Diabetes Mellitus Among Filipinos Philippines Health And Social Care Essay

Diabetes Mellitus Among Filipinos Philippines Health And Social Care Essay Most of us just heard about diabetes but how much do we know about it. The thing that we only know that many people does have diabetes mellitus, and most of them are Filipinos. There Mellitus are more than 300,000 Filipinos who suffer from Diabetes Mellitus. In the United States, there are about 16 million diabetics and about 1800 new cases are diagnosed each year. Type I Diabetes, used to be called Juvenile Diabetes, is insulin-dependent (the persons pancreas does not produce insulin), meaning insulin injection is needed to treat the condition. It is medically known as IDDM (Insulin). Dependent Diabetes Mellitus, most commonly among persons younger than 30 years old associated obesity is not common. It accounts for 5 to 10% of all diabetics. Type II Diabetes is NIDDM (Non-Insulin Dependent Diabetes Melllitus), which can be treated by pills (sulfonyl ureas, antihyperglycemic drugs) rather than insulin, most commonly found Diabetes those who are older than 30, and associated obesity i s frequent. It accounts for majority (90 to 95%) of diabetics. The third type is Gestational Diabetes. Diabetes mellitus is a condition in which the pancreas no longer produces enough insulin or cells stop responding to the insulin that is produced, so that glucose in the blood cannot be absorbed into the cells of the body. Symptoms include frequent urination, lethargy, excessive thirst, and hunger. The treatment includes changes in diet, oral medications, and in some cases, daily injections of insulin. The most common form of diabetes is Type II, It is sometimes called age-onset or adult-onset diabetes, and this form of diabetes occurs most often in people who are overweight and who do not exercise. Type II is considered a milder form of diabetes because of its slow onset (sometimes developing over the course of several years) and because it usually can be controlled with diet and oral medication. The consequences of uncontrolled and untreated Type II diabetes, however, are the just as serious as those for Type I. This form is also called noninsulin-dependent diabetes, a term that is somewhat misleading. Many people with Type II diabetes can control the condition with diet and oral medications, however, insulin injections are sometimes necessary if treatment with diet and oral medication is not working. The causes of diabetes mellitus are unclear, however, there seem to be both hereditary (genetic factors passed on in families) and environmental factors involved. Research has shown that some people who develop diabetes have common genetic markers. In Type I diabetes, the immune system, the bodys defense system against infection, is believed to be triggered by a virus or another microorganism that destroys cells in the pancreas that produce insulin. In Type II diabetes, age, obesity, and family history of diabetes play a role. In Type II diabetes, the pancreas may produce enough insulin, however, cells have become resistant to the insulin produced and it may not work as effectively. Symptoms of Type II diabetes can begin so gradually that a person may not know that he or she has it. Early signs are lethargy, extreme thirst, and frequent urination. Other symptoms may include sudden weight loss, slow wound healing, urinary tract infections, gum disease, or blurred vision. It is not unusual for Type II diabetes to be detected while a patient is seeing a doctor about another health concern that is actually being caused by the yet undiagnosed diabetes. Education is the Cornerstone of Diabetic Therapy said by World Health Organization. We will try to see and enumerate in this study the dominance of Diabetes Mellitus Among Filipinos in the Philippines. B. Statement of the Problem The research aims to know the dominance of diabetes Mellitus and the different factors that affect a person specifically, the study sought to answer the following questions: Specifically the study sought to answer the following: How prevalent is the diabetes mellitus? Which type of diabetes is most common among Filipinos? Is diabetes hereditary? What are the signs and symptoms of Diabetes Mellitus that occurs to all diabetic Filipinos? What are the things that can be done to treat Diabetes? C. Hypothesis There is very huge number of diabetic people and they are continuing to grow even more larger as expected, due to the different factors related to the illness. D. Significance of the Study The study is important for several reasons. Goverment officials of the Philippine Republic. The government officials will eventually know that one of the disease that kills a person is diabetes, and for them to give importance in giving a prioritize fund about it. Nursing Students. The students will realize the importance of taking good care of their self, especially their eating habits which is the most common reason of having Diabetes. Parents. The study will serve as guide to parents on how to manage the proper diet for their family knowing the study of diabetes Mellitus. Future Researchers. The research paper will help them to more about it in a concrete way. So that, they will be able to conduct a more efficient research on this. E. Scope and Delimitation The study aims to determine the dominance of diabetes among Filipinos here in the Philippines. Furthermore, this research explored the statistics of Filipinos who have Diabetes Mellitus. Diabetic Filipinos in Philippines are the only concerned population and it is limited to the study of Diabetes Mellitus. F. Materials and Methods G. Definition of Terms In order to have a clear view of the problem in this study, some terms considered relevant to the study have been made defined. Diabetes Mellitus. Often referred to simply as diabetes (Ancient Greek: ÃŽÂ ´ÃƒÅ½Ã‚ ¹ÃƒÅ½Ã‚ ±ÃƒÅ½Ã‚ ²ÃƒÅ½Ã‚ ±ÃƒÅ½Ã‚ ¯ÃƒÅ½Ã‚ ½ÃƒÅ½Ã‚ µÃƒÅ½Ã‚ ¹ÃƒÅ½Ã‚ ½ to pass through), is a syndrome of disordered metabolism, usually due to a combination of hereditary and environmental causes, resulting in abnormally high blood sugar levels (hyperglycemia). Diabetes type 1. Is usually diagnosed in children and young adults, and was previously known as juvenile diabetes. In type 1 diabetes, the body does not produce insulin. Insulin is a hormone that is needed to convert sugar (glucose), starches and other food into energy needed for daily life. Insulin. A polypeptide hormone secreted by the islets of Langerhans and functioning in the regulation of the metabolism of carbohydrates and fats, especially the conversion of glucose to glycogen, which lowers the blood glucose level. Any of various pharmaceutical preparations containing this hormone that are derived from the pancreas of certain animals or produced through genetic engineering and are used in the medical treatment and management of diabetes mellitus Sulfonylurea. Any of a group of hypoglycemic drugs, such as tolbutamide, that act on the beta cells of the pancreas to increase the secretion of insulin. Anti-hyperglycemic Drug. A drug that helps to move out of the system the presence of an abnormally high concentration of glucose in the blood. Gestational Diabetes. is a condition in which women without previously diagnosed diabetes exhibit high blood glucose levels during pregnancy. Microorganism. An organism of microscopic or submicroscopic size, especially a bacterium or protozoan. Pancreas. Secretes hormones that affect the level of sugar in the blood. These cells secrete: Glucagon-raises the level of glucose (sugar) in the blood Insulin-stimulates cells to use glucose Somatostatin-may regulate the secretion of glucagons and insulin. Hereditary. Transmitted or capable of being transmitted genetically from parent to offspring: a hereditary disease. E.g. Diabetes Mellitus. Lethargy. abnormal drowsiness : the quality or state of being lazy, sluggish, or indifferent. Chapter 2 Related Literature Many people are diagnose to have diabetes mellitus and there are also many people who didnt know that they have diabetes. The extent of its disease In Filipinos is really big. Prevalence of Diabetes Mellitus among Filipinos Different statistic has been laid out by different people at different time. Administration [1] Four point one (4.1%) of Filipinos have diabetes mellitus. At the current estimate of the population, this means 2.5 million Filipinos with diabetes, with perhaps an equal number which remain undiagnosed. Administration [2] The health care Indicator statistics of the Department of Health has found that diabetes is the ninth leading cause of death in the Philippines, affecting 1 out of 25 Filipinos. As estimated 3.36 Million Filipinos are affected by the disease today. Leading cause of mortality by sex, number, rate/100,000 population and percentage Philippines, 2003.Diabtes Mellitus, Male-6,823, Females-7,373, number, rate-17.5% and a percentage of 3.6.This number is expected to rise to about 8 million after 20 years. Types of Diabetes most common among Filipinos Gonzales [3] There are two main types of diabetes mellitus: type 1 and type 2. There are several other specific types, but they occur rarely. There is also a type of diabetes, gestational diabetes mellitus that occurs during pregnancy. In this type of diabetes, the abnormality in sugar metabolism usually disappears after delivery although women who develop this condition are at a higher risk (30-60 percent) of developing diabetes later in life. Type 1 diabetes, which accounts for about five to 10 percent of all cases of diabetes, is an autoimmune disease. An autoimmune disease results when the body s defense system (immune system) against infection and other foreign substances turns awry and attacks the bodys own cells.Type 2 diabetes the type that afflicts your partner is the most common form of diabetes. It accounts for about 90-95 percent of all cases of diabetes mellitus. Initially, people diagnosed with this type of diabetes produce enough insulin, but for unknown reasons, the cells do not respond appropriately to it. Subsequently, over a period of years, insulin production by the pancreas decreases. Diabetes a Hereditary Gonzales [ 3] The risk of a person with a parent with type 2 diabetes of developing diabetes is about 15 percent if the parent was diagnosed before age 50 (as in the case of your husband) and seven to eight percent if the parent was diagnosed after age 50. If both parents have type 2 diabetes, the probability is about 40 percent. Signs And Symptoms of Diabetes Mellitus Manzella [4] Signs and symptoms of Diabetes Mellitus: Frequent trips to the bathroom, Unquenchable Thirst, Losing Weight Without Trying, Weakness and Fatigue, Tingling or Numbness in Your Hands, Legs or Feet, and Blurred vision, skin that is dry or itchy, frequent infections or cuts and bruises that take a long time to heal are also signs that something is amiss. Things done that leads to a better health even you have Diabetes. Administration [5] There is currently no cure for diabetes Mellitus. Diet, exercise, and careful monitoring of blood glucose levels are the keys to manage diabetes so that patients can live a relatively normal life. Diabetes can be life-threatening if not properly managed, so patients should not attempt to treat this condition without medical supervision. Treatment of diabetes focuses on two goals: keeping blood glucose within normal range and preventing the development of long-term complications. Alternative treatments cannot replace the need for insulin but they may enhance insulins effectiveness and may lower blood glucose levels. In addition, alternative medicines may help to treat complications of the disease and improve quality of life. References: A. Book Boulton, A. J. and Rayman, G. (2006). The Fact in Diabetes. West Sussex, England: John Wiley and Sons Limited. RD 563 B6 2006. Unger, U. M. D. (2001). Diabetes Management in Primary Care. Philadelphia, USA: Lippincott Williams and Wilkins a Wolters Kluwer Business. RC 660 U5 2007. Schwarts, S. L. (1989). Management of Diabetes Mellitus. Texas, USA: Essential Medical Information System, Inc. MS616 462 sch1m 1989. Drum, D. and Zierenberg, T. (2006). The Type II Diabetes Sourcebook. New York, USA: The McGraw-Hill Companies, Inc. 616 462 D8447 2006. Frost, G. and Moses, R. (2003). Nutritional Management of Diabetes Mellitus. West Sussex, England: John Wiley and Sons Limited. 616.4620654 F92n 2003. Parriesh, D. and Machado, A. C. (2006). Healing Gourmet eat to beat Diabetes. New York, USA: Medical Meals, Inc. 616.4620654 d197H 2006. B. Article Pultante, Jr. Diabetic Foot Care, Manila Bulletin, (August 17, 2002). p.11-13. Gonzales, Dr. Eduardo G. Diabetes Mellitus, Manila Bulletin, (August 23, 2005). p. C-4 Ramirez, Carlo Gerando. Therapy Option for Type I Diabetes, Manila Bulletin, (February 25, 2002). p. 1 Mercado, Charmaine. How to Help a loved one with a medical condition, Health Today, (December 2003). p. 50-51. Tacio, Elena D. Diabetes: Hidden Epidemic, Philippine Panorama, (August 3, 2003). p.19 Sy, Gary S. What is Diabetes Mellitus?, Manila Bulletin, (August 21, 2002). p.11-12. Mamanglu, Shianee. Juvenile Diabetes cases rising in RP, Manila Bulletin, (March 28, 2000). p.23. Gonzales, Eduardo G. A Primer on Diabetes Mellitus, Manila Bulletin, (July 16, 2007). p. C-5. Fox, Maggie. New drug study raises worries, Manila Bulletin, (May 23, 2007). p.11, B-12. Sy, Gary s. Understanding Diabetes and its Complications, Manila Bulletin, (January 25, 2008). p.11, B-18. Lopez, Estrellita. Diabetes and Diet, Life Today, (June 2001). p.15. Tacio, Henrylite D. Taking Diabetes More Seriously, Manila Bulletin, (October 21, 2003). p.32-33. Lansang, Segundo L. Diabetes, A Brief History, Life Today, (June 2001). Calcimon, Nerissa V. Nature of Diabetes, Life Today, (June 2001). Lopez, Estrellita. Treatment of Diabetes, Life Today, (June 2001). Salazar, Tessa R. 2-M-1 Pill for Diabetes, Philippine Daily Inquirer, (April 22, 2006). p. B-6. Puyalte, Jose.Now that youre Diabetic, Womens Journal, (April 9, 2001). p.11. Moseh, Terry L. WHO: Diabetes, a health threat, Manila Bulletin, (November 27, 2005). p.H-2. Gomez, Ma. Congee S. Beware: Diabetes the New Health Scare, Womens Journal, (August 24, 1996). p.40-41. C. Electronic Media Manriquez, D.J.: Diabetes Melltus.2008. Diabetes Profile. February 22, 2009 Manzella, D. : Top Warning Signs of Diabetes December 15, 2008. Diabetes Mellitus. P., Erlich H.A ET. Al. The association of class 1 and II alleles with type I diabetes among Filipinos June 2002. Diabetes rising among Filipinos. February 22, 2009. http://article.wn.com/view/2008/11/11/Diabetes_rising_among_Filipinos Philippine Inquirer  ¶ Diabetes Mellitus Case Study. May 15, 2008. http://nursinocrib.com/diabetes_mellitus_case_study Treatments for Diabetes Alternative. Medicine February 22, 2009http://www.shirleys_wellness_cafe.com/diabetes.htm. Diabetes Mellitus. Februaty 22, 2009. www.diabetes center.org.ph/?fid=education Februaty 22, 2009

ESL teacher classroom techniques Essay

The purpose of this study was to assess the specific classroom techniques used by ESL teachers to prevent /solve possible discipline related problems while employing cooperative activities with students. In this Enriched ESL cooperative classroom the teacher integrates instructional strategies that facilitate and encourage interaction, collaboration and investigation in the learning environment. The students in the class are not passive learners but are actively involved in the learning process, taking responsibility for their own learning. One of the major aspects of a cooperative learning environment is oral communication between and among students and with the classroom teacher. Students get a chance to discuss a multiplicity of issues that are relevant to the class and explore new concepts in their interactions. This type of learning and peer-to-peer interaction allow students to be engaged in the decision making process of their education and to contribute meaningfully to their own learning and that of their peers. In the cooperative ESL classroom interaction is unavoidable. Students have to work with each other in order to make learning meaningful and to develop the communicative skills necessary for useful function in the real-world language setting. Students need to feel comfortable interacting with each other, sharing ideas, investigating and exploring their language environment and working out solutions to problems. Thus on the road to developing competency in English students will have to make both an individual and a collaborative effort since one of the characteristics of language learning is to develop the social techniques that will help the learner understand how to use the language in a variety of cultural settings. Of course since interaction is intrinsic to the ESL classroom so is the potential for conflict and disciplinary concerns in the classroom. The ESL teacher needs to develop the right skills overtime to manage interactive behaviors in the classroom so that objectives are accomplished and indiscipline and other disruptive behaviors are avoided. In the current study the researcher wanted to determine the behaviors most frequently employed by ESL teachers within the cooperative learning context in response to or as a way of thwarting any potential disciplinary or non-task-related matters. The research questions that guided this research were therefore: . What classroom management techniques are ESL teachers using in the classroom in order to maintain discipline while implementing cooperative learning activities? 2. Can effective classroom management lead to successful improvement of cooperative learning activities and control discipline within groups? In order to accomplish the objectives of the study and to respond to the research questions a mixed methods research approach was taken. This involved the gathering of both qua litative and quantitative data. A questionnaire survey, administered to the ESL teacher, was used to gather the qualitative data. The quantitative data was obtained through observations of the teacher’s classroom behavior in cooperative learning sessions. Participants This study was conducted in a classroom setting and involved an ESL teacher and 28 students, in a francophone private school in Quebec City, Canada. The ESL teacher is a fairly young teacher who has been working at this private school for the past 9 years. The students are primarily from very affluent backgrounds. This is probably because the school charges a very high fee for students wishing to attend and thus only the children of parents of a high socio-economic status, who can afford those fees, are able to attend. The students were observed in their ESL class. They were taking the ELA program in grade 5. ELA is a program for high school students in grade 4 and 5. Students in this program would have completed the EESL program and succeeded the ESL core examination at the end of grade 3. The demographics of the students were 16 girls and 12 boys. They were aged between 15 and 17 years old. This group of students and the ESL teacher were selected because they were utilizing cooperative learning strategies at the time of the research. In fact, the students observed in this study had been taking part in cooperative learning for quite some time. Data collection instrument: A variety of instruments were used in the process of data collection. An initial set of data was collected from the ESL teacher using a telephone interview. The interview included a series of question on how the teacher implemented cooperative learning in her classroom (Appendix 1). The 11 questions on the interview were formulated by the researcher. Another instrument used was the Communicative Orientation of Language Teaching, (COLT) observation scheme by Spada and Frohlich (1995) for the periods of observation in the classroom (Appendix 2). The COLT scheme has been used for decades by classroom researchers in examining interactive classroom behaviors. The COLT scheme was used in its original format, without any modifications, except that the researcher used only the sections on activities and episodes, participant organization and content for the purposes of the research. Data collection procedure The study was conducted at the end of February, at the beginning of the last term of the school year. The students were expected to graduate at the end of the term. In the initial phase of the study the researcher contacted the ESL teacher to respond to the interview questions over the phone. This conversation was also used to make arrangements for a meeting at the school to discuss a few things that needed clarification. The purpose of the interview was to discover the teacher’s attitude towards cooperative working activities, how the teacher used cooperative learning in her classroom, the kind of classroom management techniques she used to instill discipline while implementing cooperative activities and students’ participation in group work activities. The second part of the study involved classroom observations of the same teacher, interacting with a group of 28 students enrolled in the ELA program in grade 5 of high school. The purpose of the observations was to validate the information gathered during the interview. The COLT scheme (Spada, & Frolich, 1995) was used to collect this data. The classroom observations were conducted during three (3) separate classroom periods of 75 minutes duration each while the students were involved in cooperative activities. The research made the checks and marks under the appropriate categories of the COLT. The researcher checked each time the ESL teacher had to intervene in order to direct the students back to their work. The participants were observed three times on three different days of the week in ESL classes where the students where involved in cooperative activities. One of the observations weas done during the first period of the morning, the second was done during the second period and the third observation was done during the last period on Friday afternoon. In the classroom the teacher assigned the students to groups of 4. There were 7 groups. Each student chose one of four topics for a project and they were grouped based on their choice. The teacher provided students with 4 different topics which were then numbered. She finally set up the groups by placing the students together trying to respect, as much as possible, the student’s personal choice. The teacher and students arranged the desks arranged in pairs side-by-side opposite another pair. Such arrangement enabled students to talk to each other with ease. The main characteristics observed by the researcher were students’ behavior and teacher’s interventions during the cooperative learning. This kind of observation was chosen because it gave an idea of the actual classroom practice in terms of students’ behavior and the teacher’s interventions. This may allow some generalization of the results to other classes and teachers that use cooperative learning. Data analysis procedure When all the data were collected the information collected from the COLT (Spada & Frohlich, 1995) was analyzed. The teacher’s interventions were tallied for each observation period and the three periods were compared. The teacher’s responses during the telephone interview, and the information from the COLT scheme, as gathered through observations, were also compared. The purpose of this comparison was to determine the correlation between the reported classroom management techniques that the teacher mentioned during the interview and the actual practices used in the classroom. Results and analysis The data reveal the nature of teachers’ interventions and the students’ behavior during cooperative learning activities. The researcher observed the ESL teacher three times. During the first observation, the teacher had to intervene a total of 12 times. The teacher intervened 3 times to give group feedback and remind the students that they were to read and follow instructions in their booklet, 3 times to refocus students on the task because they were doing something besides their project, 3 times to remind students to communicate in the target language and three times 3 times when she noticed that some students were not working on their projects. During the second period of observation, the teacher had to spend some time reminding students that they were expected to play the roles they had been assigned by the group. Also, she reminded them that everyone was to contribute to the success of their project. The teacher intervened 8 times during this period – 3 times to remind students to communicate in the target language, twice to give feedback to some groups, 3 times to counter inappropriate behavior among certain groups where the students did not display behavior appropriate to the classroom. During the third period of observation, the teacher had to intervene 15 times. of the interventions were to remind students to use the target language in the classroom, 3 times to refocus students on the task because they were doing something besides their project, 4 times for displaying behavior inappropriate to the classroom and 4 times because students were not fulfilling their roles in the group. Some of the more common disrup tive behaviors that were noted include drawing obscenities, spending too much time sharpening their pencils, browsing fancy magazines and passing objects other than their project amongst the groups members. Students sometimes were talking to another group. During the third period one important observation was that students stopped working and arranged their bag while there was still about 8 minutes left in the period. The teacher used that time to settle students and remind them that they had only two periods left to finish their project. In examining the teacher’s reported estimation of the frequency of interventions during cooperative activities as stated during the interview and comparing them to the classroom observation, the results showed that the reported and actual practices were closely aligned. With respect to the techniques used to instill discipline during cooperative learning activities the classroom observations and the telephone interview also demonstrate a positive relationship. For the most part the groups were cooperative. Only 42. 86% of the students, 3 out of 7 groups, displayed problems staying on task. These groups appeared not to have shared the tasks amongst themselves fairly. The teacher had to visit this group very often to ensure that they were working. Observations of the ESL teacher revealed that she used effective cooperative activities which decreased the problems of classroom management to a tolerable level which led students to effectively work in cooperative activities in the classroom. In order to create a successful environment so that students could work effectively in groups, the observed teacher tried many techniques to manage cooperative learning. From the interview she indicated that she used cooperative activities quite frequently. She gave students roles such as ‘Captain English’. This student was to ensure that the entire group used only English in the class. The secretary had to note decisions and ideas during brainstorming and other activities. The president was in charge of seeing that everyone had been working and checking that all the documents were submitted on time. Finally, there was ‘Captain Cheer-up’. This person’s duty was to cheer up the team, motivating them whenever they had successfully accomplished a task and was ready to go forward in the project. The ELS teacher assigned the students to group using the student’s choice of a topic. Based on the report from the teacher group formation has an important role in the success of cooperative activities and students would make the best of their experience in cooperative working if the groups were heterogeneous. The students were quite comfortable working with each other and the teacher. They had been taking the same level English course and they had been studying together for two year. Many of them knew each other very well and were close friends. This is also true of the ESL teacher who had been teaching the same group for come time. According to the teacher, students should not be allowed to choose their peers to form their own teams to do cooperative working otherwise they might not work well and spend the time to talk about things out of the subject. The observed teacher had already explained to the students the most important points in order to obtain better results when working in cooperative learning. She had also explained the different roles the students should hold while working in teams. She had also taught the students how to share the task within the group members and she had emphasized the importance of grouping making. Correct choice of group size was one of the techniques that the teacher used to ensure that the teacher was able to effectively manage student behavior during cooperative working. Research suggests that group sizes should not be too big, a reasonable size being two to four students. The teacher also walked among the groups to ensure that they stayed on task and even offered them needed feedback. According to the teacher, feedback is extremely important for the success of cooperative working as it gives the students the opportunity to adapt themselves according to the teacher’s instructions. The teacher randomly selected a student from each team to present his or her group results. It was a good strategy to make sure that students had worked effectively and that everyone in the team was prepared give respond in case he or she was selected. Reward was primordial in order to raise motivation amongst the groups. The teacher rewarded every team that had worked hard. She also asked students to divide the work into parts and write their names according to what each student’s responsibilities were. Discussion There are limited studies examining effective classroom management techniques for cooperative learning activities in ESL classrooms. The purpose of this study was to fill the gap in the existing literature by discovering and highlighting the specific classroom techniques used by ESL teachers to manage cooperative learning activities successfully by addressing the questions: what management classroom techniques can teachers use in the classroom in order to instill discipline and implement cooperative learning activities? nd can effective classroom management lead to successful improvement of cooperative learning activities and control discipline within the groups? This study has attempted to show different ways in which the cooperative teaching method could improve students’ behavior and help classroom discipline. With principles such as positive interdependence, face-to-face promoting interactions, individual and group accountability, interpersonal, small group skills and grou p processing, cooperative learning has all the necessary elements to ensure that discipline is maintained in the classroom. The current research conforms to existing research paradigms on classroom management and the results are representative of previous findings in this area. In examining the effect of classroom management on the success of cooperative learning, this study, like others before it, showed that group formation is an effective classroom management tool for cooperative learning activities. Research recommends randomly assigned heterogeneous groups of students to form success cooperative groups. This study supported the finding that these groups are successfully managed in the classroom and are preferred to homogenous, self-selected groups (Emmer, Gerwels & Austin, 2005). The students in this group performed well because groups were heterogeneous so the students were able to profit from everybody’s contribution. The data collected also showed that group size was a very important factor in helping to ensure classroom management success in cooperative learning strategies. Studies also support that assigning specific roles to each student in a group ensures that everyone stays on task and that cooperative learning strategies would be more successful. This success is even further assured when students respect the roles they have in the group. Researchers have suggested the use of rewards to help motivate students to stay on task and to successfully complete activities in cooperative learning groups. The teacher in this study employed rewards to hardworking groups and this was able to motivate them to perform well. When members of the group look forward to a reward they will ensure that each works in completing the task so that all the members would benefit, they are aware that failure of one person to do what is required would result in the failure of the entire group. One thing that was immediately obvious from the observations was that students were, for the most part, aware of good cooperative skills. The students in this group have been involved in cooperative learning for quite a while and thus this exposure might have helped them to develop proper cooperative learning strategies. While there were some disruptions during the class, these were not significant enough to take away from the cooperative task and students by and large appeared to understand what was required in the cooperative groups and the proper procedures they needed to follow. Overall, the study has shown that it is possible to use cooperative learning and manage the classroom successfully. Nevertheless, all the elements of successful cooperative learning have to be adhered to in order to obtain good results. Moreover, the students must be aware of what is expected in cooperative activities. This study fits well in the existing literature on cooperative learning and classroom management. It could help ESL teacher with their classroom management while doing cooperative learning and administrators when they are examining, planning and implementing alternative teaching strategies and approaches. Conclusion This study supported the idea that cooperative learning, if used effectively, can help teachers manage their classes. If cooperative learning is implemented effectively, it could facilitate the effective management of the classroom. However, there are many elements that should be taken into consideration to attain such result. Based on these finding, teachers need to pay more attention to the classroom management techniques they use during cooperative learning. This study showed that it is possible for ESL teachers to implement cooperative learning and manage their classroom successfully if they have effective classroom management techniques. Knowing that classroom management is an important element for the success of cooperative learning, this study aimed to help teachers who implement this method for the first time to better manage their classes. This study has many limitations. Only one ESL teacher and one group of high school students in grade 5 participated in the study. Moreover, the research group was already organized when the research did the observation. Due to time constraints, the researcher could not observe the ESL teacher with her students more than three times. The results of this study provide a description of the implementation of cooperative learning that is specific to the participating teacher. Amongst all the techniques used by the ESL teacher during the observation, there is one that the teachers did not implement in her classroom. She did not have the students write a daily report to inform what they had done on that day and who had done what in the project. Therefore, more research is needed to determine the extent to which these results could be if such technique should be applied. This study showed how the ESL teacher managed her classroom and how the students behaved during cooperative learning. However, it is not easy to generalize the results because the observations were done by only one researcher. The results needed to be validated by another observer.

The Insider Secrets for Papers for Sale Online Sites Revealed

The Insider Secrets for Papers for Sale Online Sites Revealed There is an assortment of measures and tasks which should be completed in order to offer a superior paper worth reading. These college papers for sale can be ready in various formats or criterion based on the precise needs of the customer. All you need to do is to file your purchase and write down all your requirements. Make your purchase now through We guarantee Writing a term paper may be a tall order given the a variety of activities we've got in life. The Papers for Sale Online Sites Stories Our dedicated and organized staff is alert 24 hours each day to offer you your papers within the designated time. Don't despair, you're at the correct location, at the most suitable time. You can be certain it's going to be ready on time. Anyways, it's still true that you require some time for it. If you wish to purchase essay without plagiarism, then you should be sure which you're choosing a high-quality and reliable academic support. Risks may appear whenever you're dealing with buying a term paper on suspicious writing service sites. If you get college term papers on our website, you can make certain that our writers will conduct deep research. Finding the Best Papers for Sale Online Sites When you intend to order a paper, leave it to our website, as we are the ideal option for you. The path to success starts when you purchase a low-cost customized term paper written by a very expert writer. Therefore if you're looking for dirt cheap service then we are not the proper fit. The Papers for Sale Online Sites Game The perfect way to reach a customer service representative, though, can be reached right from our site. You pay just for the writing process, so the remainder of the services come at no cost. When you locate a service you want, don't neglect to look at my review of it. In reality, a few of the services that advertise top excellent customer service don't even employ customer s ervice representatives. The History of Papers for Sale Online Sites Refuted Gradually raising the bar, you increase the ability of the cognitive resource and will be in a position to enhance your college writing. These sites supply the very best way out for a student who would like to get original work written for them. In college, it's always not enough moment. Unfortunately, store term papers are usually obtained from websites and may also be in the hands of several other customers. Definitions of Papers for Sale Online Sites There are instances when a student should purchase a college term paper. Some folks choose to ask their fellow students for help, but frequently the quality of such papers is quite low. On our site, term papers for sale are easily available for college and university students. In reality, this paper is meant to verify the understanding of students or how much they've learned throughout the year. The period paper is the research assignment that every student performs as the consequence of knowledge which he or she gets on the particular academic course. Based on what exactly the requirements of the assignment are, you've got to pick a topic. At times you may stare at the assignment seeking to understand what precisely you must do. You will submit an outstanding assignment without crossing the deadline. Writing a term assignment is a trying chore as you will need to assemble information that you've been studying for a whole term. Copying several long paragraphs from the library textbook or journal isn't the very best way out even should you decide to rewrite each phrase. Utilizing a writing service is the best method to have a well-written essay to use as a guideline to guarantee the essays you write are hitting each one of the important points and a re at the appropriate depth needed for your academic grade. Each paragraph will start with a matter sentence that is connected to the thesis. Every whole body paragraph is going to be tied to the thesis assertion. You may then rest assured that you'll have the ability to submit a term paper that will get you the fantastic marks you have earned. You will have the ability to keep an eye on your term paper anytime you would like. The expression paper isn't just a guide. It's very handy and simple to utilize EssayFlow term paper writing service because you don't have to depart from your property. Our content created will stay confidential. Today there's a trustworthy method to discover affordable term papers in Canada by selecting an expert to finish them for your benefit. After making a last choice, you will secure a writer and all details on how best to communicate with them. Only an author who has thorough data in concerned matter will be prepared to prepare a dissertatio n that may impress the examiners. It's critical that the service you select knows for sure they're only selecting the ideal essay writers. In a nutshell, the service exists, so should you wish to use it in order to find a top essay, that's reason enough. Have you ever been thinking, I need a person to compose my paper! If you're well conscious of the perks of becoming completely free things, you have the choice to buy one. 1 mistake can be extremely costly and regrettable. The exact first step in picking out a term paper topic is knowing precisely what your teacher wants. Vital Pieces of Papers for Sale Online Sites Page numbers should be given. There are scores of sites which provide free term papers for download. Make a list of all of the viable topics that are of private interest to you and can result in an intriguing read. If you get a paper from us and wish to find a number of changes in it, you can request free revisions. Whether an upcoming submission is for a course that you aren't all that good at, you could always opt to select one of the numerous customized term papers for sale to make certain that you don't acquire bad grades. When you purchase term papers online in our business, you shouldn't doubt you will be satisfied. In the actual sense, you've got to work hard and carefully so as to attain the best grades in your term papers.

Short Story - 1142 Words

One day before Brians scheduled arrival, I left New York. I knew the first thing Brian would do the instant his plane landed in New York was come straight to my apartment. Not ready to face him, I did what any women in my position would have done. I packed the essentials and went home. I used the excuse of my fathers estate to avoid an argument. At the same time, I left my mother behind and told her of my travel location. I also told her I would be gone for two weeks. Fortunately, one of the kids she raised invited her over for a visit and she accepted. Then, I contacted Brians secretary and informed her of my plans. By the time I landed in Key West it was one in the afternoon. John Prescott was at the airport terminal. To say I†¦show more content†¦Hi Aunt Georgia! Sorry I didnt... But instead of my Aunt, a very angry Brian Ross interrupted my greeting. Why didnt you tell me you were taking my daughter to Florida? You know our agreement stipulate that you must run any plans involving Beatrice by me. Not only did I text you, but also contact your secretary. You never replied to any of my text. That is not how thing are supposed to work, Isabel. Your text only mentioned the amount of days you will be out of town, not where you were going. You found me just fine. I am sure your secretary informed you of my whereabouts. It was a lucky guess. After being gone for a week, I wanted to see my daughter. You are being unfair. Taking a deep breath to calm myself, I replied, Brian, for the past year I have to deal with an unplanned pregnancy, your ex-fiancà ©es baby news, visits from your lawyers, my father’s death and finding out I have a mother. I need a break from my life. However, I cannot take one because I have to deal with my father’s estate. I am begging you. Please allow me this time away. I know you want to see Beatrice, but I need to be alone. I was in Italy for one week, Isabel. Isn’t that enough time? No. Please Brian. Give me one week with Beatrice. The line was silent. Hello. I said wondering if he was still on the phone. Do you need me? I can be thereShow MoreRelatedshort story1018 Words   |  5 Pagesï » ¿Short Stories:  Ã‚  Characteristics †¢Short  - Can usually be read in one sitting. †¢Concise:  Ã‚  Information offered in the story is relevant to the tale being told.  Ã‚  This is unlike a novel, where the story can diverge from the main plot †¢Usually tries to leave behind a  single impression  or effect.  Ã‚  Usually, though not always built around one character, place, idea, or act. †¢Because they are concise, writers depend on the reader bringing  personal experiences  and  prior knowledge  to the story. Four MajorRead MoreThe Short Stories Ideas For Writing A Short Story Essay1097 Words   |  5 Pageswriting a short story. Many a time, writers run out of these short story ideas upon exhausting their sources of short story ideas. If you are one of these writers, who have run out of short story ideas, and the deadline you have for coming up with a short story is running out, the short story writing prompts below will surely help you. Additionally, if you are being tormented by the blank Microsoft Word document staring at you because you are not able to come up with the best short story idea, youRead MoreShort Story1804 Words   |  8 PagesShort story: Definition and History. A  short story  like any other term does not have only one definition, it has many definitions, but all of them are similar in a general idea. According to The World Book Encyclopedia (1994, Vol. 12, L-354), â€Å"the short story is a short work of fiction that usually centers around a single incident. Because of its shorter length, the characters and situations are fewer and less complicated than those of a novel.† In the Cambridge Advanced Learner’s DictionaryRead MoreShort Stories648 Words   |  3 Pageswhat the title to the short story is. The short story theme I am going conduct on is â€Å"The Secret Life of Walter Mitty’ by James Thurber (1973). In this short story the literary elements being used is plot and symbols and the theme being full of distractions and disruption. The narrator is giving a third person point of view in sharing the thoughts of the characters. Walter Mitty the daydreamer is very humorous in the different plots of his dr ifting off. In the start of the story the plot, symbols,Read MoreShort Stories1125 Words   |  5 PagesThe themes of short stories are often relevant to real life? To what extent do you agree with this view? In the short stories â€Å"Miss Brill† and â€Å"Frau Brechenmacher attends a wedding† written by Katherine Mansfield, the themes which are relevant to real life in Miss Brill are isolation and appearance versus reality. Likewise Frau Brechenmacher suffers through isolation throughout the story and also male dominance is one of the major themes that are highlighted in the story. These themes areRead MoreShort Story and People1473 Words   |  6 Pagesï » ¿Title: Story Of An Hour Author: Kate Chopin I. On The Elements / Literary Concepts The short story Story Of An Hour is all about the series of emotions that the protagonist, Mrs. Mallard showed to the readers. With the kind of plot of this short story, it actually refers to the moments that Mrs. Mallard knew that all this time, her husband was alive. For the symbol, I like the title of this short story because it actually symbolizes the time where Mrs. Mallard died with joy. And with thatRead MoreShort Story Essay1294 Words   |  6 PagesA short story concentrates on creating a single dynamic effect and is limited in character and situation. It is a language of maximum yet economical effect. Every word must do a job, sometimes several jobs. Short stories are filled with numerous language and sound devices. These language and sound devices create a stronger image of the scenario or the characters within the text, which contribute to the overall pre-designed effect.As it is shown in the metaphor lipstick bleeding gently in CinnamonRead MoreRacism in the Short Stor ies1837 Words   |  7 PagesOften we read stories that tell stories of mixing the grouping may not always be what is legal or what people consider moral at the time. The things that you can learn from someone who is not like you is amazing if people took the time to consider this before judging someone the world as we know it would be a completely different place. The notion to overlook someone because they are not the same race, gender, creed, religion seems to be the way of the world for a long time. Racism is so prevalentRead MoreThe Idol Short Story1728 Words   |  7 PagesThe short stories â€Å"The Idol† by Adolfo Bioy Casares and â€Å"Axolotl† by Julio Cortà ¡zar address the notion of obsession, and the resulting harm that can come from it. Like all addictions, obsession makes one feel overwhelmed, as a single thought comes to continuously intruding our mind, causing the individual to not be able to ignore these thoughts. In â€Å"Axolotl†, the narr ator is drawn upon the axolotls at the Jardin des Plantes aquarium and his fascination towards the axolotls becomes an obsession. InRead MoreGothic Short Story1447 Words   |  6 Pages The End. In the short story, â€Å"Emma Barrett,† the reader follows a search party group searching for a missing girl named Emma deep in a forest in Oregon. The story follows through first person narration by a group member named Holden. This story would be considered a gothic short story because of its use of setting, theme, symbolism, and literary devices used to portray the horror of a missing six-year-old girl. Plot is the literal chronological development of the story, the sequence of events