Friday, January 31, 2020
Research on Ecological Education Paper Example | Topics and Well Written Essays - 500 words
On Ecological Education - Research Paper Example This enhances their self-confidence, providing them with positive outlook towards ecology, its protection and improvement (ALPHA, 2000). Ecological education enables individuals to comprehend a wider and composite conservation system, it also signify to stay in harmony. Thus, ecological education creates an wakefulness not only amongst the educated population but also amongst the uneducated population. It assembles those individuals who are well informed and provide support with keenness and dedication. Communication is the chief motive of ecological association. Communication is done by using short and meaningful sentences. It is imperative that appropriate information and desired awareness must be generated through this means of education. It is evident that environment or ecology is a wide term that involves people, their immediate environment, their cultural environment and also the global impact. It is a concern towards our biological as well as non-biological environment, it al so involves a concern about the social environment. It involves protection of the resources.
Thursday, January 23, 2020
Brain Tumors :: essays research papers fc
BRAIN TUMORS (Meningioma and Oligodendroglioma) I. Pathology A.     Meningioma II. Etiology A. No known cause B.     Uncontrolled division of meningial cells III. Specifics A.     Affected cell - meninges (cover and protection of brain and spinal cord) B.     Accounts for 20% of all intracranial tumors C.     Typically benign D.     Between skull and brain E.     Compresses but does not invade brain IV. Symptoms/Signs A.     Headaches B.     Stroke-like symptoms C.     Seizures D.     Loss of vision E.     Personality changes F.     CT scans and MRI’s can determine presence and exact location V. Types A.     Convexity (curved part of the skull) B.     Cavernous sinus C.     Sphenoid wing D.     Clivus and parasellar regions E.     Cerebellar (also occur) VI. Treatments A.     Surgical removal (most common, first option) B.     Regular radiation C.     Stereotactic Radiosurgery (precise radiation delivered to the brain without harm to surrounding tissue/ this is used for meningiomas that are more difficult to safely remove) VII. Prognosis A.     Excellent (more than 95% survival rate) B.     Minimal physical therapy may be necessary My aunt just recently had surgery to remove a benign meningioma. The surgery was a success and had she survived despite further complications, her treatment following the surgery was to be mere physical therapy to regain full or partial use of her left hand. I. Pathology A. Oligodendroglioma II. Etiology A. Unknown III. Specifics A.     Affects oligodendrocytes (responsible for myelin production, which covers nerves and allows for quick conduction of information) B.     Most common in male adults C.     May be benign or malignant and spread to other parts of brain or even outside IV. Symptoms/Signs A.     Headaches B.     Vomiting C.     Visual complications D.     Memory loss E.     Problems with coordination and speech F.     Mood and personality changes G.     Paralysis on one side H.     CT scans and MRI’s can determine presence and exact location of tumors V. Types A.     Frontal lobe B.     Temporal lobe VI. Treatment A.     Surgery B.     Radiotherapy C.     Chemotherapy VII. Prognosis A.     Poor long term B.     Often fatality In addition to current treatment methods for tumors (chemotherapy, radiation, surgery, and stereostatic radiosurgery), testing is being done to determine the effects of hyperthermia, gene and viral therapy, as well as immunotherapy (vaccines) as possible treatment methods. This may be useful because most tumors are more sensitive to heat than other tissues. Of course, as with all cancers and diseases, continuous research is also being done to determine specific causes. Brain Tumors :: essays research papers fc BRAIN TUMORS (Meningioma and Oligodendroglioma) I. Pathology A.     Meningioma II. Etiology A. No known cause B.     Uncontrolled division of meningial cells III. Specifics A.     Affected cell - meninges (cover and protection of brain and spinal cord) B.     Accounts for 20% of all intracranial tumors C.     Typically benign D.     Between skull and brain E.     Compresses but does not invade brain IV. Symptoms/Signs A.     Headaches B.     Stroke-like symptoms C.     Seizures D.     Loss of vision E.     Personality changes F.     CT scans and MRI’s can determine presence and exact location V. Types A.     Convexity (curved part of the skull) B.     Cavernous sinus C.     Sphenoid wing D.     Clivus and parasellar regions E.     Cerebellar (also occur) VI. Treatments A.     Surgical removal (most common, first option) B.     Regular radiation C.     Stereotactic Radiosurgery (precise radiation delivered to the brain without harm to surrounding tissue/ this is used for meningiomas that are more difficult to safely remove) VII. Prognosis A.     Excellent (more than 95% survival rate) B.     Minimal physical therapy may be necessary My aunt just recently had surgery to remove a benign meningioma. The surgery was a success and had she survived despite further complications, her treatment following the surgery was to be mere physical therapy to regain full or partial use of her left hand. I. Pathology A. Oligodendroglioma II. Etiology A. Unknown III. Specifics A.     Affects oligodendrocytes (responsible for myelin production, which covers nerves and allows for quick conduction of information) B.     Most common in male adults C.     May be benign or malignant and spread to other parts of brain or even outside IV. Symptoms/Signs A.     Headaches B.     Vomiting C.     Visual complications D.     Memory loss E.     Problems with coordination and speech F.     Mood and personality changes G.     Paralysis on one side H.     CT scans and MRI’s can determine presence and exact location of tumors V. Types A.     Frontal lobe B.     Temporal lobe VI. Treatment A.     Surgery B.     Radiotherapy C.     Chemotherapy VII. Prognosis A.     Poor long term B.     Often fatality In addition to current treatment methods for tumors (chemotherapy, radiation, surgery, and stereostatic radiosurgery), testing is being done to determine the effects of hyperthermia, gene and viral therapy, as well as immunotherapy (vaccines) as possible treatment methods. This may be useful because most tumors are more sensitive to heat than other tissues. Of course, as with all cancers and diseases, continuous research is also being done to determine specific causes.
Wednesday, January 15, 2020
Effective Parenting Styles
Effective Parenting Styles COM/150 Abstract The passion of people’s reactions to questioning parenting styles are just below the nukes of religion and politics in explosive potential. Here we discuss what the basic styles are and what styles most parents tend to fall. We will look at constructive and deconstructive parenting styles as well as see which option tends to be the best. Where do you fall? Is that style the best your family or are you still seeking guidance? Effective Parenting StylesAlthough parenting is a never-ending debate, many parenting styles have been studied to find what elements are constructive and which are destructive. There are roughly four major parenting styles identified when researching effective parenting. Each parenting style can differ and change as children grow older, or change based on each individual child. These groups defined below have a major emotional impact and development impact on a child. Permissive Parenting Permissive parenting can come off to be more of a friend rather than a parent; these parents don’t often discipline their children.Parents who choose to parent their children this way rarely have control over their children and may be lacking self-discipline themselves. Although these parents are still very loving and nurturing to their children, this parenting style may be a bit too laid back to raise an obedient child with self-discipline. Authoritarian Parenting In the authoritarian style of parenting, the parents set strict rules for children to follow and set high demands that these rules are to be obeyed or they be punished end of story.The most common aspect of this authoritarian style of parenting, is the parent neglects to give the child reasoning to the rules they have set, â€Å"Because I’m the father that’s why†is the perfect example of this. Parents in this style don’t feel they need to have to explain reasoning to their children and often come across as an aggressor. Communication between parent and child is non-existent. Authoritative Parenting This parenting style has much in common with the authoritarian style of parenting. The authoritative style parenting is a bit more self-ruled and flexible for each disciplinary incident.The authoritative style has the same set rules and standards as authoritarian, but parents in this style are more expectable to reason with these children and dig deeper into the issue at hand and discuss a resolution then jump straight to discipline. This style does discipline and sticks to the rules, but has more of an emotional and nurturing way of dealing with the issue. Uninvolved Parenting Uninvolved parenting style is just that. Parents of these children have no receptiveness or awareness to their children’s behavior.These parents are disconnected from their children on most emotional levels and just fill the basic living demands of food, water, shelter, etc. There is low to none communication, di scipline, or nurturing between parent and child. In some extreme cases, parents don’t even meet the child’s basic living demands. When it comes to parenting styles we find two major deconstructive styles out of the four listed above, uninvolved parenting and permissive parenting. Children raised with the permissive styles generally experience more problems with school, authority, and are found to have self-esteem issues.This child hasn’t had much authority from parents so they feel that they shouldn’t have to take any from anybody else including the law. This can majorly effect education if the child has no consequence for not finishing homework or sees no reason education and guidance are important to learn. The results of the uninvolved parenting style can lead to children being less competent in adult life, un-successful, have problems dealing with self-control, and also are found to have major self-esteem concerns.Children raised in these environments have little to no control over emotions and actions since proper guidance was never shown to them. These children learn and grow from what they know and seek acceptance from outside sources. Too often enough these children fall into gangs and drugs to seek this acceptance from these groups. Many of these children drop out of school at an early age and suffer from poor reading and writing skills. After reviewing the parenting style definitions above, the most logical and constructive parenting style seems to be the authoritative parent.Numerous studies have been taken on these four parenting styles and have concluded â€Å"Authoritive parenting styles tend to result in children who are happy, capable and successful†(Maccoby, 1992. These studies also show that the Authoritarian parenting styles â€Å"generally lead to children who are obedient and proficient, but they rank lower in happiness, social competence and self-esteem. †(Cherry, n. d). Giving your children the extra attention and guidance while setting reasonable boundaries seems to be the best fit for parenting. Every parenting style varies.You may have a father who is authoritive, the mother is more permissive; the key to successful parenting is communication and balance as a family. Communicate with your children about why they did what they did. Guide them and show them how it can be done better the next time around, and most of all make sure to make to show your child love and acceptance. Punishment needs to happen like committed as consistency is also very important, but following through with rules and the punishment allows your child to grow and learn from the experience, and to avoid doing them again.Conclusion All children need a good parent with an effective parenting style. Who the child grows up to be is a direct look at who the parent is. References Maccoby, E. E. (1992). The role of parents in the socialization of children: An historical overview. Developmental Psycholo gy, 28, 1006-1017. Cherry, K. (n. d). About. com – Education- Psychology. Retrieved from http://psychology. about. com/od/developmentalpsychology/a/parenting-style. htm
Tuesday, January 7, 2020
How to Teach the Future - ESL Education
Teaching the future in English is relatively simple in the beginning. Students understand the future with will and learn the form quickly. However, the problems begin when discussing the future with going to. The key issue is that the future with going to is logically a better fit when speaking about the future. The future with going to tells us about our plans, whereas the future with will is mainly used to discuss reactions that occur at the moment of speaking and speculation about the future. Of course, there are other uses, but this main issue leads to a lot of confusion among students. Choosing when to introduce the future with will and going to carefully can make all the difference in comprehension. It is recommended to delay introducing these forms until students are comfortable with some basic tenses. Start by Speaking about Plans and Hopes To help students become familiar with both forms, discuss your future plans as well as your thoughts about the future. This will ensure that you use both the future with will and going to. If you are teaching beginning level students, separating the two forms will help students understand the difference. If your students are intermediate level, mixing the forms can assist in teaching the fluidity between the forms in everyday usage. Beginners I have some predictions for next year. I think that you will all speak better English at the end of this course! Im sure I will have a vacation. However, I dont know where. Ill probably visit my parents in Seattle in the summer, and my wife will ... Intermediate Next year, Im going to take up the guitar. It will probably be very difficult for me, but I love music. My wife and are going to fly to New York in September to visit some friends. While were in New York, the weather will probably be good... In both cases, ask students to explain the function or purpose of the different forms. Help students understand that the future with will is used for making predictions, or what you think will happen. The future with going to, on the other hand, is used to state future intentions and plans. Future with 'Will' for Reactions Introduce the future with will for reactions by demonstrating various scenarios that call for reactions: John is hungry. Oh, Ill make him a sandwichLook its raining outside. OK, Ill take my umbrella.Peter doesnt understand the grammar. Ill help him with the exercise. Explaining Future Forms on the Board Use a future with will for promises and predictions timeline to illustrate the future used for speculating about the future. Contrast this timeline with future with going to for intentions and a plans timeline to illustrate the difference between the two forms. Write positive sentences of both forms on the board and ask students to change the sentences into both questions and negative forms. Point out that will not becomes wont in most everyday use. Comprehension Activities Comprehension activities focusing on specific functions will help cement the understanding of differences between these two forms. For examples, a reading comprehension on the weather can help students use the future with will. This can be contrasted with a listening comprehension discussing future plans with going to. More extended dialogues and reading comprehensions can be used to mix the forms once students understand the differences between the forms. Quizzes asking to choose between future with will or going to also help to solidify understanding. Challenges with the Future As discussed above, the main challenge is in distinguishing between what is planned (going to) and what is a reaction or speculative (will). Add to that the fact that many native speakers mix the forms themselves, and you have a recipe for trouble. I find it helpful to boil teaching down to two questions: Was a decision made about this statement BEFORE the moment of speaking? - If yes, use going toAre you thinking about future possibilities? - If yes, use willIs this a reaction to what someone has said or done? - If yes, use will Not all uses of these two forms can be answered with these simple questions. However, raising students consciousness of these key points will help them become more accurate in their use of these two future forms.
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