Introduction the Critique of Pure Reason Research Paper

Introduction the Critique of Pure Reason - Research Paper Example In Kant’s arguments, he spoke of the concepts that structure human experience. Kant termed the perceptions that structure human experience as fundamental concepts. On the topic of morality, Kant argued that there cannot be any morality without reason. Kant paced reason as the driver towards a morality motivated life. Immanuel Kant stated that reasoning was the basis of human existence, and moral being should embrace logic for a peaceful and well-developed life. Kant is an individual who had a foremost influence in the present day thinking and practice. Kant had an imperative knowledge in the field of metaphysics, ethics, esthetics and political philosophy. The knowledge that Kant had in the above fields was a particular strength and motivator towards coming up with his findings on human experience. Kant’s experience in different areas of philosophy enabled him conduct his research from different perspectives. Kant, therefore, came up with enough prove to support his arg ument. Kant’s argument is considered one of the building stones in the modern society because morality and human experience are some of the infinite features of human existence. Immanuel Kant, therefore, remains an important figure up to today, due to his advancements on the requirements for human life in the modern contemporary society. On the concept of priori judgment, Kant had several observations to make. Kant stipulated that there were two types of propositions; analytic and synthetic propositions. Priori judgment is also known as analytic experience. Analytic judgments are perceptions or concepts that can be said to be true by virtues of their meaning. Kant explained that some ideas of thought needed minimal explanations. The ideas purely express themselves without the need for the further course of reasoning (Kant, pg. 44). Such prepositions are referred to as analytic because their analysis does not necessarily mean it has to be related

Reading comprehension Essay Example for Free

Reading comprehension Essay ABSTRACT. sion The (STRAT), authors evaluated instruction, strategies followed reciprocal same-age the effectiveness by practice + SA) (STRAT of explicit in teacher-led reading whole-class activities, peer-tutoring comprehen activities or cross-age peer-tutoring activities (STRAT + CA) on 2nd and 5th graders reading comprehen sion and self-efficacy For perceptions. 2nd multilevel graders, analyses revealed sig nificant STRAT and STRAT + CA effects; however, the effects did not last after fin the program. Fifth graders on the posttest better than ishing icantly in all 3 experimental  control group their conditions Results peers. performed signif con also showed tinued growth for the STRAT and STRAT + CA conditions until at least 6 months after students finished the program. Moreover, on both the posttest and retention test, 5th graders in the STRAT + CA condition reported significantly fewer negative thoughts Key words: prehension, related to their elementary reading reading proficiency. multilevel education, strategies, modeling, peer tutoring, reading com self-efficacy RESEARCH, decoding instruction has had a long and continuous of attention and debate. However, a hiatus can be recorded in the study of history reading comprehension. Two decades ago, strategy intervention research was in instruction received renewed atten vogue, but only recently has comprehension with current studies building on what was accomplished in the 1980s. Now, tion, the challenge in reading comprehension research is to increase the efficacy of in struction in elementary schools by identifying the instructional practices and ac tivities that best serve to develop childrens self-monitoring for comprehension IN READING (Snow, Burns, Griffin, 1998). 291. This content downloaded on Fri, 15 Feb 2013 01:52:54 AM All use subject to JSTOR Terms and Conditions 292 The Journal Previously, students Once reading comprehension could decode, was considered comprehension was of Experimental Education to be a process of mastery: assumed to occur automatical ly (Dole, 2000). Research, however, has shown that good readers are character ized by more than just decoding skills. Cognitively based views of reading com readers use a flexible that proficient repertoire of prehension emphasize and regulating activities (Dole, Duffy, Roehler, comprehension monitoring  includes both cognitive and metacognitive Pearson, 1991), which strategies (Baker Brown, 1984; Paris, Wasik, Turner, 1991; Pressley Allington, 1999; Pressley, Johnson, Symons, McGoldrick, Kurita, 1989). Cognitive strat egies can be defined as mental or behavioral activities that increase the likelihood such as rereading, activating prior background knowledge, of comprehension, and adjusting reading speed (Van Den Broek Kremer, 2000). Metacognitive strategies can be specified as self-monitoring and regulating activities that focus on the product and the process of reading, support  readers awareness of com prehension, and assist in the selection of cognitive strategies as a function of text difficulty, situational constraints, and the readers own cognitive abilities (Lories, 1998; Van Den Broek Kremer; Weisberg, Dardenne, Yzerbyt, 1988). There is no reason to believe that all elementary students spon Unfortunately, and skills knowledge taneously develop essential cognitive and metacognitive Research reviews, however, reveal Allington, 1999). (Hartman, 2001; Pressley that monitoring and regulating skills and effective application of relevant strate can  gies be taught (Dole et al. , 1991; Pressley, 2000; Pressley et al. , 1989). In this Jones, 1992; Block, 1993; respect, recent studies (Baumann, Seifert-Kessell, Dole et al. ; Dole, Brown, Thrathen, 1996; Pearson Fielding, 1991) and re of the National Reading Council (U. S. ; Snow et al. , 1998) underscore the ports value of explicit cognitive and metacognitive reading strategy instruction, for instruction takes the mystery out of the reading process, helping comprehension students assume control (Raphael, 2000, p. 76). As to the practice of teaching observation re  reading, however, little has changed since Durkins (1978-1979) instruction. The dominant instructional practice is into comprehension students about text content, still very traditional, characterized by questioning with little explicit attention to the strategic aspects of processing and compre hending text (Aarnoutse, 1995; Paris Oka, 1986; Pressley, Wharton-McDon 1986). ald, Hampston, Echevarr? a, 1998; Weterings Aarnoutse, search In addition to the importance of explicit reading strategies instruction, research the effects program of an innovative  on the cognitive, and social, (Belgium) comprehension for reading The study was school children. emotional by a supported of elementary development Research-Flanders. Research grant of the Fund for Scientific Assistantship to: Hilde Van Keer, Department be addressed should of Education, Correspondence Hilde. VanKeer E-mail: Henri Dunantlaan Ghent Ghent, 2, 9000 Belgium. University, This study was part of a investigation long-term in Flanders instruction of @ UGent. Be This content downloaded on Fri, 15 Feb 2013 01:52:54 AM All use subject to JSTOR Terms and Conditions  293 Van Keer Verhaeghe has revealed that the development of reading competence in the elementary can be encouraged by interaction with peers (Almasi, 1996; Fuchs, Fuchs, grades Mathes, Simmons, 1997; Johnson-Glenberg, 2000; Mathes Fuchs, 1994; Mathes, Torgesen, Allor, 2001; Palincsar Brown, 1984; Rosenshine Meis ter, 1994; Simmons, Fuchs, Fuchs, Mathes, Hodge, 1995). The traditional teacher-led evaluation interaction seems of pattern teacher question-student an to achieve insufficient actual response-teacher increase in comprehension,  higher level cognition, and the application of self-regulation strategies (Cazden, 1986). Relying on the teachers interpretive authority causes students to become passive learners. to become Conversely, students readers, self-regulated need to take an active role and to recognize and resolve their own discrepancies with texts (Almasi; Gourgey, 2001). Research has demonstrated that this kind of ac tive reading behavior is promoted by providing students with opportunities to en gage in peer-led interaction about texts. More particularly, it has been shown that, through  students discussions, peer implement, conferences, evaluate, and peer modify and tutoring, strategies, activities, cooperative and discuss of transfer strategies (Klingner Vaughn, 1996; Klingner, Vaughn, Schumm, 1998; Pal incsar Brown, 1984). Moreover, discussions between peers provide opportu nities for metacognitive (Palincsar, David, Winn, exchanges and modeling 1991). In this way, childrens knowledge about reading and reading strategies, as well as their ability to apply relevant strategies, increases. Despite these convincing research results, student-centered  discussion with regard to is anything but common practice in most classrooms reading comprehension Stevens, (Alvermann, 2000). In the present study, we attempted to narrow the gap between prevailing in structional practice and research evidence in the field of reading comprehension instruction. An innovative approach, blending research-based strategies instruction and to practice opportunities strategic the from practices research fields, was designed, aforementioned implemented, More specifically, the innovations comprised two cornerstones: and evaluated. explicit reading  reading in peer-tu toring dyads. Peer tutoring was introduced to stimulate student interaction be cause of the opportunities it creates to practice metacognitive skills. It should be noted that studies of peer tutoring in reading comprehension and thinking skills are relatively rare (Topping, 2001). Following research on peer-assisted learning strategies (e. g. , Fuchs, Fuchs, et al. , Mathes, 1997), c? as s wide peer tutoring (e. g. , Greenwood, 1991; Greenwood, Carta, Hall, 1988), and studies focusing on practicing reading strategies in small cooperative groups (e.g. , Brown, Pressley, Van Meter, Schuder, 1996; Palincsar Brown, 1984; Pressley et al, 1992; Stevens, Madden, Slavin, Famish, 1987; Stevens, Slavin, Famish, 1991), the present study involved training in comprehension strategies rather than tutoring students in word-level oral reading or low-level comprehension activities. Peer tutoring can be defined as people from similar social groupings who are This content downloaded on Fri, 15 Feb 2013 01:52:54 AM All use subject to JSTOR Terms and Conditions 294. The Journal of Experimental Education not professional  teachers helping each other to leam, and learning themselves by teaching (Topping, 1996, p. 322). This definition covers a series of practices, in cluding peers as one-on-one teachers to provide individualized instruction, prac tice, repetition, and clarification of concepts (Topping, 1988; Utley Mortweet, 1997). Peer tutoring is structurally embedded in the curriculum and classroom organization and is characterized by specific role taking: One person has the job of tutor, while the other is the tutee (Topping, 1996). Moreover, effective peer tu tutor training (Bentz Fuchs, 1996;toring is characterized by a preceding Fuchs, Fuchs, Bentz, Phillips, Hamlett, 1994; Fuchs, Fuchs, Hamlett, Phillips, Karns, Dutka, 1997). With regard to the dyad composition, two variants can be tutoring refers to older students tutoring younger stu distinguished. Cross-age in same-age tutoring, children are paired with classmates. The variant in dents; students alternate regularly between the tutor and tutee role is called rec iprocal same-age tutoring (Fantuzzo, King, Heller, 1992). Peer tutoring has been successful in a variety of curriculum areas and age groups. Research has indicated positive effects on academic achievement for both tutor and tutee (Cohen, Kulik, Kulik, 1982; Fantuzzo, Davis, Ginsburg, 1995; which Fantuzzo, Polite, Grayson, 1990; Fantuzzo et al. , 1992; Greenwood et al. , 1988; Mathes et al. , 2001 ;Simmons et al. , 1995). In this respect, peer tutoring is not only about transmission from the more able and experienced to the less able (Topping, 1996); tutors seem to benefit even more from tutoring than students who receive et al. ; Lambiotte et al. , the individual tuition (Fitz-Gibbon, 1988; Greenwood 1987). This can be explained by the nature of tutoring a peer: Tutors are chal to engage in ac lenged to consider the subject fully from different perspectives, to identify and correct errors, to reorganize and clarify their own tive monitoring knowledge and understandings, and to elaborate on information in their explana tions (Fuchs Fuchs, 2000). Because the application of reading strategies re quires actively monitoring the reading process, peer tutoring may be considered a powerful learning environment for the acquisition of reading comprehension the reading process of another reader might facilitate the ac skills. Monitoring of self-monitoring skills and, hence, the adequate application of reading quisition (1978) the strategies. From a theoretical perspective, consistent with Vygotskys ory of socially mediated learning, the object of the dyadic interaction in the peer tutoring activities is the joint construction of text meaning by appropriate appli cation of relevant reading strategies to a wide range of texts and, in the long term, the intemalization and consistently self-regulative flexible use of strategic pro cessing whenever encountering texts that are challenging to comprehend. Furthermore, positive effects also have been found on tutors and tutees social and emotional functioning, especially with regard to self-efficacy perceptions, self-concepts, social relationships, and attitudes toward the curriculum areas treated in the tutoring sessions (e. g. , Cohen et al. , 1982; Fantuzzo et al. , 1992; Fantuzzo et al. , 1995; Greenwood et al. , 1988; Mathes Fuchs, 1994). Regard This content downloaded on Fri, 15 Feb 2013 01:52:54 AM All use subject to JSTOR Terms and Conditions 295 Van Keer Verhaeghe is an especially self-efficacy  important construct, ing reading comprehension, that attention to strategy instruction alone is not sufficient to produce max given imum reading growth (Casteel, Isom, Jordan, 2000). Affective factors result in deeper engagement with text, which translates into superior achievement. Henk and Melnick (1995) asserted that self-efficacy judgments can affect an individ uals overall orientation to the process of reading; influence choice of activities; affect continued involvement, amount of effort expended during reading, and the in pursuing text comprehension; And ultimately affect degree of persistence achievement. Our aim in the present intervention study was to design, implement, and evalu ate complex sets of instructional interventions in authentic classrooms to enhance second and fifth graders reading comprehension achievement and self-efficacy perceptions toward reading. The specific contribution of the present study is the focus on peer-tutoring variants as instructional techniques to practice the use of reading. More strategies. comprehension we specifically, concentrated on an ex of practicing reading strategies in (a)  plicit comparison teacher-led whole-class activities, (b) reciprocal same-age peer-tutoring activities, or (c) cross-age peer-tutoring activities within the same study for two different age groups. So far, cross- and same-age tutoring have not been compared within the same study, and there is only indirect reference material from themeta-analysis of of the relative merit Cohen and colleagues (1982) with regard to the differential impact. Furthermore, in the present study, we extend prior research by (a) sampling a larger number of studies; Participants than is typically the case in strategies-based comprehension (b) supporting teachers to implement the innovations in the natural classroom con text with the participation of all students of all abilities during an entire school year, which represents sensitivity to the interventions ecological validity; (c) tar geting students in the early and intermediate grades, populations that deserve more attention with regard tometacognitive and strategic behavior; (d) including maintenance long-term measures; (e) using standardized reading comprehension tests not directly linked to the treatment; and (f) applying multilevel modeling to  take the hierarchical nesting of students in classes into account. Based on a review of the research literature and the aforementioned lines of reasoning, we formulated the following hypotheses for the study: Hypothesis teacher-led 1. Explicit whole-class reading or peer-tutoring graders reading comprehension prehension strategies instruction, activities, achievement more followed enhances by practice second and in fifth than traditional reading com instruction. 2. Practicing reading strategies in cross-age or reciprocal same-age peer-tutoring activities generates larger positive changes in second and fifth  Hypothesis graders during comprehension whole-class achievement than more traditional activities. This content downloaded on Fri, 15 Feb 2013 01:52:54 AM All use subject to JSTOR Terms and Conditions teacher-led practice 296 The Journal Education of Experimental is more obvious for sec 3. Improvement in reading comprehension Hypothesis ond and fifth graders functioning as tutees and tutors, respectively, in cross-age peer-tutoring activities than for their peers alternating between the tutor and tutee roles in reciprocal same-age activities. Hypothesis 4. Cross-age and reciprocal same-age peer-tutoring activities second and fifth graders self-efficacy perceptions toward reading more ditional teacher-led instructional techniques. improve than tra 5. Improvement in self-efficacy perceptions toward reading is more Hypothesis obvious for second and fifth graders functioning as tutees and tutors, respective ly, in cross-age peer-tutoring activities than for their peers alternating roles in activities. same-age reciprocal Method Design We used a pretest, posttest, and retention test control group design. To ensure the ecological validity of the interventions, we included complete naturally com posed classes. Participating classes were assigned to one of four research condi tions. In the strategies-only condition (STRAT), the experimental intervention in cluded explicit reading strategies instruction, followed by practice in teacher-led whole-class settings. The experimental same-age (STRAT + SA) and cross-age included identical instruction in the (STRAT + CA) peer-tutoring conditions same cross-age dyads, or cross-age with combined strategies, In this respectively.  tutoring. Finally, class-wide we respect, included practice students a control in reciprocal experienced either characterized group, or same-age same by tra activities without explicit strategies instruction ditional reading comprehension or peer tutoring. Classes were randomly assigned to the STRAT or tutoring con ditions. Within the tutoring conditions, teachers opted in favor of the STRAT + SA or STRAT + CA condition according to the readiness of a colleague to col laborate in the STRAT + CA activities. We selected control group classes to match the experimental teachers  and classes. Because the classes were naturally composed and the assignment of classes to the conditions was not completely randomized, the design can be regarded as quasi-experimental. Participants In total, 444 second and 454 fifth graders from 44 classes in 25 different schools throughout Flanders (Belgium) participated in the study. Except for some small-scale initiatives of individual schools, peer tutoring was fairly unfamiliar at the time of the study. Other cooperative or interactive techniques, such as This content downloaded on Fri, 15 Feb 2013 01:52:54 AM All use subject to JSTOR Terms and Conditions 297 Van Keer Verhaeghe and circle time, were better known and more group work, group discussion, fre used. quently Except for one inner-city school in the STRAT condition with mainly a low so status and ethnic minority population, all schools had a predomi cioeconomic Flemish population. The majority of the children were from middle nantly white, class families. Except for one second-grade class including only girls, there was approximately an equal gender distribution: In second- and fifth-grade classes, on = = 18.55) of the students were boys. At 16. 54) and 48% (SD average, 53% (SD the beginning of the school year, second graders were aged, on average, 7 years and 4 months, and fifth graders were aged, on average, 10 years and 5 months. The majority of the students (402 in second and 422 in fifth grade) were native speakers. Because elementary school students in Flanders are not grouped by ability, classes are considered academically heterogeneous, which was con firmed by the pretest reading comprehension measures. Class size ranged from 15 to 28 students, with an average of approximately 21 (SD = 3.50) in the second grade, and from 10 to 30 students in the fifth grade, with an average of approxi = mately 22 (SD 5. 00) students per class. Second- and fifth-grade teachers had, on Dutch average, 11 and 20 years of teaching experience, respectively. Four of 22 second grade and 5 of 22 fifth-grade teachers were men. None of the teachers had previ ous experience in explicit reading strategies instruction or peer tutoring. We selected participating teachers from a group of approximately 100 second and fifth-grade teachers who were willing to take part in a long-term research study. All interested teachers received a questionnaire concerning their teaching practices and opinions regarding learning and instruction. The first step in the teacher-selection we selected ative and interactive to pace according was procedure student-oriented instructional or content. who Furthermore, of the schools of matching and classes this specifically, in applying experienced cooper and able to build in differentiation we based the throughout Flanders with More questionnaire. were techniques graphical distribution teachers on based teachers regard to selection on the geo and on the possibility teachers teaching  experience, beliefs, and instructional practice; class size; students age; gender distribution; and dominating mother tongue. Table 1 shows the number of participating class es and students Measurement per condition. Instruments study, we used standardized tests to measure students reading achievement and decoding fluency. We administered question comprehension naires with respect to reading attitude, perceived competence, and preoccupation with attributions and self-efficacy perceptions toward reading. In the present Reading tests. We comprehension using Dutch standardized measured test batteries reading  comprehension (Staphorsius Krom, This content downloaded on Fri, 15 Feb 2013 01:52:54 AM All use subject to JSTOR Terms and Conditions achievement 1996; Verhoeven, 298 The Journal TABLE 1. Number of Participating Education of Experimental Classes and Students Grade Fifth Second Condition Classes STRAT + SA STRAT + CA STRAT Control 6 5 Note. cross-age 163 124 444 22 = explicit whole-class STRAT teacher-led peer-tutoring 22 101 69 177 107 454 66 8 Students 91 3 group Total Classes Students reading comprehension strategies instruction followed by practice in = activities; SA activities; CA = same-age peer-tutoring  reciprocal activities. 1993), which were selected based on the tests well-established psychometric the built-in adaptation to different student abilities, and the fact characteristics, that the tests address aspects of comprehension covered by the strategies part of occasion, we administered the experimental program. At each measurement with an increasing level of difficulty. The questions tiple-choice tence, the referral contained pretest second-grade asking relation for between short six the meaning words, stories, of each a word, the connection followed the meaning between by of sentences, tests 5 mul  a sen and the theme of a text. We determined the scores by the number of correct answers. The second-grade post- and retention tests consisted of four and three different stories, respectively, each followed by 4 to 10 multiple-choice questions, with a total of 25 questions per test. More specifically, questions concerning the content of a text (demanding a clear understanding of the meaning of words and sen tences, the referral relation between words, the connection between sentences, and the theme of the text) and questions concerning the communication between the author and the reader of the text (e.g. , objective of the author, intended target group, the authors attitude toward the matter raised) could be distinguished. Both types of questions required integration of information on different textual levels (words, sentences, paragraphs, text) and were more or less equally distrib uted over the 25 questions per text. After discussing an example, students com pleted the tests individually. To examine the tests internal consistency, Cron bachs a coefficients were calculated on our own data, yielding high reliability scores of . 90 (n = 432) for the pretest, . 84 (n = All) for the posttest, and . 83 (n = 385) for the retention test. In fifth grade, the tests consisted of three modules of 25 multiple-choice ques tions each. All students took the first module of the test. Depending on these first This content downloaded on Fri, 15 Feb 2013 01:52:54 AM All use subject to JSTOR Terms and Conditions 299 Van Keer Verhaeghe results, students further completed an easier or more difficult module. Two types of questions requiring the integration of information on different textual levels could be distinguished: questions concerning the content and questions concern ing the communication the author  between and the reader. an After stu example, dents completed the tests individually. Scores were determined by summing the correct answers. For the reading comprehension test, IRT-modeled scores were on Item Response Theory (IRT), a common scale had been de available: Based allowing us to veloped for different grades and test versions (easy-difficult), or more difficult part of the test. Because they are all on the compare the easier same scale, the IRT-modeled scores also allow for direct comparison of the re occasions. To verify the relia sults a student obtained at different measurement  bility of the three modules of the pre-, post-, and retention tests, we computed Cronbachs a coefficients on our own data. Table 2 indicates that reliability of all measures comprehension was acceptable. test. We included second graders decoding fluency, which is a Decoding fluency combination of accuracy and decoding speed (Chard, Simmons, Kameenui, 1998), as an additional variable, because fluency can be considered a mediating factor on students reading comprehension achievement (Pressley, 2000). A stan dardized test (Brus, 1969) was administered individually to  all second graders; students were asked to read unrelated words with an increasing level of difficul ty during exactly 1min. The score was determined by counting the number of words read correctly. We collected fluency data in second-grade classes only be cause it is recognized that reading fluency is generally well developed at the end of the third grade (Bast Reitsma, 1998; Sticht James, 1984) and because it was too time to test consuming all fifth graders as well. individually on self-efficacy perceptions and related causal attributions. With Questionnaire  in the framework of the present study, we developed a questionnaire to measure TABLE a Coefficients 2. Cronbachs Comprehension for the Fifth-Grade Reading Tests Measurement occasion Posttest Pretest Test module n n an a .81 1 .76 2 3 .66 Note. At each measurement used. 468 167 271 occasion a different Retention test a .72 .76 .74 test with 442 256 175 an increasing This content downloaded on Fri, 15 Feb 2013 01:52:54 AM All use subject to JSTOR Terms and Conditions .76 .79 .77 41 level of difficulty 403 362 was 300. The Journal Education of Experimental  students preoccupation with positive or negative thoughts or related causal attri butions with regard to their reading ability. Inspired by the work of Ames (1984), we asked children to report how often such thoughts crossed their mind before, during, or after reading. Factor analysis revealed that success attributions and positive thoughts about ones own reading competence on the one hand and fail ure attributions and negative self-efficacy perceptions on the other hand are very (1984) and closely related. This result is in line with the findings of Marsh and Debus (1984), who stated that self-attribu  Marsh, Cairns, Relich, Barnes, can tions seen be as or expressions indicators ones of or self-concept self-effi we constructed two scales reflecting negative and cacy perceptions. Therefore, about ones own reading abilities. It should be positive thoughts, respectively, noted that capturing the incidence of self-efficacy-related thoughts does not give a direct measure of students self-efficacy perception but rather indicates the de a student is preoccupied with such thoughts. In this respect, related to (meta)cognitive activity than data collected gree to which data are more means the directly of more  traditional a However, questionnaires. self-concept by inci high dence of negative self-efficacy-related thoughts can be considered an indication of a low self-efficacy perception, but such a conclusion cannot be drawn from a low incidence of positive self-efficacy-related thoughts. The latter suggests only that the student is not preoccupied with thoughts about reading proficiency or success. We administered read graders and completed at each the questionnaire the questionnaire measurement occasion. In individually. second Fifth all grade, items were read out loud to and judged individually by the students. As can be seen in Table 3, reliability was high for the negative subscale, but it was somewhat lower for the positive subscale. To investigate the validity of the both questionnaire, TABLE scales were correlated a Coefficients 3. Cronbachs Preoccupation With Attributions with for the scholastic the Questionnaire Measurement 2nd grade Success Concerning occasion attributions negative 2nd grade 5th grade and self-efficacy perceptions Failure Posttest 5th grade anananan scale attributions positive sub and Self-Efficacy Perceptions Pretest Questionnaire competence .63 419 .69 441 .75 402 .71 426 367 .83 408 .84 368 .81 393 and self-efficacy perceptions .77 This content downloaded on Fri, 15 Feb 2013 01:52:54 AM All use subject to JSTOR Terms and Conditions 301 Van Keer Verhaeghe scale of a Dutch Profile for Children (Harter, version of the Self-Perception 1985). These analyses revealed that both positive and negative self-efficacy per ceptions were significantly (p 0. 01) correlated with the scholastic self-concept subscale with r = -. 40 (pretest) and r = -. 37 (posttest) for the negative self-effi = . 22 = . 19 cacy subscale and r (posttest) for the positive self-ef  (pretest) and r subscale. ficacy scale. Although we mainly focused on students self-effi cacy perceptions directly related to reading activities, we administered an exist (Veerman, Straathof, Treffers, Van den Bergh, ing self-concept questionnaire ten Brink, 1997), which is a Dutch version of the Self-Perception Profile for Children (Harter, 1985). Because the questionnaire was not appropriate for sec Perceived competence ond graders, we used the instrument with the fifth-grade group only. To verify the reliability of the different scales, we computed Cronbachs a coefficients. As can be seen in Table 4, the reliability of the measures was acceptable. As to the ques tionnaires validity, Veerman and colleagues investigations into the validity of self-report reported that, compared with other scales, the validity can be judged as moderate. Reading attitude scale. Both second and fifth graders completed a Dutch Read ing Attitude Scale (Aarnoutse, 1996) at the pre- and posttest. Fifth graders read and completed the questionnaire individually.

William G. Morgan and Volleyball Essay -- sports, history, YMCA, net

Fundamentals of Volleyball Volleyball was originally meant for middle-aged men who weren’t able to move well enough to play basketball, but now it is a fast-paced and highly competitive sport for both men and women. Today, people dive and leap across the floor in order to keep the ball from hitting the ground on their side of the court. So it is safe to say that the game of volleyball has evolved from the relatively calm game it once was when it originated in Holyoke, Massachusetts in 1895. The fundamentals of volleyball include passing, digging, serving, attacking, setting, and blocking. It also involves the skills needed to do these things. Volleyball was invented by William G. Morgan. Morgan wanted to come up with an indoor sport that was better accustomed to the fitness level of older men. He invented the sport by looking at elements of other sports (basketball, baseball, tennis, and handball) and assorted them together to fit his needs. Volleyball was initially played with an inflated basketball bladder (the inner lining of the ball). However, Morgan found that this was too light and a normal basketball was too heavy. It was eventually decided that the ball would be a rubber bladder covered with leather or canvas. In the beginning, Morgan called the new game â€Å"mintonette† because it reminded him of badminton. According to Sherrow, â€Å"He presented an exhibition match for a group of YMCA physical education directors. One spectator, Dr. Alfred Halsted, suggested that Morgan change the name of the game from â€Å"mintonette† to â€Å"volley ball,† because the players were volleying the ball b ack and forth with each hit. The first official volleyball game was played at Springfield College on July 7, 1896† (14). Formerly, the game was organiz... ...see how all of the fundamentals come back together to compliment each other and form the game of volleyball. Works Cited â€Å"Basic Skills in Volleyball.† Basic Skills in Volleyball . N.p., n.d. Web. 30 April 2014 Kelly, Zachary A. Volleyball, Attacking to Win. Vero Beach, FL: Rourke, 1998. Print. Kelly, Zachary A. Volleyball—the Serve. Vero Beach, FL: Rourke, 1998. Print. â€Å"Rules of the Game of Volleyball.† Rules of the Game of Volleyball. Volleyball World Wide, n.d. Web. 01 May 2014 Sherrow, Victoria. Volleyball. San Diego, CA: Lucent, 2002. Print. â€Å"Special Olympics Oregon- Training for Life.† Special Olympics Oregon- Training for Life. Special Olympic Oregon, n.d. Web. 30 Apr. 2014. "TriState Volunteers ®: About/Home." TriState Volunteers ®: About/Home. Sporting Goods Manufacturers Association, n.d. Web. 30 April 2014.

Honor Killing of Muslim Women

Honor Killings of Muslim Women Introduction Killings in the name of honor are undoubtedly a disaster, an unlawful act, a terror against humanity. Honor Killings of Muslim women is an antique trend followed in Islam in which male members of family and social community deliberately kill women and girls of their family or tribes as a result of belief that they have conducted any shameful act and ruined the reputation of family or tribe. Honor Killings in Muslims has been inherited from the ancient tribal days of 1200 BC when no major religion was came into being thus honor killing has no direct relation to Religion.The concept of Honor Killings has developed as a result of several attitudes in culture based on classes and background, and religious groups, where women is considered as a property of men and possess no rights. The alleged degradation is mostly based upon suspicions only and these suspicious behaviors include unacceptable style of dressing, willingly marrying anyone by own choice particularly with someone who belongs to opposing community or tribe, conducting immoral sexual acts, or even engaging in homosexual acts.Statistics show that about 20000 women become victim of honor killing every year particularly in Asia and Middle East (Fisk. R. , 2010, n. d. ). Honor Killing in the name of religion is the most hideous crimes and it is still occurring in most part of the worlds due to perceived shameful acts in the eyes of men and such tragic events have very valuable lesson in it for the educated and mature people. DiscussionPakistan, the Islamic republic country, is deliberated as one of the most harmful and dangerous country for women to live in because of growing rate of crime in form of honor killing and other related valiances. According to a survey conducted in this regard, it was discovered that Pakistan was the fifth largest country in which women were killed for dowry and honor. Islam and law both prohibits in punishing victims unless there sin i s proved and honor killings take place on the basis of doubts and suspicions of men and groups.On the contrary Islam teaches to avoid punishment if there is a scope and does not consider pregnancy as an evidence of shameful sexual act. This is unfortunate that such terrible acts are false fully supported by few Islamic scholars who tend to justify these activates with respect to Islam. For instance; as per the saying of the Messenger of God in Islam that one should stop the crime with his own hands if he/she see it happening. These kinds of statements are misperceived by these scholars and play a vital role in encouraging honor killings of Women.These scholars promote the point of view of taking law into hands and treating women as an object (Mufti. N. M. et al. , 2012, pp. 180-185). One of the popular examples set by the honor-killing victim named as Mukhtar Mai from Punjab, Pakistan, whose brother was claimed of raping a girl from upper caste family, thus, it was decided by the tr ibe to punish her bother in form of a revenge in which Mukhtar Mai was raped by a gang in order to satisfy the other party and then was forced to commit suicide, so that her family restore their pride and honor.But Mukhtar Mai decided not to kill her self rather to fight against injustice. She belonged to a poor and illiterate culture, which was a real hindrance in her case and today she is running a school for women to educate them to raise voice against honor killings and injustice. She is a true figure for women in Pakistan who have been gang raped, spoiled faces with acid, and ripped nose as a result of Honor killings’ activities (Parker. H. , 2007, pp. 507-508).As per statistics, 300 women were found to be killed for honor in 1997 in Pakistan, 23 murders on average are done for sake of honor in Jordon every year, 36 honor crimes were occurred in Lebanon from 1996 to 1998 in small cities and villages, 400 women were murdered in Yemen and 52 such crimes were reported in Eg ypt in 1997. Whereas, acid attacks increased from 47 to 200 in Bangladesh and 5000 women are murdered by their in laws per year in India as a result of Honor Killings.Honor Crimes are also witnessed in European and Western Countries’ Immigrants communities. Because many women are unable to communicate to the state authority of the honor abuses due to linguistic issues. Such list of countries includes Germany, Sweden, Turkey, and UK. For instance, UK has witnessed 20 such deaths of women in the past five years due to honor crimes. India is a country which has sever traditions that are practiced even to date these include burning brides for sake of dowry, acid attacks, rapes and gang rapes, sexual harassments, illing and raping young girls etc and these apply to both Muslim and Hindu women in their culture. No matter how modernize a women becomes, but such kind of norm against women hardly changes (Tripathi. A. & Yadav. S. , 2005, pp. 63-78). Lessons Learned It is understood th at people who indulge into Honor killings of Women and girls have emotional attachment with their views, belief, culture and religion. They consider such issues as a matter of pride and respect. In order to hinder such acts I believe one has to take serious actions.According to my knowledge and understanding about the underlined topic, publishing and distributing actual Islamic sayings with references can reduce honor killings, more education should be given to people from all classes that marrying some one willingly is not a reason to kill anyone, print media and television should broadcasts open debates on these issues which are often avoided as a taboo, I believe one can use the mosque (A religious place of worship for Muslims) as a platform to educate illiterate people and notify them that it’s a crime, Government itself should contribute and initiate movements against such acts wherever honor killings are taken place in Muslim World. I believe it is everyone’s res ponsibility to stop this activity and nip the evil in the bud wherever witnessed for sake of saving humanity and women’s rights (Mufti. N. M. et al. , 2012, pp. 180-185). I believe such victims in case of survival should be provided with psychological rehabilitation and mental support.Encouraging people who so ever witness these crimes to report immediately to the concerned authority. Government should provide financial aid to NGOs who are continuously working for this cause. Both boys and girls should be educated about equal human rights from the childhood (Tripathi. A. & Yadav. S. , 2005, pp. 63-78). Conclusion Honor Killings of Muslim women in the name of religion is just a means of escape for men, communities, tribal groups who believe in their so called norms, culture, tradition and values. Such terrible acts occur in almost every country where Muslims with conservative thinking are residing and they believe that women are just n object whose activities may affect their reputation severely.These acts should be stopped by law and religious teachings. Concerned authorities should take serious actions against criminals involved in honor killing and punish them strictly. Works Cited Fist. R. The Crime wave that shames the world. The Independent. (2010) Web. 11 Oct. 2012. < http://www. independent. co. uk> Mufti. N. M. et al. Honor Killing in Pakistan: An Islamic Perspective. Asian Social Science. vol 8 no. (10) (2012) pp. 180-185 Parker. H. Reviews: Killing Women for honor. Contemporary Review. (2007) pp. 507-508. Tripathi. A. & Yadav. S. For the Sake of honor: But Whose Honor? Honor Crimes Against Women. Asia Pacific Journal on Human Rights and the Law. vol 2 (2005) pp. 63-78.

Current Market Research Report on Synthetic & Bio-Based Lubricants Market Essay

This study estimates and forecasts the demand for synthetic (mineral oils and chemical oils) and bio-based lubricants in the global market. Synthetic lubricants market has been segmented on the basis of various products including industrial, consumer automotive and commercial automotive lubricants. This segmentation has also been analyzed on a regional level, providing data for North America, Europe and Asia Pacific. Bio-based lubricants market has been segmented on the basis of applications such as hydraulic oil, chainsaw oil, turbine oil, metal working oil and so on. Biolubricant demand has also been segmented on the basis of end-use industries such as commercial and consumer automotives. The study analyzes the entire lubricant industry from the demand perspective and market data for all segmentations is provided both in terms of volumes and revenues with forecast for the period from 2013 to 2018. Various synthetic lubricant products analyzed in this study include process oils, general industrial oils, hydraulic & transmission fluid, passenger vehicle engine & motor oil, metal working fluids, heavy-duty engine oil, gear oil and grease. Bio-based lubricants have also been analyzed from raw material perspective, with estimates for vegetable oil-based and animal oil based lubes. The bio-based lubricant market by applications can be mainly divided into automotive, hydraulic, process, demolding, chainsaw, compressor, turbine, industrial gear, metal working oils and lubricating greases. The economies covered in this report are North America, Europe, Asia-Pacific, and Rest of the World (ROW). This report also includes Porters five forces model and the market share of major companies in 2011. A market attractiveness profile has also been provided for bio-based lubricants which would assist in product development and specifications. Some of the key players that deal in synthetic and bio-based lubricants include Royal Dutch Shell, Exxon Mobil, British Petroleum, Chevron, Castrol, Fuchs and Total. The top 20 market participants have been profiled in this study, including data such as recent developments, financial performance, and product lines and so on.

Multiplexing and Data Rate Essays

Multiplexing and Data Rate Essays Multiplexing and Data Rate Essay Multiplexing and Data Rate Essay Multiplexing CHAPTER 4 Outline * Frequency Division Multiplexing(FDM) * Synchronous Time Division Multiplexing * Statistical Time Division Multiplexing * Asymmetric Digital Subscriber Line(ADSL) Multiplexing * Set of techniques that allows the simultaneous transmission of multiple signals across a single link * allows several transmission sources to share a larger transmission capacity Link = physical path Channel = portion of a link that carries a transmission between a given pairs of lines 2 CATEGORY OF MULTIPLEXING WDM FDM TDM ADSL Frequency Division Multiplexing * FDM – numerous signals are combined for ransmission on a single communications line or channel. Each signal is assigned a different frequency (subchannel) within the main channel. * Useful bandwidth of medium exceeds required bandwidth of channel * e. g. broadcast radio and cable television * Channel allocated even if no data Frequency Division Multiplexing Diagram * Each signal is modulat ed to a different carrier frequency * Carrier frequencies separated by guard bands (unused bandwidth) – to prevent interference so signals do not overlap. 3 FDM System FDM is an analog multiplexing technique that combines signals. FDM process FDM Demultiplexing Example 1 Assume that a voice channel occupies a bandwidth of 4 KHz. We need to combine three voice channels into a link with a bandwidth of 12 KHz, from 20 to 32 KHz. Show the configuration using the frequency domain without the use of guard bands. Solution Shift (modulate) each of the three voice channels to a different bandwidth, as shown in next figure Example 2 Five channels, each with a 100-KHz bandwidth, are to be multiplexed together. What is the minimum bandwidth of the link if there is a need for a guard band of 10 KHz between the channels to prevent interference? Solution For five channels, we need at least four guard bands. This means that the required bandwidth is at least 5 x 100 + 4 x 10 = 540 KHz, as shown in next Figure. Example 3 Four data channels (digital), each transmitting at 1 Mbps, use a satellite channel of 1 MHz. Design an appropriate configuration using FDM Solution The satellite channel is analog. We divide it into four channels, each channel having a 250-KHz bandwidth. Each digital channel of 1 Mbps is modulated such that each 4 bits are modulated to 1 Hz. One solution is 16- QAM modulation. Figure 6. 8 shows one possible configuration. Analog Carrier Systems ATT (USA) * Hierarchy of FDM schemes * Group 1. 12 voice channels (4kHz each) = 48kHz 2. Range 60kHz to 108kHz * Supergroup 1. 60 channel 2. FDM of 5 group signals on carriers between 420kHz and 612 kHz * Mastergroup 1. 10 supergroups Analog Hierarchy To maximize the efficiency infrastructure, multiplexed signals from lower bandwidth lines onto higher-bandwidth signals FDM of Th ree Voiceband Signals FDM Applications 1. Common used radio broadcasting AM and FM * AM (530 – 1700KHz) – shared with all radio stations * FM uses a wider band (88 – 108MHz) – each station needs more bandwidth, 200KHz 2. Television Broadcasting * Each TV channel has own bandwidth of 6 Mhz 3. 1st Generation of Cellular telephones * Voice signal 3KHz (300 – 3300Hz) channels * Bt = 10 x Bm , therefore each channel has 30KHz channels * each user has been allocated two 30KHz channel, therefore 60KHz. Example 4 The Advanced Mobile Phone System (AMPS) uses two bands. The first band, 824 to 849 MHz, is used for sending; and 869 to 894 MHz is used for receiving. Each user has a bandwidth of 30 KHz in each direction. The 3 5 Four 1-Kbps connections are multiplexed together. A unit is 1 bit. Find : (1) the duration of 1 bit before multiplexing, (2) the transmission rate of the link, (3) the duration of a time slot, and (4) the duration of a frame? Solution We can answer the questions as follows: 1. The duration of 1 bit is 1/1 Kbps, or 0. 001 s (1 ms). 2. The rate of the link is 4 Kbps. 3. The duration of each time slot 1/4 ms or 250 ms. 4. The duration of a frame 1 ms. Interleaving switches are synchronized and rotate at the same speed but opposite direction process of sending a unit data onto the path when the connection on the multiplexing and de 6 Four channels are multiplexed using TDM. If each channel sends 100 bytes/s and we multiplex 1 byte per channel, show the frame traveling on the link, the size of the frame, the duration of a frame, the frame rate, and the bit rate for the link. Solution The multiplexer is shown in Figure 6 Example 7 A multiplexer combines four 100 8 We have four sources, each creating 250 characters per second. If the interleaved unit is a character and 1 synchronizing bit is added to each frame, find (1) the data rate of each source, (2) the duration of each character in each source, (3) the frame rate, (4) the duration of each frame, (5) the number of bits in each frame, and (6) the data rate of the link. Solution Answer as follows: 1. The data rate of each source is 250 x 8 = 2000 bps = 2 Kbps. 2. The duration of a character is 1/250 s = 4 ms. 3. The link needs to send 250 frames per second. 4. The duration of each frame is 1/250 = 4 ms. 5. Each frame is 4 x 8 + 1 = 33 bits. 6. The data rate of the link is 250 x 33 = 8250 bps. Example 9 Two channels, one with a bit rate of 100 Kbps and another with a bit rate of 200 Kbps, are to be multiplexed. How this can be achieved? What is the frame rate? What is the frame duration? What is the bit rate of the link? Solution We can allocate one slot to the first channel and two slots to the second channel. Each frame carries 3 bits. The frame rate is 100,000 frames per second because it carries 1 bit from the first channel. The frame duration is 1/100,000 = 10 ms. The bit rate is 100,000 frames/s x 3 bits/frame = 300 Kbps. Pulse Stuffing * Problem Synchronizing various data sources * Each source has separate clock, variation among clock cause loss synchronization * Data rates from different sources not related by simple rational number * Solution Pulse Stuffing as effective remedy * Outgoing data rate (excluding framing bits) higher than sum of incoming rates * Stuff extra dummy bits or pulses into each ncoming signal until it matches local clock * Stuffed pulses inserted at fixed locations in frame and removed at demultiplexer TDM of Analog and Digital Sources Digital Carrier Systems * Long distance carrier system * Designed to transmit voice signal over high capacity transmission lonks usuch as optical fiber, coax and microwave * ATT developed hierarchy of TDM structures of various capacities * USA/Canada/Japan use one system * ITU-T use a similar (but different) system * US system based on DS-1 format which Multiplexes 24 channels * Each frame has 8 bits per channel plus one raming bit, 24 x 8 +1 =193 bits per frame Digital Carrier Systems (2) * For voice each channel contains one word of digitized data (using PCM at 8000 samples per sec) * Data rate 8000193 = 1. 544Mbps * Five out of six frames have 8 bit PCM samples * Sixth frame is 7 bit PCM word plus signaling bit * Signaling bits form stream for each channel containing control and routing info * Same format for digital data * 23 channels of data * 7 bits per frame plus indicator bit for data or systems control * 24th channel is sync DS Hierarchy TDM Carrier Standard North American and International TDM Carrier Standards Statistical TDM * In Synchronous TDM many slots are wasted * Statistical TDM allocates time slots dynamically based on demand * Multiplexer scans input lines and collects data until frame full * Data rate on line lower than aggregate rates of input lines * Improve efficiency is to allow multiple data resources to be packed in one single frame Statistical TDM Frame Formats Performance * Output data rate less than aggregate input data rates cause by average amount of input capacity of multiplexed line * Difficulty: May cause problems during peak periods when the input exceed capacity * Solution Buffer inputs to hold temporary excess input * Keep buffer size to minimum to reduce delay Cable Modem Outline * To support data transfer to and from a cable modem, two channels from cable TV provider dedicated to data transfer * One in each direction * Each channel shared by number of subscribers * Scheme needed to allocate capacity * Statistical TDM Cable Modem Operation Downstream * Cable sc heduler delivers data in small packets * If more than one subscriber active, each gets fraction of downstream capacity May get 500kbps to 1. 5Mbps * Also used to allocate upstream time slots to subscribers Upstream * User requests timeslots on shared upstream channel Dedicated slots for this * Headend scheduler sends back assignment of future time slots to subscriber Cable Modem Scheme Asymmetrical Digital Subscriber Line ADSL Link between subscriber and network * Local loop Uses currently installed twisted pair cable * Can carry broader spectrum * 1 MHz or more ADSL Design Asymmetric -Greater capacity downstream than upstream -Expected for video on demand and related services – high speed access -Users require higher capacity for downstream than upstream Frequency division multiplexing (FDM) element of ADSL strategy Reserve lowest 25kHz for voice – Plain old telephone service (POTS) – Voice carried only 0 – 4KHz band – Additional bandwidth for prevent crosstalk between voice and data channel Use echo cancellation or FDM to give two bands – smaller upstream band and larger downstream band Use FDM within upstream and downstream bands  œ Single bit stream multiple parallel bit streams – each portion carried separate frequency band Range up to 5. 5km -Depending of diameter cables and quality ADSL Channel Configuration Discrete Multitone * DMT * Use multiple carrier signals at different requencies * Sending some bits on each channel * Available transmission band =4kHz subchannels * Send test signal and use subchannels with better signal to noise ratio * ASL/DMT design employ 256 downstream subchannels at 4kHz (60kbps) * Possible to transmit at rate15. 36MHz * Impairments bring this down to 1. 5Mbps to 9Mbps DTM Bits Per Channel Allocation Each channel can carry data rate from 0-60 Kbps Shows increasing attenuation and decreasing signalto- noise ratio at higher frequencies DMT Transmitter xDSL * High data rate DSL * Single line DSL * Very high data rate DSL

Facts About the Prehistoric Xilousuchus

Facts About the Prehistoric Xilousuchus Originally classified as a proterosuchid (and thus a close relative of the contemporary Proterosuchus) a recent analysis has located Xilousuchus much closer to the root of the archosaur family tree (the archosaurs were the family of early Triassic reptiles that gave rise to dinosaurs, pterosaurs, and crocodiles). The significance of Xilousuchus is that it dates to the very beginning of the Triassic period, about 250 million years ago, and it seems to have been one of the earliest crocodilian archosaurs, a hint that these ruling lizards split off into prehistoric crocodiles and the ancestors of the first dinosaurs (and thus of the first birds) much earlier than had previously been thought. By the way, the Asian Xilousuchus was closely related to another sailed archosaur of North America, Arizonasaurus. Why did the cat-sized Xilousuchus  have a sail on its back? The most likely explanation is sexual selection; perhaps Xilousuchus males with bigger sails were more attractive to females during mating season, or perhaps the sail fooled predators into thinking that Xilousuchus was bigger than it was, thus sparing it from being eaten. Given its small size, though, its very unlikely that the sail of Xilousuchus served any temperate-regulation function; thats a more likely hypothesis for 500-pound reptiles like Dimetrodon, which needed to heat up quickly during the day and dissipate excess heat at night. Whatever the case, the lack of any sailed crocodiles in the later fossil record hints that this structure wasnt crucial for the survival of this widespread family. Fast Facts About  Xilousuchus   Name:  Xilousuchus (Greek for Xilou crocodile); pronounced ZEE-loo-SOO-kussHabitat:  Swamps of eastern AsiaHistorical Period:  Early Triassic (250 million years ago)Size and Weight:  About three feet long and 5 to 10 poundsDiet:  Small animalsDistinguishing Characteristics:  Small size; sail on back