Economics Paper 2 Essay Example | Topics and Well Written Essays - 500 words

Economics Paper 2 - Essay Example International Trade costs U.S job: International trade benefits both the countries. Standard of living of both countries increase, the countries can utilize their labor in something that is surplus and create boom in that product. National debt will burden the future: It is not always that national debts that burden the country. If the Government utilizes the funds in development of the future generation ; Even though the future generation will have to pay a little more tax but they will be duly benefited. Sweat Shops exploit workers: In poor countries getting a sweat shop job is better than not getting any job at all. By improving the work place amenities the cost of production will increase and the manufacturer will try and balance out their expenditure by reducing employment. This will lead to the employees losing their job. Trade Deficits means weak economy: In a booming economy there is more money to buy. Hence the Trade Deficits are seen. Also when people invest in a booming economy the money flow is outwards.So the money appreciates making it expensive for the foreign buyers. So Trade Deficit is not a sign of weak economy Monopolies charge any price:: It is not always that monopoly companies charge the highest. To make their products sell they may even charge low. The consumer may also benefit by the monopoly as it gives them a specialized market of that particular good in a competitive price. Manufacturers make products that wear out so that they can sell more: Even if the companies increase the price of products lasting longer, competition will make them reduce their price, thus benefiting the consumer. Money comes out of printing press: Most of the money in US economy is not in hard cash but in a/c in banks. When they lend out loans and in turn gets more checques.That way it increases its money making. But if they

Legal Position Of Fashion Designs Plc Assignment

Legal Position Of Fashion Designs Plc - Assignment Example The essay "Legal Position Of Fashion Designs Plc" talks about Legal Position Of Fashion Designs Plc. The North West which was purchased for  £100,000 is now shown to be worth only  £60,000. The North outlet which has a book value of  £50,000 is now worth  £60,000. The company has  £100,000 in the share premium account and a further  £100,000 in the capital redemption reserve account. Now take a quick look upon the net assets in the accounts of the fashion designs plc company, or a discarding of an interest in an undertaking which will outcome in the undertaking’s net assets no longer being merge in the accounts of the fashion designs plc company, the assets the subject of the business means the value of 100% of the undertaking’s assets, irrespective of what interest is obtain or disposed. In the case of a gaining or discarding which is not a substance acquisition/disposal, the assets the subject of the deal means. If we analyzed then we come to know that pro fits attributable to the assets the subject of the transaction x 100%. For these reasons â€Å"Profits of the fashion designs plc company† means profits before taxation and strange items as stated in the subsequent. For these purposes the â€Å"Gross assets of the fashion designs plc company† means the total of its fixed assets plus total existing assets. These figures ought to be taken from the mainly current of the following: The mainly newly notified unite balance sheet; or Where an admission article has been shaped for the purposes of admission subsequent. a reverse conquest, any pro forma net asset declaration published in the entrance document may be used, provide it is derived from information taken from the previous published audited merge accounts and that any alteration to this information are obviously shown and give details; or - In a case where dealings are collective pursuant to rule 14 of the aim rules, the for the most part recently notified merge balance sheet (as at a date prior to the earliest collective transaction). Net Asset Test Now take a quick look upon the net assets in the accounts of the fashion designs plc company, or a discarding of an interest in an undertaking which will outcome in the undertaking's net assets no longer being merge in the accounts of the fashion designs plc company, the assets the subject of the business means the value of 100% of the undertaking's assets, irrespective of what interest is obtain or disposed. In the case of a gaining or discarding which is not a substance acquisition/disposal, the assets the subject of the deal means: - For a gaining, the thought plus any responsibility assumed; and - For a discarding, the book value of the assets credited to that interest in the fashion designs plc company's last audited accounts. - In the case of a gaining of assets other than an interest in a responsibility, the assets the subject of the deal means the book value of those assets Profit Test If we analyzed then we come to know that profits attributable to the assets the subject of the transaction x 100%. Profits of the fashion designs plc company For these reasons "Profits of the fashion designs plc company" means profits before taxation and strange items as stated in the subsequent: - The last published annual merge accounts; - The last notified beginning statement of yearly results; or - In a case where dealings are collective pursuant to rule 14 of the fashion designs plc Rules, the last such accounts or statement prior to the initial transaction. In a case of a gaining or disposal of an interest in an responsibility where accounting consolidation applies, the "profits attributable to the assets the subject of the deal" means 100% of the profits of the undertaking irrespective of what interest is obtain or disposed. Law Position No doubt, a reverse takeover is a gaining or acquisitions in a twelve month period that for a fashion designs Plc Company would: Surpass 100 per cent. in any of the 'class tests' set out above; Outcome in a basic alter in its business, board or voting control; or In the case of an advance company, depart considerably from the investment

PhD Proposal Writing | Contributing to knowledge

PhD Proposal Writing | Contributing to knowledge To define an original contribution to knowledge in the context of PhD studies is complicated. In one sense, it can be seen as something which someone else has not done before and requires a large amount of innovation and commitment from the researcher. Gall et al. (1996:47) noted that the imagination and insight that goes into defining the research problem usually determines the ultimate value of a research study more than any other factor. This definition however may be construed as too broad and can be complimented by the reasoning given by Grix (2001) who says that a substantial contribution to knowledge means you must have produced original research on a given topic and embedded it firmly in the received wisdom of a particular field To pin point a definition for an original contribution to knowledge is difficult. However, Madsen (1983:25) offers the following as a possible start: Original means the potential to do at least one of the following: uncover new facts or principles, suggest relationships that were previously unrecognized, challenge existing truths or assumptions, afford new insights into little-understood phenomena, or suggest new interpretations of known facts that can alter mans perception of the world around him. It is widely agreed within academic fields that a contribution to knowledge may be achieved through a number of ways. Frances (1976) pinpoints eight ways in which originality can be achieved. However, Estelle and Derek (2010) only concur with six of these points which are as follows: Setting down a major piece of new information in writing for the first time; Continuing a previously original piece of work; Carrying out original work designed by the supervisor; Providing a single original technique, observation, or result in an otherwise unoriginal but competent piece of research; Having many original ideas, methods, and interpretations all performed by others under the direction of the postgraduate; Showing originality in testing somebody elses ideas. Fundamentally, an original contribution to knowledge can be seen as an ambiguous statement or process as it can be interpreted by different people in a variety of ways. Dunleavy (2003) expresses concerns regarding overstating the originality of the research and emphasises the need to balance innovation against the subject context. He goes on to suggest that the best way to proceed in research is to think of the contribution as value-added. He clarifies this by saying, Focusing on your own value added means keeping a critical eye on the extent to which you have transformed or enhanced or differentiated the starting materials of your analysis. He also goes on to say that, It also means retaining strong relational patterns of argument in which you appropriately acknowledge the extent to which you draw on the existing literature. The importance of reading literature in the chosen area of research cannot be over emphasised. Without this fundamental grounding of knowledge, a serious student cannot begin to propose an original contribution to knowledge. Without having a working understanding of the literature in their field, it is made more difficult for students to refine a researchable topic and then subsequently contribute original knowledge. Knowledge of the field is critical and includes knowing what has already been done, what the current hot topics are and projected issues and trends. Ultimately, researchers need to understand what has already been accomplished before attempting to add their own contribution to the field. Consideration must be given to any personal relevancy the proposed topic holds for the student and what area of their study would represent the biggest contributions of their work. When researching the literature, it is important to keep in mind such questions as: Is there any controversy or inconsistencies in the research or data? Does a deficiency appear in the literature on a particular topic? From a historical perspective, how has the field arrived at its present level of understanding the phenomenon that is being pursued? Broader topics are probably more helpful because the broader the topic is, the more numerous are the kinds of research questions that can be asked (Crowl, 1996:20). During the processes of PhD studies and writings, students can only make initial proposals as to what they perceive as original contributions. However, as time progresses and more literature is explored, these initial proposals will change if it is discovered that there has already been some research of a similar nature, and therefore if the initial proposals do not adapt, new ones are creased in their place. Put succinctly, it means not just passively following the authors train of thought but more importantly, it means anticipating where the authors line of argument leads, considering alternative extensions and constructing your own framework that covers these possibilities. Some of the best ideas are born this way. (Krathwohl, 1994:29) Relating this contextually, my PhD research is in the area of Dyslexia in the public and private sectors and its affect on policy making and implementation. The topic chosen is still broad in terms of the area I may investigate. However the focus of my research is narrowing as more literature is read and evaluated. After discussions with my Supervisor who is a specialist in Diversity and Equalities, my research will also attempt to grasp what the perceptions are of dyslexia in the public and private sectors and will see how these mind sets influence the decisions of various departments and relationships within the business and public sectors. An area I am also keen to investigate is the education of staff and the general public through schooling and awareness programmes and other media. From the literature that I have reviewed to date, I know that there has been little research undertaken with regards to dyslexia policies in the educational sector. What has been researched quite extensively is the educational policies which relate primarily to primary and secondary education. There has been little discussion relating to dyslexia during college and university participation. Therefore, I know that any theories I have surrounding higher education and any research I wish to initiate will most likely result in an original contribution to knowledge. There has been next to no academic writing about dyslexia policies in the private sector which gives me, as a researcher, a good opportunity to offer some original contribution to knowledge to this field. What has been written in this field focuses primarily on what is required to comply with national legislation and European law. Drake (1999) summarises policies and laws simply by stating, à ¢Ã¢â€š ¬Ã‚ ¦ prevailing norms and values reflect the interests of the majority and may subordinate those of the minority. I agree with this statement but wish to find out just how much this holds true in the context of public and private sectors. What has generally been written about dyslexia in the public and private sector areas has been more from a social sciences view stemming from definitions of dyslexia as opposed to stemming from the more business minded and practical view which focuses more on a persons ability to do jobs and the influence this has on company and or educational policies. Therefore, in an area which has been under explored and scrutinised, the research I propose to carry out will be original as it will produce new theories as to why dyslexia is barely acknowledge in these areas, along with new insights into how the current policy systems are produced and operated and possibly where new systems and legislation would be beneficial. There will be an obvious flourish of new ideas and arguments which accompany any original contribution, as well as an opportunity to apply any existing ideas in general literature to the new area of study. This is important in my field, as dyslexia in itself, as a form of disability can be controversial and any new ideas and hypothesis made will be cause for debate and allow past discussions to be revisited. This is also important in the development of original contributions as this will allow any theories created to adapt and grow. Apart from my own literature search, by speaking with other academics in my specific field, I can gain access to a whole new level of expertise and academic knowledge. This will give me the opportunity to test their knowledge of my chosen area of diversity and tap into their resources. Additionally, they will also be able to aide in identifying if my chosen topic has been previously mentioned in any literature that they have read. Academics will not be the only resource I will be able to tap throughout my investigations, as I will also have access to many other resources such as peers, advisors, supervisors, university staff and government offices. Other resources will follow as my research develops. Despite the obvious views of original contributions to knowledge, other questions still remain. One example of this is when a student continues a previously original piece of work, is it truly original? The answer would be in the affirmative in the following cases; for example, if the direct result were to produce new theoretical interpretation to an already given state; to extend, qualify, elaborate existing work; or even create a new research design and/or methodology for research. The latter example would clearly have an impact on any work that I was to produce. This form of original contribution to knowledge is popular when covering an already highly researched area. This allows the researcher to explore areas which have already been explored but have the possibilities to be interpreted in different ways. Also, when a theoretical model is brought from one discipline and applied to another discipline, it can create many interesting results. In the context of my research, there has been one author who has looked generally on policies surrounding disabilities, all be it more substantially from a political (government) viewpoint. However he does not go into detail on dyslexia specifically as this is not the focus of his research when making the general link to companies. What he has passingly touched on in the case of dyslexia would be something I would like to investigate further in my own research. The specific case is the reactions of the managers in companies towards disabled employees. In my research however, I would more specifically want to look at dyslexics. Another area of interest in my chosen topic has been that indirectly covered by wildlife experts. There have been many links made regarding the relationship that exists between mankind and animals, and I believe there are still many more links to be made. For example, if one animal is perceived to be different, then it is often excluded from the group or pack. This link can be made with people. When someone is perceived as different, they can often be persecuted directly or indirectly. This may involve a lowering of self worth or esteem and lead to social exclusion. There can be many assumptions as to why this is, and there are already existing theories with regards to animal behaviour. Therefore I would like to use these theories in a different field/context which again substantiates an original contribution to knowledge. Other areas of originality can be highlighted with fresh data which can lead directly into critical appraisal of previous work. Care needs to be taken not to re-create previous works, or have something which is too closely associated with a previous research specimen. A whole new stance needs to be taken. When a student, using fresh data, undertakes further research of a topic previously covered ten years earlier, there is a strong chance that the results now would differ. This could tentatively lead on to a new theory being uncovered as to the reason behind the change and would thus be considered as another original contribution to knowledge. If during my research I find that an area I wish to explore has already been covered, and yet I find myself disagreeing with the outcomes from the findings I have made, I would gather more data, if time permitted, which would allow me to critically appraise that piece of work with new findings. For example, if twenty years ago research formulated a theory covering managers reactions to disabled people in the banking industry, I would have no hesitation in contemplating further research in this area considering the drastic change in law, disability policies and banking practices over the intervening years. However, if all the work presented is relatively recent, yet I find myself disagreeing with the analysis, my original contribution could be a new analysis and new outcome from the existing data. This in turn could lead onto a fresh theoretical interpretation and even prompt a new analysis and new results derived from the old data. No matter how a research student deduces whether or not they have made an original contribution to knowledge, what matters is that there is a support structure in place to help and guide them. Mauch and Birch (1989) constructed a series of questions to guide researchers when trying to determine the relative strength of research topics, which in my opinion goes hand in hand with original knowledge contribution. Some of the questions highlighted by Mauch and Birch are as follows: 1. Is there current interest in this topic in your field? 2. Is there a gap in knowledge that work on this topic could fill? 3. Is it possible to focus on a small enough segment of this particular topic to make it manageable? 4. Can you envision a way to study the topic that will allow conclusions to be drawn with substantial objectivity? 5. Is the data collection (i.e., test, questionnaire, interviews, etc.) acceptable to your advisor and in your department? 6. Is there a body of literature relevant to the topic? 7. Is a search of the topic manageable? 8. Are there large problems to be surmounted in working in this topic? Can you handle them? Do you want to handle them? 9. Are the needed data easily accessible? Will you have control of the data? Placing the above in context, I can determine whether or not my own research ticks the boxes of this checklist and therefore can ascertain, in another way, whether or not my own work can be considered an original contribution to knowledge. In the instance of the first question, this is irrelevant to an original contribution. However, it does help make the process of PhD writing easier if there is interest and it is therefore a good starting point for a structure. The answer is yes. Interest in disabilities, although diminishing into the background of public awareness over recent years, is still there in the academic world. The second question is vital to original contributions to knowledge as previously discussed. Again, the answer is yes. The area of research I have chosen has been under researched and is therefore a treasure trove waiting to be explored further. Questions 3 to 5 along with 7 and 9 are more focused in and around managing the actual research and data collection. Although not immediately linked to the original contribution to knowledge, they do play a factor in deciding whether or not an area should be further investigated. Question 6 focuses on literature which we have established as being paramount to ascertaining an original contribution to knowledge. In my context, there is literature surrounding dyslexia but more from a sociological perspective. So far in my literature investigations I have not uncovered anything alluding to the subject area I wish to investigate. The final relevant question, number 8, can challenge a researcher when confronted with an original contribution to knowledge in a controversial area. Is it something a first time researcher wants to investigate or is it best left until another opportunity arises in the future? Not only is this an issue, this question also raises further questions about other issues. For example, ethical issues. When thinking about an original contribution to knowledge, a researcher must also take other factors into consideration. Ultimately, the topics surrounding What is an original contribution to knowledge are still quite broad and all encompassing, but with guidance from supervisors and the numerous books available, researchers, including myself, should not have any serious difficulty finding an original contribution to knowledge. A succinct summary for the process of thinking about an original contribution to knowledge is nicely stated by Rojewski in Farmer, E. I., Rojewski, J. W. (2001), Its been almost two weeks now. You spend what seems like, every waking moment thinking about it. And yet, still nothing. In a cruel twist of fate, it seems that the more time you spend thinking about it the more elusive the answer becomes. Why cant someone just give it to you already and then you can be done with it!

Faces and Voices in Faulkner’s Absalom, Absalom! Essay -- Faulkner’s A

Faces and Voices in Faulkner’s Absalom, Absalom! While reading Absalom, Absalom! I was amazed at the number of times one of the narrators would refer to faces or voices as being present rather than to the people themselves. In almost every chapter this synecdoche appears, reducing many of the characters to images, shadows and memories. I think Faulkner uses this device to enhance the fact that the story is told from memory-- much of it from the point of view of the characters‘ childhoods. On page 184, Mr. Compson tells the story of young Thomas Sutpen’s family life. He says â€Å"he was just there, surrounded by the faces, almost all the faces which he had ever known.† I think the fact that Sutpen’s father and sisters aren’t referred to as such but only by their faces says a lot about t...

The use of teacher questions in learning and teaching

IntroductionQuestioning is one of the most of import accomplishments in effectual instruction. Through oppugning a instructor can assist pupils organize relationships, guarantee success, bring on the engagement of inattentive pupils, and enhance pupils ‘ self-pride ( Eggen & A ; Kauchak, 1996, P40 ) . Research workers overwhelmed with oppugning techniques highlighted the importance of oppugning in learning as an effectual tool in learning. A inquiry is defined as: â€Å" any sentence that has an interrogative signifier † ( Cotton, Undated ) . In a schoolroom, the instructor ‘s inquiries are meant to be a tool intended to pass on the content elements to be learned and the instructions for what they are expected to make and the mode to make it. ( Cotton, ( Undated ) . Aschner ( 1961 ) cited in. Gall ( 1970 ) , for illustration, called the instructor â€Å" a professional inquiry shaper † and claimed that inquiring inquiries is one of the basic ways by which the instructors stimulated pupils believing and acquisition. Purpose: This paper is an effort to look into the usage of the different types of inquiries inside the schoolroom in relation to the cognitive theories. Background and significance: This survey is conducted at Fujairah Institute of Nursing ( ION ) .This institute is one out of three institutes from the Ministry of Health ( MOH ) in the United Arab Emirates ( UAE ) , which are learning nursing sheepskin for local and expatriates. There are three degrees of pupils ; these are diploma one ( DI ) , diploma two ( DII ) , and sheepskin three ( DIII ) . At Fujairah ION, there are 13 instructors ; some of them are Bachelors ‘ grade holders while others are master prepared. The experience of the instructors ranges between two to fifteen old ages. The instructors normally apply two methods of learning harmonizing to the ION policy ; these are Lecture Based and Case Based instruction. The admittance standards of credence of pupils emphasize that pupils must go through the high school with an norm of 70 % in the scientific watercourse. All classs are taught in English. On the footing of my personal instruction experience in the nursing field for the last 10 old ages, seven of them as a senior nursing coach at the ION – MOH – UAE. I have noticed that good inquiring technique is indispensable in the development of pupil ‘s apprehension and critical thought. Furthermore, the chief end of the ION is to develop long life scholar through the usage of Case Based Learning Method and synergistic Lecture Based Method where the instructor showered the pupils with different types of inquiries to ease the treatment in the schoolroom. This could non go on efficaciously if the facilitators have no inquiring technique. Furthermore, because of my personal involvement in bettering the quality of instruction and oppugning technique in ION, and since cipher has investigated the impact of good oppugning on pupil ‘s apprehension. I feel the impulse to analyze the part of this facet to the acquisition procedure. The consequence is expected to br ing out the degree of oppugning ( high- order, low order ) and the consequence of inquiries on pupils ‘ comprehension. Literature reappraisal The usage of oppugning helps instructors to analyze scholars ‘ comprehension. Questioning is besides utile for scholars as it encourages battle and focuses their thought on cardinal constructs and thoughts. Good learning involves how to inquire inquiries for maximal consequence. Some instructors ‘ inquiries are low cognitive 1s that ask pupils to give background information that they already have. Such inquiries have assorted advantages ( 1994, Airasian, et Al ) cited in Omrod, J, E. ( 2007 ) ( P475 ) .First, oppugning gives us an apprehension of the pupils ‘ old cognition and wrong thoughts about atopic. Second, they tend to look after pupils ‘ concentration on the lesson advancement. Third, they help us measure whether pupils are larning hard stuff efficaciously or are puzzled about peculiar accent. Fourth, they give pupils the opportunity to detect their apprehension. Finally, inquiries about the earlier erudite information promote reappraisal of the stuff, which should further greater recollection afterwards. Another type of inquiries is the high cognitive inquiries – those that entail the pupils to believe critically beyond what they have learned ( Minstrell and Stimpsen, 1996 ; Progrow and Londer 1994 ) cited in Omrod, J, E. ( 2007 ) ( P475 ) . Using the higher- degree inquiries help pupils to believe of their ain illustrations of ideas, use new criterions to work out a job or speculate about possible reading of cause & A ; effects relationship and to advance critical thought. One of the basic theories in oppugning was reflected in Benjamin Bloom ‘s taxonomy ( 1956 ) who builds a system of classs of larning behaviour to assist us in planing and measuring educational acquisition. The taxonomy was ordered in grade of trouble from simple callback of facts on the lowest degree, through progressively more complex and abstract mental degrees, to the highest order making ( synthesis ) after being modified by his informer pupil Anderson ( 1994 ) . ( See Appendix E ) . An of import rule of Bloom ‘s Taxonomy is that each degree must be mastered before doing advancement to the following. The cardinal component of Bloom ‘s taxonomy is in its prompt that we want pupils to hold many degrees at accomplishments. Bloom found that over 95 % of the trial inquiries require the pupils to believe merely at the minimal degree. Teachers should be professional in the preparation of the inquiries and pay attending to their dictions as wide or narrow diction could restrict pupils ‘ response. Furthermore, instructors ‘ inquiries should be based on the cognitive degree of pupils instead than their classs. Piaget, another psychologist, stated that larning and believing involve scholar ‘s engagement. Knowledge is non strictly transmitted verbally but must be constructed and reconstructed by the scholar. Intelligence is good kept through assimilation and adjustment ; hence, experiences should be considered to give opportunities for assimilation and adjustment. Harmonizing to Piaget, scholars need to research, to pull strings, to experiment, to inquiry, and to seek out replies for themselves – activity is indispensable. Direction should be individualized every bit much as possible and scholars should pass on with each others, to challenge and discourse issues. Piaget considers instructors as facilitators of cognition – they instruct, engage and motivate pupils. Learning is much more meaningful when larning springs from their experiences. Consequently, instructors can utilize assorted types of inquiries to excite the scholars ‘ believing about abstract constructs taking into consideration their developmental degree since development precedes acquisition. Teachers should carefully be after their inquiries and move from one phase to another depending on the cognitive procedure of the scholar, Therefore, there should be a correspondence between the cognitive degree of instructors ‘ inquiries and the cognitive ability of the pupils ‘ replies. Harmonizing to Vygotsky ( 1920s-1934 ) , rational development takes topographic point in term of societal history and sociocultural background ( Luria, I 976 ) . That is, cognitive accomplishments and forms of thought of an person are non congenital factors, but are gained from interaction within his sociocultural environment. Vygotsky believed that larning takes topographic point when kids are working within their zone of proximal development ( ZPD ) . That is, the ZPD describes undertakings that a kid has non yet learned but is capable of larning at a given clip. A cardinal thought derived from Vygotsky ‘s impression of societal acquisition is that of staging ; the aid provided by more competent equals or grownups. Typically, scaffolding agencies supplying a kid with a great trade of support during the early phases of acquisition. The instructor should see prosecuting pupils at the upper degrees enthusiastically without overpowering them. Vygotsky considered that the instruct or as a scaffold that can assist the persons learn by seting his instructions and inquiries harmonizing to the kid ‘s degree of public presentation — is an effectual signifier of learning. Unlike Piaget, Vygotsky believed that larning returns development. Vygostyan psychological science ( Vygotskij, 1978, 1999, 2002 ) ; any cognition is based on a peculiar degree of abstraction. As a consequence, the proper usage of instructors ‘ inquiry even in the signifier of fact could take to abstraction which is contrary to Bloom. A considerable figure of research workers have studied the usage of inquiries in the schoolroom by the instructors and their findings were congruous. The figure and types of inquiries asked by instructors during the instruction procedure varies. Harmonizing to Gall, ( 1970 ) the usage of inquiries in the schoolroom over a 50 twelvemonth period reveals that the chief tendency has been the development of techniques to depict inquiries used by instructor. It is clear for pedagogues that inquiries play an of import function in learning. Aschner ( 1961 ) called the instructor â€Å" a professional inquiries shaper † . Flander ( 1970 ) cited in Gall, ( 1970 ) P3 ) stated that inquiring inquiry is one of the 10 major treatments for analyzing instructors ‘ behaviours in the widely used system for interaction analysis. Hastings ( 1912 ) cited in Gall ( 1970 ) P3 ) . An mean instructor asks 400 inquiries in a twenty-four hours, this means that most of the instruction clip is occup ied with inquiries and replies. Educators by and large see oculus to oculus that instructors should emphasize the development of pupils ‘ accomplishment in critical thought instead than in remembering facts. Harmonizing to Gall, Approximately 60 % of instructor ‘s quest on callback facts, approximately 20 % require pupils to believe and the staying 20 % are procedural. In another survey by Hussein ( 2006 ) , three instructors observed asked a sum of 782 inquiries consisting academic, non-academic, and pseudo inquiries in 16 observation Sessionss. The perceiver documented ( 526 ) inquiries, three hundred fifty four ( 354 or 67.3 % ) of these inquiries were in the academic class. The bulk of the academic inquiries were low-level ( 458, 87 % ) and the staying 68 inquiries ( 13 % ) were high-ranking. In the survey of Graesser and Person ( 1994 ) , 96 % of the inquiries in a schoolroom environment are instructors ‘ inquiries. In add-on to being rare and short, student inquiries are besides simple ( Dillon, 1988 ; Flammer, 1981 ; Kerry, 1987 ) cited in Graesser & A ; Person ) . That is, they are usually superficial, short-answer inquiries that deal with the content and reading of distinct stuff ; they are seldom high-cognitive inquiries that involve illations, multistep analysis, or the averment of critical judgement. Research Question: This paper is an effort to reply the undermentioned inquiry: What types of inquiries are used by the instructor? How different or similar are these inquiries to the researches findings? Methodology Design A descriptive survey design will be used to analyze the degree of inquiries posed by the instructors, based on the revised Bloom ‘s taxonomy of the inquiry degree. The consequences will be tabulated utilizing simple statistical analysis to advert some: Sums, and Percentages, Sample and Puting The research worker will carry on two Sessionss of observations in two nursing categories. These are: DI & A ; DII ; each category consists of 25 and 28 grownup pupils severally and learns through talk based method. They lie in the ( Formal operational phase of development ) harmonizing to Piaget. Two instructors will be observed are: first is a holder of a maestro grade in Medical surgical nursing, has an experience for two old ages in nursing instruction ; the 2nd possess a Bachelor ‘s Of Nursing Science, and has seven old ages of learning experience. The oppugning technique of the instructor will be assessed and evaluated through direct schoolroom observation in relation to the cognitive theory ( Bloom, Piaget and Vygotsky ) The revised version of Bloom ‘s taxonomy ( updated by Anderson, 1994 ) will be used as a process to measure the degree of oppugning. ( See appendix E ) The ethical considerations of carry oning this piece of research were carefully considered. Three consent letters were obtained from the Branch Manager every bit good as the concerned instructors. Procedure: 1. A missive will be sent to the principal to acquire permission for observation. ( Appendix C ) 2. A missive will be sent to the concerned instructors that I will go to their categories. ( Appendix D ) 3. The schoolroom oppugning observation clip will be 100 proceedingss, 50 proceedingss for each Class session.4. The findings of the survey will be compared with the consequences of the surveies done by Gall, 1970 ( The usage of inquiries in learning ) , Graesser and Person 1994, ( Question inquiring during tutoring ) and Hussein, 2006 ( Dimensions of Questioning: A Qualitative Study of Current Classroom Practice in Malaysia ) .Datas Analysis The figure and type of instructors ‘ will be counted and analyzed. I calculated the frequence of inquiries asked by the instructors and categorized them harmonizing to high cognitive order and low cognitive order based on bloom ‘s taxonomy. The per centum of the entire figure of inquiries was calculated to ease readability and comparing between two categories. Consequences Degree of inquiry Class I Class II Low Cognitive Remembering 25 ( 66 % ) 17 ( 63 % ) Understanding 10 ( 26 % ) 6 ( 22 % )92 %85 % Using High Cognitive Analyzing 2 ( 5 % ) 2 ( 7 % ) Measuring Making 1 ( 3 % ) 2 ( 7 % ) 8 % 14 %Sum3827Discussion: With regard to this figure of inquiries: The findings of this survey showed that the figure of asked inquiries ( C1 =38, C2 =27 ) falls in scope with the findings of the survey of ( Graesser and Natalie ) '30 to 120 inquiries per hr ‘ With regard to the frequence of low cognitive inquiries: It is obvious from the findings that the bulk of inquiries ( C1 =92 % , C2 =85 % ) prevarication in the low cognitive order. Compared to the findings of ( Gall. 1970 ) and Hussein ( 2006 ) who severally found that 77 % and 87 % of instructors ‘ inquiries are of factual type. The figure of inquiries which lie in low cognitive order is rather higher based on my personal category room observations ; even the inquiries asked at the higher degree ( C1 =8 % , C2 =14 % ) were non answered right by the pupils. Teachers were noticed to feed the pupils with appropriated responses which will non excite abstract believing but contrary to that recalling and memorisation will ; term to be the existent term fro eg. 1. Scaffolding Teacher: What is the consequence of pneumonic high blood pressure on the right side of the bosom? Students: did non react to the inquiry. Teacher Scaffold them: Could depict the pneumonic circulation. 2. Formal operational: How is the clinical presentation of right ventricular failure different from the left side ventricular failure? Students: No response Traveling rearward from formal to concrete was quoted in the undermentioned event: Teacher: What are the maps of the left and right side of the bosom? Although the instructor was inquiring inquiries at frequent manner there was no adequate attending to the degree of the asked inquiries ; most of the inquiry did necessitate recalling and rote memory acquisition. This is an indicant that either instructors are non good trained or the higher order cognitive inquiries are non decently formulated or the pupils are non good coached to react to such types of inquiry. Students ‘ readying plays a function in reacting to higher degree of oppugning. If pupils are non good prepared, they will non be able to group the indispensable subject of the asked inquiry and therefore they will non catch up the higher cognitive degree inquiries. Connection with learning Theories: During my schoolroom observations, I was able to happen a nexus between many of the instructor ‘s inquiries and the cognitive theories from illustration. 1. Vygotsky /scaffolding: – Teacher: what is the consequence of left ventricular failure on the cardiac end product? – Students: did n't react to the instructor and seemed confused. – Teacher gave them a intimation by simplifying the inquiries what are the determiners of Cardiac out? – Students answered: † Blood force per unit area, and contraction. – Teacher: What is the consequence of contract on CO? 2. Formal a Concrete ( Piaget ) Teacher: What is the principle behind dypsnea in platinum holding left ventricular failure? Students: did n't reply Teachers: ( moves to concrete ) What causes dypsnea? Student: lung upset Teacher: What is incorrect with lung? Recommendations: Teachers must be cognizant of the different degree of inquiries. Teachers should be watchful to the importance of effectual schoolroom inquiry technique in advancing pupil apprehensions. Training plan should be conducted for instructors. Students should be trained and coached on how to react to higher order inquiries. Teachers should be cognizant that even higher order inquiries could be misused to fall in the low cognitive order. Teacher should see that each pupil does non larn in the same manner. Teachers should excite all the pupils to inquire and take part in the treatment. Teachers should do certain that appropriate waiting clip is given to reply the inquiries sing the degree of the inquiry. Teachers should inquire inquiries that encourage pupils to utilize schemes and critical thought accomplishments. Contemplation: Good inquiring technique improves the apprehension of the pupils and accordingly the result of the cognitive acquisition when the inquiries match the cognitive abilities of the pupils. Consequently larning and cognitive theories should be implemented in the schoolrooms. Furthermore, the consequence of this survey supports the recommendations of Gall that instructors do necessitate in-service and professional development programmed to better their inquiring accomplishments. Furthermore, the findings of Gall and Hussein are prevailing in the current survey. There are no indispensable alterations from 1970 boulder clay 2010. The research worker noticed that the inquiries were non distributed every bit among the pupils even a considerable portion of pupils were non engaged in the treatment particularly in DII. This could be due to hapless or unequal readying of the pupils, although it is the duty of the instructor to excite all the pupils. Furthermore, there was a noticeable job in the question-answer waiting clip ; for e.g. the instructor gave 15 seconds for a low cognitive inquiry whereas a high cognitive inquiry was given 12 seconds. The great majority of the inquiries were administered by the instructors and pupils were non encouraged to inquire inquiries. Restrictions of the survey It is worthy to advert that the range of this survey is limited to two instructors of nursing in one school in an educational zone. Some variables like instructor ‘s readying which influence the oppugning accomplishments were non measured. Students ‘ readying and inquiries were non measured besides.

Cardiovascular Review Supplement

6 Histology Review Supplement Cardiovascular Tissue Review From the PhysioEx main menu, select Histology Atlas. Click on the white Sort By drop-down menu and select Histology Review from the list. Refer to the slides in the Cardiovascular Tissue Slides folder as you complete this worksheet. Which component of the intercalated disc is a junction that provides the intercellular communication required for the myocardium to perform as a functional syncytium? Gap junctions Heart The heart is a four-chambered muscular pump.Although its wall can be divided into three distinct histological layers (endocardium, myocardium, and epicardium), the cardiac muscle of the myocardium composes the bulk of the heart wall. Blood Vessels Blood vessels form a system of conduits through which lifesustaining blood is conveyed from the heart to all parts of the body and back to the heart again. Generally, the wall of every vessel is described as being composed of three layers, or tunics. The tunica intima, o r tunica interna, a simple squamous endothelium and a small amount of subjacent loose connective tissue, is the innermost layer adjacent to the vessel lumen.Smooth muscle and elastin are the predominant constituents of the middle tunica media, and the outermost tunica adventitia, or tunica externa, is a connective tissue layer of variable thickness that provides support and transmits smaller blood and lymphatic vessels and nerves. The thickness of each tunic varies widely with location and function of the vessel. Arteries, subjected to considerable pressure fluctuations, have thicker walls overall, with the tunica media being thicker than the tunica adventitia. Read Renal System Physiology PhysioexVeins, in contrast, are subjected to much lower pressures and have thinner walls overall, with the tunica adventitia often outsizing the tunica media. Because thinwalled veins conduct blood back to the heart against gravity, valves (not present in arteries) also are present at intervals to prevent backflow. In capillaries, where exchange occurs between the blood and tissues, the tunica intima alone composes the vessel wall. The tunica media of the aorta would have a much greater proportion of what type of tissue than a small artery?Elastic fibers In general, which vessel would have a larger lumen, an artery or its corresponding vein? Click slide 1. Contractile cardiac muscle cells (myocytes, myofibers) have the same striated appearance as skeletal muscle, but are branched rather than cylindrical in shape and have one (occasionally two) nucleus (myonucleus) rather than many. The cytoplasmic striations represent the same organization of myofilaments (sarcomeres) and alignment of sarcomeres as in skeletal muscle, and the mechanism of contraction is the same. The intercalated disc, however, is a feature unique to cardiac muscle.The Cardiovascular SystemThe densely stained structure is a complex of intercellular junctions (desmosomes, gap junctions, fasciae adherens) that structurally and functionally link cardiac muscle cells end to end. A second population of cells in the myocardium composes the noncontractile intrinsic conduction system (nodal system). Although cardiac muscle is autorhythmic, meaning it has the ability to contract involuntarily in the absence of extrinsic innervation provided by the nervous system, it is the intrinsic conduction system that prescribes the rate and orderly sequence of contraction. Extrinsic innervation only modulates the inherent activity.Click slide 2. Of the various components of the noncontractile intrinsic conduction system, Purkinje fibers are the most readily observed histologically. They are particularly abundant in the ventricular myocardium and are recognized by their very pale-staining cytoplasm and larger diameter. The connective tissue component of cardiac muscle is relatively sparse and lacks the organization present in skeletal muscle. Which component of the intercalated disc is a strong intercellular junction that functions to keep cells from being pulled apart during contraction? Desmosomes What is a functional syncytium?Cardiac muscle cell are mechanically, chemically and electrically connected to one another Why would the tunica media and tunica adventitia not be present in a capillary? The capillaries are very thin and have only room for layer of endothelial tissue, in the form of tunica intimaR E V I E W NAMELAB TIME/DATES H E E T EXERCISE 31 > Print FormConduction System of the Heart and Electrocardiography The Intrinsic Conduction System1. List the elements of the intrinsic conduction system in order, starting from the SA node.SA node > artioventricu lar node > > artioventricular bundle bundle branches purkinje fibers artioventricular node At what structure in the transmission sequence is the impulse temporarily delayed? Why? because it ensures that the atria have ejected their blood into the ventricles first before they contract.2. Even though cardiac muscle has an inherent ability to beat, the nodal system plays a critical role in heart physiology. What is that role? generate action potential at a greater frequency than other cardiac muscle cells. They are the pace m the heart. It sets the heart rate under normal circumstances. Electrocardiography3. Define ECG. The graphic recording of the electrical changes occurring during the cardiac cycle4. Draw an ECG wave form representing one heartbeat. Label the P, QRS, and T waves; the P–R interval; the S–T segment, and the Q–T interval. R S T P T Q P-R interval S Q-T interval5. Why does heart rate increase during running? The heart must beat faster and harder in order to deliver the larger amount of blood to muscles being used when running. 2076. Describe what happens in the cardiac cycle in the following situations. . 2. 3. 4. 5. 6. immediately before the P wave: during the P wave: heart is in diastole depolarization of ventricles contraction of atria immediately after the P wave (P–R segment): during the QRS wave: depolarization of ventricles contraction of ventricles immediately after the QRS wave (S–T interval): during the T wave: repolarization of ventricles7. Define the following terms. 1. 2. 3. tachycardia: bradycardia: fibrillation: a heart rate over 100 beats/min a heart rate below 60 beats/min rapid uncoordinated heart contractions that makes heart useless as a pump ventricular fibrillation8. Which would be more serious, atrial or ventricular fibrillation? Why? when heart is in V-fib you are dead unless it can be shocked back into rhythm with atrial fibrillation9. Abnormalities of heart valves can be detected more ac curately by auscultation than by electrocardiography. Why is this so? Abnormal heart valves cause extra heart sounds that can be heard with stethoscope. EEG just measures electrical activity in the heart. It doesn't show how the valve works.208 Review Sheet 31R E V I E W NAMELAB TIME/DATES H E E T EXERCISEAnatomy of the Heart Gross Anatomy of the Human Heart1. An anterior view of the heart is shown here. Match each structure listed on the left with the correct letter in the figure. G J R U B K D N A 1. right atrium2. right ventricle3. left atrium c a b o4. left ventricle5. superior vena cava6. inferior vena cava7. ascending aorta8. aortic arch9. brachiocephalic artery10. left common carotid artery11. left subclavian artery12. pulmonary trunk13. right pulmonary artery14. left pulmonary artery15. ligamentum arteriosum16. ight pulmonary veins17. left pulmonary veins18. right coronary artery19. anterior cardiac vein T S W X V20. left coronary artery21. circumflex artery22. anterior inte rventricular artery23. apex of heart24. great cardiac veinWhat is the function of the fluid that fills the pericardial sac? environment. It allows the heart to beat in a relatively frictionless 3. Match the terms in the key to the descriptions provided below.F A H E A G B D G C1. location of the heart in the thorax2. superior heart chambers3. nferior heart chambers4. visceral pericardium5. â€Å"anterooms† of the heart6. equals cardiac muscle7. provide nutrient blood to the heart muscle8. lining of the heart chambers9. actual â€Å"pumps† of the heart10. drains blood into the right atriumKey: a. b. c. d. e. f. g. h. atria coronary arteries coronary sinus endocardium epicardium mediastinum myocardium ventricles4. What is the function of the valves found in the heart? Prevents back flow of blood5. What is the role of the chordae tendineae? enforce a one way blood flow through the heart chambersTheir called heart strings, and anchor the cusps to the ventricular walls Pulm onary, Systemic, and Cardiac Circulations6. A simple schematic of a so-called general circulation is shown below. What part of the circulation is missing from this diagram? Pulmonary circulation Add to the diagram as best you can to make it depict a complete systemic/pulmonary circulation. Label the systemic and pulmonary circulations. pulmonary ve heart pulmonary pulmonary Heart Systemic arteries Systemic capillaries Systemic veins systemic 202 Review Sheet 307.Differentiate clearly between the roles of the pulmonary and systemic circulations. Pulmonary circulation is only to provide gas exchange in the lungs; The systemic circulation provides the functional blood supply to all body tissues8. Complete the following scheme of circulation of a red blood cell in the human body. Right atrium through the tricuspid valve to the semilunar beds of the lungs, to the the biscuspid aorta right ventricle , through the pulmonary arteries pulmonary , to the capillary of the heart, through , thro ugh the aortic semilunar of the , and alve to the pulmonary trunk, to the pulmonary veins valve to the , to the left ventricle left atrium valve to the , to the systemic arteries, to the superior vena cava , capillary beds tissues, to the systemic veins, to the coronary sinus ; cardiac veins inferior vena cava entering the right atrium of the heart. pulmonary circulation9. If the mitral valve does not close properly, which circulation is affected?10. Why might a thrombus (blood clot) in the anterior descending branch of the left coronary artery cause sudden death? I can cut off the blood supply to the heart, resulting in death.Microscopic Anatomy of Cardiac Muscle11. How would you distinguish the structure of cardiac muscle from that of skeletal muscle? skeletal muscle is long, sylindrical, multinucleated cells ; has striations. Cardiac muscles branch, striated, uni-mucleated cells that interdigitate at the junctions12. Add the following terms to the photograph of cardiac muscle bel ow. a. intercalated disc b. nucleus of cardiac fiber c. striations d. cardiac muscle fiber interca Describe the unique anatomical features of cardiac muscle. What role does the unique structure of cardiac muscle play in its function?The intercalated discs have 2 important functions striatio nucleu1) holds the myocytes together so they don't part w heart contracts.2) allows an electrical connection between the cells, which is vital to the function of cardia the heart as a whole.Also has many mitochondria that provide energy required for contraction.   203 Review Sheet 30 Dissection of the Sheep Heart13. During the sheep heart dissection, you were asked initially to identify the right and left ventricles without cutting into the heart. During this procedure, what differences did you observe between the two chambers? eft ventricle was thick and solid, and the right was thinner and easily moved and flabby When you measured thickness of ventricular walls, was the right or left ventricl e thicker? left ventricle Knowing that structure and function are related, how would you say this structural difference reflects the relative functions of these two heart chambers? Theres a greater demand on the longer systemic circulation and has a higher resistance than the pulmonary circulation14. Semilunar valves prevent backflow into the atria ventricles ; AV valves prevent backflow into the Using your own observations, explain how the operation of the semilunar valves the mitral valve allows the blood to flow from the left atrium into left ventricle differs from that of the AV valves. tricuspid valve stops back flow of blood between th two. The semilunar valves permit blood to be forced into the but prevent back flow of blood from the arteries into the ventricles.15. Compare and contrast the structure of the right and left atrioventricular valves. has 3 flapped valve. the mitral valve contains 2 flaps, tricuspi16.Two remnants of fetal structures are observable in the heartâ₠¬â€the ligamentum arteriosum and the fossa ovalis. What were they called in the fetal heart, where was each located, and what common purpose did they serve as functioning fetal structures? ligamentum arteriosm- called ducts arterious in fetal heart. located between the pulmonary trunk and aortic arch In adults ligament there now. Allows blood to flow from pulmonary trunk to systemic circulation.17. Fossa Ovaliscalled foramen ovale in fetal heart, located on right atrium wall and wall of right ventricle.Allowed blood to enter 204 Review Sheet 30