Determination of Ka for a weak Acdi Essay Example for Free

Determination of Ka for a weak Acdi Essay In the experiment preformed the objective is to titrate a weak acid with a strong base. In a titration of a weak acid with a strong base the titrant is the strong base and the analyte is a weak acid. The reaction that will occur is the direct transfer of protons from the weak acid to the hydroxide ion. The data gathered will be represented on the titration curve, a graph of the volume of titrant being the strong base plotted against the pH . The pH is an indicator of an acids strength. The titration curve can be used to determine the pKa. By reading the graph the equivalence point can be found; which is the point where equal parts acid and base have reacted by knowing this the half-equivalence can be found pH=pKa. Procedure In the experiment pH paper will be used instead of a pH meter. The pH will be determined at the beginning and the end of the titration and the data table will be used to calculate the intermediate values. A burette is a more accurate piece of glassware used to deliver the titrate; in the lab being performed disposable pipet will be used making it very important to consistently dispense the same size drops. Before the titration the volume of a drop must be determined. A pipet is completely fill with distilled water. The average number of drops in a mL and the average quantity of a mL represented by on drop is calculated and recorded. Water is added drop by drop to a graduated cylinder from a pipet at the first, second and third mL lines the water drops are recorded. The average number of drops are calculated per mL. The average of the quantity of a mL represented by a drop is also recorded. A data table is set up to represent the trail averages. First 2. 0 mL of unknown acid is measured into graduated cylinder and then poured into a beaker the volume is the recorded. By using a toothpick a drop of acid is placed onto low portion of pH paper, the pH level is recorded. One drop of the phenolphthalein indictor is added to the acid and the color is recorded. The beaker is set on a white sheet of paper before moving on. Next, a well in the 24-well plate is filled with NaOH solution and then sucked up into an empty pipet. The pipet is the held vertically slowly adding drop by drop the NaOH into the beaker of the unknown solution. Drops are added until a color change occurs, changing to a faint pink for at least 30 seconds. A plastic spoon is used to stir after the addition of each drop. The number of drops of NaOH is recorded and the equivalence point is now determined. A drop of the acid is now transferred by toothpick to the high range pH indicator strip. The pH level of the acid is recorded before titration. The contents of the beaker are poured down the drain and all equipment is thoroughly cleaned. The above procedure is repeated twice more, all data is recorded to 4 decimal places for each trail on the data table. The average of the 3 trails is calculated and data is recorded. At the top of the pH column the unknown’s acid’s starting pH level before titration is entered. Next, the pH level of the acid after the titration, at its equivalence point is entered at the bottom of the pH column. The appropriate pH levels for each 2 drop interval is then calculated, by subtracting the initial pH from the final pH and dividing the resulting difference by the number of rows minus 1. This number is then added to the previous pH value. A graph is then made, pH is plotted on the y axis and volume of NaOH added on the x axis. This represents the titration curve. The pH that corresponds with the equivalence point and half equivalence points are located and the pKa is determined for the unknown acid, pH=pKa. The relationship between Ka and pKa is that Ka is the equilibrium constant for the dissociation of a weak acid and pKa is the half-equivalence point where pH=pKa. In addition to the pH, Ka is an indication of an acids strength; pKa = log Ka. B. The potential sources for errors in this experiment are the inconsistent and miscounting of drops of NaOH in the titration. The pipet must be held upright dispensing the exact size drops to have an accurate measurement. C. If your experimental Ka is 5. 3 and the actual Ka of your unknown acid is 4. 7, what is your % error?

Left Sided Spastic Hemiplegia | Case Study

Left Sided Spastic Hemiplegia | Case Study Intervention Analysis Background Jane Walters is a five year old girl and has a diagnosis of left sided spastic hemiplegia, a form of Cerebral Palsy. Jane has two older sisters who attend horse riding lessons at their local stables. Jane has recently expressed an interest in joining them to her parents. However her parents are worried that because of her diagnosis she will not be able to keep up with her siblings. Jane is very aware of her condition, and has recently lost confidence, asking her parents why she is different from other children her age. Diagnosis Cerebral Palsy (CP) refers to non-progressive conditions characterised by impaired voluntary movement or posture, and resulting from prenatal developmental malformations or postnatal CNS damage (Reed, 2013, pp. 38-47). According to the National Institute of Neurological Disorders and Stroke (2008), it is highly likely that a child with CP will have other medical disorders such as; cognitive impairments, seizures, delayed growth and development. Spastic syndromes such as Jane’s occur in more than 70 percent of CP cases. Spastic hemiplegia is a type of CP that typically affects the body down one side. The spasticity creates a state of resistance against any range of motion; this resistance ultimately increases with increasing speed of that movement (Reed, 2013, pp. 38-47). Children like Jane with spastic hemiplegia will generally walk later than other children and will tend to walk on their tiptoes because often they will suffer from high heel tendons. Often the arm and leg on the child’s affected side are shorter and thinner (National Institute of Neurological Disorders and Stroke 2008). Impact of Right Hemisphere Brain Damage- Jane has left sided spastic hemiplegia, indicating that damage to the brain has occurred in the right hemisphere. The primary cause of CP is damage to white matter of the brain this is often caused by abnormal brain development. This can be caused by a bleed on the brain, or by a lack of oxygen to the brain, generally caused by a difficult birth (NINDS 2008). It was important to consider additional complications related to right sided brain damage to ensure an awareness of Jane’s level of functional ability be it; physically, cognitively or behaviourally. Those that may relate to Jane’s case are listed below in table one. Table one: How damage to the Right Hemisphere can affect function and the occupation of horse riding. Jane’s diagnosis would mean that she would need input from a Multi-Disciplinary Team (MDT). Given her age this would come from a community paediatric teams (CPT). The team will work closely with the children’s’ team in social services and primary care. The team will provide a range of assessments and interventions to young people and their families. In Jane’s MDT team there will be a range of different members such as: Physiotherapists, Paediatricians, Occupational Therapists, Social Workers, Speech and Language Therapists and Educational Psychologists (NHS 2012). According to the Disability Act Jane is entitled to an independent assessment of her individual needs. The act is designed to promote the participation of people with disabilities in society by supporting the provision of disability specific services (NCSE 2011). A standardised interview was used, this was to allow the OT staff to observe how Jane and her family interact with each other making it easier to; obtain information, identify strengths needs and goals as well as generate an intervention plan and enable goal scaling Due to Jane’s condition she would have already been known to social services and the MDT, as she had already received physiotherapy to aid with muscle stiffness and improve core strength. Therefore upon the OT department accepting Jane’s referral, an initial assessment was carried out in her home environment with mother and father present (An and Palisano 2013). Collaboration between professional ataff and Jane’s family is a vital component in family-centred services, this is considered best practice in early intervention and paediatric rehabilitation (An and Palisano 2013). Collaboration between the two parties is essential for setting meaningful and achievable goals for a child. Planning and implementing interventions must be able to fit within the context of family life. (An and Palisano 2013) The following strengths and weaknesses were identified during the initial assessment. Table two: Jane’s strengths and limitations During the initial assessment Jane’s mother expressed concerns about her core strength and whether this would affect Jane’s ability to ride. In order to address these concerns a Sitting Assessment for Children with Neuromotor Dysfunction (SACND) assessment was completed this is a clinical instrument to assess static and dynamic postural control in sitting in children with neuromotor dysfunction’ (Reid 1995) This standardised assessment was used to ascertain how Jane’s CP affects her ability to sit comfortably and concentrate. This skill will be essential if Jane wants to be able to sit upon a horse comfortably and be able to concentrate for the entire session. The SACND measures quality of independent sitting ability across four areas: proximal stability, postural tone, postural alignment, and balance (Knox 2002). The assessment revealed that Jane has weak upper trunk control and so will be issued a specially adapted chair which will enable her to sit more comfortably and for longer periods of time compared to standard chair. After both assessments were completed an intervention plan was made with input from Jane, her family and the occupational therapist. Jane identified her long term goal of horse riding and to achieve this long term goal, four short term aims were set to serve as recovery milestones (Duncan 2011). Table three: Jane’s long term aim and short term goals. Occupational therapists are not required to use a specific functional outcome assessment tool in the selection of their assessments. When a professional is selecting an assessment, they must rely on their clinical and professional judgment (Asher 2007). Therapists need to reflect on what it is that they intend to achieve with the assessment, and if this is managed the assessment can be classed as a success. One way of evaluating an assessment is to look at the performance of patients on an individual assessment task (Steultjens 2005). And will be able to question how well did the assessment relate to the goal setting and objectives for the patient (Duncan 2011). As part of the Model of Human Occupation horse riding will play a central part in Jane’s habituation. Not only will this establish a routine, it can be something that Jane can take pride in (Kielhofner and Forsyth 2011). Riding will help Jane build upon her self-confidence, having that natural trusting relationship with a horse that shows no judgment and does not understand that she is different (Horseback UK). The major concern that Jane’s mother presents is the worry that she will not be able to keep up with the physical requirements of riding and that this will dishearten Jane’s enthusiasm. This concern will be tackled in goal number four. Once Jane and her family have a better understanding of hemiplegic cerebral palsy, the OT can begin discussing, through the use of pictures how this may affect her. If Jane has a basic understanding of her condition it will be easier for her to set more realistic goals with the OT as she will have a greater awareness of what she is able to do and may struggle with. This will reduced the likelihood becoming distressed when trying to achieve goals her agreed goals, this will hopefully reduce mum’s concerns about the intervention plan. Jane feels her parents do not allow her to do as much as she would like to be able to do for fear of hurting herself or become too tired. The OT decided to make to make Jane aware of what fatigue is and may feel like. This would hopefully encourage Jane to let her mum or dad know when she is feeling tired. With this information Jane’s parents can keep a fatigue diary with Ellie. This will provide the OT with some information regarding when Jane feels most tired and how this impacts on her occupations. This can then be discussed with Jane’s parents and the RDA and suitable arrangements can be made regarding fatigue management as to when would be the most appreciate time for Jane to have her riding lesson when she has the most energy. Once a pattern of fatigue can be established the OT staff will develop strategies to manage Jane’s fatigue. For example Jane should engage in an activity that she finds relaxing such as reading, colouring or watching television. This can be done after more strenuous activity or in the morning if Jane is known to have a busy afternoon full of physical activities such as a riding lesson. If Jane is able to vary her day with relaxing and more strenuous activities, she will be able to conserve energy for the more strenuous activity of riding and therefore last the full hour lesson. This form of intervention uses the Compensatory Approach. The principle behind this approach is adapting to and compensating for a dysfunction rather than just treating the cause of the problem. Which in this is Jane’s cerebral palsy and her left sided weakness there is more of an emphasis on treating the symptoms (Feaver and Edmans 2006). Additionally, the Compensatory Approach may allow Jane to be able to regain a degree of her independence by compensating where the main cause cannot be treated. In Jane’s case this is managing and compensating on her weakness and fatigue, and therefore allowing her to conserve energy in order to complete a riding lesson (Addy 2006). The social approach recognises Jane as a social being who is easily influenced by the people around her. Therefore by using Jane’s whole family in her therapy and fatigue management, the professionals are integrating Jane’s social environment into her therapy (Polglase and Treseder 2012). Both interventions also reveal the perception of Jane by her social circle, thereby mitigating Jane’s fear about her social circle (Polglase and Treseder 2012). Jane has always said that Jane feels her parents do not allow her to do as much as she would like to be able to do for fear of hurting herself or become too tired. The treatment will require Jane to trust her parents and tell them when she is tired instead of retreating from her social circle (Martin 1998). In order to determine if Jane’s intervention has been a success we first evaluate it. Evaluation a professionals practice is one of the most important elements in occupational therapy; without it, the value of their intervention diminishes (Lawcett 2007). Evaluation is important as in theory it enables the OT and the client to see if intervention is affective. However it is vital that the client is willing to be part of the evaluation process, because if they are not this could present an incorrect evaluation of effectiveness of treatment (Lawcett 2007). There are four main was a professional can evaluate their intervention process these are; Using up to date outcome measures. Using valid and reliable evidence based outcome measures. Evaluate from view point of the service user Evaluate throughout therapy process, at end of intervention (Lawcett 2007). The success of Jane’s intervention plans can be evaluated by the ‘Goal Attainment Scale’(GAS) (King’s College London [no date]). The GAS is a measurement technique which consist of individualising a person’s outcome indicators (Turner-Stokes 2009). In order to evaluate the intervention the professional must first construct a list of thorough and complete outcome measures, which will then be given a numerical value to determine the success of the intervention (Kiresuk and Sherman 1968; Purkiss et al. 2013). Jane’s goals were based on a realistic forecast of her progress (May-Benson 2012) Jane’s performance was scaled into five levels, these reflected her actual performance in comparison to her expected outcomes (Kiresuk et al. 1994). Table four: Example of GAS goals used from Jane’s second RDA lesson. A score like this was recorded for each weekly session over the course of a month and a total was tallied at the end, scoring the intervention with a numerical value. The professional knew it would be vital to give Jane and her control in her treatment in order to motivate an improvement (Turner-Stokes 2009), hence it was decided that the GAS goals would be discussed at the end of the session, showing a level of improvement (King et al. 1999) instead of recording it as s pass, fail assessment (Turner-Stokes 2009).

Reflective Account On Social Theory Social Work Essay

Reflective Account On Social Theory Social Work Essay This assignment will critically reflect upon the learning that I have gained through group participation. It will also look at what knowledge I have learnt in relation to how I look at putting theory into practice. It will also explore how these theories interconnect and how I used elements of psychology and sociology to explain how I might work with individuals in future practice. As a group we chose to analyse scenario two, the case of Fiona and mainly focused on her mental health issues, her lack of support as a result of family breakdown and her social isolation. To begin with we identified that Fiona seemed to have a lack of control in her life and as a group we felt that this was a huge area that needed to be addressed. To begin to support Fiona she needed to be given meaningful choice and valuable options (Clark, 2000, p.57) in order for her to gain greater control over her life and her circumstances. As a social worker we promote social change, problem solving in human relationships and the empowerment of liberation of people to enhance well-being. (IFSW, 2000, cited in Banks, p.3).This was an important aspect to remember when applying theory to Fiona. Theory in social work is an attempt to explain situations and social relationships. So to be begin with as a group we began to look at theories that may help Fiona holistically such as Marxist theory and in particular conflict theory which seeks to examine structural inequality within society. This theory argues that society is structured along lines of inequality such as wealth, health and income thus providing people with different life chances which in turn can result in different life experiences. So whilst this theory could be linked to Fiona with her structural issues of deprivation and relative poverty and the issue of crime and deviancy in her neighbourhood, this was not the main focus that our group were concerned with and we wanted to concentrate more on her social isolation and her lack of a support network. Systems theory was looked at by the group and I came to understand that this theory would fit perfectly with what we were focusing on. Although I did not do much research into this theory for the group work I did get a greater understanding of how this theory would link to Fiona. Systems theory is a functionalist perspective that takes into account how individuals relate to one another and society as a whole. It would seem that this theory is popular with social work texts and in practice as it has been suggested that it can be attributed to the consistency with social works long-standing mission to understand and respond to people in their environment (Bartlett, 1970, cited in Healy, 2005, p.89). This theory seeks to provide ways to understand problems and issues and after perusing through some of the literature, I had to agree that this theory links closely to an empowerment approach which aims to seek social change at both an individual and a social level for a service user and as I already know, empowerment is a core component of social work practice. From the start as a group we always knew that we were going to apply cognitive theory to Fiona. As part of my individual research I focused on cognitive theory and cognitive behaviour therapy (CBT) as this was the perspective that we felt as a group would be most beneficial to Fiona. While researching this theory my understanding of it was that Fiona needed to address the distorted picture she had of herself as she was blaming herself for experiences not of her making. She had low self-esteem and low self-efficacy and as such she had developed faulty cognitions about herself. Wessler (1986, cited in Gross, 2005, p.286) suggests that CBT is the attempt to change cognition and is always a means to an end, that end being lasting changes in target emotions and behaviour. This I felt is exactly what Fiona needed to do. She needed to change the ways she thinks (her cognition) so she can change what she does (her behaviour) and as such this is the theory that we are a group used in our pres entation. It became evident the more I researched CBT that this is a theory that could be applied to many service users as the struggles of daily life can be stressful and CBT could help them cope better in the future as it can be completed in a relatively short time. I gained a vast amount of knowledge about why social workers use theory as we prepared for the group presentation. I understand now that theory helps to explain a situation and perhaps how that situation came about. I recognise that theory can be seen as helping to describe (what is happening), explain (why it is happening) and predict (what is likely to happen next). In practice, if I understand all the above I can help to control a situation and bring about change for the service user. I began to recognise that there is no one single theory that can explain everything. Theories have limitations too and will not work for everyone. I learnt that much of the theory that is used in social work is drawn from outside the profession and has its roots in psychology and sociology and that we should always apply the value base to theory. Theory can help to avoid discrimination and as social workers we are orientated towards anti-oppressive and empowerment practices which seek social change. Dominelli (2002 p.4) suggests that social workers can help individuals to understand their situation, make connections between their personal plight and that of others, examine power relations and their impact on the specifics of their daily routines and acquire the knowledge and skills for taking control of their lives. When theory is used in practice it can undo jumbled information and give the social worker more direction in their work with the service user. Using theory in practice can give an explanation about why an action resulted in a particular consequence and as such can help the social worker to review and possible change in an attempt to make the consequences more effective. It became clear to me as I researched that theory is important in practice both for the service user and for the social worker to be more valued in society.

Eastman Kodak analysis Essay -- essays research papers

At your request, I have compiled information on Eastman Kodak Co., so that you may come to an investment decision. The report will consider the company’s background (including Kodak’s areas of production), a past obstacle Kodak has had to face and overcome, and a financial snapshot of Kodak over the past five years. BACKGROUND Originally founded in 1880 by George Eastman, the Eastman Kodak company now stands as a leader in the infoimaging industry. Infoimaging is a $385 billion industry that consists of using traditional and digital film to allow people to capture and deliver images through cameras, computers, and the media. Currently under the direction of Chairman and CEO Daniel A. Carp, Eastman Kodak is divided into three major areas of production. 1. Kodak’s Digital and Film Imaging Systems section produces digital and traditional film cameras for consumers, professional photographers, and the entertainment industry. This segment accounts for 69% of revenues earned by Kodak in 2003. 2. Health Imaging caters to the health care market by creating health imaging products such as medical films, chemicals, and processing equipment. Health Imaging also places emphasis on radiology for dental, mammography, and oncology markets. Health Imaging accounts for 18% of revenues earned by Kodak in 2003. 3. The Commercial Imaging group produces aerial, industrial, graphic, and micrographic films, inkjet printers, scanners, and digital printing equipment to target commercial and ...

Colonialism and Imperialism in Africa Essay examples -- Exploratory Es

Disease and Imperialism in Africa      Ã‚  Ã‚   Diseases were prevalent in Africa during the time of European Imperialism. Disease affected both natives and European peoples in Africa. African diseases affected both natives and European explorers and soldiers as well as diseases brought by the Europeans that affected the Africans.      Ã‚  Ã‚   Numerouks diseases impadcted the Europeans in Africa during the time of Imperialism.   During the time of Imperialism many explorers and soldiers died of disease. "During 1804-25 over 60 per cent of the men sent out by the Church Missionary Society died of disease" (McLynn 228). Traveling to Africa was very dangerous. "Before the 19th century, European soldiers in the tropical areas [in Africa] died from disease at four to five time the rate of those in Europe" (Curtin). "By far the greatest fatality in Africa was from malaria" (McLynn 228). Often times entire expeditions would die of disease upon traveling in Africa. "Of the 40 men who accompanied Mongo Park's second expedition to the Niger in 1805, not one returned to England. Six were killed in battle, the rest died of malaria or dysentery" (McLynn 228). The Europeans lacked ways to cure or prevent these diseases because they knew so little about them. "Traditional remedies were lying in steam baths, taking cold dip s in the sea, applying bisters or swallowing doses of strychnine, arsenic, and calomel" (McLynn 232). Disease stopped the Europeans from moving quickly through Africa. The symptoms of illness and loss of life halted exploration. Symptoms of malaria were incapacitating; they included "chills, fever, and sweating" ("Malaria"). The cause of malaria was unknown until it was discovered that it was "caused by a blood parasite of man,... ...rta. CD-ROM. Microsoft. 1994. Manderson, Lenore Ph.D. "Public Health Developments in Colonial Malaya:   Colonialism and the Politics of Prevention." America Journal of Public Health. Jan 1999: 102-107. Masland, Tom, and Rod Nordland. "10 Million Orphans." Newsweek. 17 Jan. 2000. 5 March 2000 http://newsweek.com/nw-srv/printed/us/in/a4881-2000jan9.htm. McLynn, Frank. Hearts of Darkness: The European Exploration of Africa. New York:   Carrol & Graf, 1993. 227-252. Reader, John. Africa: A Biography of the Continent. New York: Vintage Books, 1997.   239-248. Smaldone, Joseph P. "Disease and Empire: The Health of European Troops in the Conquest of Africa." The Journal of Military History. April 1999:   453-455. Online. Proquest. Proquest UMI. 28 Feb. 2000. Wekesser, Carol, ed. Africa: Opposing Viewpoints. San Diego: Greenhaven Press, 1992. 24-32. Colonialism and Imperialism in Africa Essay examples -- Exploratory Es Disease and Imperialism in Africa      Ã‚  Ã‚   Diseases were prevalent in Africa during the time of European Imperialism. Disease affected both natives and European peoples in Africa. African diseases affected both natives and European explorers and soldiers as well as diseases brought by the Europeans that affected the Africans.      Ã‚  Ã‚   Numerouks diseases impadcted the Europeans in Africa during the time of Imperialism.   During the time of Imperialism many explorers and soldiers died of disease. "During 1804-25 over 60 per cent of the men sent out by the Church Missionary Society died of disease" (McLynn 228). Traveling to Africa was very dangerous. "Before the 19th century, European soldiers in the tropical areas [in Africa] died from disease at four to five time the rate of those in Europe" (Curtin). "By far the greatest fatality in Africa was from malaria" (McLynn 228). Often times entire expeditions would die of disease upon traveling in Africa. "Of the 40 men who accompanied Mongo Park's second expedition to the Niger in 1805, not one returned to England. Six were killed in battle, the rest died of malaria or dysentery" (McLynn 228). The Europeans lacked ways to cure or prevent these diseases because they knew so little about them. "Traditional remedies were lying in steam baths, taking cold dip s in the sea, applying bisters or swallowing doses of strychnine, arsenic, and calomel" (McLynn 232). Disease stopped the Europeans from moving quickly through Africa. The symptoms of illness and loss of life halted exploration. Symptoms of malaria were incapacitating; they included "chills, fever, and sweating" ("Malaria"). The cause of malaria was unknown until it was discovered that it was "caused by a blood parasite of man,... ...rta. CD-ROM. Microsoft. 1994. Manderson, Lenore Ph.D. "Public Health Developments in Colonial Malaya:   Colonialism and the Politics of Prevention." America Journal of Public Health. Jan 1999: 102-107. Masland, Tom, and Rod Nordland. "10 Million Orphans." Newsweek. 17 Jan. 2000. 5 March 2000 http://newsweek.com/nw-srv/printed/us/in/a4881-2000jan9.htm. McLynn, Frank. Hearts of Darkness: The European Exploration of Africa. New York:   Carrol & Graf, 1993. 227-252. Reader, John. Africa: A Biography of the Continent. New York: Vintage Books, 1997.   239-248. Smaldone, Joseph P. "Disease and Empire: The Health of European Troops in the Conquest of Africa." The Journal of Military History. April 1999:   453-455. Online. Proquest. Proquest UMI. 28 Feb. 2000. Wekesser, Carol, ed. Africa: Opposing Viewpoints. San Diego: Greenhaven Press, 1992. 24-32.

Negative Responses To Mathematics Education Essay

The intent of this study is to analyse the chief cause of mathematics panic in colleges and to offer solutions and give recommendations to the Head of the Department of Mathematics and Statisticss at Curtin University. By reexamining professional literature, scholarly diaries, and accredited web sites a better apprehension of the causes and effects of mathematics anxiousness, this study will accomplish the intent by analysing and reasoning the anterior research and give solutions that aimed at these issues. In add-on, the nature of the mathematics in general will besides be considered and associate mathematics to professional life. The study will foremost travel into an overview of the issues in mathematics learning and larning before covering with the job of the math terror in colleges. A general overview of the nature and societal position of mathematics will be discussed, which will so take to a examination of what universities should make to assist to direct pupils ‘ attitude and apprehension of mathematics.1.2 Background and recent findingsBecause of its public-service corporation and importance, larning mathematics is described as a necessity for a individual ‘s full development in the twenty-first century ( Kogce et al. 2009, 291 ) . However, the popular image of mathematic as hard, abstract, non really practical, and mostly masculine, etc. Therefore, math terror appears in vary degree of schools. Mathematicss anxiousness is introduced foremost by Dreger and Aiken in 1957 and it is defined as â€Å" a sequence of cognitive, affectional, and behavioural responses to a perceived self-pride men ace which occurs as a response to state of affairss affecting mathematics † ( Birgin et al.2010, 1 ) . Mathematicss anxiousness is prevailing among the college pupils population ( Zakaria and Nordin, 2007, 27 ) . Harmonizing to Google-counting, mathematics anxiousness emerges in schools particularly â€Å" in college † has 26,000 happenings ( Brown 2008, 61-92 ) . In add-on, Birgin et Al. ( 2010, 1 ) have found that negative attitudes to mathematics or mathematics anxiousness is a barrier in larning mathematics and go toing callings which require mathematics. As a consequence of mathematics anxiousness, impacts like â€Å" turning away of mathematics, hurt, and intervention with conceptual thought and memory procedures † may even widen negatively in big life.2.0 Causes & A ; consequence of mathematics anxiousnessMathematicss anxiousness has been found that may be affected by many causes, including â€Å" mathematics, educational and curriculum-related issues, parental attitudes, values, and outlooks toward mathematics † ( Baloglu and Kocak 2006, 1325-1335 ) . Numerous researches have analyzed the causes of mathematics anxiousness and the consequences are different from each other. Zakaria and Nordin ( 2008, 27-30 ) have claimed that low mathematics accomplishment normally accompany the happening of mathematics anxiousness. A pupil may be defeat by his/her ain fright that consequence from changeless failure in mathematics and do him/her to believe that he/she can ne'er make good on it. Furthermore, it is besides suggested that the chief cause of mathematics anxiousness has been in learning methods because most mathematics courses â€Å" did non encouraged logical thinking and apprehension † . It is besides believed that attitude towards mathematics can be one of the grounds of math terror ( Kogce et al. 2009, 291 ) . The attitude or value can be affected by instructors or parents. In add-on, clip force per unit area in mathematics trial should besides be considered when refers to causes of math anxiousness. The force per unit area c reated by clip restriction is the combination of emphasis may take to uncertainness about how to make the undertaking and fright of failure ( Buxton 1990, 153 ) . Figure 1. Relationship between anxiousness and self-efficacy ( Beginning: Hoffman, B. 2010 ) As displayed above in Figure 1, the standardised tonss showed a regressive relationship between mathematics anxiousness and pupils ‘ self-efficacy in work outing simple mathematics jobs. It is clear that as anxiousness additions, self-efficacy falls which indicates a strong correlativity between these two points.2.1 Value and attitudeOne of the grounds for mathematics anxiousness is attitude towards mathematics. Students ‘ attitudes or values toward math normally come from instructors and parents. Some researches held by universities show that pupils perform better when making exercisings in mathematics categories without instructors than the pupils under instructors ‘ supervising. Additionally, Buxton ( 1990, 155 ) have argued that instructors should non curtail pupil ‘s thought by stating â€Å" this is non the manner that written in books † or maintain giving the right reply without taking the pupils to believe independently. Otherwise, pupils may ex perience deadening and confounding and their motive to seek mathematics jobs work outing chances may be decreased and conglomerate into fright and turning away. Parents ‘ outlooks every bit much as instructors ‘ may besides give pupils force per unit area in mathematics. Parents normally stand in a place to judge their kids and fail to decide the position with expressed statements. For illustration, some parents show disappointedly on face when kids understand easy in mathematics. Therefore, kids may experience even harder to get the better of the jobs due to take down assurance and this turns into dying and turning away.2.2 Lack of understandingHarmonizing to Zakaria and Nordin ( 2008, 27-30 ) , a deficiency of apprehension is one of the chief causes of mathematics anxiousness and â€Å" that understanding based acquisition is more effectual than drill and pattern † . For most pupils, the first clip when they are afraid of work outing math jobs is when they can non understand the constructs in categories. Therefore, their assurance of larning mathematics may worsen and they lose involvement to get the better of the jobs. Lower accomplishment consequences and a damaging attitude towards mathematics may ensue from this sort of self-perceptions, which can impact their position of larning mathematics ( Hoffman 2010, 276-283 ) .2.3 Time force per unit areaMany pupils suffer anxiousness when it refers to be giving a certain extent of clip to complete certain committedness ( Hoffman 2010, 276-283 ) . This can be one of the factors when discoursing about the causes of mathematics anxiousness. For illustration, pupils who familiarized to work outing jobs without clip restriction might experience dying if they are told to work out jobs rapidly. Furthermore, harmonizing to some surveies, the emotional responses of pupils become intense often when pupils work on math jobs over an extended period of clip ( Buxton 1990, 153 ) . In other words, it is claimed that the more clip pupils spend on work outing math jobs, the more anxiousness they suffer. Most pupils failed in their mathematics tests due to blowing excessively much clip by worrying about the clip limitation and can non finish all the inquiries. Harmonizing to Hoffman ( 2010, 276-283 ) , the Test Anxiety Inventory ( TAI ) and the Fennema-Sherman Mathematics Anxiety Scale ( MAS ) were co-operating for the Problems Test of mathematics anxiousness. The pupils were required to react to all the points by giving adequate clip. The pupils finished all the inquiries within 30 proceedingss, although no clip bound was set. Harmonizing to this survey, it can be suggested that job work outing clip limitation can be one of the factors that consequences in mathematics anxiousness. However, Hoffman ( 2010, 276-23 ) suggests that â€Å" high dying persons may really hold faster problem-solving times † . Students may desire to complete the undertaking every bit shortly as possible when they are prompted feelings of dying or concern during the work outing mathematics jobs. This may ensue in faster completion of jobs, even though perchance at the loss of truth.3.0 Mathematics & A ; genderThere is a hypothesis assumes that adult females have more mathematics anxiousness than work forces due to less experience with mathematics. As a consequence, Hoffman ( 2010, 276-23 ) points out that female are less likely to seek chances to work out mathematical job and even mathematics callings, and tend to avoid occupations to make with computing machines and engineering that link to mathematics. However, many surveies failed to confirm considerable gender differences in math terror, even though legion surveies support the position that female have more math anxiousness t han male ( Baloglu and Kocak 2006, 1325-1335 ) .3.1 Gender StereotypeHarmonizing to Hoffman ( 2010, 276-83 ) , although ability may be the cause of public presentation differences, the pessimistic attitude to a high accomplishment shows females did non ‘try as difficult ‘ when work outing mathematics jobs. Some surveies suggest that more male than female enroll in the higher degree of classs in mathematics ( Meece, Wigfield, and Eccles 1990, 60-70 ) . Gender stereotype, one of the grounds why females are much passive in larning mathematics, seems to be the most persuasive 1. Gates ( 2001, 53 ) explains that gender stereotype that maleness associate with ground while muliebrity with alternate attacks is the cause of gender differences in mathematics anxiousness. This difference can impact their feelings in relation to mathematics job resolution. Harmonizing to Gates ‘ survey, ‘masculine ‘ topic such as mathematics and natural philosophies are seen as ‘difficult ‘ by female but ‘interesting ‘ by male. Therefore, female pupils may hold the terror of larning mathematics because they perceive it as being hard although they are interested in this topic. In contrast, Hembree ‘s meta-analysis claimed that the â€Å" negative behaviours associated with mathematics anxiousness † were more marked in males than females. In add-on, present research found that the influence of mathematics anxiousness on the accomplishments of males when work outing math jobs is stronger than females ( Hoffman 2010, 276-283 ) .4.0 Teaching mathematics in collegeâ€Å" Mathematicss anxiousness is prevailing among the college pupils population ( Zakaria and Nordin, 2007, 27 ) . † Harmonizing to Google-counting, college pupils have 26,000 happenings of math terror which is the highest among schooling. Zakaria and Nordin ( 2008, 27-30 ) further stated that the chief factor of mathematics anxiousness is learning methodological analysiss. For illustration, a study of Gabriella and Paul Rosenbaum Foundation called The Effect of Singapore Mathematics on Student Proficiency in a Massachusetts School District: A a Longitudinal Statistical Examination shows in figure 2 that after introduced the learning course of study of Singapore mathematics ( SM ) , the mathematics public presentation of pupils with Coded MCAS, who used to execute bad in this topic improved much better as overall. Furthermore, it is predicted that more than 50 % of the pupils are underprepared when they enrolled in mathematics classs in college ( Baloglu and Kocak 2006, 1325-1335 ) . Therefore, instructors in colleges should stand in a place of guiding and rectifying. Figure 2. Percentage of pupils with Coded MCAS, with and without SM ( Source: Goldman et al. 2009 )4.1 What universities offering presentlyTeachers presents make usage of learning AIDSs and resources such as artworks and theoretical accounts to assist pupils understand mathematical theories and rules ( Gates 2001, 53 ) . Resources are of import because they can supply an image or representation of the figure constructs and ease the apprehension of abstract nature of mathematics. It is argued that utilizing concrete resources in the procedure of larning mathematics can positively â€Å" increases pupils ‘ mathematics accomplishment and their attitudes towards mathematics † ( Kogce et al. 2009, 291 ) . However, the job is whether these resources truly assist apprehension. For case, resource like counters can be used to assist pupils number but the fact is a large figure of pupils can non make mental computation and they focus excessively much on the facets of mathematics of numbering. What ‘s more, another common state of affairs in university mathematics schoolrooms is that non all pupils feel easy to larn mathematics with the aid of the resources and AIDSs and some of them fail to link different facets of math even with the aid of legion graphs and diagrams. Consequently, Gates ( 2001, 125 ) have suggested that a bipartisan interactions between instructors and pupils should be strongly considered. Some pupils may accept the acquisition method given by instructors and ne'er think by their ain and see whether the present method is the best for them.4.2 Computer as instruction assistanceModern engineering today is used in most universities help instructors to learn pupils. Com puter should be one of the most utile technological tools in mathematics schoolrooms. Gates ( 2001, 167 ) have demonstrated that whether the usage of computing machine is effectual or non in mathematics is influenced by the categorization of functions of instructors and computing machines. Computers should be a instruction assistance by instructors and controlled by instructors. Computers used as learning assistance provide a figure of advantages to let go of pupils from some troubles during the acquisition of mathematics and cut down their mathematics anxiousness. For illustration, computing machine presents is used normally as an ‘electronic chalkboard ‘ for expounding and presentation. As a beginning of assorted information through cyberspace, instructors can seek considerable extend information to assist to better pupils understanding of cognition. Furthermore, Gates ( 2001, 168 ) has besides stated that in the signifier of exercisings and games, pupils can pattern mathematics accomplishments and better their coherency of different facets of this topic. In add-on, vivid images and presentation by the usage of computing machine resources may increase pupils ‘ involvement and cut down their terror of the troubles. A perfect illustration of computing machines assisting larning math is the Integrated Learning Systems ( ILS ) . This system n on merely sets exercisings but besides marks the work, evaluates and records advancement, and lead pupils to farther progress work ( Gates 2001, 169 ) .5.0 Mathematicss in our lifeMost people study mathematics until they lose involvement or until they find it excessively difficult for them. Low accomplishment or failure is one state of affairs that doing people reject larning a topic, and believe it ‘s non deserving to try.A However, mathematics is really of import to our life. Selby ( 1995 ) has explained how mathematics works in our day-to-day life individually for assorted facets. For illustration, numeration by manus or with a reckoner is necessary when people calculate weights or sums like money which appears in day-to-day life. Just like work outing mathematics jobs measure by measure, incorrect Numberss that show in one measure of a computation procedure would do all the remainder incorrect. Furthermore, when make fulling the revenue enhancement signifiers, people need to cipher with arithmetic followed the providing instructions measure by step.A Therefore, arithmetic as one portion of mathematics that taught in schools is utile and related to our life. Additionally, people may reason that facets like Algebra and geometry which may utilize with expressions and theories are non related to our life.A However, people should â€Å" understand expressions or calculation methods needed for loans, pensions and investings, A for store maintaining or purchasing and selling with markups or markdowns † Selby ( 1995 ) . What pupils learn in mathematics categories in schools is about understanding how the formulas work and being sensible. By cognizing these, it will offer people more options during gaining, funding or puting money. What ‘s more, statistics, farther subject in mathematics, is really popular nowadays.A A Statistics is utile in theA measuring or appraisal of Numberss and the mistake or fluctuation in the estimations. Such as in the state of affairs of ciphering informations forA productiveness or the monetary value of merchandises, statistics used to connote of import information from values like mean number.A Therefor e, as Gates ( 2001, 24 ) stated mathematics is a â€Å" powerful tool † in the universe that we live.6.0 DecisionIt is clear that the causes of mathematics anxiousness can be identified as, viz. , pupils ‘ values and attitude to mathematics which can be influenced by instructors, parents and even society ; pupils ‘ apprehension of mathematics constructs in categories ; and clip restriction in mathematics tests. There is a figure below helps to exemplify how anxiousness develops and affects pupils ‘ acquisition of mathematics. From chase to turning away, there may be a batch of grounds such as pupils find out they are non gifted at mathematics so they refuse to larn any longer, or female pupils may experience larning this topic is non appropriate for them due to gender stereotype. From assurance to anxiousness, unpleasant experience may be the chief cause. This experience may include deficiency of understanding consequence in failure in work outing jobs ; bla med by parents or instructors as low accomplishments or being compared with talented pupils ; clip restriction causes emphasis in test, etc. All theses causes above may take to failure in mathematics public presentation and turn back to even serious turning away and anxiousness. Figure 3. Math Anxiety Dynamics ( Source: Strawderman, W. 2004 ) In add-on, there is a strong correlativity between gender differences and math terror that males are more likely to go to advanced mathematics classs than females. It has been considered due to gender stereotypes except abilities. However, mathematics is used everyplace in our life and callings. From single measures and disbursals computation to revenue enhancement and funding, we need mathematics as a usher to populate a more choice life.7.0 RecommendationsAfter analysing the relevant issues in this study, assorted recommendations to the Head of the Department of Mathematics and Statistics have been developed due to extended research showing the impacts of mathematics anxiousness on college pupils. These recommendations are possible solutions to and assist pupils to be more confident in their ain ability to understand mathematics and to advance mathematics in the twenty-first century. The undermentioned suggestions can be undertaken to cut down mathematics anxiousness and increase p upils ‘ accomplishment: Teacher should develop an encouraging acquisition environment, free from tenseness and threatening of embarrassment or humiliation. This may cut down the pupils ‘ anxiousness about being judged by instructors while doing errors or neglecting to understand. Mathematicss instructor should show a caring attitude to their pupils to assist them get the better of mathematics panic. Test taking schemes should be given suitably might assist pupils to raise their accomplishment and cut down their anxiousness of mathematics trial. Students should set themselves under an test atmosphere when they making mathematics homework on a regular basis. Therefore, when they work outing jobs in tests, clip force per unit area will be reduced and pupils may experience more assurance. Activities in categories should include both independent and group work. Group work helps pupils to interchange their thoughts with pickets and reflecting their apprehension to instructors. Therefore, their jobs can be solved instantly or they may recognize that others have the same job as they do. Teaching AIDSs and resourced should be used efficaciously. Make a connexion of mathematics in schools and new engineerings. Small categories like tutorials should be increased alternatively of go forthing countless prep to pupils to complete after categories. Once pupils confused or make non understand during their perusal, they can non acquire solutions instantly and they may lose the motive to go on. Increasing hours of tutorials may work out this job efficaciously. Word count: 2944

Tien Tien

Phung Th? y Tien ATCC-K13 In Britain, when someone gets old they often go to live in a home with other old people where there are nurses to look after them. Sometimes the government has to pay for this care. Who should be responsible for our old people? ESSAY There has been an ongoing debate for years about which one will care for the elderly. It would be argued that the government has to be responsible for the old people. Others would believe that the adult children have to take responsibility for their parents by themselves.Personally, I am convinced that taking care of the senior citizens is the responsibility of both the family and the government. On the one hand, people who dedicated all their life to build up their home deserve the best care from their children when they get old. It would be argued that it is expensive to support old people who have little or no income. In my opinion, it is a dogmatic statement and it goes against the moral values if family members abandon the old people because of those reasons. We should not forget that older people may financially and morally contribute the family when they were young.Their children have gained various things from them like financial security, moral values and so on. All family members need to respect the elderly people, make them feel happy and give them the best care. On the other hand, the Government also has to take the responsibility for taking care the old people. The old people may have done many things to contribute to the national budget like paying tax or working for free when they were young, so they should be received financial assistance from the Government when they get old.Government should give the elderly old-age pension or pay for the care in the nursing home where the old people live in. The Government can also provide subsidy to the poor members who live with elderly parents and invest more money in facilities and training for care workers in the nursing home as well. All things con sidered, the old people must be received the best care from not only the government but also their family members and society. Children have to look after their elderly parents well, and the government should support the senior citizens in many ways. (346 words)