathering and treatment of data. Data Gathering The researcher secured a written permit with the approval of the high school principal of University of Cebu –Main Campus. After the written permits signed and approved by the authorities, the researcher administered a 40 – item teacher – made test to the 40 third year high school students of University of Cebu – Main who are not respondents of the study to establish the validity of the test.When the test was found to be reliable and valid, a pre – test was administered to the actual re spondents, the third years Sapphire (control group and Jade (experimental group), a week before the experimentation started. The permit is found in appendix A. The III – Sapphire and III – Jade are the target subjects of the study. The III – Sapphire as the control group, which was exposed to traditional method; III – Jade served as the experimental group, which exposed to problem – based learning. In traditional way of teaching, lessons were presented by way of lecture, discussion and demonstration. Follow – up exercises were given in a form of seatwork and boardwork every after session. In this approach, teachers play an important role in learning process.All the discussions and presentations were delivered by the teacher. The pacing of the lesson depended on the teacher’s evaluation of the students’ performance in their previous activity. Each lesson was taught for not more than two meetings. After a month of experimentation , a post – test was given to evaluate whether the students in the control group gained knowledge in solving the areas, surface area and volume of a plane and solid figures. On the other hand, the 41 III – Jade students were exposed to problem – based learning. In the PBL, the learner will be given a problem and they were attempting to answer it of the information of what they already know.They will identify what they need to learn to better understand the problem an how to resolve it. Once they have worked with the problem and identified what they need to learn, the learners engage in self-directed study to research the information needed by finding and using a variety of information resources (books, journals, reports, online information, and a variety of people with appropriate areas of expertise). The learners then return to the problem and apply what they learned to their work with the problem in order to more fully understand and resolve the problem. After they have finished their problem work the learners assess themselves and each other to develop skills in self-assessment and the constructive assessment of peers.Self-assessment is a skill essential to effective independent learning. The faculty in turn become resources, tutors, and evaluators, guiding the students in their problem solving efforts. To measure the attitude of each student towards mathematics who had some through problem – based learning and traditional method, a Mathematics Attitude Scale the level of interest, feeling, perception and trend of attitude of the student towards high school geometry in both control and experimental groups were gathered. Each student was expected to answer the questions for their Mathematical Attitude Scale. Treatment of Data The data that will be gathered will be treated quantitatively.The following statistical treatments will be utilized for appropriate interpretation: 1. To determine the profile of the students’ performan ce in the control group and the experimental group during the pre – test and post – test in terms of their high school geometry performance, the z – test will be used with the formula: [pic] where: z = z – test value AM = actual mean HM = hypothetical mean SD = standard deviation N = number of cases/students 2. To determine significant mean gain between the pre – test and post – test high school geometry performance profile of the students in the control group and the students in the experimental group, the t – test will be used with the formula: [pic] here: t = t – test value [pic] = mean of the control group [pic] = mean of the experimental group SD1 = standard deviation of the control group SD2 = standard deviation of the experimental group N1 = number of cases of the control group N2 = number of cases of the experimental group 3. To determine the significant mean gain difference between the control and the experimental grou p’s performance in their high school geometry performance, the t – test will be used with the formula: [pic] where: t = t – test for the pre – post mean gain [pic] = mean of the difference SD = standard deviation of the difference N = number of cases 4.To determine the significant change of the attitude towards mathematics before and after the exposure to the problem – based learning among the third year high school students of University of Cebu in the experimental group, the weighted mean will be used with the formula: [pic] where:[pic] = weighted mean f = frequency n = number of cases Level of Significance A 0. 05 level of significance with a two – tailed test of statiscal significance for rejecting or accepting the hypothesis was applied in this study. Definition of Terms This study contains terms and ideas which may vary from its definition. To facilitate a better understanding of the study, some terminologies will be defined based on h ow they are used operationally.Mathematics Attitude refers to the significant contributors of detractors of effective performance. It is the behaviour shown by the students towards performing mathematics. Traditional Method refers to the ways of teaching mathematics used by teachers who depend on the teachers’ manual or textbook. It eliminates students’ experiences that are expected to motivate and sustain interest of the children. Plane Geometry refers to a branch of mathematics dealing with the properties and relations of lines, angles, surface and solids. Problem – Based Learning refers to a student instructional strategy in which students collaboratively solve problems and reflect on their experiences.Student Performance refers to the academic achievement of the student specifically mathematics. Chapter 4 Presentation, Analysis and Interpretation The presentation, analysis and interpretation of data will be presented after the experimentation of the class wi ll be done and if the data is being gathered. Chapter 5 Summary, Conclusion and Interpretation The summary, conclusion and recommendation of the study will be given after the data is being presented, analyzed and interpreted. Appendix A University of Cebu – Main High School Department Sanciangko Street, Cebu City June 15, 2010 DR. AGAPITO P. PINO JR. High School Principal University of Cebu – Main Sanciangko Street, Cebu City Sir: Greetings.The undersigned has come up with a thesis concept entitled â€Å"PROBLEM – BASED LEARNING IN TEACHING AND LEARNING HIGH SCHOOL GEOMETRY: ITS EFFECTS ON STUDENTS’ ATTITUDE AND PERFORMANCE† In this connection, she would like to request permission to conduct an experimental study with the third year students (III – Sapphire, Control Group and III – Jade, Experimental Group), who are enrolled in school year 2010 – 2011. Your favourable consideration and approval will be highly appreciated. Very truly yours, (Sgd. ) Judy G. Gutang Recommending Approval MARCELO T. LOPEZ (Sgd. ) President, SUC III Cebu Normal University Appendix B Mathematics Attitude Scales (Adopted from Maxima Ruyca) Name: _______________________ Year: ____ Sex: ___ Age: ____ Date: _____Directions: Each of the statement of this opinionnaire expresses a feeling, which a particular person has towards mathematics. Your answer is correct if it expresses your own opinion. This is not a test and you are not to be graded. Do not omit any item. You are to express, on a five – point scale, the extent agreement between the feeling in each statement and your own personal feeling. You are to check the better which indicators how closely you agree or disagree with the statement. The five – point scale are: SA – Strongly Agree; A – Agree; U – Undecided; D – Disagree; SD – Strongly Disagree. | |SA |A |U |D |SD | |1.I am always under a terrible strain in Mathematics | | | | | | |class. | | | | | | |2. I do not like Mathematics and it scares me to have to | | | | | | |take it. | | | | | | |3. Mathematics is very interesting to me and I enjoy | | | | | | |Mathematics course. | | | | | | |4. Mathematics is fascinating and fun. | | | | | | |5.Mathematics makes me feel scared and at same | | | | | | |time it is stimulating. | | | | | | |6. My mind goes blank and I am unable to think clearly | | | | | | |when working with Mathematics. | | | | | | |7. I feel a sense of insecurity when working with | | | | | | |Mathematics. | | | | | | |8. Mathematics makes me feel uncomfortable, restless, | | | | | | |irritable and impatient. | | | | | | | |A |U |D |SD | | | | | | | | | |SA | | | | | |9. The feeling that I have towards Mathematics is a | | | | | | |good feeling. | | | | | | |10. Mathematics makes me feel as if I am lost in a | | | | | | |jungle of numbers and I can’t find my way out. | | | | | |11. Mathematics is stimulating I enjoy a great deal. | | | | | | |12. When I hear the word Mathematics I have a feeling | | | | | | |of dislike. | | | | | | |13. I approach Mathematics with a feeling of hesitation, | | | | | | |resulting from a fear of not being able to do it. | | | | | | |14. I really like mathematics. | | | | | | |15.Mathematics is a course in school, which I have | | | | | | |always enjoyed studying. | | | | | | |16. It makes me nervous to even think about having to | | | | | | |do Mathematics problem. | | | | | | |17. I have never liked Mathematics. | | | | | | |18. I am happier in a Mathematics classes than any | | | | | | |other class. | | | | | | |19.I feel at ease in Mathematics and I like it very much. | | | | | | |20. I feel a definite positive reaction toward | | | | | | |Mathematics and it is enjoyed. | | | | | | UNIVERSITY OF CEBU HIGH SCHOOL DEPARTMENT TABLE OF SPECIFICATIONS Examination : Performance TestSubject / Year Level : Mathematics III Number of Items : 40Teacher : Miss Judy G. Gutang |SPECIFIC O BJECTIVES |CONTENTS |TIME FRAME |% ALLOCATION |NO.OF ITEMS |LEARNING DOMAIN |ITEM PLACEMENT |TYPE OF TEST | | Apply formulas in solving problems | | | | |Applying |I. 1 – 10 |Multiple Choice | |involving areas |AREAS |4 hours |25% |11 |Solving | | | |Solve problems on surface areas of | | | | |Applying |I. 11 – 25 |Multiple Choice | |solid figures |SURFACE AREAS |6 hours |37. % |15 |Solving | |Problem Solving | |Solve problems on volumes of solid | | | | |Applying |I. 26 – 40 |Multiple Choice | |figures |VOLUMES |6 hours |37. 5% |14 |Solving | |Problem Solving | |TOTALS | |16 hours |100% |40 | | | |University of Cebu High School Department PERFORMANCE TEST Name: __________________________ Year and Section: __________ Score: ____ I. MULTIPLE CHOICE. Read each item carefully. Encircle the letter of the correct answer. Use [pic]. 1. Find the area of a circular rug with 8. 5 cm radius. a. 182. 98 cm2b. 196. 68 cm2c. 226. 98 cm2 d. 53. 41 cm2 2. Find the area of a tr apezoid whose altitude is 6 cm and whose bases are 4 cm and 2 cm, respectively. a. 18 cm2b. 12 cm2c. 10 cm2d. 8 cm2 3. A triangle has an area of 65 ft2 and a base of 6 ft. What height corresponds to this base? a. 12 2/3 ftb. 13 2/5 ftc. 18 1/3 ftd. 1 2/3 ft 4. Find the height of a parallelogram whose area is 74 mm2 and a base length of 27 mm. a. 2. 70 mmb. 2. 74 mmc. 2. 47 mmd. 2. 41 mm 5. What is the area of the base in the figure at the right? a. 12 cm2b. 14 cm2 c. 21 cm2 d. 84 cm2 6. A square garden has a perimeter of 43m. What is its area? a. 151. 53 m2b. 151. 56 m2c. 151. 26 m2d. 115. 56 m2 7. The area of the rectangle is 162 in2. How wide is the figure if its 9 in long? a. 12 in b. 16 in c. 18 in d. 20 in 8. What is the area of a 3. 2 ft square board? a. 10. 24 ft2b. 14. 20 ft2c. 41. 20 ft2d. 40. 21 ft2 9. Calculate the area of the shaded region in the figure. a. 8. 34 in2b. 9. 3 in2c. 10. 25 in2d. 11. 43 in2 10. A man is buying a lot for P5,000 per square meter. If the lot is 20 m long and 15 m wide, how much will he pay for it? a. P9. 2Mb. P8. 1Mc. P3. 5Md. P1. 5M 11. How many 4 – inch square tiles are needed to cover a floor whose length is 12 feet and whose width is 8 feet? a. 486 tilesb. 648 tilesc. 684 tilesd. 864 tiles 12. The lateral area of a pyramid is 228 ft2. Find the area of the base if it has a surface area of 372 ft2. a. 84 ft2b. 98 ft2c. 112 ft2d. 144 ft2 13. A volley ball has a diameter of 12 cm. What is its surface area? a. 425. 31 cm2b. 452. 34 cm2c. 452. 39 cm2d. 452. 49 cm2 14.The side of a cube measures 6. 1 cm. How much foil is needed to completely cover its surface? a. 223. 36 cm2b. 226. 98 cm2c. 148. 84 cm2d. 37. 21 cm2 15. The sum of the areas of the bases of a cylinder is [pic] ft2. Find its radius. a. 6ftb. 8 ftc. 10 ftd. 12 ft 16. The side of a cube has length 9 cm. Find its surface area. a. 336 cm2b. 486 cm2c. 508 cm2d. 660 cm2 17. How much plastic is needed to manufacture five plastic balls of radius 2 cm? a. 521. 38 cm2b. 512. 33 cm2c. 215. 38 cm2d. 251. 33 cm2 18. Find the amount of cardboard needed to make a birthday hat with radius 4 in and a slant height of 10 in. a. 125. 7 in2b. 162. 7 in2c. 216. 5 in2d. 261. in2 19. A right cylinder has a lateral area of 2,480 cm2. The height is 16 cm. Find the radius of the cylinder. a. 7. 03 cmb. 8. 07 cmc. 9. 23 cmd. 10. 37 cm 20. The circumference of a basketball is 40. 8408 cm. What is its surface area? a. 453. 93 cm2b. 530. 93 cm2c. 533. 35 cm2d. 563. 53 cm2 21. How much paper is needed for the label of Youngstown sardines having a radius of 2 in and a height of 4. 2 in? a. 52. 78 in2 b. 95. 56 in2c. 99. 25 in2d. 112. 12 in2 22. Which of the statements is TRUE? a. No two spheres have the same volume and surface area. b. The lateral faces of a rectangular prism have two pairs of equal areas. c.The surface area of a sphere is equal to the area of the Great Circle. d. The area of the base of a cone is lwh. 23. What is the radius of a cone whose area o f its base is 22. 46 in2? a. 7. 62 inb. 6. 72 inc. 2. 67 ind. 1. 76 i 24. Two identical cubes, whose volume is 125 cm3, are placed side by side to forma rectangular prism. Find the surface area of the new solid. a. 150 cm2b. 250 cm2c. 350 cm2d. 450 cm2 25. The sum of the area of the bases of a rectangular prism is 120 ft2. How long is the solid if its width is 5 ft? a. 3 ftb. 4 ftc. 5 ft d. 6 ft 26. The surface area of a triangular pyramid, having four congruent faces, is [pic] mm2. How long is the base if its height is [pic]mm. a. ftb. 6 ftc. 8 ftd. 10 ft 27. Which of the following statements is FALSE? a. The ratio of volume of the cone to the volume of the cylinder is 3:1. b. The volume and surface area of a sphere can be equal. c. The volume of an irregular object can be determined by water displacement. d. No two cubes have equal volume. 28. How would the volume of the square pyramid be affected if the height is doubled? a. the sameb. doubledc. tripledd. quadrupled 29. Find the volume of a cube 3 meters high. a. 9m3b. 18 m3c. 27m3d. 54 m3 30. A spherical lollipop has a radius of 1. 5 cm. What is its volume? a. 14. 16 cm3b. 17. 07 cm3c. 28. 26 cm3d. 10. 60 cm3 31.Find the amount of space contained in a book 12 in by 1. 5 in by 6. 1 in. a. 89. 01 in3b. 180. 9 in3c. 109. 80 in3d. 801. 9 in3 32. How much sand is contained in a can whose height is 5 inches and radius is 1. 5 in? a. 53. 32 in3b. 35. 34 in3c. 33. 53 in3d. 52. 33 in3 33. The volume of a pyramid is 20 m3. If its height is 12 cm, find the area of the base. a. 5 cm2b. 10 cm2c. 15 cm2d. 20 cm2 34. The height of a 7. 1 ft by 4. 2 ft waterbed mattress is 2. 5 ft. Find its volume. a. 79. 785 ft3b. 79. 857 ft3c. 79. 758 ft3d. 79. 875 ft3 35. The water content in an aquarium is[pic]. How high is it if it is 2 ft long and 1. 7 ft wide? a. 1. 8 ft b. 2. 4 ftc. 3. 1 ftd. 3. 3 ft 36.A pipeline is 1200 ft long and has a diameter of 4 ft. How much cubic feet of gas can the pipe hold? a. 15,087. 68 ft3b. 17,950. 68 ft3c. 19,057. 86ft3d. 19,571. 68ft3 37. How much greater is the new volume than the original rectangular prism if its height is doubled and its height is halved? a. twiceb. the samec. thriced. can’t be determined 38. The radius and height of an empty Nido can are 4 in and 11. 8in, respectively. How much water it contains if it is one – half full? a. 296. 56 in3b. 296. 67 in3c. 296. 57 in3d. 296. 67 in3 39. A softdrink cup is cylindrical in shape. Its volume is 628 cm3 and the radius is 5cm. How deep is the cup? a. 6 cm b. 8 cmc. 9 cmd. 10 cm 40.A stalactite in Bukilat Cave in Camotes, Cebu is shaped like a cone. It is 2. 5 ft and has a diameter at the roof of 1. 2 ft. Find the volume of the stalactite. a. 2. 83 ft3b. 3. 28 ft3c. 8. 23 ft3d. 8. 32 ft3 CURRICULUM VITAE JUDY G. GUTANG PERSONAL PROFILE Age:25 years old Birth date:March 26, 1985 Sex:Female Civil Status:Single Religion:Roman Catholic Citizenship:Filipino EDUCATIONAL BACKGROUND Cebu Normal University Maste r of Arts in Education major in Mathematics Units Earned: 27 units Cebu Normal University Bachelor of Secondary Education major in Mathematics Graduated 2006 Don Vicente Rama Memorial National High School (Basak National High School)Graduated 2002 Don Vicente Rama Memorial Elementary School (Basak Elementary School) Graduated 1998 WORK EXPERIENCE University of Cebu – Main Campus High School Teacher (Math) 2007 – present Cebu Normal University Office Clerk – Accounting Department May 29, 2006 – January 1, 2007 Cebu Normal University Student Assistant – Accounting Department January 2003 – September 2005 EXAMINATIONS PASSED Licensure Examination for Teachers (LET) Secondary Level – August 2006 SEMINARS/WORKSHOPS ATTENDED Innovations in Classroom Teaching January 31, 2009 Computer Aided Instruction Seminar-Workshop November 29, 2008 Lecture – Forum on Numerical Analysis October 11, 2008Seminar/Workshop on Strategies and Techniques in Teaching Mathematics for High School September 27, 2008 Good Citizenship Values Formation August 30, 2008 Book Launch and Seminar on Teaching Skills and Strategies December 1, 2007 Seminar on Empowering Teachers with Strategies Anchored on Learner- Centered Paradigm October 24, 2007 Lecture-Demonstration on Innovations in Teaching Mathematics August 13, 2007 Restructuring Learning Strategies and Experiences: Paradigm Reflective of the UC Secondary Education Vision-Mission-Goals (Year Three) May 16 – June 8, 2007 Wellness Seminar September 20, 2006 Living Values Education Program January 27 – 29, 2006 Basic Training Course for Unit LeadersSeptember 30 – October 2, 2005 ———————– CONSTRUCTIVISM THEORY |Post – test | |Achievement |Attitude | |Pre – test | |Achievement |Attitude | ? Understanding comes from our interaction with our environment. ? Cognitive conflict stimulates learning. ? Knowle dge evolves through social negotiation and evaluation of the viability of individual understanding. Traditional Approach Control Group III – Sapphire Control Group III – Sapphire Problem – Based Learning Experimental Group III – Jade Experimental Group III – Jade Structured Plan in Mathematics (High School Geometry)

Florence Nightingale Leadership in Nursing Essay

Nursing has never been simple profession and it is not an easy task to quantify the contributions nurses have made in shaping healthcare. Modern nursing is complex, ever changing and multi focused; requiring nurses to evolve personally and professionally as leaders in healthcare. What is leadership? Leadership is defined by what it is, as much as what it is not. Leadership has nothing to do with titles, age, seniority, education or status, but rather associated with the characteristics that define a leader. Per Forbes Magazine (April, 2013) â€Å"Leadership is a process of social influence, which maximizes the efforts of others, towards the achievement of a goal. An effective leader must inspire the group to follow in their lead, to guide them to accomplish a mutual goal.† Florence Nightingale, the innovative leader and pioneer of modern nursing, is the person I selected as the leader I most admire and one who continues to inspire me to continue to grow professionally. Read more:  The person you admire the most essay Nightingale, who lived from 1820-1910 was a visionary, healer, reformer, environmentalist, feminist, practitioner, scientist, politician and global citizen. Her achievements are astounding considering the Victorian era, and the submissive role of women in her time. Her contributions to nursing theory, research, statistics, public health, and health care reform are invaluable and inspirational. Florence Nightingale demonstrated the characteristics of leadership such as, mission conscious, tenacity, solution oriented and commitment by her ability to establish nursing as professional practice, separate from medicine, while practicing in a male dominated world. Secondly, she was intentional and focused in her efforts as an advocate for the advancement of nursing into leadership positions and not one of just servitude, by fostering an environment of continued education and training for nurses. She formalized an educational program and founded the first nursing school in England that helpe d to formulate standards of practice evident in nursing care today. Florence far reaching visionary concepts of nurses contribution to healthcare ,leadership and the transformational aspects of nursing has continued to propel nurses into the forefront of modern healthcare . According to, Selanders & Crane, (2012) â€Å"Today ANA states that high quality practice includes advocacy as an  integral component of patient safety. Advocacy is now identified both as a component of ethical nursing practice and as a philosophical principle underpinning the nursing profession and helping to assure the rights and safety of the patient.† If the true test of leadership is measured by the outcomes, Florence is a proven leader. It has been my experience that nursing is a transformational experience, it shapes you as much as your values and philosophies shape your practice. Florence Nightingale herself was a true visionary, who was also transformed into a leader by her courage, advocacy, focus and intentional pursuits, in advancing the practice of nursing. Her leadership style is aligned with that of a transformational leader, integrated with some democratic and authoritarian leadership styles of her time. Per Selander & Crane (2012) â€Å"Nightingale understood the value of and the methods for achieving visionary leadership. She repetitively utilized techniques which have been developed as the stair step leadership development model. This paradigm blends the ideas of Nightingale with the current leadership terminology of Burns (1978, 2003), who identified the relative merit of leadership outcomes, with the ‘novice-to-expert’ concept of Benner (2000) which focuses on the necessity of building leadership skills. â€Å"Her ability to empower and inspire others to follow in her path, is the ultimate pinnacle of success for a leader. Florence Nightingale embodies the true characteristics and spirit of leadership, one that has proven the test of time and continues to evolve with time, as nurses forge a path in the 21 century healthcare. Selanders. L, Crane.P, (2012), 17(1).The voice of Florence Nightingale on Advocacy. Online J.of Nursing Issues Kruse. (April, 2013).The Definition of Leadership in the 21 Century, Forbes Magazine.www.forbesmagazine.com

Free Essays on EDI

Wouldn’t it be great to have a way of transferring documents computer-to-computer with totally unrelated companies in an electronic form that would cut down on paper usage? Guess what! We have it. EDI or Electronic Data Interchange has been around for quite sometime now. This electronic method of document transfer is quite amazing and has many benefits once it is implemented. How does EDI work? One credible source explains an example of an EDI transaction, as it would be for a purchase order in these seven steps: 1. The buyer’s production database includes data generated by the applications software. The application software may be a vendor-purchased package or custom-developed. The buyer enters order information, generating a purchase order on the computer. The order information then channels through a number of interface programs. 2. The interface programs perform edits and checks on the document and direct the order data in to predefined EDI interface files. The EDI interface files contain the order information in a form that can be read by the EDI translation software - a set of programs that translates or maps the interface file data into an electronic document formatted according to EDI standards. The electronic document (in this case, the purchase order) consists of a file (or files) that contains the order data in a predefined, recognizable format. 3. The communication software adds appropriate communications protocols (e.g., asynchronous or bisynchronous) to the EDI document in preparation for transmission over telephone lines. 4. Using a modem and telephone line, the buyer transmits the electronic standard purchase order to the supplier’s computer. 5. The communications software on the supplier’s computer interprets and/or converts the communications protocols to open the electronic document. The standard EDI purchase order is now in a recognizable format in a file or files and is now availab... Free Essays on EDI Free Essays on EDI Wouldn’t it be great to have a way of transferring documents computer-to-computer with totally unrelated companies in an electronic form that would cut down on paper usage? Guess what! We have it. EDI or Electronic Data Interchange has been around for quite sometime now. This electronic method of document transfer is quite amazing and has many benefits once it is implemented. How does EDI work? One credible source explains an example of an EDI transaction, as it would be for a purchase order in these seven steps: 1. The buyer’s production database includes data generated by the applications software. The application software may be a vendor-purchased package or custom-developed. The buyer enters order information, generating a purchase order on the computer. The order information then channels through a number of interface programs. 2. The interface programs perform edits and checks on the document and direct the order data in to predefined EDI interface files. The EDI interface files contain the order information in a form that can be read by the EDI translation software - a set of programs that translates or maps the interface file data into an electronic document formatted according to EDI standards. The electronic document (in this case, the purchase order) consists of a file (or files) that contains the order data in a predefined, recognizable format. 3. The communication software adds appropriate communications protocols (e.g., asynchronous or bisynchronous) to the EDI document in preparation for transmission over telephone lines. 4. Using a modem and telephone line, the buyer transmits the electronic standard purchase order to the supplier’s computer. 5. The communications software on the supplier’s computer interprets and/or converts the communications protocols to open the electronic document. The standard EDI purchase order is now in a recognizable format in a file or files and is now availab...

Budgets Essay Example for Free

Budgets Essay Essay Topic: Budgets Choose cite format: APA MLA Harvard Chicago ASA IEEE AMA company About StudyMoose Contact Careers Help Center Donate a Paper Legal Terms & Conditions Privacy Policy Complaints There are certain elements that are to be considered in studying and defining the budget, especially in the field of public administration. These elements include economic, political, and ideological concerns that affect the processes budget goes through. A fourth element that defines budget is societal concerns, which proves to be an important factor for the success of the budget. The budget is said to be economic such that it paints a picture where there is a supply and demand. The supply of funds available for the organization would likewise be met by a demand by its components. The scarcity in funds, as is mostly the situation for finite resources, results to the competition of the different departments for their share in the budget. On the other hand, the political and ideological concerns would mostly be found in the budget process as reflected by the final appropriations. The debate that it has to go through in the respective legislative bodies entails a political and ideological working where each actor would pursue their interests. The last component is the concern for societal welfare. A budget, no matter how big, if it is hounded by cold gigantic infrastructures is said to be a failure. It is important that behind every amount pursued for in the budget, there should be a corresponding impact on raising the quality of life of the people for whom it is intended for. The elements of the budget? economic, ideological, political, and societal? are important elements that play several important roles during the existence of the budget and will continue to serve their purpose to make an effective appropriation. Budgets. (2016, Oct 31).

Reports of Digital Investigations to Management Essay

Reports of Digital Investigations to Management - Essay Example Certainly, digital forensics investigations are time-consuming and resource-consumptive but are integral to the continued securitization of an organization's data and the protection of both its customers and its market status. Following a brief overview of the type of information which Digital Investigation Reports are expected to contain, this essay will examine the question of what organizational managers expect to see in these reports and why. Jones, Bejtlich and Rose (2005) explain that there are several types of digital investigation reports and the structure and content of each is ultimately determined by the person they were written for. If directed to either the IT Manager or the organization's Chief Security Officer, they are extremely detailed. The reports will, customarily, include all the relevant information surrounding the incident, the tools which were used to detect the penetration or attempted penetration, its consequences and the technologies employed for the investigation of the incident. The results of the investigation are comprehensively detailed. ... Digital investigation reports which are forwarded to the organization's Legal Department are similar to those composed for the Finance and Accounting departments (Jones, Bejtlich and Rose, 2005). As indicated above, the composition of digital investigation reports is a complex and complicated process. This is not simply because of their intricately detailed nature but because several reports are generated and the style and content of each differs according to intended recipient. 3 Reports to Management Digital Investigations Reports addressed to management are, quite possibly, the most important of all the digital forensic reports prepared by the organization. The reason, as explained by the IT Director, is that the organization's top management are its decision-makers; they allocate the budget and resources necessary for such investigations and, importantly, make the decision on follow-up action. These reports tell management what happened, the extent of the damages, if any, and why the incident occurred in the first place. Importantly, these reports may also contain suggestions for the avoidance of future incidents. From the IT Director's perspective, the reports addressed to management are intended to provide them with the information needed for them to arrive at a decision on future action and reaction. Stephenson (2003) similarly emphasizes the importance of the digital investigation reports submitted to management. As he argues, the information contained in these reports undoubtedly influence management decisions regarding subsequent action. For example, if the investigations revealed the incident to be serious and