Checking Newton Essay Example for Free

Checking Newton Essay In this experiment I will make measurements on a two pulley system and use them to check Newtons 2nd law:The rate of momentum of a body  Is directly proportional to the external,  Resultant force acting upon it. The change in momentum takes place in the  Direction of that force. The apparatus is set up as shown in the diagram below:  The masses m1 and m2 are initially set at 400 grams each. The ruler is set vertically. I measured and recorded the distance (S). There must be the same friction at the pulleys; in order to comply with this took added 10 grams masses to m1 until the two masses jus begin to move. I recorded the extra masses m0 added, and the total mass M of m1 and m2. I then held m1 by hand, added one 10g mass, and released it. My partner at that exact moment started the stopwatch. When the m1 hit the soft material the stopwatch was stopped. I recorded the time taken in the table below and repeated this a further one more time so I could finally take an average reading. Extra mass added to m1 Time 1 s Time 2 s Mean Time Timei 1/(m Kgs-1 0. 020 3. 0 4. 18 3. 59 12. 8 50 0. 040 1. 60 2. 14 1. 87 3. 49 25 0. 060 1. 62 1. 45 1. 53 2. 34 16. 6 0. 080 1. 19 1. 30 1. 24 1. 53 12. 5 0. 100 1. 19 1. 0 1. 09 1. 18 10 On then ext page is the graph that I plotted with t on t on the y- axis against 1/(m on the x- axis. Theory: The string is assumed inextensible so then the tension is the same at all points. For the downward motion of the mass m2 I applied F=ma. M1g T = m1a 1 For the upward motion of m2 T m1g = m1a 2 Adding 1 and 2 cancels out T M2g m1g = m2a+m1a (m2 m1)g = (m2+m1) a There for a = m2-m1/m2+m1 g 3 Now s=ut + at U=0, and There for s=1/2at A=2s/ti 4 Substituting 4 in 3 for a 2s/t = (m/M g ( 2Ms= t. g. (m This can be written asti = 2Ms/g . 1/(mm, s and g are constants. So a graph of ti against 1/(m should result in a straight line through the origin.

Scope And Delimitation Example

Scope And Delimitation Example INTRODUCTION Background of the Study In relation to the goal of Philippine political and economic development and social cohesiveness, there is a growing clamor to revisit and revive nationalism. In the Philippines, it has been recognized that the issue of nationalism is important in education. One of the goals of the Education Act of 1982 that serves as a guideline for elementary education, is to promote and intensify the childs knowledge of identification with, and love for the nation and the people to which he belongs (Department of Education, 2002, p.2). This objective is also hinged on the 1987 Constitution Article XIV, Section 3 (2) that states that the school shall inculcate patriotism and nationalism, foster love of humanity, respect for human rights, appreciation of the role of national heroes in the historical development of the country, teach the rights and duties of citizenship, strengthen ethical and spiritual values, develop moral character and personal discipline, encourage critical and creative thinking, broaden scientific and technological knowledge, and promote vocational efficiency (1987 Constitution of the Republic of the Philippines, Department of Education, 2002, p.2). As agents of patriotism and nationalism, the school is mandated to cultivate pagka-Filipino in children. In compliance with the1987 Constitution and the Education Act of 1982, the Department of Education came up with the following objectives for the elementary education formal curriculum: (1) inculcation of spiritual and civic values and the development of a good Filipino based on an abiding faith in God and genuine love of country; (2) training of the young citizen in his rights, duties and responsibilities in a democratic society for active participation in a progressive and productive home and community life; (3) development of basic understanding about Philippine culture, the desirable tradition and virtues of our people as essential requisites in attaining national consciousness and solidarity (Department of Education, 2002, p.1-2). Moreover, the K to 12 Philippine Basic Education Curriculum also reflects the significance of teaching pagka-Filipino based on the Department of Educations curriculum guide. One of the desired outcomes of the implementation of the Mother Tongue-Based Multilingual Education (MTB-MLE) is to develop learners who take pride in their cultural heritage and are proud to be Filipinos. In the National Early Learning Framework (NELF), the Filipino child is considered as the most important asset of our county. The NELF firmly believes that the Filipino child is a human being who loves God, parents, and country, is proud to be a Filipino, honors the customs, traditions and good values of the people, knows his/her basic rights, respects other cultures and is able to live in peace and harmony with all (Department of Education, 2012, p.3). As early as kindergarten, pagiging maka-Filipino or a national consciousness of being a Filipino is cultivated in the children, with the hope that this will lead to ardent nationalism, love of country and pride as a Filipino. The importance of teaching nationalism and national identity in the early grades has been established and promoted by the state and state institutions such as school and the Department of Education. However, a study on national identity among urban school children by Doronila (1986) showed that Filipino children favor other countries over their own, and this preference deepens as they mature. A similar study was also conducted among 3rd year High School students in Baguio City by Herrera and Robias (2010), and the findings revealed that although respondents exhibit a positive preference for things Filipino, these preferences have not yet been lifted to a level of consciousness that would make their manifestation of such personal preferences as expressive of their identity as Filipino, or as charters of national identity (Herrera & Robias, 2010, p.67). This suggests that national identity among Filipino youth is superficial. According to Yacat (2002), there are two kinds of pagka-Fili pino: Filipino by name which is shallow and Filipino by heart which is deeply-rooted. He further stressed the importance of the family where culture and Filipino identity take root and of the school which nurtures the idea of pagka-Filipino. Koh (2010) emphasized that it is during childhood that an individual starts to identify with the nation. She declared that childhood experience is commonly taken to be the bedrock upon which self-identity is built, and national consciousness is regarded by many as a key foundation of a modern persons identity (Koh, 2010, p.1). Furthermore, she saw the need for studies on how children perceive national identity. She stated children should be central to the study of national feeling, place-belonging, and citizenship. And yet, we do not know a great deal about how school-age children actually do relate to the idea of nation (Koh, 2010, p.2). The assertion of Koh (2010) and the studies by Doronila, Herrera and Robias, and Yacat presented two crucial issues: (1) superficial national identification among Filipinos and (2) lack of studies on national identity and childhood. This research seeks to address these two problems by focusing on early graders and their perspectives of pagka-Filipino. In Vygotskys social development theory (Ormrod, 2011), the child learns concepts through language and action. He asserts that development is connected to social context and that the childs developmental level should complement his learning. Hedges (2012) explained further that during the early childhood years, Vygotsky believed that everyday concepts were most prominent. According to Vygotsky, Everyday concepts emerged from childrens thinking about their daily experiences; that is, they occur spontaneously in the context of normal participation in family and community practices and activities (Hedges, 2012, P.145). By probing how children in the early grades perceive and construct their identity as Filipinos in the context of their everyday experiences, policy makers, teacher educators, curriculum developers, and early grades teachers will gain greater insight into how the concept of national identity and nationalism take root in every Filipino child. The childrens perspectives will improve the K to 12 Philippine Basic Education Curriculum and its implementation. This study also investigates the perspectives of pagka-Filipino of early graders, based on locally-published picture books. This will hopefully add another dimension to the pedagogical aspect that can be gained from the childrens perspectives. Hillman (2003) described the picture book as the childs gateway to the world, the first step outside the childs immediate environment. The precise combination of art and words is a powerful experience because it triggers the imagination & introduces concepts for cognitive and language development (Hillman, 2003, p.89). Aquino (2009) said that childrens literature activates the schema of the child and presents vicarious experiences that encourage cognitive processes such as assimilation and accommodation. Piagets stages of cognitive development (Ormrod, 2011) show that as a child matures, he/she assimilates and accommodates knowledge, acquiring schemas through experience. Like building blocks, a child can create a castle by adding a block with e very bit of information learned. The existing blocks are used to widen the childs body of knowledge. These blocks form the childs schema and schema can be influenced by social and cultural experiences and interactions with text and illustrations found in picture books. Children learn by constructing their own knowledge. Carlsson-Paige (2001) states that children actively construct meaning for themselves. These meanings, unique to each child, are embedded in family and culture and are built over time (Carlsson-Paige, 2001, p.17). She further claims that through stories, children can build new meanings by referring to their personal meanings and experiences. Picture books are effective material to find out in concrete terms the pagka-Filipino of early graders. How the children perceive the words and images in the picture book that depict pagka-Filipino will enrich the concept of pagka-Filipino itself. The Filipino icons in the text and illustrations in picture books are concrete items that children can identify with. Through this study, early graders specifically Grade 1 and Grade 2 children will be engaged in defining pagka-Filipino according to their perspectives and in their own words. By sitting down and talking with the children themselves, know ledge will be gained on how they shape and restructure the concept of national identity. This research attempted to fill the gap of the study on national identity and perspectives of early graders based on picture books and their experiences. Drawing from Kohs statement that it is through everyday living experiences that the children experience the nation (Koh, 2010, p. 174) and following Vygotskys claim that everyday concepts emerged from childrens thinking about their daily experiences; that is, they occur spontaneously in the context of normal participation in family and community practices and activities (Hedges, 2012, P.145), it can be deduced that the everyday arena is important in the childs formation of the concept of pagka-FilipinoÃÆ'‚Â  as supported by Almario and Almario (2009) specifically on Filipino games and further, by Koh (2010) on habituated routines. Therefore, it can be assumed that everyday experiences and concrete materials surrounding the childs routines such as games, food, clothes, animals, famous people, things commonly used and activiti es often engaged in, are important domains to investigate in this study. Cook, G. and Cook, J. (2009) also stressed that socialization and differential experiences play roles in gender differences and this affects childrens perspectives (Cook, G. & Cook, J., 2009, p. 362). Comparing the similarities and differences in the early graders responses by gender and grade level will provide new layers on the childrens insights on pagka-Filipino. Research Objectives The objectives of this research were: To probe how children in the early grades perceive and construct their identity as Filipinos in the context of their everyday experiences. To investigate the perspectives of pagka-Filipino of early graders, based on the text and illustrations of locally-published picture books. To broaden way of understanding the childrens construction and definition of pagka-Filipino according to their perspectives and in their own words. To compare the early graders perspectives of pagka-Filipino by gender and grade level. Statement of the Problem Specifically, this research sought to answer the following questions: What are the urban low-income childrens perspectives of pagka-Filipino based on their experiences? What are the urban low-income childrens perspectives of pagka-Filipino based on the text of picture books? Significance of the Study The results of the study will hopefully aid the Department of Educations curriculum division and the National Commission for the Culture and the Arts in developing a National Cultural Education Plan that will bring about appreciation of our culture, genuine love for our county and our pride in being a Filipino. It is also the hope of this study to raise the consciousness of publishers, writers, and illustrators to inculcate nationalism and Filipino pride in their published stories and other forms of literature for the early grades. This study of young learners perspectives of Pagka-Filipino and its depiction in picture books may be useful to our early grades teachers as a benchmark or yardstick on national identity formation and the corresponding interventions. Hopefully, it will also help educators in modifying their curriculum and teaching strategies based on what children know about our nation and their perspectives of being a Filipino. The research will also provide new directions for further studies that can be explored related to this topic. Furthermore, the study aims for the enhancement of the Teacher Education Instruction, especially Teaching in the Early Grades, Early Childhood Education, and other related programs, through growing emphasis on nationalism in their curriculum so that our future teachers will inculcate love of country in Filipino children as early as the early grades. Scope and Delimitation of the Study The study is descriptive in nature and focused on early graders belonging to low-families as identified by the National Statistical Coordination Board. The research sample is composed of forty (40) Grade 1 and Grade 2 students residing in two barangays in Quezon City. The primary data gathering method used was interview to determine the childrens perspectives of Pagka-Filipino based on their experiences and through their interactions with ten (10) locally-published picture books written by Filipino authors. This research used purposive and convenience sampling in which an equal representation for gender and grade level among the respondents was applied. The gathered data were analyzed using frequency distribution and coding. Verbatim quotes from the respondents were used. The research data was based on interview of early grades children based on their experiences and interaction with selected picture books. It focused on gender and grade level as variables in interpreting their perspectives of pagka-Filipino. The study is delimited to a group of Grade 1 and Grade 2 children coming from a socially-disadvantaged group in an urban area. Perspectives on pagka-Filipino is delimited to early graders everyday experiences on games Filipino children play, food Filipino children eat, clothes Filipino children wear, animals in the Philippines they know, famous Filipinos they know, things Filipino children use and activities Filipino children engage in; interactions with the text and illustration of selected picture books. In this research, Filipino icons were delimited to those identified by the National Commission for the Culture and the Arts Essential Knowledge on Philippine Arts, Culture and Heritage for the Basic Education Curriculum (EKPACHBEC) for Grade 1 and 2 (See Appendix A) and Adarna Houses 101 Filipino Icons Volumes I and II (2007, 2009). According to Wright (1998), there exists a politicization of culture wherein there is a political process of contestation over the power to define key concepts, including that of culture itself (Wright, 1998, p.14). In this case, the researcher is aware of the politics involved in the identification of Filipino icons by a state institution and a commercial publisher. CHAPTER II REVIEW OF RELATED LITERATURE AND CONCEPTUAL FRAMEWORK This chapter is divided into the review of related literature and studies, the conceptual framework and definition of terms. The review of related literature discusses Schema Theory and Vygotskys Social Development Theory on which the study is anchored on, and the pertinent studies on children regarding (1) schema theory/culture schemata; (2) national identity and pagka-Filipino; (3) national identity among early grades children; (4) childrens literature, storytelling, and national identity; (5) picture books; (6) picture books and pagka-Filipino; and (7) gender and picture books. Schema Theory Piaget is the proponent of schema theory (Ormrod, 2011). He said that as a child matures, he/she assimilates and accommodates knowledge, acquiring schemata through experience. Like building blocks, a child can create a castle by adding a block with every bit of information learned. The existing blocks are used to widen the childs body of knowledge. These blocks form the childs schema and schema can be influenced by social and cultural experiences and interactions with text and illustrations found in picture books. In Piagets Theory of Cognitive Development, children from two to seven years old belong to the preoperational stage and can already express themselves and describe the world through words and images. R.C. Anderson (Widmayer, 2003 in Lee & Tsai, 2004), an educational psychologist, expanded the schema theory which proposes that our understanding or knowledge of the world is composed of organized network of abstract mental structures. Widmayer (2003), added that schema is used to interpret and predict situations (in Lee & Tsai, 2004). It was further proposed that each person possesses a unique set of schema which is built from the individuals cognitive processes and experiences (Lee & Tsai, 2004). Based on the schema theory, Lee and Tsai (2004) further suggest that individuals learn or acquire knowledge in three ways: accretation, tuning, and restructuring. Accretation involves assimilating new information into existing schema without any changes to overall schema. Tuning, on the other hand, entails modification of existing schema when it is inadequate for the encountered new information/knowledge, while restructuring involves creating a new schema for situations wherein there is inconsistency between the new information/knowledge and the old schema. Accretion is parallel to Piagets assimilation while tuning and restructuring are similar to accommodation. McVee, Dunsmore & Gayelek (2005), in a review of schema theory, indicated that schema theory was particularly prominent in the 1970s especially on the role of schema in reading, adding that the focus shifted to sociocultural theories in the 80s and 90s. The authors further pointed out the importance of the schema theory, particularly its utility in understanding the individuals prior knowledge and its role in comprehension and in understanding the reading process. Social Development Theory In Vygotskys Social Development Theory, engaging in social practice plays a critical role in the development of the child. Through socialization, children construct their own knowledge, form concepts, and actively find meaning to make sense of the world. It is a fundamental form of learning and cognition; consciousness is the result of interaction with other people within a shared experience. In this shared socio-cultural context, children use tools within a culture, such as signs, symbols, and language, to function in the social environment. Children assimilate language-a ready-made product of socio-historical development-and use it to analyze, generalize, and encode experience (Luriia, 1976, p. 9). Gleaning from Vygotskys semantic and system structure of consciousness, Luriia states that words are the fundamental units of consciousness reflecting the external world (Luriia, 1976, p. 9). Vygotsky believed that concept formation is rooted in the use of words which acquire different meanings at successive stages of development (Luriia, 1976, p. 50). It is interesting to note how Vygotsky described the thinking process of a child. At first, the child thinks by remembering but when he/she reaches adolescence, he/she remembers by thinking. According to Luriia, this is because an adolescent no longer generalizes on the basis of his immediate impressions but isolates certain distinct attributes of objects as the basis of categorization (1976, p. 52). This illustrates the movement from social to individual consciousness, a consciousness that is shaped and enriched by the childs participation in the society. Hedges (2012) explained further that during the early childhood years, Vygotsky believed that everyday concepts were most prominent. According to Vygotsky, Everyday concepts emerged from childrens thinking about their daily experiences, that is, they occur spontaneously in the context of normal participation in family and community practices and activities (Hedges, 2012, P.145) Studies on Schema Theory and Culture Schemata Webster (2001) examines the effect of culture schemata on reading comprehension of ninety-six 9th Grade students in four honor classes in Maryland. He analyzes the responses of the students to multicultural stories focusing on cultural awareness along with its significance to reading, comprehension, and learning. Results reveal varying response to the stories even for those with the same cultural background because of the respondents unique personalities and experiences. Of note are the responses of some participants who restructured their schemata to deal with new information. The respondents eventually assimilated the information from the storybooks which they initially rejected. Findings show that the participants are culturally aware and that cultural awareness aids the students in reading comprehension. However, the study is not clear on whether the similarity between the participants and the story (culture) helped them in reading it. Still, the results of the research support p ast studies which indicate that students tend to learn more information that are complementing or in congruence with their cultural background. Webster (2001) recommends a wholistic approach to culture, especially in education research. He calimed that, it should cover not just ethnicity and race but also extend to the individuals age, gender, education, religion, social class, politics, physical condition, sexual orientation, nationality, and residence. Furthermore, as the students are becoming more aware of the multicultural nature of their world, teachers are encouraged to take a multicultural perspective so as to reach out to their students. Kreishan and Saidat (2011), on the other hand, examine the impact of content schema on reading comprehension focusing on how religious and cultural schemata affect Jordanian students comprehension of English texts. Respondents are one hundred 10th Grade Arab Muslim students randomly selected and evenly distributed based on gender. Four reading texts were used to measure reading comprehension, two of which are of the participants culture and religion whereas the other two are of different or foreign culture and religion. Based on the results of the tests and interviews, the reading comprehension of participants tested in the familiar texts, which reflects native religion and culture, exhibited significantly higher performance. Findings indicate that cultural background can trigger schemata and improve comprehension. In light of the result, the authors recommend stimulating prior knowledge first on the subject matter before reading. Other recommendations were also mentioned such as imp roving texts to reflect various aspects of culture, religion, and local problems of the country; making use of the Internet to further learning and for better comprehension; and Islamicization, Jordanization, and Arabicization of English materials especially its cultural content. Further studies suggested include effect of extended time on comprehension and effect of other variables on reading comprehension such as the font of texts. The research of Lee & Tsai (2004) explores the impact of stories on young children particularly, on how childrens schema can be augmented by stories. The authors present a model to understand how stories affect quality of schemas among seven- year old children. The model suggests that there are three main sources of stories for the children: family members, teachers, and friends. The process would then involve decoding the stories and relating it with their already acquired concepts (accretating or no change to existing schemas). In cases of new knowledge, the model indicates that the new information will go through tuning (modification of existing schemas) or restructuring (forming new schemas). With children who are inquisitive and eager to learn, the model signifies that there is a higher chance of forming new schemas than modifying existing schemas among young children. The authors state that stories can enhance the quality of schemas of children and with it, the childrens level of interpretation, prediction, and understanding. Thus, there is a proposal that more stories would increase the childrens schemata of the world. Moreover, the authors further linked the quality of schemas to problem solving, suggesting that gaining more life experience would enhance problem solving ability. Although cognitively, females develop verbal and language skills at a younger age and are more talkative, Cook, G. and Cook, J. (2009) stressed that socialization and differential experiences play roles in gender differences and this affects childrens perspectives (Cook, G. & Cook, J., 2009, p. 362). National Identity and Pagka-Filipino In their study of national identity among high school students, Herrera and Robias cited William Blooms definition of national identity as a condition in which a mass of people have made the same identification with national symbolshave internalized the symbols of the nation so that they may act as one psychological group when there is a threat to, or the possibility of enhancement of, their symbols of national identity (in Herrera & Robias, 2010, p.10). This coincides with Doronilas (1986) research on the meaning of Filipino national identity conducted among urban school children using a 35-item National Identity Scale (NIS) for Students. The questions were based on the four value patterns namely: (1) ethnocentrism; (2) valuing socio-historical aspects reflective of national identity; (3) loyalty to the national state beyond ethnic loyalties; (4) commitment to the role requirements of citizenship (Doronila, 1986, p.11-12). Under each value pattern are a set of orientation or attitud es that serve as defining parameters for national identity. The 16 attitudes are either essentialist or epochalist in nature, using Geertz forms of national consciousness. Doronila agreed with Geertz that essentialist aspects of national ideologizing are the initial point of identification. The essentialist aspects are national symbols, generalized love of country, and appreciation of cultural aspects. Her findings reveal that Filipino children favor other countries over their own and this preference deepens as they mature. Brown (2000) explains the constructivist approach to national identity. He claims that it is constructed on the basis of institutional or ideological frameworks which offer simple and simplistic formulas of identity, and diagnoses of contemporary problems, to otherwise confused and insecure individuals (Brown, 2000, p.20). For children, social institutions like family and school help in shaping their national identity. Herrera and Robias (2010) adapted Doronilas NIS to find out the perspectives of national identity among third year high school students in Baguio City. The results showed that although respondents exhibit a positive preference for things Filipino, these preferences have not yet been lifted to a level of consciousness that would make their manifestation of such personal preferences as expressive of their identity as Filipino, or as charters of national identity (Herrera & Robias, 2010, p.67). This suggests that even at the age of adolescence, Filipinos are still on the essentialist level of identifying with our nation. The study also shows that Filipinos are perceived as industrious and family-oriented people. In a study on pagka-Filipino, Yacat (2002) claimed that there are two kinds of pagka-Filipino: Filipino by name which is shallow and Filipino by heart which is deeply-rooted. He provided several sources of knowledge which he acknowledged as important in the process of being a Filipino. Among them are family, school, community, and mass media. He further stressed the importance of the family where culture and Filipino identity take root and of the school which nurtures the idea of pagka-Filipino. Moreover, Yacat (2002) elaborates that the consciousness of being a Filipino starts through the observed external experiences of the people and is imbibed internally only through teachings and learning through their own experience. Thus, the individuals sense of pagka-Filipino depends on the kind and type of information being processed and accepted. David (2009) asserts that our consciousness of pagka-Filipino does not come automatically. Knowing the national symbols is not enough. These should not only remind us that we are Filipinos but also of our commitment as Filipinos. Being aware that we are part of one country should be deeper than the mere singing of the national anthem (David, 2009). Felipe de Leon Jr., Chair of the National Commission for Culture and the Arts, emphasizes that pride in being a Filipino leads to national development. He further claimed that it requires a deep sense of identity to claim what is ours. Moreover, to achieve national unity, there must be a generalized pride for our country and a genuine love for the Philippines. Taking to heart this national sense of being a Filipino should be a collective WE feeling that translates to national unity and economic success (Abueva, 1999). Sanchez presents a way to achieve these shared aspirations of Filipinos through education. She states further, This national consciousness will then help define our identity as a people and lead us to work towards the attainment of common goals for our society (2002, p.2). Sanchez (2002) explains that Filipinos have a shared schema, knowledge and culture known as cultural literacy. Her study measured the cultural literacy of high school students. The study yielded disappointing results: students from private and public schools do not have adequate knowledge of Philippine art, not one respondent reached the passing score of 50. Equally worth discussing is the teachers performance: only 20% received a passing score in the same cultural literacy test. The cultural literacy test was based on a canon/ must know checklist of cultural items that every grade VI and fourth year high school should know. According to Wright (1998), there exists a politicization of culture wherein there is a political process of contestation over the power to define key concepts, including that of culture itself (Wright, 1998, p.14). The National Commission for the Culture and the Arts (NCCA) is a state institution that defines culture and cultural icons. In 2004, the NCCA started work on the Philippine Cultural Index Project (PCIP), the key project of its Philippine Cultural Education Plan (PCEP). The PCIP is a massive research, database enrichment, computerization and publication program that would provide a national database on culture and the arts in the Philippines (Asia-Pacific Cultural Centre for UNESCO, 2005, p.7). One of the outputs of PCIP is the Essential Knowledge on Philippine Arts, Culture and Heritage for the Basic Education Curriculum (EKPACHBEC) for elementary and secondary level (See Appendix A). The EKPACHBEC is a concise list of important people/institutions, events, places, and ob jects for each grade level up to high school. Adarna House also came out with 101 Filipino Icons Volumes 1 and 2 (2007, 2009). Virgilio Almario, National Artist for Literature, defined Filipino icons as events, objects, places, and people significant in Philippine history and valued by majority of Filipinos. He further stated that these icons can influence our pagka-Filipino and pride in being a Filipino. National Identity Among Early Grades Children The paper Findings, Theories and Methods in the Study of Childrens National Identifications and National Attitudes (Barrett & Oppenheimer, 2011)

Drugs, Athletes, and Sports - Androstenedione :: Argumentative Persuasive Topics

Androstenedione: Just Say No Imagine rounding the bases after hitting your 70th home run and setting a new major league record. Slapping your teammatesí hands, you hear cheers progress throughout the sold out stadium. As you acknowledge the crowd further, you hear booing also coming from the standing crowd. Why are they booing? You just set a record! Then you see a small boy pointing at you and yelling. You watch closely and see the word, â€Å"Andro† form on his lips. Androstenedione, known as "andro", is made of a naturally occurring hormone of the body, which is used naturally in tiny amounts to make the male hormone testosterone. It is found in humans, animals and the pollen of many plants. Andro is produced in the gonads and adrenal glands of all mammals. It is said to help speed up the recovery of injuries along with bodybuilding and weight training to increase muscle mass. The androgens are the male sex steroids. When andro is taken it can convert the female sex steroid, estrogen into testosterone. Testosterone increases body and facial hair, acne, deepens the voice, enhances prostate growth, and promotes muscular growth. Blood levels of testosterone start rising about 15 minutes and peak about an hour after oral consumption of androstenedione. When users take too much, androgen shuts off the bodyís own making of testosterone, which can damage normal testicular function (Quinn). When athletes take androstenedione, it gives them an unfair advantage over other athletes. No one will ever know if Mark McGwire or any other athletes could have done their achievements without taking andro. "The International Olympics Committee, the National Collegiate Athletic Association, the National Football League, the National Basketball Association, and in the Men and Women's Tennis Tours banned androstenedione due to the fact that it is unsafe and gives an unfair advantage" (Totheroh). It is still legal, though, in Major League Baseball and the National Hockey League. If it is going to be banned in some sports, it should be banned in all. Since there are many different opinions of the committees, it is obvious that athletes are confused and are pushing the limits of performance improvements. People think that if androstenedione is not illegal then anyone should be allowed to take it. Mark McGwire used androstenedione and he set a world record. So is it safe to use? Should a high school athlete use it? Drugs, Athletes, and Sports - Androstenedione :: Argumentative Persuasive Topics Androstenedione: Just Say No Imagine rounding the bases after hitting your 70th home run and setting a new major league record. Slapping your teammatesí hands, you hear cheers progress throughout the sold out stadium. As you acknowledge the crowd further, you hear booing also coming from the standing crowd. Why are they booing? You just set a record! Then you see a small boy pointing at you and yelling. You watch closely and see the word, â€Å"Andro† form on his lips. Androstenedione, known as "andro", is made of a naturally occurring hormone of the body, which is used naturally in tiny amounts to make the male hormone testosterone. It is found in humans, animals and the pollen of many plants. Andro is produced in the gonads and adrenal glands of all mammals. It is said to help speed up the recovery of injuries along with bodybuilding and weight training to increase muscle mass. The androgens are the male sex steroids. When andro is taken it can convert the female sex steroid, estrogen into testosterone. Testosterone increases body and facial hair, acne, deepens the voice, enhances prostate growth, and promotes muscular growth. Blood levels of testosterone start rising about 15 minutes and peak about an hour after oral consumption of androstenedione. When users take too much, androgen shuts off the bodyís own making of testosterone, which can damage normal testicular function (Quinn). When athletes take androstenedione, it gives them an unfair advantage over other athletes. No one will ever know if Mark McGwire or any other athletes could have done their achievements without taking andro. "The International Olympics Committee, the National Collegiate Athletic Association, the National Football League, the National Basketball Association, and in the Men and Women's Tennis Tours banned androstenedione due to the fact that it is unsafe and gives an unfair advantage" (Totheroh). It is still legal, though, in Major League Baseball and the National Hockey League. If it is going to be banned in some sports, it should be banned in all. Since there are many different opinions of the committees, it is obvious that athletes are confused and are pushing the limits of performance improvements. People think that if androstenedione is not illegal then anyone should be allowed to take it. Mark McGwire used androstenedione and he set a world record. So is it safe to use? Should a high school athlete use it?

Childhood Obesity and Fast Food Essays -- Obesity in Children

In recent years there has been a growing epidemic of obesity, especially in America. According to the National Health and Nutrition Examination Survey posted on the Center for Disease Control website there are 12.5 million children from ages 2 through 19 that are obese. Many people are starting to complain that the commercials and ads for these restaurants are the result of such an incline in obesity. Although there have been current ad campaigns aiming at children to live a healthy life style there are still hundreds of advertisements that are putting restaurants in a sort of ultimatum position. Either restaurants change their advertisements or they improve their menus. In 1979 McDonalds debuted their world famous Happy Meals to the public. It included a hamburger, soft drink, French fries, and do not forget a toy, which the happy meals have become so famed for having. To this day McDonald's as well as Taco Bell, Burger King, and Wendy's all offer a kid's meal that accompanies a toy . Children of course don't seem to mind the free gift they receive with every meal; however parents are becoming enraged that the free toy is a lousy gimmick making kids unhealthy. Most of these advertisements use current children's movies and already existing toys. The ads are also not limited to games and prizes that are usually attached on the bag or box of the meal. Pretty much the more popular the toy the more likely children are going to ask their parents to buy the meal. Well some parents and advocates have had enough of the promotion of toys and have taken strides to no longer have toys in their child's meal. One county in particular, Santa Clara in California, has already started the movement to ban toys. In April of 2010 6 county officials vo... ...move.gov/ ? About McDonalds_2011. McDonald's Corporation. Web. 26 Apr 13 2011 http://www. aboutmcdonalds .com/ mcd Fast Food facts_2011. Rudd Center. Web. 26 Apr 2011 http://fastfoodmarketing.org/ ? 10 Webley, Kayla. "A Brief History of McDonald's Happy Meal-TIME." Fri. 30 Apr 2010 5 Breaking News, Analysis, Politics, Blogs, News Photos, Video, Tech Reviews-TIME.com. Web. 27 Apr 2011. http://www.time.com/time/nation/article/0,8599, 1986073,00.html 4 "Obesity and Overweight for Professionals: Childhood: Data |DNPAO| CDC." Centers for Disease Control and Prevention. Web. 27 Apr. 2011 http://www.cdc.gov/obesity/childhood/ data .html 9 "san Francisco Bans The Happy Meal." Breaking News and Opinion on The Huffington Post. 2 Jan. 2011. 27 Apr. 2011. 8 http://www.huffingtonpost.com/2010/11/02/san-francisco-happy-meal-ban- mcdonalds_n_777939.html

Jems Journal: Chapter Summary :: essays research papers

Jem's Journal: Chapter Summary Dan Latham Chapter 4 - I think at times my sister, Scout can be disgusting. I came home from a long day at school. I found Scout on the porch chewing a wad of gum. I knew it was gum because she had it in her mouth for a long time and plus I could see it in her mouth. So just like any normal brother would do, I told her not to eat things you find and she said that she didn't find it on the ground but rather in a tree. I put an expression on my face that clearly communicated to her that I didn't think she was funny. I also growled at her. She told my like an innocent girl that it was sticking in a tree on the way home from school. I really didn't care about where she got it from I just wanted that disgusting piece of trash out of her mouth immediately before she caught some germs. I told Scout to spit it out immediately. She was actually pretty obedient and spit the gum out. She told me that she had been chewing it all afternoon and that if she wasn't dead and didn't feel sick. She was obviously mad at me for ruining her chewing enjoyment but I didn't want her getting sick because knowing Atticus, I'd be the one who would have to take care of her and that wouldn't go over to well with me since I know I could have stopped her from getting sick. I think I yelled at her and said that isn't she supposed to know that she isn't allowed even near those trees. We all know about that weird guy Boo Radley and we know that property is off limits. I told her that she would probably get killed if she were caught. She said in defense that I touched the house once. This was a clear reference to Boo Radley's house but I ignored her comment and told her that it was different. I also ordered her to go and use some mouth wash to get rid of the germs that she collected from that stick of gum she just spit out. She wasn't pleased that I just ordered her to wash her mouth out and told me in defense that washing her mouth out will dissolve the taste in her mouth but I still didn't care. I wanted her to wash her mouth out so I told her that I would tell Calpurnia about how she found some gum in a tree near Boo Jems Journal: Chapter Summary :: essays research papers Jem's Journal: Chapter Summary Dan Latham Chapter 4 - I think at times my sister, Scout can be disgusting. I came home from a long day at school. I found Scout on the porch chewing a wad of gum. I knew it was gum because she had it in her mouth for a long time and plus I could see it in her mouth. So just like any normal brother would do, I told her not to eat things you find and she said that she didn't find it on the ground but rather in a tree. I put an expression on my face that clearly communicated to her that I didn't think she was funny. I also growled at her. She told my like an innocent girl that it was sticking in a tree on the way home from school. I really didn't care about where she got it from I just wanted that disgusting piece of trash out of her mouth immediately before she caught some germs. I told Scout to spit it out immediately. She was actually pretty obedient and spit the gum out. She told me that she had been chewing it all afternoon and that if she wasn't dead and didn't feel sick. She was obviously mad at me for ruining her chewing enjoyment but I didn't want her getting sick because knowing Atticus, I'd be the one who would have to take care of her and that wouldn't go over to well with me since I know I could have stopped her from getting sick. I think I yelled at her and said that isn't she supposed to know that she isn't allowed even near those trees. We all know about that weird guy Boo Radley and we know that property is off limits. I told her that she would probably get killed if she were caught. She said in defense that I touched the house once. This was a clear reference to Boo Radley's house but I ignored her comment and told her that it was different. I also ordered her to go and use some mouth wash to get rid of the germs that she collected from that stick of gum she just spit out. She wasn't pleased that I just ordered her to wash her mouth out and told me in defense that washing her mouth out will dissolve the taste in her mouth but I still didn't care. I wanted her to wash her mouth out so I told her that I would tell Calpurnia about how she found some gum in a tree near Boo

Bus 642 Week 2

Page 50 1 – A Competitive Coup in the In-Flight Magazine. What are the most prudent decisions she can make about her responsibilities to herself and others? The most prudent decision that she can make to herself, her organization and the competition is to turn the document over to one of the airline personnel. She should continue on with her research because even though she saw the competitor’s results she may be able to find more information that may change the end results. She should also inform the organizations ethicist along with her manager.What are the implications of those decisions even if there is no violation of law or regulation? The implications of her actions are more personal values along with showing her manager, the airline personnel, and the competitor’s organization that she works for an ethical organization and that she herself is able to conduct herself in a manner that is a positive reflection of her organization. Page 155 Terms in Review 1 – Distinguish between the following: A Exploratory and formal studies. Exploratory studies tend toward loose structure with the objective of discovering future research tasks.The immediate purpose of exploration is usually to develop hypothesis or questions for further research. Formal study begins where the exploration leaves off – it begins with the hypothesis or research question and involves precise procedures and data source specifications. The goal of a formal research design is to test the hypotheses or answer the research questions posed. B Experimental and ex post facto research designs. Experimental or experiment – the researcher attempts to control and or manipulate the variables in the study.Ex post facto design – the investigators have no control over the variables; to do so introduces bias. C Descriptive and causal studies. Descriptive study is if the research is concerned with finding out who, what, where, when, or how much. Casual studies are if a study is concerned with learning why – that is, how one variable produces changes in another. 2 – Establishing causality is difficult, whether conclusions have been derived inductively or deductively. A Explain and elaborate on the implications of this statement.Casualty or the relation between cause and effect is difficult to establish whether the conclusions have been derived inductively or deductively because anything that affects an effect is a factor of that effect. There can be direct or indirect factors that affect an effect. B Why is ascribing causality more difficult when conclusions have been reached through induction? It is difficult to ascribe causality when the conclusion is reached through induction because one cannot attribute to a specific source or origin when logic was used as the bases for the conclusion.C Correlation does not imply causation. Illustrate this point with examples from business. In my husband’s company they are waiting for the election to determine the future growth of the organization but does the appointment of a republican over a democrat or vice versa really have that much cause and effect. Another example would be people in the UK tend to spend more in the shops when it's cold and less when it's hot doesn't mean cold weather causes frenzied high-street spending. A more plausible explanation would be that cold weather tends to coincide with Christmas and the new year sales. Green, 2012) 3 – Using yourself as the subject, give an example of each of the following asymmetrical relationships: A Stimulus-response A change in Relay for Life directors for in my community lead to a change in volunteer position. B Property-disposition As my husband and get older our priorities changed and are centered more at increasing our for the future. C Disposition-behavior d Property-behavior As I have increased in age my exercise routine has changed to fit my current life style and age.And as I have incre ased in age the quality of my output has increased. 4 – Why not use more control variables rather than depend on randomization as the means of controlling extraneous variables? An extraneous variable are undesirable variables that influence the relationship between the variables that an experimenter is examining. Another way to think of this, is that these are variables the influence the outcome of an experiment, though they are not the variables that are actually of interest. These variables are undesirable because they add error to an experiment.A major goal in research design is to decrease or control the influence of extraneous variables as much as possible. (Extraneous and Confounding Variables and Systematic vs Non-Systematic Error, NA) Using extraneous variables allows one to encounter real life circumstances that controlled variables do not allow. 5 – Researchers seek causal relationships by either experimental or ex post facto research designs. A In what ways are these two approaches similar? Experimental and ex post facto research designs are similar in that this is the power of the researcher to produce effects in the variables under study.B In what ways are they different? † Experimental and ex post facto research designs are different in that experimental research design the researcher attempts to control or manipulate the variables and in an ex post factor the researcher has no control over the variables. Page 388 7 – Your large firm is about to change to a customer-centered organization structure, in which employees who have rarely had customer contact will now likely significantly influence customer satisfaction and retention.As part of the transition, your superior wants an accurate evaluation of the morale of the firm’s large number of computer technicians. What type of sample would you draw if it was to be an unrestricted sample? The type of sample that I would draw if it were to be an unrestricted sample wo uld be a simple sample. This sample would draw its elements from the population. With simple random sampling, the estimates of the mean and variance are unbiased and the precision of the estimate of the mean can be assessed.However, this precision may be low if the sample is not well distributed over the population. It is also likely to be low if the population is variable and the intensity of sampling is low. References: Green, N. (2012, January 2012). Correlation is not causation. Retrieved from Guardian: http://www. guardian. co. uk/science/blog/2012/jan/06/correlation-causation Extraneous and Confounding Variables and Systematic vs Non-Systematic Error. (NA). Retrieved from Pstchology World: http://web. mst. edu/~psyworld/extraneous. htm

Snowball Speech

Here I am, Comrades, standing in front of you on this fine Sunday morning rested and relaxed while you are all tired and worn out. And why is that, Comrades? It’s because you work Monday all the way through Saturday from dawn to dusk doing miserable, laborious, and backbreaking work. But the pigs, oh the pigs, they don’t work. They sit around and watch you and tell you what to do, but they never work. In fact, they don’t do anything except boss us all around and tell us lies about what they are actually doing. Remember the 7 commandments? The one that says we are all supposed to be equal?Well right now, that isn’t happening because Napoleon and the other pigs are bettering their education, telling you lies so you will believe anything they say, they have even stopped letting you help make decisions about the farm. Does that seem like equality to you? I apologize for being a part of that once. I have seen the error in my ways and I am here to make it up to you, with the windmill. If we build the windmill, you will have to work only 3 days a week, maybe even less, and the work you do will be the easiest work you can imagine.The rest of the time you can spend relaxing or improving your education. With the windmill, the farm will be industrialized, meaning we will be able to have machines that can do most of the work for us. You will be able to have warmth and light in the stalls all year round. This will take some time to build, Comrades, maybe a year, maybe two. But believe me, an industrialized farm, electricity and warmth for the stalls, and only 3 days of work and time to improve your education is worth it. Do you like all the hard work you do each day, Comrades?Are you tired of being tired at the end of each day? I know I would be. It’s not fair to you to work day after day from dawn to dusk doing all the tedious work that you do. But, if we build the windmill we can bring electricity to the farm and build machines to do all the work for us. We can have a circular saw, chaff-cutter, mangel slicer, electric milking machine, threshing machines, ploughs, harrows, rollers, reapers, binders†¦ Anything we can think of, Comrades! With all this, we would work a lot less and what little work we actually do will be extremely less tedious.We will be able to relax during the day, while all the machines even more work in one day then we will be able to do in one month. And to power all these machines, we will use electricity generated from the windmill. Another thing we can do with the electricity is put lights in the stalls and put heaters in the stalls to make them warm in the winter. This is something that Napoleon has because he is living in Mr. Jones house. If we really are supposed to be equal, why can’t we all have light and heat?The light in the stalls will help us be able to see better when it is dark outside or just to have on to make everything brighter. Having the heat in the stalls will mak e it warmer during the winter time so that we won’t freeze and so we can stay healthy. I guarantee you, during the winter Napoleon will stay up in the comfortable house of Mr. Jones and make us still do all the work and then leave us to sleep in the cold at night. But if we build the windmill, then we can stay warm during the day and night and not have to leave the barn as much.And while you are staying warm in the barn during winter, you can be relaxing and improving your education. And you don’t just have to do it in the winter. With the windmill, we will only have 3 days maximum that we will need to work. On our days off, Comrades, you will be able to relax and learn more as well. This is one of the reasons Napoleon doesn’t want the windmill because he doesn’t want you to become smarter. He doesn’t want you to be able to figure what he’s telling you isn’t true and he doesn’t want you to be able to stand up to him.But if you use your extra time to learn, then you will be able to stand up to Napoleon and see through all of his lies. So here I am, Comrades, standing in front of you on this fine Sunday morning rested and relaxed while you are all tired and worn out. I have told you why we need to build the windmill, why we will have to work really hard in order to build it, why we will all be thankful once it is built. We will no longer have to do doing miserable, laborious, and backbreaking work from dawn to dusk every day because you will have machines to do the work for us.We will no longer have to deal with dark and cold stalls while the other pigs are living in the lap of luxury because the electricity from the windmill will give us lights and heaters. We will no longer have any time to rest because with only 3 days a week that we have to work we can relax. And we will no longer go uneducated because we will be able to improve our knowledge. As you know, Napoleon doesn’t want this because he wa nts to be able to control every aspect of our lives. I stand here telling you to go against his wishes and build the windmill so that we will be able to have some power on this farm.