Action Paper Assignment Example | Topics and Well Written Essays - 500 words

Action Paper - Assignment Example Peter, the sales manager, supported the general manager’s suggestion. Because I had been given an obligation to solve the problem, I proposed that the right people to ask in order to discover where problem was were the striking workers. All of them agreed with me. I went on and interviewed several employees who were on strike by that time. The purpose of this was to clarify as well as identify what caused the strike. Employees aired out their grievances that helped me to understand the real problem. I informed the rest of management body members about what caused workers to go on strike without issuing a notice. I suggested that for us to be surer about causes of the issue at hand there was a need to research more about what employees gave as their complaints. I invited all employees whom I had interviewed earlier, to give more details about their grievances. They stated how some of their grievances started, when it started, and their suggestions concerning the best way in which they wished their issues should be handled. After doing further inquiries about the problem, I presented the results to the general manager in addition to members of management body. At this point, we were sure about root causes of the strike. Together with my colleagues, we discussed about how we could solve the problem effectively, and within a short period to prevent more losses that our company was experiencing at that moment. James proposed that we invite all striking workers for negotiation. He also said that at the time of negotiation, workers were to be given promises that their issues were going to be solved as soon as they get back to job. Peter suggested that the best way to deal with the problem was to issue sacking threats to workers who will not report on duty as soon as possible. I disagreed with these suggestions and recommended formation of a special team that will deal with that issue without interfering with company’s way of

Nurses Role In Communicating Effectively In Clinical Practice

Nurses Role In Communicating Effectively In Clinical Practice The purpose of this essay is to discuss and analyse the nurses role, in relation to communicating effectively in clinical practice. To explore this area fully an example taken from a clinical practice will be outlined, in accordance to the NMC (2008) confidentiality guide lines. To follow after will be how we learn to communicate, what communication is and the potential barriers that prevent effective communication. A nursing module by the name of Egan (SOLER) that has been especially designed to help nurses develop communication skills will be discussed in relation to the clinical practice example. Another nursing module from Roper, Logan and Tierney has also been briefly examined and related back to the clinical practice example. Suitable conclusions will be drawn up to bring this topic to a closure. In accordance to the Nursing and Midwifery Council (NMC) 2008, the patients name has been changed in order to protect their identity. Alex is a male patient, in his late forties and is currently being treated for on a mental health ward. To communicate with Alex a trusted relationship had to build up first, as he suffers from paranoia schizophrenia. His average day would consist of being huddled into a ball in a small arm chair anxiously aware of everyone and everything around him. I aimed to make sure that I approached Alex in the same manor every shift in order to build up a trust between us, so that i could offer assistance to him if needed. Over the placement period the trusted bond between Alex and I had started to form and he now trusted me enough to help assist him to the dining room to feed him, where as normally the food was brought to him because of his nervousness and anxiety around large groups . In order to communicate effectively you need to understand the aspects involved with communication. The basics start off with oral and written communication skills taught to us from a young age, in order to achieve in life. Oral communication is a constant learning skill throughout life, by observing and practising. The same can be said for written communication. Both communication aspects should equally complement one another, as weak or poor oral/written skills can lead to disagreements between individuals, poor documentation, and waste of time for resources. Whilst mastering the art of effective oral communication other factors now come into play such as, using open and closed questions to enhance a conversation and also the facilitators/barriers to communication. As well as being able to speak and write correctly, other learning functions are also taught from a young age by observing others, and are also included in our constant learning curve through life, these include listenin g, understanding, becoming self aware and to the ability to maintain confidentiality . Without these important extra factors no further improvement personally or professionally would be able to happen. If unable to listen and understand oral communication/commands catastrophic consequences could occur, especially in the field of nursing. Effective communication is needed in order to understand the individuals viewpoint on their illness and to strive for empathy. The nurses job does not only involve looking after the physical demands of the patient, but also to try and build up a therapeutic relationship between them. Oral communication consists mainly of two divisions called verbal and non verbal, from which they both strand off and explore the various different characteristics between them. Verbal communication pays close attention to the accents, pitch, tone, volume, speed and context. (Arnold, 2001, p.41) Referring back to the clinical example above, before I started to communicate with Alex I politely asked him what language he spoke or preferred to use, Alex stated that English was his only language. The Nursing and Midwifery Council (2008) states that, You must make arrangements to meet peoples language and communication needs. (NMC code 2008, p.3) Communication was one of the barriers that affected Alex so therefore effective verbal communication was extremely important to my patient in order for him to maintain his social interaction skills and memory processing (Mason and Whitehead 2003) By approaching Alex frequently throughout each shift I tried to maintain as much social interaction as possible to help him overcome his timid social skills and to keep some sort of normality to his daily living on the ward. Communicating with Alex would often be a one way conversation due to the lack of response when communicating with him; some qualified health care professionals would spend less time with him, for the feeling of being ignored. When actually socialising with the patients is a therapeutic activity and can help with the healing process. Mason and Whitehead states that, Thus, nursing can be viewed as a social action and also as a form of therapy in itself. I tried to speak to Alex in a way that I hoped would reassure to him that I brought no harm, by slowing down my speech and speaking quieter and softer than normal. The purpose in doing so was that speaking in a lower tone to Alex proved to be more effective and calming for him, which overall provided a better response in conversation. If you were to suddenly ask Alex a question, without thinking about your self-awareness and interpersonal skills first, it would startle him and sometimes cause an outburst of unsettlement. Whilst trying to keep sentences short and simple for easier understanding, to further the conversion I made a conscious effort to ask open questions that would prompt more of an answer other than yes or no. The reason in doing so was to try and assist with Alexs social skills and build up his autonomy confidence. Questions such as what visitors have you had today or who got you out of bed this morning would help to establish a small conversion whilst trying to set up building blocks to further the conversation. To start a conversation off with one of the following words who, what, when, where, why and how, help to approach an open ended question and to also address specific symptoms. (Sheldon L.K, 2009.) While non verbal communication looks more at the paralinguistics such as, body language and movements, facial expressions, proximity, eye contact and posture. (Arnold, 2001, p.41) Referring back to the clinical example above, non verbal communication needed just as much attention because Alex would sit with his knees pulled in tightly to his chest, with his arms wrapped around them and his head bowed down. By displaying these closed gestures, Alex was indicating his need for self protection, and that he was feeling vulnerable. In order to open up his body language and communicate with Alex small and gestures had to be used such as, trying to maintain eye contact throughout lets you establish a connection and initiates communication whether it be verbal or non verbal, it also helps to engage with your patient and help with attentiveness. (Gupta, 2008) Before I sat down or made an approach, I made sure that I informed Alex what I was going to do. Uys and Middleton suggest, When moving towards the patient, inform him/her verbally of what your actions mean. By pulling up a chair to sit next to Alex decreasing the proximity between us i tried to show warmth, care and understanding, by placing my arm slowly and gently on his arm of the chair, instead of standing over him and coming across as superior. (Boyer,J.M 1992) Proximity between Alex and I would differ from day to day, sitting close to him in a chair may be ok some days and on others you would need to allow significant body space. By judging his non verbal communication such as facial expressions and eye contact, you consciously knew the distance he would appreciate. (Uys and Middleton, 2004) To offer assistance to Alex and prepare him for moving off his security setting and into the dining room for food, I would verbally and non-verbally explain to Alex what the plan was and how we were going to get to the dining room. I would point to specific points in the day room and explain it would only take three steps or five steps to the next point, to try and encourage movement. Whilst pointing around the room I would show my palms instead of pointing my index finger. The reason for showing my palms was that pointing at something can be misinterpreted as an attack, whereas a palm is more open and patient, ready for encouraging small movement at a time. Showing points in the room to where we would walk to first, would make the journey to the dining room seem less intimidating and also not to cause any additional anxiety for him, as some restless and panicky patients need reassurance about the availability of support (Uys and Middleton, 2004) Other days small gestures would be all it took for Alex to open up his body language, such as keeping a happy, wide eyed expression around him, showing that i was still available if he wanted some reassurance. The work of Egan (1986) has been drawn upon extensively by nurses as the basis for active listening, as this skill is a fundamental aspect required by nurses to provide adequate care, and by suggesting that non verbal skills can demonstrate to the patients that you are listening to what he or she is saying. The frame work is labelled by the name of SOLER, and is an acronym from the word squarely. It encourages the nurse to sit squarely facing your patient so that you may engage them fully; this was especially helpful when talking to Alex as it showed I was willing to communicate with him. It also mentions about adopting an open posture to show encouraging and facilitates patient expression. Alex displayed closed off gestures, by implying openness I tried to facilitate effective communication whilst also being aware of my own body language, posture and movement. To lean slightly forward showing attention and interest was not always a good position to hold, as being so close to Alex wo uld slightly unnerve him and make him feel intimidated. Soler also suggests maintaining good eye contact, which again shows interest. In relation to Alex maintaining good eye contact was vital for encouragement and progress when assisting to the dining room, by showing a wide eye, happy expression I aimed for encouragement and reassurance. The last part of Soler, Egan argues that it is imperative not to fidget and to feel at ease and relaxed (Stretch, 2007) again this part played an important factor when assisting Alex to the dining room. There are also many barriers that prevent effective communication between the nurse and patients such as, stereotyping. Nurses must try and refrain from culturally stereotyping patients, and should consult patients regarding values, beliefs, preferences and cultural identification first. (Boyer.J,M, 1992) Other barriers include perceptions, prejudgements, environmental factors and nurses avoiding subjects or rapidly changing the subject if the nurse feels uncomfortable within a nurse/patient situation. The reason for distancing themselves was to avoid exploring an area that could actually do more harm than good to the patient. Over time this procedure has been reviewed and communication is now seen as a vital aspect for improved better care and a more therapeutic nurse-patient relationship. (Walsh and Crumbie, 2007) Roper, Logan and Tierney collaborated to refine the Roper models (1980) as a way of introducing beginning students to think about nursing practice. It has been used extensively within the United Kingdom as a frame work for nursing care, practice, teaching and learning. The module is divided up into two sections, the module of living including the sixteen activities of living (ALS) and the module for nursing including twelve further activities of living that came into action after a lengthy debate in 1996. Starting off with the module of living Roper et al categorized this section into three groups, essential looks at the physical demands of daily living, increase quality of living pays close attention to the social aspect of daily living, and mortality looks at the dying stage of life. The next twelve activities of living are related to particular human needs and have biological basis to them, whereas the sixteen activities of daily living have social and cultural determinants. (Aggleton and Chalmers, 1986) (Holland et al, 2003) The focus of the theory model is aimed at efficient nurse/patient communication in order to achieve a positive living outcome for the patient. It shows empathy, non judgement and respect to the patients needs by recognising that, people require nursing episodically and that minimal disruption to a persons lifestyle should be maintained. As mentioned previously with Alex, communication with him on the ward was to try and keep some sort of normality to his daily living, whilst being looked after. Roper, Logan and Tierney states that, Alternative strategies should be carried out on an informed basis and not simply in accordance with past precedent. (Aggleton and Chalmers, 1986, P.31) One of the new strategies tried with Alex was to assist him to the dining room for food, rather than bringing the food to him where he felt secure in his chair. The purpose in doing so was to encourage and seek responsibility for self-care, to promote dignity and to raise Alexs self esteem. Conclusion

Discovering Mortality in Once More to the Lake Essay -- Once More to t

Discovering Mortality in Once More to the Lake E. B. White's story "Once More to the Lake" is about a man who revisits a lake from his childhood to discover that his life has lost placidity.   The man remembers his childhood as he remembers the lake; peaceful and still.   Spending time at the lake as an adult has made the man realize that his life has become unsettling and restless, like the tides of the ocean.   Having brought his son to this place of the past with him, the man makes inevitable comparisons between his own son and his childhood self, and between himself as an adult and the way he remembers his father from his childhood perspective.   The man's experience at the lake with his son is the moment he discovers his own mortality.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The man had experienced adulthood, and therefore could never experience the lake as he did when he was a child.   Except for the sound of outboard motors, the lake was pretty much the same as it had been before.   "The only thing that was wrong now, really, was the sound of the place, an unfamiliar nervous sound of the outboard motors" (White 153).   This "nervous" sound suggests the nervousness of adulthood; the anxieties that sweep through the minds of people who have matured.   The noise created by the outboard motors reflects the noise inside the man's consciousness.   Instead of the "sleepy" sound of the inboard engines used when the man was a child, there were now noisy engines, which cluttered the air around the lake.   These sounds constantly reminded the man of the restlessness of his adult life.   Due to constant obstacles like the sound of the outboard motors or the internal struggles that come with adulthood, the man could only return to the lake as a guest of his own mem... ...izes his or her mortality in the same way.   Some people realize their mortality when they are young, while others realize it an instant before they die.   I am unsure if I will ever experience this sensation as the man in this story did.   However, knowing that I will one day have to face the inevitable, makes me want to create a belief for what will happen after I reach my fate.   I feel I can relate to the way the man felt because I have yet to find answers for what, if anything, will be found beyond my mortality.   The unsettling feeling that I get when I seriously think about this probably compares to the feeling the man got when he realized his own mortality.   Some people calm this feeling by putting their faith in God.   Unfortunately, I cannot escape my suspicion that God is the invention of an animal that knows it is going to die, and it sends a chill up my spine.

Ethical Computing

Ethical Computing QBA 362 w/ Burke Ltelatk H. Fritz FRITZ, LTELATK Ethical Computing QBA 362-Spring 2010 E T H I C AL C O MP UT I NG 1. Find a code of ethics from a firm of your choosing (other than the CPSR or the ACM). What do you think are the best five guiding principles from all the tips that you found? http://www. buzzle. com/articles/computer-ethics-code-of-ethics-in-computing. html Code of Ethics ? Information stored on the computer should be treated as seriously as written or spoken word. ? Privacy should not be violated. In case of academic use, it is known plagiarism. ? ? ? Information for public viewing should not be modified or deleted or inaccessible since these are considered as destructive acts. Intrusive software such as â€Å"worms† and â€Å"viruses† which are destructive to the computer system is also illegal. Congesting somebody’s system with a lot of unwanted information is also unethical. Sending obscene and crude messages through mail or c hat is also forbidden. ? Sending sexually explicit content, message or pictures is also forbidden †¡ I felt the top five codes under Buzzle ®Ã¢â‚¬â„¢s Code of Ethics were the best. Because in general it covers a broad area of things. Treating information stored on computers as if they were written or spoken words, is like asking users to respect the rights of others, as well as their responsibility towards other people’s work. (Individual Responsibility) Leaving other people’s work in tact as they are—without modification or deletion, is important because it preserves the other person’s integrity. It’s kind of the same as walking into (or breaking into ) someone’s home and rearranging their furniture without their knowledge. Preserving Integrity) †¡ 2 FRITZ, LTELATK Ethical Computing QBA 362-Spring 2010 2. Is forwarding e-mail jokes good or bad? Summarize the opposing arguments you found. †¡ I personally forward e-mail that I think is appropriate for the individual I am sending the message to. However, congesting someone’s space is considered unethical according to the Buzzle ® Code of Ethics. †¡ Another factor I was totally oblivious of was the fact that all these people’s names and address are forwarded with the mail. My current method of forwarding the message is just to cut the message content and then forward it to friends. Sometimes I insert their address in the blind carbon copy (bcc) area to keep their address private. It is all about respecting someone’s privacy and integrity. 3. How does anonymous e-mail work and why would you use it? †¡ There are so many sites where you can set up anonymous e-mails, i. e. http://www. sendanonymousemail. net/ or http://www. hidemyass. com/anonymous-email/. But you can just as well set up a bogus account and use it to send anonymous e-mails. There were so many given reasons to use such websites like, â€Å"catching a spouse/partner cheating,† whistle-blowing, reporting illegal activities to the authorities. But I say, if you can’t say it in person, write it in a letter and sign it with your name. Be account for what you believe. It takes guts, but sometimes we just gotta. †¡ 4. What are five ways e-mail use can be unethical? Which do you think is most common? Why? †¡ †¡ †¡ †¡ †¡ †¡ Using e-mail to steal company information. Using e-mail to scam people out of money. Using e-mail to conduct illegal activities, like money laundering, human trafficking, etc†¦ Using e-mail to ruin someone’s reputation or â€Å"blasting† stuff about a foe. Using e-mail in push/mass marketing. (Free Viagra or stuff like that) The most common I used to get is push/mass marketing. I once got my Inbox filled with 10,000 messages in less than a month. 5. Why is deliberate spreading of viruses unethical? Name five reasons. ? ? Intrusive software such as â€Å"worms† and â€Å"viruses† which are destructive to the computer system is also illegal. (Buzzle  ®) Congesting somebody’s system with a lot of unwanted information is also unethical. Buzzle  ®) ? 1) Thou shalt not use a computer to harm other people: If it is unethical to harm people by making a bomb, for example, it is equally bad to write a program that handles the timing of the bomb. Or, to put it more simply, if it is bad to steal and destroy other people’s books and notebooks, it is equally bad to access and destroy their files. (CEI) 3 FRITZ, LTELATK Ethical Computing QBA 362-Spring 2010 ? 2) Thou shalt not interfere with other people's computer work: Computer viruses are small programs that disrupt other people’s computer work by estroying their files, taking huge amounts of computer time or memory, or by simply displaying annoying messages. Generating and consciously spreading computer viruses is unethical (CEI) ? 7) Thou shalt not use other people's computer resources without authorization: Multiuser systems use user id’s and passwords to enforce their memory and time allocations, and to safeguard information. You should not try to bypass this authorization system. Hacking a system to break and bypass the authorization is unethical 4

Difficult Relationships Between Adults And Children Essay

In many of the stories, the writers describe difficult relationships between adults and children. Compare the relationships that the writers present to the reader in two stories and explore the ways the relationships between the adults and children change as the stories develop. In this essay, I will be exploring the relationships between adults and children in â€Å"Flight† and â€Å"Your Shoes†. It seems to me that both stories have children and adults that are in similar positions. The content and style of the stories are similar in some ways and different in other ways. For example, the main problem in both stories is the daughter leaving home for the first time. Another example of a difference is â€Å"Flight† is written in third-person whereas â€Å"Your Shoes† is not. â€Å"Your Shoes† is a story told from the perspective of a mother who has suffered a great loss, as her daughter has run away. She seems to be forced to realise that she is very upset with aspects of her life. The mother is writing a letter to her daughter describing all the unhappy things that have happened to her. For example, her childhood and details of her marriage. All this seems to stem from the fact that her mother has recently died. â€Å"Flight† is a story about leaving home and becoming independent. The story tells of an old man who keeps birds and seems to be very protective of his last granddaughter. He has seen his other granddaughters leave home, marry, and grow up. He seems to be slightly jealous of Steven who is Alice’s boyfriend. In the story, the birds seem to symbolise the granddaughter. This also could be interpreted as the birds symbolising how the grandfather would like the granddaughter to be like. In the end, the grandfather lets the granddaughter go and this is symbolised in the release of his favourite pigeon. It seems to me that the relationship in â€Å"Flight† between Alice and her grandfather is quite close. I think this because both seem to have a mutual understanding of each other. One example of this would be Steven giving a pigeon to the grandfather. I think this is the case, as I don’t think Steven would have given a bird to the granddad on his own accord. Therefore, this would mean Alice thoughtfully made Steven give the bird to show the granddad that he could look after the bird instead of her. â€Å"Your shoes† is quite different. The author of â€Å"Your shoes† has developed the mothers character in such a way the reader can get a real good insight in what the mother is thinking. This gives us much more detail then anything we got from the Grandfather in â€Å"Flight†. The mother seems to the reader frustrated that people don’t act in the â€Å"proper† way. In the end the mother is left holding her daughters shoes as if they were her substitute. This is quite an extreme from the reaction the grandfather took as he was able to let her daughter take â€Å"flight†. During both stories, the relationships between the adults and the children all seem to mature for better or worse. In â€Å"flight† the relationship between Alice and her Granddad all changes when Steven presents a pigeon to the granddad. The Granddad seems get a revelation and changes his view on the relationship between Steven and Alice. He accepts the fact that his little granddaughter has grown up. This is symbolised in him releasing his favourite pigeon. In â€Å"Your Shoes† we can not see the relationship at first hand but from the detailed insights from the mother we can assume a lot of things. I think that the relationship between mother and daughter was never very strong. Firstly, the daughter who was very fond of her grandmother had died. The mother detested her own mother and we assume that it must have hurt that her daughter preferred her Grandmother to herself. Then finally the daughter running away seems to symbolise there whole relationship. This is quite somewhat different from â€Å"Flight† as mother in â€Å"Your Shoes† seems to go mad, in the end sucking on her daughters shoelaces. In conclusion, both stories seem to have similar relationships at the starting of the story as the children want to grow up. Then both relationships shoot off in different directions, as the mother in â€Å"Your shoes† was unable to let go while the Grandfather in â€Å"Flight† let his granddaughter free.

PSAT vs SAT 6 Key Differences You Must Know

PSAT vs SAT 6 Key Differences You Must Know SAT / ACT Prep Online Guides and Tips There's the PSAT, there's the SAT. There are even a few other assessments, as it turns out. There's a lot of jargon out there when it comes to the tests offered by the College Board, so it's important to know exactly what you're signing up for- and how each test is different. The SAT suite of assessments is designed to work together. All tests are fundamentally similar, and you can use any one to prepare for any other. That being said, the PSAT vs SAT isn't a perfectly equal match-up. In reality, there are some differences- both major and minor- between them. We take a look at these below. The SAT Suite of Tests: Overview First things first, let's establish what College Board tests are actually out thereand what these tests' often confusing monikers actually mean. PSAT 8/9 This test is taken in 8th and/or 9th grade to indicate what areas need special attention before a student graduates high school. PSAT 10 This test is exactly identical to the PSAT/NMSQT (discussed below); however, it's only offered in the spring and is only open to students in the 10th grade. PSAT/NMSQT This test, taken in the fall of 10th and/or 11th grade,is another check-in point meant to point out any skills a student has yet to master. Notably, though, it also gives students a chance to qualify for the National Merit Scholarship. SAT The college admission test we all know and love, the SATindicates your college readiness to any schools receiving your application. From here on out, we're going to zero in on the two tests that do most of the heavy lifting: the PSAT/NMSQT (hereafter referred to simply as the PSAT) and the SAT. There are similarities, and there are differences. PSAT vs SAT: What's the Same? The content and format of the SAT and PSAT are very similar, though not identical.Before we get into the key differences, let's talk about what doesn't change from one test to the other. #1: Content These two tests cover the same subjects. I mean, exactlythe same subjects- it's even a bit eerie. There's algebra on the PSAT; there's algebra on the SAT. There are vocab-in-context questions on the PSAT, and there are vocab-in-context questions on the SAT, too. You get the picture. #2: Basic Structure The style of the questions doesn't change much from one test to the other,either in terms of wording or the actual tasks. Also, the overall structureandglobal goal of testing remain the same. Both tests have two major components:Evidence-Based Reading and Writing (EBRW), and Math (the SAT also has an optional Essay component- more on that below). EBRW includes the Reading Test and theWriting and Language Test, whereas Math is made up of two subsections: one allows the use of a calculator, and the other one does not. On both the PSAT and the SAT, you'll getpassages on the Reading and Writing sections.On the Reading section you'll answer reading comprehension questions, and on the Writing section you'll answer questions about how to fix grammatical and stylistic weaknesses in the text. In addition, both the PSAT and SAT Math sections contain grid-in questions as well as multiple-choice questions.The grid-in questions come at the end of eachsection. #3: Subscores and Cross-Test Scores In addition to your final composite score, you'll always receivecross-test scores and subscores on the PSAT and SAT. However, there's a division between Math andEBRW,and there are a few other specifications, too. The two cross-test scores are Analysis in History/Social Studies and Analysis in Science.These scores refer to every question that tests critical thinking in the named areas, whetherappearing in a verbal section or the qualitative one. As for subscores, these differ for each of the three sections on the PSAT and SAT. The Reading section uses the following subscores: Command of Evidence Words in Context The Writing and Languagesection gives us these subscores: Expression of Ideas Standard English Conventions And finally, the Math section's subscores are as follows: Heart of Algebra Problem Solving and Data Analysis Passport to Advanced Math #4: No Guessing Penalty In the olden days, answering a question wrong meant having points literally deducted from your score.One-quarterpoint per question, to be exact. So if you missed eightquestions, not only would you not get those eightpoints, but you'd also lose an extra two points. Those two points would be subtracted from the points you'd already earned. Fortunately, those dark days are over.Today, if you miss eight questions on either the PSAT or SAT, all you lose is the opportunity to earn those eight points. Nothing gets subtracted from your score! Sometimes, on the SAT or PSAT, it's worth taking a gamble. PSAT vs SAT: What's Different? Now that we've covered the similarities between the two tests, let's dig into the differences. #1: Purpose The first major difference is the purpose of each test. Whereas the SAT isa common requirement for college admissions,the PSAT is an SAT practice test and the basis for the National Merit Scholarship Program.In other words, since the PSAT is essentially a precursor to the SAT, it is not as important as the SAT is. In regard to colleges, the PSAT has no impact on your admission chances, while the SAT typically does. Even a super low score on the PSAT would have no effect on your college applications. By contrast, a super low SAT score would likely significantly lower your admission chances. With National Merit, you can only enter the competition if you get in the top 1% of scorers on the PSAT (and are a high school junior). Thus, while a top 1% SAT score would no doubt give a boost to your college applications, it would not make you eligible for National Merit. #2: Score Range The PSAT is scored ona scale of 320-1520, while the SAT is scored ona scale of 400-1600. This means that the individual section score ranges differ as well. On the PSAT, EBRW and Math are each scored on a scale of 160-760.On the SAT, however, these sections are scored on a slightly bigger scale of200-800. Your PSAT score is meant to directly predict your SAT score.So if you get 1200 on the PSAT, you can expect to get roughly the same score if you took the SAT without further preparation. Why the different score ranges, though? Because the PSAT is a little less challenging (so as to accommodatea lower grade level),a perfect score on the PSAT falls a little short of a perfect score on the SAT. #3: Timing It's also important to notethat the amount of time and the number of questions for each section differ between the two tests. The SAT is slightly longer and has more questions,but the amount of time allottedper question is generally the same. The only exception is the Math No Calculator subsection, for which you get 13 seconds more per question on the PSAT than you do on the SAT. Here's an overview of the time and question differences between the PSAT and SAT: Test Section Time # of Questions Time per Question PSAT Reading 60 minutes 48 75 seconds Writing 35 minutes 44 48 seconds Math No Calc 25 minutes 17 88 seconds Math Calc 45 minutes 31 87 seconds Total 165 minutes 139 - SAT Reading 65 minutes 52 75 seconds Writing 35 minutes 44 48 seconds Math No Calc 25 minutes 20 75 seconds Math Calc 55 minutes 38 87 seconds Essay (optional) 50 minutes 1 50 minutes Total 180 minutes (230 minutes with essay) 154 (155 with essay) - If you skip the essay, the SAT is only 15 minutes longer.But if youdo take the essay- which is probably wise- you're in for an extra hour of testing.You'll want to train your endurance toward that goal. #4: The Essay You'll note that there was actually more than just a matter of timing implied in that last section. That's right: the PSAT has no essay. The SAT, on the other hand, does. It's optional, so you don't have to take it.But as your colleges might require or recommend it, you should be aware that this is one aspect of the SAT that the PSAT won't prepare you for. As a result,make sure you give the essay some attention before you dive into the SAT. Colleges tend to like having students write essays. #5:Level of Difficulty Throughout the College Board's suite of tests,things get a little bit harder.It's nothing huge; you just might find that the PSAT has more concrete, find-this-detail-in-the-text questions whilethe SAT has more abstract, what-purpose-did-this-detail-serve sorts of questions. #6: Logistics The final difference lies in the logistics of the PSAT and SAT, namely how each test is administered, how much each test costs, and where you can take each test. In terms of administration, the PSAT is held just once a year in October, while the SAT is offered seven times throughout the school year.(You can also take the SAT on adesignated school-day test day.) As you can see, you're typically expected to take the PSAT just once or twice in total. With the SAT, however, you have far more options to retake itand raise your score. Another big logistical difference is price. Though the PSAT is sometimes free for students whose schools cover the full cost of the test, the typical price is$16 a test.Comparatively, the SAT costs $46 without the Essay and $60 with the Essay. (Note that fee waivers are available for both the PSAT and SAT.) Finally, while the PSAT is alwaysadministered at schools,the SAT is administered at both schools and test centers. So if you're homeschooled or if your school doesn't offer the PSAT, you'll need to find another local school at which you can take it. PSAT vs SAT: Key Takeaways It's always a good idea to throw in a full-length, officialpractice PSAT before you take the real thing. If you're preparing for the PSAT using an SAT program, the good news is that you'll likely be overly prepared in terms of comfort with the content and your overall endurance. What you'll need to watch out for, though, is a probable tendency to overanalyzethe slightly simpler questions on the PSAT. Know that you will not be writing an essay on the PSAT, either. If you're preparing for the SAT using the PSAT, bear in mind that though it will get you most of the way there, you'll still need to supplement your study program with official practice SAT questions and at least a few cracks at the essay. What's Next? Prepare for the task ahead of you,whether it be the PSAT, the SAT, or both. It's important to be familiar with what you'll be doing on test day. And practice, as they say, makes perfect. Set some good goals- find out what it takes to qualify for the National Merit Scholarship Program, and learnwhat a good PSAT score looks like. That's actually not a simple question to answer, but reading up on the subject will get you feeling more comfortable with what you should aim for! If it's too early to think about the PSAT or the SAT, read some carefully considered advice about taking the PSAT 8/9. Want to improve your SAT score by 160 points?We've written a guide about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

How to Write College Discussion Board Post Useful Hints

How to Write College Discussion Board Post Useful Hints How to Write College Discussion Board Post: Comprehensive Student’s Guide Online degree problems are becoming increasingly popular but many people still hesitate whether online education is worth their time and efforts. The biggest concern is the lack of interaction that traditional education provides. However, modern students can equally benefit from communication thanks to online discussion boards, which are a great platform for an exchange of ideas. In fact, participation in discussion boards is becoming obligatory even in traditional degree programs these days. So if you still do not know how to write college discussion board post, check out our guide below and find out what to expect when using online discussion boards, what professors pay attention to when grading students, and what etiquette is required there. Basic Tips on How to Write College Discussion Board Post Do not rush into answering the questions and read the prompt very carefully. Consider the following: Subject. Which questions are you expected to answer and which readings do you have to respond to? Requirements. What is the deadline? What is the word limit? How many sources are you expected to cite? The type of the response. Are you asked to share personal experience, develop a list of recommendations, build your own arguments, draw on research, etc.? Formatting. Typically, students are expected to use APA but be sure to check the requirements from the professor. Grading rubric. Against which criteria will your post be assessed? It is not unusual for students to find some instructions confusing. In this case, do not hesitate to contact your professor and ask for clarifications. Keep in mind that when in doubt, you should always consult your instructor instead of other students, who might not know what they are doing. Note that online instructors might be less reachable because they might not see your questions. However, they are just an email away. In case you experience difficulties with your discussion board assignment, you should know that you can buy college discussion board posts from a professional writing company. After you read discussion board posting guidelines and come up with some ideas for a response, think about the best way to support your claims. Backup information will make your argument stronger and more convincing. Evidence comes in various forms, including course material, recent research studies, related news, or your personal experience. If you do not know how to write a discussion board post, the first thing you should learn to do is support your arguments. Good backup and justification of your claims demonstrates your understanding of the topic and shows that your conclusions are reasonable. We recommend documenting relevant evidence as you read on the topic. Just jot down the information and the source it is taken from and you will save a lot of time when you get down to writing the draft. By the way, citation is extremely important if you do not want your work to be classified as plagiarism. There are numerous online resources which can help you cite your sources. Alternativ ely, you can contact us, say, ‘Do my discussion board post’ and we will provide you with a strong and properly cited discussion board post. Discussion board tasks often consist of multiple questions. Rather than writing in a questions-answers format, create a coherent paragraph with a topic sentence and transitions. Bring all ideas together into one argument or common goal. Integrate your evidence to support your claim and make your argument convincing. If applicable, use outside sources. As you include different pieces of evidence, be sure not to lose focus. Leave out all information that is redundant or unclear. Maintain scholarly tone. Avoid writing in ALL CAPS because it creates the impression that you are yelling at your readers. Use text editors and online spell checkers. It is also highly recommended to enable spell check in your browser. It is important to proofread and edit your post before submission. Experienced writers re-read their texts after a short break, which increases their chances of producing a cohesive, complete, and mistakes-free post. Once the post is ready, it is high time to review it and ask yourself the questions below: Is my central argument clear and is it related to the topic? Does my response contain enough evidence to show that I have critically analyzed the readings? Does it offer a unique perspective on the topic? Have I used the assigned readings to support my point of view? Is my response free of jargon and other language that is not suitable for scholarly tone? Have I proofread my post to make sure it is free of grammatical, stylistic, and structural errors? For someone who does not know how to write college discussion board post this might be easier said than done. To submit your response, do the following: Copy and paste the proofread response into the forum. Check it for grammatical errors and typos once again. Click on ‘Submit’ button and wait for your classmates’ responses. Remember that this is a discussion board, so do not hesitate to engage your classmates into discussions by asking follow-up questions. When participating in such forums, it is always helpful to ask yourself what added value you can bring to the discussion. Free Discussion Board Post Writing Buy College Discussion Board Posts If you realize that you need professional assistance in discussion board post writing, remember that there are writing services that can help you. If you need a reliable company with experienced writers, you are in the right place! By using our services, you get: Complete confidentiality. Customers’ personal data is kept private. Fully original papers. In addition to writing papers from scratch, we check them on plagiarism detecting software to make sure they are plagiarism-free. Unique paper written specifically for you. No hidden fees. Papers written by professional writers. We Will Make Your Academic Life a Success If you have any problems related to academic writing, our service is the best solution. Place an order now and let our trained experts do the rest. Live a stress-free life with our professional writing services.

Bounty Land Warrants From 1775 to 1885

Bounty Land Warrants From 1775 to 1885 Bounty land warrants were grants of free land issued to veterans in return for military service from the time of the  Ã¢â‚¬â€¹Ã¢â‚¬â€¹Revolutionary War through 1855 in the United States. They contained the surrendered warrant, a letter of assignment if the warrant was transferred to another individual, and other papers pertaining to the transaction. What Are Bounty Land Warrants in Detail Bounty land is a grant of free land from a government given to citizens as a reward for service to their country, generally for military-related service. Most bounty-land warrants in the United States were given to veterans or their survivors for wartime military service performed between 1775 and 3 March 1855. This includes veterans who served in the American Revolution, the War of 1812 and the  Ã¢â‚¬â€¹Mexican War. Bounty land warrants werent automatically issued to every veteran who served. The veteran first had to apply for a warrant and then, if the warrant was granted, he could use the warrant to apply for a land patent. The land patent is the document which granted him ownership of the land. Bounty land warrants could also be transferred or sold to other individuals.   They were also used as a way to provide evidence of military service, especially in cases where a veteran or his widow did not apply for a pension How They Were Awarded Revolutionary War bounty land warrants were first awarded through an  act of Congress on 16 September 1776. They were last awarded for military service in 1858, although the ability to claim bounty land previously earned extended until 1863. A few claims that were tied up in the courts caused lands to be granted as late as 1912. What You Can Learn From Bounty Land Warrants A bounty land warrant application for a veteran of the Revolutionary War, War of 1812 or the Mexican War will include the individuals rank, military unit and period of service. It will also generally provide his age and place of residence at the time of application. If the application was made by the surviving widow, it will usually include her age, place of residence, the date and place of marriage, and her maiden name. Accessing Bounty Land Warrants Federal bounty land warrants are kept at the National Archives in Washington D.C. and can be requested through the mail on NATF Form 85 (Military Pension/Bounty Land Warrant Applications) or ordered online.

Scientists study how HIV hides in body Essay Example | Topics and Well Written Essays - 500 words

Scientists study how HIV hides in body - Essay Example Yet those drugs don't eliminate HIV because they can't reach the two known pools of cells where the virus can lie dormant, ever ready to resurface. So-called memory T cells form one such pool. As the name implies, these are the cells that ensure if you get, say, measles as a child, you're forever immune. They live for years, even decades, making them a logical HIV hideout, and one that scientists have repeatedly sought to dismantle to no avail. Macrophages, another type of immune cell, form the second pool. They roam the body looking for invaders like bacteria to gobble up. If they get harmed, such as becoming infected by a virus, they're supposed to commit suicide. But HIV instead keeps them alive long past their normal lifespan. "Up to now, nobody has really thought about how to eliminate the macrophage reservoir," said Dr. Kuan-Teh Jeang, an HIV specialist at the National Institutes of Health. "The imagination now has turned toward, 'How do we eliminate reservoirs' ... The best way to address our problem is to simply kill those cells." The Rochester team found that HIV produces a protein that turns on a particular cell-survival pathway. After a multistep process, it ultimately activates an enzyme called Akt that in turn prevents cell suicide, the researchers reported Thursday online in the journal Retrovirology. That was g

[Art subject] Christian Imagery of Madonna Essay

[Art subject] Christian Imagery of Madonna - Essay Example The earliest depictions of the virgin mother appeared upon sarcophagi, but she is often represented within groups and never given any individual importance (54). During the next 300 years the worship of the virgin mother expanded and representations of her came in various forms and materials. At the arrival of the 10th and 11th century, although art was not given much importance, the Cult of the Virgin saw a steady increase in its followers (55) during this era the virgin was often represented in the forms of â€Å"Madonna and the child†, the â€Å"Annunciation†, the â€Å"Nativity† and the â€Å"Worship of the Magi† (55). Naturally a large number of artworks depicting biblical figures and scenes can be found in churches and other venues for worship, just like in the St. James Cathedral in Seattle, Washington, USA. Among the major artworks housed in the cathedral is a collection of stained glass by Charles Connik and an altar piece made by a Florentine artist, Neri di Bicci, which depicts the Madonna and Child surrounded by six saints. It can be noted that the image of the Madonna is prominent throughout the cathedral in various forms. From paintings, to statues, to carvings, and even stained glass the Madonna is portrayed in different roles and scenarios. Mentioned earlier is the artwork done by Florentine artist Neri di Bicci, Madonna and Child surrounded by six saints, dated to have been done in 1456. The artwork depicts the virgin mother sitting on a (heavenly) throne while holding the infant Jesus on her lap ("Madonna and Child with Saints"). Both the central figures are surrounded by six saints who are seemingly engaged in a conversation either with each other and/or with the Madonna and Child. Immediately noticeable is the regal aura that comes off from the virgin mother sitting on her queenly throne. In typical theological concept, the enthroned Madonna stands for the virgin mother as the Queen of Heaven (Hurll  37). A closer look at the altarpiece

The Marketing Mix (4 P's) on Mercedes When Entering The China Market Essay

The Marketing Mix (4 P's) on Mercedes When Entering The China Market - Essay Example China is a member of the prestigious BRCIS organization which represents the five biggest emerging economies across the world. The purpose of this paper is to describe the marketing mix of the company with an emphasis on its social corporate responsibility efforts. The four Ps of the marketing mix are place, product, price, and promotion. The place the firm is evaluating for further product distribution is China. China is one of the best economic success stories of the past few decades. Its economy has been growing at an approximate rate of 9% during the past 30 years. The current gross domestic product per capita of China is $7,600 (CultureGrams, 2011). The People’s Republic of China is the most populated country in the world with an estimated population of 1.3 billion inhabitants. There is a fast growing middle class in China due to the rising economy of the country, especially in the larger mega industrialized cities such Beijing and Shanghai as well as up and coming cities where major manufacturing centers are located or are being developed. China is the world’s top exporter of goods and the Chinese economy continues to grow exponentially since it has become the hub of manufacturing in the world due to their low wages, lower material costs, an abundance of highly educated professionals, fully developed infrastructure in all the major industrialized cities, favorable governmental foreign investment policies, and lax environmental laws (Mudwig). The country is an excellent location to establish a manufacturing location due to the before mentioned factors, as well as having one of the strongest emerging economies and a fast growing middle class. The heavy industrialization of China led to growing concerns regarding pollution. The Chinese people, like many global citizens are starting to educate themselves more about the importance of safeguarding the environment and how their level of industrial growth has caused China to become one of the most p olluted countries in the world, with 20 of 30 most polluted cities in the world (Worldbank). Mercedes Benz has been importing its luxury vehicles in North-East Asia region since 1986. The Mercedes Benz brand has been building some of its vehicles in China since 2006 through Beijing Benz, a joint venture between Daimler Chrysler and Beiki who is the fifth largest automaker in China. Although Mercedes Benz sales of its luxury vehicles have grown tremendously during the last few years, with sales for 2011 exceeding the sales figures of 2010 within the first 10 months, by September 2011 sales have started to slow down compared with previous year sales (4-traders, 2011).The company is concerned that the level of sales growth that the company has achieved so far is starting to get affected by the global economic downturn. The Chinese economy is starting to feel the effect of decreased global demand for exported goods. The products that Mercedes Benz have been distributing and manufacturin g in China have been mainly its E-Class and C-Class models of its luxury auto line. Currently both the long wheelbase C and E-class luxury automobiles are built in the Beijing Benz plant through a joint venture. Mercedes Benz vehicles are highly regarded in the Chinese market and with one of the fastest growing middle classes in the world the company has enjoyed great sales growth for the last 5 years. Due to a faltering economy the company’

System Modelling Assignment Example | Topics and Well Written Essays - 1500 words

System Modelling - Assignment Example The represented logical structures abstract the inputs, outputs and data flows in the system. In other words the process and representations in the system are models. Keywords: Web-based, management, JavaScript, Remote, Information Technology Sequence Diagram to add a book into the library database: Collaboration Diagram to add a new book to the library Alternative solutions In library management, the software application solutions available are numerous. For instance, one can build a virtual library, use the manual system, use a cloud application for the library management etc. Another additional option is to purchase an information system off the shelf. This means that it is not a tailor made solution; therefore it may pose incompatibility problems. All these systems require careful evaluation and assessment, in order to come up with the most cost effective option that also caters for the organisational needs (Lesley, 2006). The process of system analysis and design should cover th e business, or operational aspect of the organisation. This is in order to guarantee that the system makes â€Å"business sense†. The definition for business sense is a system that balances the organisational needs and the user requirements. This ensures that the end solution does not implement the business requirements and leave the user functionality (Hickie, Greasley & Bocij, 2008). Proposed system description Based on the requirements of the organisation, the system desired should introduce the concepts of automatic record keeping and digitize the library processes. The system will provide the functionality to add new books, update book details and manage non-book items. In addition, the system shall display referral links to electronic book sites and also provide purchase links. Further, the system proposed will also act as an information collaboration platform. This will coordinate the communication between the staff/management and the library members (Boehm, & Petty 19 99). Alternative solution one: Virtual Library The virtual library solution provides a fully functional system that manages issuing, sale and reading of electronic books. It can be accessed via the internet by users. However, the users need to register with the library for accounts and also pay a small subscription fee. The virtual library has the advantage of cost. It is cheap to implement it as a solution and it has minimal infrastructural needs. Berndt (2002) explains that the main disadvantage of the virtual library is that it cannot hold any physical objects given that it runs on the system. The Swansea Docklands society needs a physical access and the online system is intended to bring efficiency and convenience. To publicise their library internet marketing may work, but the virtual library will not be the desired product. Alternative solution two: Cloud Application Boehm, & Petty (1999) points that cloud computing is among the most recent technology developments in the IT wo rld that has revolutionised communication, data storage and. This technology squarely fits the needs of a museum and library management system. End users are able to access cloud based library manageme

Virginia State Local Government Essay Example | Topics and Well Written Essays - 500 words

Virginia State Local Government - Essay Example The division, however, does not end with the cultural aspect. Statistics also show that those living in the northernmost part of the state earn more and have a higher level of education than those at southern and southwestern counties. The Commonwealth Institute, a liberal thinking organization focused on Virginia, reached more or less the same conclusions, focusing more, however, on the income inequalities in the state. Without saying explicitly that the people up north are better off than their southern and southwestern counterparts, the institute found that there is a higher wage gap between whites and African-Americans in the state and this has not changed significantly since the late 1970's. This claim is supported by findings of experts that wages and salaries in the north are indeed higher than the rest of Virginia, where incidentally more African-Americans can be found. Given the existence of inequity between northern and southern counties, an obvious solution to the problem would actually be for the government to strive to make state of things equal, given the injustices and unfairness present in Virginia nowadays. However, the question is: how do legislators go about doing this For one, legislators can push for the use of other gu

Appraise Areas of Early Childhood Development Coursework

Appraise Areas of Early Childhood Development - Coursework Example From birth to the early childhood, a child is most vulnerable to the required changes in the personality and mind set. After the childhood, the habits may develop and then it is difficult to change these habits. Most of the other experts give equal importance to the language development in the children. Language is the basic tool to communicate with others. If not anyone knows the proper and ethical use of language then it is possible that he will fail to convey his message to the other people. In this way, it is a matter of fact that language development is also very necessary for the children. Here it is important to notice that this language development is best possible in the early ages of a child otherwise it will be difficult for the parents. In short, words we can say that the early years of lives of children are the best possible opportunity to make a good and beneficial person in all regard. The things happening at this point of time, are actually building up the mindset of the children, which may not change in the coming years. Cognitive Development: At first, there comes the cognitive development of a child, which is the most important perspective of the growth and development of any child. The cognitive development may show the growth and development of the brain of the children. There are several theories and practices, which are extracted after great research and analysis. These theories suggest different perspectives regarding the cognitive or we can say brain development of the child (Burger, 2010). The famous theorist Piaget says that at first the child may learn to react to those things, which are directing affecting him. It means that he can easily forget the other surrounding environment. After this stage, there comes a phase where the child is concerned about learning those things which affect him in either situation. After remembering these things, he may try to react towards those actions or movements.

Virginia State Local Government Essay Example | Topics and Well Written Essays - 500 words

Virginia State Local Government - Essay Example The division, however, does not end with the cultural aspect. Statistics also show that those living in the northernmost part of the state earn more and have a higher level of education than those at southern and southwestern counties. The Commonwealth Institute, a liberal thinking organization focused on Virginia, reached more or less the same conclusions, focusing more, however, on the income inequalities in the state. Without saying explicitly that the people up north are better off than their southern and southwestern counterparts, the institute found that there is a higher wage gap between whites and African-Americans in the state and this has not changed significantly since the late 1970's. This claim is supported by findings of experts that wages and salaries in the north are indeed higher than the rest of Virginia, where incidentally more African-Americans can be found. Given the existence of inequity between northern and southern counties, an obvious solution to the problem would actually be for the government to strive to make state of things equal, given the injustices and unfairness present in Virginia nowadays. However, the question is: how do legislators go about doing this For one, legislators can push for the use of other gu

Managing for Results Essay Example | Topics and Well Written Essays - 2500 words

Managing for Results - Essay Example The officer in command was Captain William Bligh and Fletcher Christian was second in command. Some countrymen are pressed into serving the English navy for this voyage of about 2 years. After having faced various hardships put forth by the sea and the Captain in command, alike, they reached Tahiti and obtained the breadfruit plants during their six month stay on the island. However, shortly after leaving Tahiti, Christian leads a mutiny against Captain Bligh in revolt of his atrocities on the seamen. They manage to capture and cast Bligh and his loyalists in a life boat with some supplies while Christian and his loyalists return to Tahiti in the HMS Bounty. Bligh and his people make the most remarkable conduct of navigation in the history of the sea - a 3500 mile open sea voyage aboard a life boat. Bligh reaches Timor Island. He returns to Tahiti aboard another ship in search of the mutineers, lead by Fletcher Christian. Christian and a few men escape in the Bounty while several oth ers remain on the island. They are taken to England by Bligh and are tried for mutiny. Most men are executed for their crime except Roger Byam. Christen and his followers reach Pitcairn Island, where they decide to spend the rest of their lives, and burn down the Bounty so as to not be found by English searchers. ‘A story of a man who robbed his seamen, cursed them, flogged them not to punish, but to break their spirit. A story of greed and tyranny.....and of anger against it, of what it cost’ – Roger Byam during the trial (Mutiny on the Bounty, 1935) Captain William Blighs managerial abilities on the Bounty is an excellent example of how one man changed from control leadership to team unity with a change in the situation, over 2 centuries years ago. Bligh tries to enforce harsh ‘discipline’ by various means - flogging a dead seaman for striking his captain, shortening rations as per the Captains prerogative, public chastisement of Christian, Bligh accusing

Learning Teaching And Assessing

Learning Teaching And Assessing The author will discuss issues relating to assessment in the clinical area including areas for development and improvement. The assessment under consideration is A Safeguarding Children Induction Handbook (Nottinghamshire Community Health 2009). This is a competency based induction framework and is designed to be undertaken by all new staff who will have regular contact with children and families (appendix 3). It is the responsibility of managers to ensure that staff will have the opportunity to achieve and maintain the competencies. The Primary Care Trust (PCT ) intends that use of this framework will meet statutory requirements to safeguard children (Nottinghamshire Community Health 2009). . Practice teachers were directed to facilitate this programme for Specialist community public health nursing (SCPHN) students. Assessment is the means by which learners are graded, failed or passed fit for practice (Quinn and Hughes 2007). Assessment in practice provides the grounding to ascertain if a learner is ready to move on or can demonstrate competence. This is needed in order to protect the public. Nursing and Midwifery Council (NMC) directs that SCPHN courses are balanced with 50% of learning in practice. Practice teachers are responsible for assessing students in public health practice. The portfolio is used to show evidence of achievement in practice. NMC (2008) advises portfolios are a method of evaluation suitable to collect information about a students competence to practice. Portfolios can demonstrate learning, by experience, reflection, personal and professional development and the students must cross reference all work to demonstrate achievement of NMC Standards of proficiency for SCPH nurses. Portfolio marking can be subjective and experience suggests students are not always clear what is n eeded to compile them. Calman et al (2002) suggested clinical assessment has relied on one practitioner observing and reporting on another which runs the risk of bias. As a student practice teacher the author has found this trying. There have been difficulties in achieving supervision due to a demanding caseload. A practice teacher mentor located at some distance has added to the challenge. The student and student practice teacher have benefited from time with university tutorial staff. In order to maintain good assessment processes careful allocation of mentors would be beneficial in future. Price (2007) and Gopee et al (2004) suggest that heavy workload of mentors and practice teachers may hinder learning; however teaching frameworks such as this one can help. Price (2007) suggests that knowing and being able to demonstrate knowledge are not enough to define fitness for practice. Practitioners should be assessed on consistency of accomplishments. Thus placements which take place o ver a long period are well set to meet those needs .The SCPHN student takes place over one academic year with a one to one practice teacher and student relationship. The author as a new practice teacher has found this very rewarding but also a fine balance between meeting the demands of student, clients and her own studies. Duffy (2004) in a report concerning mentors failing to fail students made recommendations. In order to identify any weaknesses in clinical practice mentors should work closely and habitually with students in order to make precise and honest assessments. As a trainee practice teacher the author has felt poorly prepared for assessment of students and though previous mentorship experience has proved useful it was very different. Closer work with a practice teacher mentor would be beneficial and the author has taken steps to address this. Peer support has proved invaluable and shared experience has been a reassuring factor. It is envisaged that the safeguarding induction programme will be part of portfolio evidence for student and practice teacher (appendix 3). It is the responsibility of the managers to evaluate which level of competency should be achieved. A problem based learning approach was considered to provide formative assessment. The NMC (2006) acknowledges that while the practice teacher will make summative assessments there is value in other mentors being involved in formative assessment. In practice other mentors have not been available due to staff sickness. Ousey (2003) found that problem based methods may promote learning as students felt involved and learn knowledge in context. Unfortunately the group identified to take part in this were not able to commit to regular meetings .Student anxiety about working with an unknown group was also a factor. The practice teacher was able to reassure the student that formative assessment was to provide the student with information about progress and tailor teaching to her needs (Quinn and Hughes 2007). Issues of equity and diversity were addressed as the course was tailored to meet an individuals needs. It seemed realistic to assume that the SCPHN student should achieve level 4 competencies, (can teach others) by the end of her course. When participating in an information evening and later first level interviews for potential CCPHN students the clear message was that the PCT intends that nurses with this level of qualification will be team leaders (Nottinghamshire Community Health 2008). Problem based learning can be a very supportive process and has the value of shared expertise (Price 1999). With future students and new starters better preparation should make this possible The safeguarding handbook does not make clear if there is a time limit set to achieve outcomes however they are based on recommendations from a national intercollegiate report (Royal College of Paediatrics and Child Health 2006). Competency based assessment such as these rely on the assessor having the skills and knowledge to effectively monitor learning. The competency framework in question was delegated to new practice teachers with little preparatory training and this has resulted in needing to seek guidance form safeguarding nurses. This could have been avoided with better preparation. Use of the safeguarding induction handbook has proved useful tool to direct specific learning. This however was fixed by the needs of the PCT in order to meet national safeguarding directives. Its content is clearly and carefully designed but like all competency based assessment it relies on the assessors objectivity. It is described as an induction framework which implies it is for new starters only. This is confused by guidance notes which imply it is to be used to maintain staff competence. There are no clear timescales for achievement, that and the level to be achieved relies on individual managers. This may cause problems with equity of competence. Evaluation suggests this is a work in progress .The author recommends that new practice teachers and managers should have further training and feed back should be given to the development group for the annual review.

Understanding the Social Contexts in which Art Works are Created :: essays papers

Understanding the Social Contexts in which Art Works are Created When analyzing artwork, in any form, there are often times social contexts in which can be interpreted. Not always does the history behind the painting need to be revealed to fully understand the concept of the artwork, yet it is helpful in determining if the artwork is truthful in its representation. Although in analyzing artwork it is likely that there are drawbacks to considering the social context. To illustrate this point, I'm going to use the visual arts as my medium of choice. Understanding the social context can be an important tool. An advantage of knowing the history of the painting or sculpture can really enrich our knowledge, being in the 21st century, about some of the social periods from previous times. It can demonstrate how traditions were carried out, how they had an impact on the different social classes. It's a visual teaching aid of a sort. Even in the time period of which the artwork was created can be used as a tool to show how the life was in different parts of the world. It was also used as a hammer in the realist movement to show the upper classes that life for the poor was horrible. The visual arts is the only medium in which the pictorial image creates a universal language in which anyone, regardless of nationality or social class can interpret. The text which is created by this language often creates a context which is left open to interpretation. Contexts are created by the artist, critics, judges, the public, essentially, any one who views the work and forms an opinion relating to it. The contexts stem from subject or content of an artwork, and are usually facts regarding the content. Yet, the contexts almost always have backgrounds themselves, therefore making the original contexts, texts. This will be more clearly illustrated later. The chain is seeming to be a never ending process. There are always more conditions to the previous ones. All context, therefore, is in itself, textual. This concept of all context in itself textual i s a post-structuralist strategy. A man named Derrida is a man who has developed this idea that the post-structuralist concept of every statement made, can be interpreted in infinite ways, with each interpretation triggering a range of subjective associations. Every statement has an association, therefore it's a sort of domino effect.

Loneliness and Acceptance Essay -- First Person Narrative Examples

   I feel uncomfortable in my own world. Being alone unnerves me. I always have felt the need to share my world, my mind and my feelings with somebody. My feelings about myself seem less important than what others think of me. I'm scared of being lonely. And so are we all. We all seem to be on a continuous search for someone who will really love and understand us. Someone to provide us with a purpose for life. And yet I think we are all essentially alone. We are alone in our thoughts an emotions. The first time I really felt alone was when I was leaving Kentucky. We were at the airport saying our last good-byes. I was leaving everything and everyone that I loved, understood, cared for, to come and study in the Bay area. I was leaving familiar territory and moving into an unknown, unfamiliar world. I was saying good-bye to people who I had either grown up with or those who had seen me grow up. All my memories and emotions were attached to them. They were people who I thought really knew me and understood me. Yet every one of them had their own impression of how I should feel. Excitement, joy, fear, and sadness being the most popular. However nobody really knew what I was feeling. I felt all these emotions blended into an unique emotion of my own. One that I could not share with even my best friend. When I expressed my fears and anxiety about leaving Kentucky, no one seemed to really listen to what I was saying. They kept saying it would be alright. I was mature and almost an adult and the Western world with its great material temptations wouldn't corrupt me. But in my mind I felt isolated. I wanted them to sit and feel my anguish with me. But they wanted to pacify me, console me as though I were a baby. At that time I fel... ...e or friendship. We are taught that we don't have an identity if we are alone. Which is why we treat loneliness as a disease, one to be avoided at any cost. Loneliness is viewed as an inadequacy of our personalities. Though all of us are taught to be independent, our independence is superficial. We can cook, clean, and do our laundry but we can't seem to take care of our emotions independently. We are taught that we need to share all our emotions. And I believe that however hard we search we can never get the kind of understanding that we are looking for. We are taught to be uncomfortable in our own world. Society conditions us to believe that we are inadequately equipped to be alone and content. And that alone always means lonely.    Works Cited Macdonald, Elizabeth. "Odalisque" Encounters (Edt. Pat C. Hoy, Robert DiYanni) The Mc.Graw-Hill Companies, Inc.

Difficulties in Learning English Grammar

International Journal of Instruction e-ISSN: 1308-1470 ? www. e-iji. net July 2011 ? Vol. 4, No. 2 p-ISSN: 1694-609X DIFFICULTIES IN TEACHING AND LEARNING GRAMMAR IN AN EFL CONTEXT1 Abdu Mohammed Al-Mekhlafi PhD. , College of Education, Sultan Qaboos University, Oman [email  protected] com Ramani Perur Nagaratnam PhD. , Ministry of Manpower, Oman The role of grammar instruction in an ESL/EFL context has been for decades a major issue for students and teachers alike.Researchers have debated whether grammar should be taught in the classroom and students, for their part, have generally looked upon grammar instruction as a necessary evil at best, and an avoidable burden at worst. The paper reports a study undertaken to investigate the difficulties teachers face in teaching grammar to EFL students as well as those faced by students in learning it, in the teachers' perception.The study aimed to find out whether there are significant differences in teachers' perceptions of difficulties in relation to their gender, qualification, teaching experience, and the level they teach in school, thus providing insights into their own and their students' difficulties. Mean scores and t-test were used to interpret the data. The main findings are reported with implications. Key Words: English language teaching, instruction, EFL grammar instruction, teaching, difficulties in grammar instructionINTRODUCTION The English teacher is often portrayed as an â€Å"unattractive grammar monger whose only pleasure in life is to point out the faults of others† (Baron, 1982, p. 226). For the most part, within the classroom, any mention of grammar causes the student moments of discomfort and sometimes even terror. Many teachers have tried to make grammar teaching a non-threatening, imaginative and useful activity within the English curriculum. A summary of this paper was presented at the 54th World Assembly of the International Council on Education for Teaching (ICET) on ‘Maintaini ng Strategic Agility: Managing change and assuring quality in education for teaching’, 14-17 December 2009, Muscat, Oman. 70 Difficulties in Teaching and Learning Grammar†¦ Previous studies on students' and teachers' attitudes and perceptions of grammar instruction in the context of language teaching and learning suggest a disparity between students and teachers.While students favour formal and explicit grammar instruction and error correction, teachers favour communicative activities with less conscious focus on grammar (e. g. , Brindley 1984; Kumaravadivelu 1991; Leki 1995; Schultz 1996, 2001; Spratt 1999). Rationale for the present study The foregoing review of literature shows that practicing teachers are faced with a range of options for grammar instruction in their classrooms. There are, however, many types of difficulties faced by students and teachers with regard to grammar instruction in an ESL/EFL context.Identifying such difficulties and being consciously awar e of them would help teachers find ways of overcoming them and provide effective grammar instruction. There has, however, been little investigation of the difficulties faced by EFL teachers and Aran learners in the Gulf region with regard to grammar instruction. The teachers employ theoretically recommended methods without necessarily taking into account their own and their learners’ potential difficulties.They may not be conscious of difficulties which are serious and may thus hinder students’ learning of English grammar, and do not choose the method of instruction that would pose fewer difficulties and problems to their learners. It is in this context that the present study was undertaken to capture valuable insights into how EFL school teachers in Oman perceive students’ as well as their own difficulties with grammar instruction. The study reported here aims to address this need by presenting the difficulties of a cross section of school EFL teachers in Oman as well as their perceptions of their students' difficulties in this regard.It also aims to add to the knowledge base in this area. REVIEW OF LITERATURE Attitudes towards grammar instruction In teaching grammar, three areas have to be considered: grammar as rules, grammar as form, and grammar as resource. For many L2 learners, learning grammar often means learning the rules of grammar and having an intellectual knowledge of grammar. Teachers often believe that this will provide the generative basis on which learners can build their knowledge and will be able to use the language eventually. For them, prescribed rules give a kind of security.International Journal of Instruction, July 2011 ? Vol. 4, No. 2 Al-Mekhlafi & Nagaratnam 71 A better approach is perhaps to see grammar as one of many resources that we have in language which helps us to communicate. We should see how grammar relates to what we want to say or write, and how we expect others to interpret what our language use and i ts focus. According to Widdowson (1990: 86), † . . . grammar is not a constraining imposition but a liberating force: it frees us from a dependency on context and a purely lexical categorization of reality. Given that many learners – and teachers – tend to view grammar as a set of restrictions on what is allowed and disallowed in language use – ‘a linguistic straitjacket’ in Larsen-Freeman’s words (2002: 103) – the conception of grammar as something that liberates rather than represses is one that is worth investigating. According to Morelli (2003), students perceived themselves as having a better attitude towards grammar instruction in context, while performing slightly better after having experienced the traditional grammar instruction.Elkilic and Akca (2008) reported generally positive attitudes of students studying English grammar at a private primary EFL classroom towards studying grammar. In particular, however, a little ov er 50% of their subjects claimed to enjoy grammar very much and only about 10% reported finding some difficulty in learning and remembering grammar. Student expectations Student expectations of traditional, explicit grammar teaching have been confirmed by many teachers (cf. Borg, 1999a, b).Burgess and Etherington (2002:440-441) also conclude that teachers believe that explicit teaching of grammar is favoured by their students because of expectations and feelings of insecurity. Since the 1970s, attention has shifted from ways of teaching grammar to ways of getting learners to communicate, but grammar has been seen to be a powerful undermining and demotivating force among L2 learners. In terms of motivation and learner success with languages, grammar has been seen to be a problem and to stand in the way of helping learners to communicate fluently.The hard fact that most teachers face is that learners often find it difficult to make flexible use of the rules of grammar taught in the cl assroom. They may know the rules perfectly, but are incapable of applying them in their own use of the language. Teachers' recognition of this process (i. e. , of transferring declarative knowledge about grammar into procedural knowledge) as a problem for many of their students has been reported by Burgess and Etherington (2002:442). Haudeck International Journal of Instruction, July 2011 ? Vol. 4, No. 2 72 Difficulties in Teaching and Learning Grammar†¦ as reported that many learners have difficulty in internalising grammar rules, although these have been taught intensively (1996, cited in European Commission, 2006). The use of grammatical terminology Metalinguistic discussion (i. e. , the use of grammatical terminology to talk about language) is seen by Stern (1992:327) as one of the characteristics of explicit grammar teaching. According to Burgess and Etherington (2002: 444), teachers believe that their students see grammatical terminology as useful and that its use does no t present a particular difficulty for students.Descriptive grammars acknowledge the fact that language is dynamic and its use is constantly changing, although not in major ways. The problem for ESL/EFL learners, however, is that there is a time-lag between the awareness of such changes and their acceptance as the proper use of the language. As Morelli (2003:33-34) has observed, â€Å"Grammar can be taught traditionally or contextually, but student perception should be considered by teachers in the decision-making process. Students need to feel confident that educators have met their needs . . . nd educators should be willing to consider the attitudes and perceptions of students when making decisions about how to teach grammar. † METHOD Purpose The study reported here aims to investigate the difficulties of a cross section of school EFL teachers in Oman as well as their perceptions of their students' difficulties with regard to grammar instruction. Research questions The study aimed to answer the following questions: 1. What are EFL teachers’ perceptions of the difficulties of students and teachers with regard to grammar instruction in an EFL context? 2.Are there any differences in teachers' perceptions between the difficulties faced by teachers and those faced by students? 3. Do these perceptions of difficulties vary according to the teachers’: †¢ Gender, †¢ Level taught, †¢ Qualifications, and †¢ Experience? International Journal of Instruction, July 2011 ? Vol. 4, No. 2 Al-Mekhlafi & Nagaratnam 73 4. Are there any significant differences in teachers' perceptions due to the type of difficulty? Limitation of the study The present study is limited to: †¢ EFL teachers teaching English in Omani Basic Education schools, and †¢ The use of questionnaire as the research instrument.Nevertheless, the responses are valuable in themselves, indicating the general difficulties that students and teachers face with regard to grammar instruction in an EFL context. Research design The study was mainly quantitative in design, using a questionnaire and the subjects responded to each statement on a five-point Likert-type attitude scale (from 5 for ‘strongly agree' to 1 for ‘strongly disagree'). The respondents also provided background information on gender, qualification, teaching experience and the level they teach, for creating their profile in terms of variables. The data was analyzed (t-test and ANOVA) using the SPSS.The research instrument The questionnaire used in the present study, which comprises 20 statements, was the one employed by Burgess and Etherington in their study (2002: 451452) (See ANNEXURE – I for the questionnaire used in the present study). Subjects Only one broad geographical context was chosen for the study, namely Oman, in order to be context-specific and be able to make a close connection between teachers, their assumptions and their practical experience. It is b elieved that the subjects fairly represented the context of EFL teaching at different levels in Omani schools.Besides, the sample size was 90, more than the minimum number required for making useful statistical analyses according to Cohen and Manion (1994:77). The profile of the subjects in terms of the four variables is given below in Table 1: International Journal of Instruction, July 2011 ? Vol. 4, No. 2 74 Difficulties in Teaching and Learning Grammar†¦ Table 1. Profile of Respondents to the Study Instrument Variable Gender Level they teach Categories within the variable Male Female Grades 1-4 Grades 5-10 Grades 11-12 Master’s Degree Bachelor’s Degree Diploma ? years > 5 ? 10 years > 10 years No. of respondents in each category 39 51 17 31 42 8 76 6 27 41 22 Total (N) 90 90 Qualification 90 Experience 90 RESULTS AND DISCUSSION With regard to the first research question whether there are difficulties faced by students and teachers with grammar instruction, Tabl e 2 (ANNEXURE – II) shows an overall mean of 3. 51 on a five-point scale, the means for individual statements ranging from 2. 97 to 4. 10, thus indicating teachers' general agreement with most of the statements in the survey questionnaire (See Fig. below). This suggests that, in the perceptions of teachers, there are difficulties faced by teachers as well as students with regard to grammar instruction in an EFL context. Fig. 1. Teachers’ Perceptions of Difficulties with EFL Grammar International Journal of Instruction, July 2011 ? Vol. 4, No. 2 Al-Mekhlafi & Nagaratnam 75 With regard to the second research question about the differences between students and teachers in the difficulties faced, Table 3 shows that there is a statistically significant difference at the level of p ; 0. 01 in the perceptions of teachers and students, with students experiencing difficulties to a greater extent than teachers, which is understandable. The overall mean for students' difficulties as perceived by the teachers was 3. 58, while the overall mean for teachers' difficulties was 3. 23 (Table 3 below). Table 3. Teachers’ Perceptions of Teachers’ and Students’ Difficulties with EFL Grammar (N = 90) Statement Teachers’ Difficulties Students’ Difficulties as perceived by the Teachers Mean 3. 331 3. 5779 SD . 58484 . 42214 t Sig. (2-tailed) 5. 225 . 000 The third research question is about the differences in perception of difficulties in terms of the four teacher variables: gender, level taught, qualification, and teaching experience. With regard to gender, a comparison of the overall mean response for male (3. 508) and female teachers (3. 510) (See Fig. 2 below) shows that they are quite nearly the same and that there is no statistically significant difference at the level of 0. 5 in their perceptions about the difficulties (Sig. : . 978) (Table 4 in ANNEXURE – II)). This suggests that gender does not play a significant role i n the teachers' perceptions when it comes to articulating their own difficulties as well as those of their students with English grammar instruction. Fig. 2. Teachers’ Perceptions of Difficulties with EFL Grammar according to Gender With regard to the level taught, Table 5 (ANNEXURE – II) shows that teachers teaching at different levels have similar perceptions about their wn and their International Journal of Instruction, July 2011 ? Vol. 4, No. 2 76 Difficulties in Teaching and Learning Grammar†¦ students' difficulties with English grammar instruction, with a slightly higher mean for teachers of Grades 1-4 (3. 58) than the means for teachers of the other two levels, which are nearly the same (3. 49 and 3. 5) (See Fig. 3 below). Table 5 also shows that there is no statistically significant difference at the level of 0. 05 in terms of this variable (Sig. : . 686). Fig. 3.Teachers’ Perceptions of Difficulties with EFL Grammar according to Level Taught With r egard to teachers’ qualifications, Table 6 (ANNEXURE – II) shows a slightly higher overall mean for teachers with a diploma qualification (3. 78) than the overall means for teachers with higher qualifications, viz. bachelor's (3. 46) or master's degree (3. 49) (See Fig. 4 below). The results also show that there is no statistically significant difference at the level of 0. 05 in terms of this variable (Sig. : . 211 – Table 6). Fig. 4.Teachers’ Perceptions of Difficulties with EFL Grammar according to Qualifications With regard to teachers' experience, it does not seem to be a significant variable with regard to their perceptions of their own and their students' difficulties with English grammar instruction, as Table 7 (ANNEXURE – II) shows (See Fig. 5 below). The results also show that there is no statistically significant difference at the level of 0. 05 in terms of this variable (Sig. : . 869 – Table 7). International Journal of Instructio n, July 2011 ? Vol. 4, No. 2 Al-Mekhlafi & Nagaratnam 7 Fig. 5. Teachers’ Perceptions of Difficulties with EFL Grammar according to Experience The foregoing discussion is based on the overall mean score obtained for the difficulties in general and for each of the four teacher variables considered in the present study. With regard to the fourth research question, a detailed analysis of the results provides interesting and valuable insights into teachers’ perceptions of different types of difficulties for students and teachers themselves and their concerns about classroom application of grammar teaching principles.The results are discussed with respect to difficulties categorized in terms of the themes listed in Table 8 below: Table 8. Statements in the Questionnaire Categorised according to Themes Theme Explicit grammar teaching The transfer of declarative knowledge into procedural knowledge The use of grammatical terminology Error correction Problem-solving activities The use of authentic texts for grammar instruction The use of spoken and written communicative activities Statement(s) 3, 4, 5, 13 1, 17, 18 14, 19 15, 16 2, 20 6, 7, 8, 9, 10, 11, 12 17, 18Explicit grammar teaching The dichotomies of unconscious/conscious learning and inductive/deductive teaching methods are both sometimes equated with the dichotomy between implicit and explicit instruction. Attitudes to inductive and deductive methods were investigated through statements concerning explicit presentation of grammar by teachers, students finding form-function matches for themselves, and the constraints in using either of the two methods. International Journal of Instruction, July 2011 ? Vol. 4, No. 2 78 Difficulties in Teaching and Learning Grammar†¦Statement 3 (My students expect teachers to present grammar explicitly) and Statement 13 (A lack of explicit grammar teaching leaves my students feeling insecure) produced a mean score of 3. 61 and 3. 38 respectively (Table 2 ANNEXU RE – II), supporting the view that students, in teachers’ perception, prefer explicit grammar teaching. This is not surprising, as students are known to expect traditional, explicit grammar instruction (e. g. , Borg, 1999a, b). The responses in the present study indicate that this expectation of students still remains, especially at the school level.Responses to Statement 5 (My students prefer to find matches between meaning and structure for themselves), however, produced a mean score of 3. 59 (Table 2 – ANNEXURE – II), which is very close to the mean score for students’ expectation about explicit teaching of grammar. This perception of students’ preference for an inductive method of learning grammar on the part of the same responding teachers is surprising. With regard to the same statement, the difference in mean between males and females seems to be higher than for the other statements (Table 4 – ANNEXURE – II).A follow-up interview with teachers might have provided more specific information and thrown light on their understanding of explicit and implicit methods of teaching grammar. With regard to Statement 4 (My students prefer to learn grammar from onesentence examples), which links to explicit grammar teaching, responding teachers produced the lowest mean score (2. 97) of all statements in the questionnaire (Table 2 – ANNEXURE – II). In terms of experience, however, there seems to be some significant difference at the level of 0. 5 in favour of teachers with more than 10 years of experience (Table 7 – ANNEXURE – II). Declarative vs procedural knowledge Statement 1 (My students find it difficult to transfer their grammatical knowledge into communicative language use), designed to identify teachers’ beliefs about the possible transfer of declarative knowledge (i. e. , knowledge about grammar) into procedural knowledge (i. e. , ability to use that knowledge in actua l communication), produced a mean score of 3. 81 (Table 2 ANNEXURE – II).This indicates that responding teachers recognise this process of transfer of one kind of knowledge into another as a problem for a large number of their students. This gap between students’ grammatical knowledge and communicative ability is not surprising to teachers, who often find that most of their students can recall grammatical rules accurately and perform very well on discrete-point grammar International Journal of Instruction, July 2011 ? Vol. 4, No. 2 Al-Mekhlafi & Nagaratnam 79 exercises, but fail to achieve such grammatical accuracy in actual communication.This fact is corroborated by the responses to Statements 17 and 18 (My students find it difficult to improve the accuracy of their grammatical knowledge within a totally communicative writing/speaking activity), which produced a mean score of 4. 10 and 3. 73 respectively (Table 2 – ANNEXURE – II). In terms of teacher qua lifications, teachers with a diploma agree strongly (mean of 4. 33) that their students find it difficult to transfer their grammatical knowledge into communicative language use. The mean for this statement for teachers with higher qualifications is lower (Table 6 – ANNEXURE – II).The use of grammatical terminology The use of grammatical terminology in the EFL classroom is seen as a necessary part of the explicit method of teaching grammar. When students and teachers talk about grammar (i. e. , in meta-linguistic discussion), which is one of the characteristics of explicit language teaching (Stern 1992: 327), they need to use grammatical terms. Two statements (14 & 19) sought to explore teachers’ perceptions of how their students feel about the use of grammatical terminology.Statement 14 (My students find grammatical terminology useful) and Statement 19 (My students find it difficult to use grammatical terminology) produced a mean score of 3. 82 and 4. 07 respec tively (Table 2 – ANNEXURE – II). This indicates that, in the responding teachers’ perception, their students see grammatical terminology as useful, but find difficulty in using the terms to be of a greater magnitude. Interestingly, the usefulness of grammatical terminology seems to be linked to the students’ preference for explicit grammar instruction. The difference in mean between teachers of Grades 1-4 and 11-12 on the one hand (mean of ? ) and those of Grades 5-10 (mean of 3. 4), however, seems to be higher with regard to their perceptions of the usefulness of grammatical terminology to their students. That is, teachers of the lowest and highest levels think that their students find grammatical terminology more useful than those of the middle grades. There is a significant difference at the level of 0. 05 in terms of the level taught with regard to the usefulness of grammatical terminology (statement 14) (Table 5 – ANNEXURE – II). In te rms of teacher qualifications, teachers with a diploma agree very strongly (mean of 4. 0) that their students find it difficult to use grammatical terminology and the majority of teachers surveyed, who have a bachelor's International Journal of Instruction, July 2011 ? Vol. 4, No. 2 80 Difficulties in Teaching and Learning Grammar†¦ degree, also seem to show a high level of agreement with regard to the same statement (mean of 4. 04). The mean for this statement for teachers with higher qualifications is lower (Table 6 – ANNEXURE – II). Error Correction Teachers generally tend to believe that errors of form committed by EFL learners should be corrected even when communicative goals are intended.This need for correction of form even within a communicative context, either spoken or written, may arise from a concern for grammatical accuracy in students’ communicative output or for avoiding fossilization of errors in their interlanguage. Statements 15 and 16 aim to capture teachers’ perceptions in this regard. Statement 15 (Teachers find it difficult to correct student errors of grammar within a written communicative context) and Statement 16 (Teachers find it difficult to correct student errors of grammar within a spoken communicative context) produced a mean score of 3. 26 and 3. 7 respectively (Table 2 ANNEXURE – II). It may be inferred from the results that the responding teachers experience more difficulty in correcting their learners’ spoken communication than written. Problem-solving techniques Problem-solving techniques in relation to grammar teaching are inductive techniques that require learners to find form-function matches by themselves. (e. g. , Hall and Shepheard, 1991). Responses of teachers surveyed in the present study produced a mean score of 3. 58 for Statement 2 (My students are motivated by problem-solving techniques for learning grammar), showing a link to responses to Statement 5 bout studentsâ⠂¬â„¢ preference for finding matches between meaning and structure for themselves. Surprisingly, however, the same responding teachers produced a mean score of 3. 60 for Statement 20 (My students are frustrated by problem-solving techniques for learning grammar) (Table 2 – ANNEXURE – II). A possible interpretation could be that teachers, while recognising the motivational potential of problem-solving techniques, also observe their students’ frustrating experience with such techniques, possibly because they are too ‘challenging’ for the learners to cope with.Another interpretation could be that teachers’ responses to Statement 2 are based on their theoretical assumption about what these techniques could do to the learners, while those to Statement 20 could be based on teachers’ assessment of the ground reality. International Journal of Instruction, July 2011 ? Vol. 4, No. 2 Al-Mekhlafi & Nagaratnam 81 With regard to the statement about students being motivated by problemsolving techniques for learning grammar (Statement 2), there is also a significant difference at the level of 0. 5 between males and females in their perceptions (Table 4 – ANNEXURE – II). The use of authentic texts for grammar instruction Authentic texts are texts that are not produced artificially for the purpose of language teaching, but are used for genuine purposes in the real world, like newspaper articles and recipes. By implication, these texts are contextualised and communicatively complete in themselves. They focus is on conveying real meaning rather than on form.Decontextualised examples of language, on the other hand, are one-sentence examples usually found in EFL textbooks and grammar practice books. They illustrate grammatical forms and structures in context-free sentences and are generally associated with the explicit method of teaching grammar. The use of texts illustrating authentic communication for presenting gramma r is generally seen as posing problems to teachers and students alike. Students’ problems with their use arise from difficulties of variety of structures Statement 7), culture (Statement 8), vocabulary (Statement 9), and implicit form-function matches (Statement 10), besides an overall difficulty in handling grammar presented within authentic texts (Statement 6). Teachers’ difficulties with authentic texts include those arising from the amount of time needed for using them (Statement 11) and producing suitable tasks from such texts (Statement 12). According to the responding teachers’ perceptions, students experience greater difficulties from vocabulary (Mean=3. 52), variety of structures (Mean=3. 49) and finding form-function matches (Mean=3. 3) than from handling from presented within authentic texts (Mean=3. 33) and culture (Mean=3. 26). Statements 11 and 12 relating to teachers’ difficulties in using authentic texts produced a mean score of 3. 03 and 3. 09 respectively (Table 2 – ANNEXURE – II), which indicates a lower perception of teachers of their own difficulties than those of students. The use of spoken and written communicative activities Statements 17 and 18 refer to the possible difficulties students might have in improving the accuracy of their grammatical language within totally communicative activities.Responding teachers produced a mean score of 4. 10 and 3. 73 for the two statements respectively. In fact, the highest mean score of International Journal of Instruction, July 2011 ? Vol. 4, No. 2 82 Difficulties in Teaching and Learning Grammar†¦ all scores for the survey questionnaire (4. 10) was obtained for Statement 17 (My students find it difficult to improve the accuracy of their grammatical knowledge within a totally communicative writing activity) (Table 2 ANNEXURE – II).The results indicate that, in teachers' perceptions, totally communicative activities, whether written or spoken, po se great difficulties to students for learning grammar and improving grammatical accuracy, writing activities proving more challenging than spoken ones. It might be inferred that the teachers surveyed might have a serious concern about the lack of sufficient focus on form in purely communicative activities or tasks for developing students' grammatical knowledge. Practising language as communication in real-life tasks might not give sufficient opportunities for students to improve their grammatical knowledge.In terms of teacher qualifications, teachers with a diploma agree very strongly (mean of 4. 67) that their students find it difficult to improve the accuracy of their grammatical language within a totally communicative writing activity and the majority of teachers surveyed, who have a bachelor's degree, also seem to show a high level of agreement with regard to the same statement (mean of 4. 01). The mean for this statement for teachers with higher qualifications is lower (Table 6 – ANNEXURE – II).CONCLUSION Generally speaking, in teachers’ perceptions, both teachers and students invariably face serious difficulties with regard to EFL grammar instruction, students facing them to a greater extent than teachers. It is obvious that EFL teachers consider these difficulties quite serious, which suggests that serious attention needs to be paid to them. There may be generally recommended ways of teaching EFL grammar (for example, the implicit method), but it would not be proper to adopt them universally without looking at the possible difficulties that might go with those methods suggested.While a less favoured method might pose fewer problems and hence be more effective, a more favoured method might be less effective owing to greater difficulties or problems in implementing it. The difficulties may also be influenced by the context in which a particular method is used. It is, therefore, necessary to make a detailed study of such difficulties faced by teachers and students in specific contexts, take appropriate steps to overcome them, and adapt the method to suit the actual teaching and learning International Journal of Instruction, July 2011 ? Vol. 4, No. 2Al-Mekhlafi & Nagaratnam 83 environment. This is not to suggest ‘diluting’ a sound approach or method, but only to plan mediating or supplementary tasks to help learners tide over the difficulties. IMPLICATIONS The findings of the present study point to the following implications: 1. EFL Curriculum and material developers should show an understanding of learners’ and teachers’ difficulties, and provide sufficient guidance and help in the curriculum document and the teachers’ book showing how the potential difficulties could be addressed in planning their classroom activities.Teachers may be given examples of mediating tasks, which would mitigate the difficulties. 2. As Morelli (2003: 33-34) has pointed out, students need to be taught grammar through various methodologies and approaches to cater to their individual styles of learning, and educators should consider students’ attitudes and perceptions when making decisions about how to teach grammar. 3. EFL teachers would do well to understand and address their learners’ concerns in planning their lessons and classroom activities, and use supplementary materials, if necessary, to help learners cope with the difficulties. 4.Both in-service and pre-service training programmes should be planned in such a way that student-teachers and practising teachers articulate the potential and actual difficulties and discuss ways of overcoming or at least coping with them. The database relating to teaching English as a foreign language, including the difficulties of learners and teachers with regard to grammar instruction, should be enriched by more detailed research and analysis, which would enable generalizations across the gulf countries. International Journal of Instruction, July 2011 ? Vol. 4, No. 2 84 Difficulties in Teaching and Learning Grammar†¦REFERENCES Baron, D. (1982). Grammar and good taste: Reforming the American language. New Haven, NJ: Yale University Press. Borg, S. (1999a). 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Vol. 4, No. 2 86 Difficulties in Teaching and Learning Grammar†¦ ANNEXURE – I RESEARCH INSTRUMENT – QUESTIONNAIRE STUDENT AND TEACHER DIFFICULTIES WITH GRAMMAR These are questions about how students and teachers deal with grammar in the classroom.Please indicate how far you agree or disagree with these statements. If you agree strongly, mark a 5 on the scale; if you strongly disagree, mark a 1 on the scale. No. Statement SA 1 My students find it difficult to transfer their grammatical knowledge into communicative language use. 2 My students are motivated by problem-solving techniques for learning grammar. 3 My students expect teachers to present grammar points explicitly. 4 My students prefer to learn grammar from one-sentence examples. 5 My students prefer to find matches between meaning and structure for themselves. My students find it difficult to handle grammar presented within authentic texts. 7 My students find authentic texts difficult becaus e of the wide variety of structures which appear. 8 My students find authentic texts difficult because they are too culture bound. 9 My students find authentic texts difficult because of the vocabulary used. 10 My students cannot find form-function matches in authentic texts without explicit direction from teachers. 11 Teachers find the use of authentic material too time-consuming. 12 Teachers find it difficult to produce tasks of a suitable level from authentic texts. 3 A lack of explicit grammar teaching leaves my students feeling insecure. 14 My students find grammatical terminology useful. 15 Teachers find it difficult to correct student errors of grammar within a written communicative context. 16 Teachers find it difficult to correct student errors of grammar within a spoken communicative context. 17 My students find it difficult to improve the accuracy of their grammatical language within a totally communicative writing activity. 18 My students find it difficult to improve the accuracy of their grammatical language within a totally communicative speaking activity. 9 My students find it difficult to use grammatical terminology. 20 My students are frustrated by problem-solving techniques for learning grammar. A N D SD International Journal of Instruction, July 2011 ? Vol. 4, No. 2 Al-Mekhlafi & Nagaratnam 87 ANNEXURE – II Table 2. Teachers’ Perceptions of Difficulties with EFL Grammar (N = 90) Statement 1. My students find it difficult to transfer their grammatical knowledge into communicative language use. 2. My students are motivated by problem-solving techniques for learning grammar. 3. My students expect teachers to present grammar points explicitly. 4.My students prefer to learn grammar from one-sentence examples. 5. My students prefer to find matches between meaning and structure for themselves. 6. My students find it difficult to handle grammar presented within authentic texts. 7. My students find authentic texts difficult because of t he wide variety of structures which appear. 8. My students find authentic texts difficult because they are too culture bound. 9. My students find authentic texts difficult because of the vocabulary used. 10. My students cannot find form-function matches in authentic texts without explicit direction from teachers. 11.Teachers find the use of authentic material too time-consuming. 12. Teachers find it difficult to produce tasks of a suitable level from authentic texts. 13. A lack of explicit grammar teaching leaves my students feeling insecure. 14. My students find grammatical terminology useful. 15. Teachers find it difficult to correct student errors of grammar within a written communicative context. 16. Teachers find it difficult to correct student errors of grammar within a spoken communicative context. 17. My students find it difficult to improve the accuracy of their grammatical language within a totally communicative writing activity. 8. My students find it difficult to improve the accuracy of their grammatical language within a totally communicative speaking activity. 19. My students find it difficult to use grammatical terminology. 20. My students are frustrated by problem-solving techniques for learning grammar. Overall Mean 3. 8111 3. 5778 3. 6111 2. 9667 3. 5889 3. 3333 3. 4889 3. 2556 3. 5222 3. 4333 3. 0333 3. 0889 3. 3778 3. 8222 3. 2556 3. 5730 4. 1000 3. 7333 4. 0667 3. 6000 3. 5090 SD . 93490 . 97125 1. 04607 1. 49494 . 94684 1. 03858 1. 01941 1. 03382 1. 07293 1. 02825 1. 05415 1. 16739 . 97816 1. 5937 1. 25027 . 83785 . 90006 . 99210 . 87152 1. 08927 7. 71887 Table 4. Teachers’ Perceptions of Difficulties with EFL Grammar according to their Gender (Males: N=39; Females: N=51) Statement 1 2 3 4 5 6 7 8 9 10 11 12 Gender Male Female Male Female Male Female Male Female Male Female Male Female Male Female Male Female Male Female Male Female Male Female Male Female Mean 3. 8718 3. 7647 3. 2308 3. 8431 3. 7436 3. 5098 3. 1282 2. 8431 3. 7949 3. 4314 3. 2821 3. 3725 3. 5128 3. 4706 3. 2051 3. 2941 3. 5128 3. 5294 3. 3846 3. 4706 3. 0769 3. 0000 3. 1282 3. 0588 SD . 86388 . 99173 1. 6281 . 80926 . 96567 1. 10223 1. 47219 1. 51489 . 95089 . 92206 1. 02466 1. 05756 . 79046 1. 17223 1. 10452 . 98578 . 99662 1. 13759 1. 09100 . 98697 1. 10940 1. 01980 1. 19603 1. 15606 F 1. 357 4. 942 1. 447 . 032 . 068 . 095 9. 319 . 295 1. 240 . 600 . 062 . 107 t . 536 3. 105 1. 051 . 895 1. 828 . 408 . 194 . 403 . 072 . 391 . 341 . 278 Sig. (2-tailed) . 593 . 003 . 296 . 373 . 071 . 684 . 847 . 688 . 943 . 697 . 734 . 782 International Journal of Instruction, July 2011 ? Vol. 4, No. 2 88 Difficulties in Teaching and Learning Grammar†¦ Statement 13 14 15 16 17 18 19 20 OverallGender Male Female Male Female Male Female Male Female Male Female Male Female Male Female Male Female Male Female Mean 3. 3333 3. 4118 3. 9231 3. 7451 3. 3590 3. 1765 3. 5385 3. 6000 4. 0769 4. 1176 3. 7179 3. 7451 3. 8974 4. 1961 3. 4359 3. 7255 3. 5077 3. 5100 SD . 98230 . 98339 1. 28523 1. 24649 1. 34726 1. 17823 . 82226 . 85714 . 98367 . 84017 .88700 1. 07412 . 94018 . 80049 1. 16517 1. 02134 6. 67887 8. 50930 F . 018 . 105 1. 363 . 174 . 023 1. 454 . 201 2. 494 1. 604 t . 375 . 662 . 684 . 342 . 212 . 128 1. 626 1. 254 . 028 Sig. (2-tailed) . 708 . 510 . 496 . 733 . 833 . 898 . 108 . 213 . 978 Table 5.Teachers’ Perceptions of Difficulties with EFL Grammar according to the Level taught Statement 1 Level 1-4 5-10 11-12 Total 1-4 5-10 11-12 Total 1-4 5-10 11-12 Total 1-4 5-10 11-12 Total 1-4 5-10 11-12 Total 1-4 5-10 11-12 Total 1-4 5-10 11-12 Total 1-4 5-10 11-12 Total 1-4 5-10 11-12 Total 1-4 N 17 31 42 90 17 31 42 90 17 31 42 90 17 31 42 90 17 31 42 90 17 31 42 90 17 31 42 90 17 31 42 90 17 31 42 90 17 Mean 3. 8824 3. 5484 3. 9762 3. 8111 3. 5882 3. 2903 3. 7857 3. 5778 3. 7059 3. 5161 3. 6429 3. 6111 2. 7647 3. 4516 2. 6905 2. 9667 3. 7059 3. 6774 3. 4762 3. 5889 3. 1765 3. 3871 3. 3571 3. 3333 3. 6471 3. 4839 3. 4286 3. 889 3 . 6471 3. 2903 3. 0714 3. 2556 3. 7059 3. 5484 3. 4286 3. 5222 3. 7647 SD 1. 05370 1. 09053 . 71527 . 93490 1. 00367 . 97275 . 92488 . 97125 1. 04670 . 99569 1. 10036 1. 04607 1. 52190 1. 43385 1. 47314 1. 49494 . 77174 . 79108 1. 10956 . 94684 1. 01460 1. 02233 1. 07797 1. 03858 1. 16946 1. 06053 . 94075 1. 01941 . 99632 . 93785 1. 09082 1. 03382 1. 26317 1. 09053 . 99125 1. 07293 1. 20049 F 1. 970 Sig. .146 2 2. 394 .097 3 .213 .809 4 2. 593 .081 5 .557 .575 6 .242 .785 7 .274 .761 8 1. 943 .149 9 .413 1. 116 .663 . 332 10 International Journal of Instruction, July 2011 ? Vol. 4, No. 2 Al-Mekhlafi & Nagaratnam 9 Statement 11 12 13 14 15 16 17 18 19 20 Overall Level 5-10 11-12 Total 1-4 5-10 11-12 Total 1-4 5-10 11-12 Total 1-4 5-10 11-12 Total 1-4 5-10 11-12 Total 1-4 5-10 11-12 Total 1-4 5-10 11-12 Total 1-4 5-10 11-12 Total 1-4 5-10 11-12 Total 1-4 5-10 11-12 Total 1-4 5-10 11-12 Total 1-4 5-10 11-12 Total N 31 42 90 17 31 42 90 17 31 42 90 17 31 42 90 17 31 42 90 17 31 42 90 17 31 41 89 17 31 42 90 17 31 42 90 17 31 42 90 17 31 42 90 17 31 42 90 Mean 3. 3871 3. 3333 3. 4333 2. 8824 3. 0968 3. 0476 3. 0333 3. 1176 3. 1290 3. 0476 3. 0889 3. 5294 3. 0645 3. 5476 3. 3778 4. 0000 3. 3871 4. 0714 3. 8222 3. 0588 3. 5161 3. 429 3. 2556 3. 6471 3. 7419 3. 4146 3. 5730 4. 2941 4. 0323 4. 0714 4. 1000 3. 6471 3. 6774 3. 8095 3. 7333 4. 3529 3. 9355 4. 0476 4. 0667 3. 5294 3. 5806 3. 6429 3. 6000 3. 5824 3. 4871 3. 4951 3. 5090 SD . 91933 1. 02806 1. 02825 1. 05370 1. 10619 1. 03482 1. 05415 1. 21873 1. 14723 1. 18841 1. 16739 1. 17886 . 99785 . 83235 . 97816 1. 22474 1. 22956 1. 23748 1. 25937 1. 39062 1. 17958 1. 24100 1. 25027 . 93148 . 68155 . 89375 . 83785 . 77174 . 87498 . 97262 . 90006 1. 27187 . 90874 . 94322 . 99210 . 70189 . 81386 . 96151 . 87152 1. 12459 1. 14816 1. 05510 1. 08927 7. 94466 8. 51652 7. 09156 7. 71887 F Sig. .230 .795 049 .953 2. 509 .087 2. 968 .057 1. 056 .352 1. 443 .242 .499 .609 .233 .792 1. 287 .281 .072 .931 .378 .686 Table 6. Teach ers’ Perceptions of Difficulties with EFL Grammar according to their Qualifications Statement 1 Qualification MA BA Diploma Total MA BA Diploma Total N 8 76 6 90 8 76 6 90 Mean 3. 5000 3. 8026 4. 3333 3. 8111 3. 6250 3. 5395 4. 0000 3. 5778 SD 1. 30931 . 89472 . 81650 . 93490 . 91613 . 99921 . 63246 . 97125 F 1. 394 Sig. .253 2 .630 .535 International Journal of Instruction, July 2011 ? Vol. 4, No. 2 90 Difficulties in Teaching and Learning Grammar†¦ Statement 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17Qualification MA BA Diploma Total MA BA Diploma Total MA BA Diploma Total MA BA Diploma Total MA BA Diploma Total MA BA Diploma Total MA BA Diploma Total MA BA Diploma Total MA BA Diploma Total MA BA Diploma Total MA BA Diploma Total MA BA Diploma Total MA BA Diploma Total MA BA Diploma Total MA BA Diploma N 8 76 6 90 8 76 6 90 8 76 6 90 8 76 6 90 8 76 6 90 8 76 6 90 8 76 6 90 8 76 6 90 8 76 6 90 8 76 6 90 8 76 6 90 8 76 6 90 8 76 6 90 8 75 6 89 8 76 6 Mean 3. 5000 3. 5921 4. 00 00 3. 6111 3. 3750 2. 9605 2. 5000 2. 9667 3. 7500 3. 5526 3. 8333 3. 5889 2. 6250 3. 4079 3. 3333 3. 3333 3. 2500 3. 4605 4. 1667 3. 4889 3. 5000 3. 2237 3. 333 3. 2556 3. 1250 3. 5000 4. 3333 3. 5222 3. 3750 3. 4079 3. 8333 3. 4333 2. 7500 3. 0526 3. 1667 3. 0333 3. 5000 3. 0132 3. 5000 3. 0889 3. 2500 3. 4079 3. 1667 3. 3778 3. 1250 3. 8947 3. 8333 3. 8222 3. 3750 3. 2237 3. 5000 3. 2556 3. 5000 3. 5200 4. 3333 3. 5730 4. 5000 4. 0132 4. 6667 SD 1. 06904 1. 03509 1. 26491 1. 04607 1. 40789 1. 50058 1. 64317 1. 49494 1. 38873 . 91498 . 75277 . 94684 1. 30247 . 96854 1. 36626 1. 03858 1. 16496 1. 01247 . 75277 1. 01941 1. 06904 1. 02760 1. 21106 1. 03382 1. 24642 1. 05198 . 81650 1. 07293 1. 18773 1. 03509 . 75277 1. 02825 1. 58114 1. 00525 . 98319 1. 05415 1. 30931 1. 13717 1. 37840 1. 6739 1. 58114 . 86684 1. 47196 . 97816 1. 80772 1. 16137 1. 60208 1. 25937 1. 68502 1. 18433 1. 64317 1. 25027 1. 19523 . 77738 . 81650 . 83785 . 75593 . 91642 . 51640 F . 467 Sig. .629 .586 .559 .3 66 .694 2. 108 .128 1. 596 .209 .272 .762 2. 348 .102 .484 .618 .345 .710 1. 029 .362 .240 .787 1. 363 .261 .173 .842 2. 757 2. 407 .069 . 096 International Journal of Instruction, July 2011 ? Vol. 4, No. 2 Al-Mekhlafi & Nagaratnam 91 Statement 18 19 20 Overall Qualification Total MA BA Diploma Total MA BA Diploma Total MA BA Diploma Total MA BA Diploma Total N 90 8 76 6 90 8 76 6 90 8 76 6 90 8 76 6 90 Mean 4. 1000 3. 6250 3. 7632 3. 5000 3. 333 4. 0000 4. 0395 4. 5000 4. 0667 3. 8750 3. 5658 3. 6667 3. 6000 3. 4563 3. 4933 3. 7750 3. 5090 SD . 90006 1. 40789 . 92186 1. 37840 . 99210 . 75593 . 90097 . 54772 . 87152 1. 35620 1. 08733 . 81650 1. 08927 10. 98619 7. 29186 7. 44983 7. 71887 F Sig. .244 .784 .798 .453 .299 .742 1. 582 .211 Table 7. Teachers’ Perceptions of Difficulties with EFL Grammar according to their Experience Statement 1 Exp. (yrs) ? 5 ; 5 ? 10 ; 10 Total ? 5 ; 5 ? 10 ; 10 Total ? 5 ; 5 ? 10 ; 10 Total ? 5 ; 5 ? 10 ; 10 Total ? 5 ; 5 ? 10 ; 10 Total ? 5 ; 5 ? 10 ; 10 Total ? 5 ; 5 ? 10 ; 10 Total ? 5 ; 5 ? 0 ; 10 Total ? 5 ; 5 ? 10 ; 10 Total ? 5 ; 5 ? 10 N 27 41 22 90 27 41 22 90 27 41 22 90 27 41 22 90 27 41 22 90 27 41 22 90 27 41 22 90 27 41 22 90 27 41 22 90 27 41 Mean 3. 5556 3. 9250 3. 9130 3. 8111 3. 4444 3. 5500 3. 7826 3. 5778 3. 4444 3. 8000 3. 4783 3. 6111 3. 2222 3. 1500 2. 3478 2. 9667 3. 7407 3. 5000 3. 5652 3. 5889 3. 2963 3. 4000 3. 2609 3. 3333 3. 4074 3. 5250 3. 5217 3. 4889 3. 1481 3. 2000 3. 4783 3. 2556 3. 8519 3. 3000 3. 5217 3. 5222 3. 3333 3. 4500 SD 1. 12090 . 91672 . 66831 . 93490 . 84732 . 95943 1. 12640 . 97125 . 97402 1. 01779 1. 16266 1. 04607 1. 52753 1. 45972 1. 40158 1. 49494 . 81300 1. 13228 . 2777 . 94684 1. 17063 . 98189 1. 00983 1. 03858 1. 24836 . 93336 . 89796 1. 01941 . 81824 1. 11401 1. 12288 1. 03382 1. 06351 1. 11401 . 94722 1. 07293 1. 03775 1. 06096 F 1. 457 Sig. .239 2 .778 .462 3 1. 185 .311 4 2. 772 .068 5 .525 .593 6 .153 .859 7 .121 .886 8 .733 .484 9 2. 189 . 214 .118 . 808 10 Interna tional Journal of Instruction, July 2011 ? Vol. 4, No. 2 92 Difficulties in Teaching and Learning Grammar†¦ Statement 11 12 13 14 15 16 17 18 19 20 Overall Exp. (yrs) ; 10 Total ? 5 ; 5 ? 10 ; 10 Total ? 5 ; 5 ? 10 ; 10 Total ? 5 ; 5 ? 10 ; 10 Total ? 5 ; 5 ? 10 ; 10 Total ? 5 ; 5 ? 10 ; 10 Total ? ; 5 ? 10 ; 10 Total ? 5 ; 5 ? 10 ; 10 Total ? 5 ; 5 ? 10 ; 10 Total ? 5 ; 5 ? 10 ; 10 Total ? 5 ; 5 ? 10 ; 10 Total ? 5 ; 5 ? 10 ; 10 Total N 22 90 27 41 22 90 27 41 22 90 27 41 22 90 27 41 22 90 27 41 22 90 27 41 22 89 27 41 22 90 27 41 22 90 27 41 22 90 27 41 22 90 27 41 22 90 Mean 3. 5217 3. 4333 2. 8889 3. 0750 3. 1304 3. 0333 3. 3333 3. 0750 2. 8261 3. 0889 3. 3704 3. 2750 3. 5652 3. 3778 3. 4815 3. 8500 4. 1739 3. 8222 3. 1481 3. 2500 3. 3913 3. 2556 3. 6667 3. 5000 3. 5909 3. 5730 4. 0741 4. 1000 4. 1304 4. 1000 3. 6667 3. 8250 3. 6522 3. 7333 4. 0370 4. 0500 4. 1304 4. 0667 3. 4074 3. 000 3. 6522 3. 6000 3. 4759 3. 5250 3. 5201 3. 5090 SD . 99405 1. 02825 1. 25064 . 99711 . 9 1970 1. 05415 1. 14354 1. 11832 1. 26678 1. 16739 . 92604 1. 01242 . 99206 . 97816 1. 36918 1. 23101 1. 11405 1. 25937 1. 43322 1. 14914 1. 23359 1. 25027 . 87706 . 87706 . 73414 . 83785 1. 03500 . 74421 1. 01374 .90006 1. 03775 . 84391 1. 19121 . 99210 . 70610 . 90441 1. 01374 . 87152 1. 18514 1. 06699 1. 02730 1. 08927 9. 44364 7. 20399 6. 48558 7. 71887 F Sig. .377 .687 1. 182 .311 .639 .530 1. 935 .151 .232 .794 .321 .727 .024 .976 .304 .739 .083 .921 .612 .545 .140 .869 International Journal of Instruction, July 2011 ? Vol. 4, No. 2