Results negatively Essay Example for Free

Results negatively Essay According to this result then, we must accept the null hypothesis that there is no significant association between the age of the children and the ability to conserve number. Discussion Having analysed the results, with the df of 5, the critical value for an alpha value of 0. 05 is 11. 07 and because our figure was smaller than this, the result becomes non-significant. Consequently, there was no significant relationship between the age of children and their ability to conserve number. Hence the experimental hypothesis was rejected and the null hypothesis accepted. Compared to the 3 year old children, the 5 year olds conserved slightly better. Only 4 of the 3-year-olds got the right answer whereas 5 of the 5-year-olds answered correctly. Having said this, 3 year old tended to get more wrong answers. 8 of the 3-year-olds got the wrong answer, compared to only 5 wrong answers from the five-year-olds. This shows that there may be a slight difference between 3 and 5 year olds in conserving number, as 5-year-olds seemed to conserve better. Also during the experiment it was observed that, in the 3-year-old condition, 2 out of 7 children actually counted the blocks before answering. In contrast 5 out of 7 children counted before answering in the 5-year-old condition. The fact that those who did not count still got the right answer could be put down to the child simply guessing. As the outcomes of psychological experiments are often subject to uncertainty, interpretation is required in order to find out whether or not there is an association between the independent variable and the dependant variable. Similarly, there could be many different reasons as to why these differences occurred. Although this study did not portray any significant gender differences, variances in gender must be taken into account. The environment a child grew up in could effect their ability to conserve. Factors such as the childs parents financial position and educational status could effect the intelligence of a child. Due to lack of learning resources, the childs education could suffer because they are not able to achieve their full potential. In addition, biological and innate elements could account for the differences between the ability for the child to be able to conserve. Some children may be predisposed with such genes, which may hinder their progress. The results of this study agreed with Piagets views and conclusions. According to Piaget, the child did not posses the concept of the conservation of number. Similar to Piagets experiments and results, this study also found that there was no significant association between the childs age and the ability to conserve. Conversely, this study refutes Light et als conclusion that maybe Piaget underestimated the childs ability and stated that children can in fact conserve number. In a psychological experiment there are many components which could have effected the results. Similarly, the sample size of this experiment could have led the results to be non-generalisable. The sample size was extremely small this could have effected the results negatively. Firstly it lacks validity and reliability because the results could not be generalised. Secondly, if more children were used there was more chance of the results being reliable. In addition, there were many methodological problems, which could have biased the results especially due to the fact that the participants were children. During the course of the experiment, it was noticed that the children tended to give the experimenters opinion rather than their own by imitating the experimenters words. For instance, when the child was asked if the cubes were the same, less or more, then they tended to answer more. Conversely, when these same three words were said in a different order, the child still tended to repeat the experimenters last word. A way of eliminating this problem could be by asking the child to write their response down. Alternatively, a computer could be used to lessen the interaction between the experimenter and child, in order to use these two methods. However, further investigation maybe required, as some children may not be able to read or write. Another, vital observation was made, some children, especially the three year olds tended to treat the experiment as a game. After one answer, they wanted to start playing with the cubes. This problem could be overcome by making the whole process a bit more interesting for the child. Other factors, which were not directly visible, were that firstly, children may not understand what is being asked of them to do, therefore their answer may reflect self-desirability. Secondly, children especially the three-year-olds, do not always realise the difference between real and make believe. Thirdly, adults may find it difficult to relate to children as their emotions and ways of thinking contrast. Fourthly, children should be relaxed, they might feel threatened at the slightest of things. In addition, children need an incentive or motive to do something for someone and are very easily influenced. A cognitive explanation of this is that children have short attention spans therefore get bored easily and want to do something else. Having said this though, problems like these exist in every experiment regardless of whether the participants are children. The sign of a true experiment is one, which devises new techniques to overcome the difficulties. In conclusion, it can be said that the findings of these studies are in line with previous studies, specifically Piagets. Therefore according to this study results children still do not have the ability to conserve number.

Zen and the Art of Motorcycle Maintenance - Reconciliation of Western a

Zen and the Art of Motorcycle Maintenance - The Reconciliation of Western and Eastern Philosophy The differences in Western and Eastern philosophy are marked. Eastern thinking has slowly become â€Å"discovered† by the West; meanwhile, the development of Western thought and philosophy has come under close scrutiny by modern and postmodern philosophers and thinkers as being flawed at its core. The German philosopher Martin Heidegger came to the conclusion that â€Å"Western philosophy is a great error† (Barrett xi). The manner in which Western thought was founded, the course of its development, and its incursion into every facet of life in the Western world has been and is now being questioned on all fronts by leading critics and thinkers. Robert Pirsig, in his book Zen and the Art of Motorcycle Maintenance, describes in detail the development of the Western philosophical tradition, and how it has shaped Western society. In doing so, he offers a critique of certain aspects of Western thought that resulted from a momentous battle for the â€Å"mind of man† (Pirsig 381). What came about was a fragmenting of the mind from matter, of perception from experience. In addition to outlining the history and philosophy behind Western thinking, he offers a rediscovery of the very concept that got buried under the â€Å"rubble of declining Athens† and Rome, buried deeply under the new champions of Western man: Reason, Intellect, Knowledge (Pirsig 391). Pirsig cites Thoreau in writing, â€Å"You never gain something but that you lose something† (387). This applies with direct impact to Western development. In understanding the world through â€Å"dialectic truths† man lost the ability to understand h ow to be part of the world, and â€Å"not an enemy of it† (Pirsig 3... ...not a divisive knife. It offers the ultimate solution to a fragmented mind, the dualistic world in which we live. Works Cited Barrett, William (ed.). Zen Buddhism: Selected Writings of D.T. Suzuki. New York: Doubleday, 1956. Blatavasky, Madame. The Secret Doctrine. Vol. 1. Theosophy Publishing, 1888. Capra, Fritjof. The Tao of Physics: An Exploration of the Parallels Between Modern Physics and Eastern Mysticism. Boston: Shambhala Press, 1991. Kant, Emmanuel. Critique of Pure Reason. Trans. Norman Kemp Smith. New York: St. Martin’s Press, 1965. Lao Tzu. Tao Te Ching. Trans. Mitchell, Stephen. New York: HarperCollins Press, 1988. Pirsig, Robert. Zen and the Art of Motorcycle Maintenance. New York: HarperCollins Press, 1974. Sprague, Rosamund Kent (ed.). The Older Sophists. Columbia, South Carolina: University of South Carolina Press, 1972.

Does Positive Behavioral Intervention Support (Pbis)?

Does Positive Behavioral Intervention Support (PBIS) affect Student Growth? July, 2012 Executive Summary In this paper, I will investigate the correlation of Positive Behavioral Intervention Support (PBIS) and the effects on students’ academic growth. Positive Behavioral Intervention and Supports (PBIS) is a systemic approach to proactive, school-wide behavior based on a Response to Intervention (RtI) model. (Wisconsin PBIS Network) I believe PBIS will have a positive effect on students’ academic growth.The federal government strongly recommends that schools adopt Response to Intervention (RTI) as part of their general and special education programs (Burton & Kappenberg, 2012). Most RTI models are a three-tier support system with two spheres, one academic and one behavioral (Burton & Kappenberg, 2012). Positive Behavior Intervention Support (PBIS) has been used to describe school-wide and statewide efforts to implement and monitor comprehensive initiatives in our school s to decrease problem behaviors (Burton & Kappenberg, 2012).For the purpose of this paper, SWPBIS, PBS and PBIS refer to School-wide Positive Behavior Intervention Support. Overview of Program As a component of Response to Intervention (RtI), PBS provides the tools that are essential for stabilizing and improving a student’s behavior, self-esteem, and relationship in general education classes as well as inclusive settings (Burton & Kappenberg, 2012).As a system within RtI, PBS shifts the burden on the teacher from competency to â€Å"manage† the class and â€Å"control† the students’ disruptive behavior to identifying causes of inappropriate behavior, encouraging positive behaviors and monitoring interventions (Burton & Kappenberg, 2012). By implementing PBIS, the teacher has a unique and important role in each students schooling. PBS is based on understanding why problem behaviors occur and it gives educators and parents a new way to think about behavior s.It is the application of evidence-based strategies and systems to assist schools to increase academic performance, increase safety, decrease problem behavior and establish positive school culture (Burton & Kappenberg, 2012). RTI is a â€Å"three-tier composite of academic and behavioral spheres that, in fact, interact with one another, rather than being parallel but isolated (Buffum, Mattos & Weber, 2010). † The RtI is a three tier composite of academic and behavioral spheres, these reflect and reinforce one another (Burton & Kappenberg, 2012).This model is based on and understanding that academic performance is a form of student behavior. These two spheres are interdependent and inseparable and the program needs to evaluate all aspects of a child’s performance in school including curriculum works and social interactions (Burton & Kappenberg, 2012). It is scientifically and nationally recognized as the most effective approach to integrating both spheres of a childâ⠂¬â„¢s life (Burton & Kappenberg, 2012). In reviewing these three spheres, PBS is an effective intervention in each of the three tiers.In the behavior sphere, it is often a greater challenge to identify goals and interventions because they are less well known and tested (Clonin, McDougal, Clark and Davison, 2007). One of the greatest advances of RtI over traditional student evaluation processes is its reliance on proactive identification of students who may be at risk and the use of early interventions that might prevent this. There are few reliable screening processes (Burton & Kappenberg, 2012).RTI is about establishing a school-wide system for allocating instructional resources where they are needed. This initiative gives all students (Tier 1) access to the regular curriculum and provides differentiated instruction and support. It requires high quality differentiated instruction based on insights into student thinking and keeping track of students’ progress. General educat ion teachers can use the CHAMPs (Conversation-Help-Activity-Movement-Participation-Success) model by Randy Sprick (2009) as one of the effective approaches to PBS for a Tier 1 student.It allows teachers to design a proactive and positive approach to classroom management that has been proven successful for large numbers of struggling students in a clear, teacher and student friendly system of five prosocial behaviors (Burton & Kappenberg, 2012). This model assists the teacher in identifying the behaviors they want to see and teach what these behaviors look like in the classroom by giving students specific behaviors to practice and expectations and reminders are reinforced (Burton & Kappenberg, 2012).Students who are struggling and need more targeted interventions will receive increasingly intense intervention matched to their need at Tier 2. These services and interventions are usually provided in small group settings in addition to their instruction in the general curriculum. If beh aviors still need to be reinforced, there are other Tier 2 interventions like peer mentoring, group counseling, being assigned an adult role model to work with (Burton & Kappenberg, 2012).One of the significant impacts that RTI and PBS have is the systematic collection of data on each child’s response to the interventions as well as support from teachers, parents and guidance counselors who can report on the effect of interventions inside and outside the school environment (Burton & Kappenberg, 2012). Some students may need a more intensive individualized intervention that targets the students’ skill deficits in Tier 3. There would be a reanalysis of all the data from Tier 1 and 2, looking particularly for potential causes or interventions that had been overlooked (Burton & Kappenberg, 2012).The team may decide to complete a functional behavior assessment (FBA) that will collect extensive data to identify, the antecedents that may have caused negative behavior, review of the behavior itself and the consequences of the behavior (Burton & Kappenberg, 2012). This would then lead the team to create a professionally developed behavior intervention plan (BIP), which would recommend specific interventions based on the data collected from the FBA (Burton & Kappenberg, 2012).Students who do not achieve the desired level of progress in response to these targeted interventions are then referred for a comprehensive evaluation by the Committee on Special Education. Analysis In reviewing the current literature, there were several studies that determined the key elements of SWPBIS that make it successful. In addition, the following studies conducted have reviewed the correlation between SWPBIS and student achievement. All eight studies found a positive relationship between the implementation of SWPBIS programs and improved student behavior.A positive correlation between the use of SWPBIS programs and improved student achievement was found in research by Hong, L eBurn, Pavlovich, and Yeung. Hong (2011) investigated the effectiveness the effectiveness of SWPBIS on statewide standardized tests using a longitudinal study over a three year period at both elementary and middle school levels in Minnesota. Preliminary data analysis based on elementary schools indicates there was statistical significant relationship between SW-PBIS program and schools’ accountability.Another study conducted by Pavlovich (2008) examined the relationship between PBIS strategies and school-wide discipline problems as well as the difference in educator’s perceptions of the school climate and academic achievement. Results indicated a significant increase in third grade reading scores between the years of PBIS implementation and one year following PBIS implementation. In addition, LeBurn (2008) looked at the â€Å"Effects of Large Scale Implementation of School Wide Positive Behavior Support on Student Discipline and Academic Achievement (SW-PBIS). The stu dy began in 2002 and went on for 3 consecutive years, with 124 public and private schools from K-12 in New Hampshire across four cohorts that participated. Implementation was associated with academics gains in math whereas the reading remained neutral. Finally, Yeung (2009) examined the effects of The Positive Behavior for Learning (PBL) initiative (adopted from the PBIS model in the USA) in Australia to improve learning outcomes for students. The results of the study show that PBL made some significant contributions in determining long term benefits for students.These preliminary findings suggest that the school-wide PBL system has the potential to make a difference in learning outcomes. One of the most significant aspects of PBIS that educators need to understand is that behavior and academics are a major part of a child’s life in school. You can not only concentrate on one aspect and ignore the other. I believe PBIS will improve student success in school because more time will be dedicated to teaching rather than managing misbehavior. The program will also improve the school climate for students and teachers.Through PBIS, there will be an enduring, positive change in behavior, reduction in suspensions as well as increase in graduation rates. I think there are still years of work and development in PBIS, but I believe this is a significant paradigm shift in education where educators are collaborating and assuring that all children learn by analyzing their academic work as well as their behaviors. Decision Matrix Key Characteristics| Weight %| Fidelity of the PBIS Program| 25%| Increase in referrals to Special Education| 20%|Increase in Suspension and behavior issues| 30%| Teacher/Student Buy In| 10%| Cost Effectiveness| 15%| Total| 100%| Key CharacteristicsOptions weight| Fidelity| Referrals| Suspension| Teacher/Student Buy In| Cost| Total:| | 25%| 20%| 30%| 10%| 15%| 100%| 1. PBIS| raw| 10| 8| 8| 7| 7| | | wt. | 300| 160| 160| 105| 105| 830| 2. Rippl e Effects| raw| 5| 5| 5| 4| 5| | | wt. | 150| 100| 100| 60| 75| 485| 3. Leaps| raw| 3| 5| 4| 5| 7| | | wt. | 90| 100| 80| 75| 105| 450| References: Benner, G. , Nelson, J. , Ron, J. Sanders, E. , Ralston, N. (2012). Behavior intervention for students with externalizing behavior problems: primary-level standard protocol. Exceptional Children, 78 ( 2). Retrieved from http://search. proquest. com. arktos. nyit. edu/education/docview/916923328/137DC178FA97D350E74/1? accountid=12917 Buffum, A. , Mattos, M. , & Weber, C. (2008) Pyramid response to intervention: RtI, professional learning communities, and how to respond when kids don’t learn. Bloomington, IN: Solution Tree. Burton, D. & Kappenberg, J. 2012). The complete guide to RTI: an implementation toolkit. California, Corwin Clonin, S. M. , McDougal, J. L. , Clark, K. , & Davison, S. (2007). Use of office discipline referrals in school wide decision making: A practical example. Psycology in the schools, 44(1), 19-27. Hong, S. , Ryoo, J. (2011). Investigating the effectiveness of SW-PBIS on school’s accountability at both elementary and middle schools: Society for Research on Educational Effectiveness, Retrieved from http://www. eric. ed. gov/PDFS/ED528760. pdf.

Article Review Your Internet Friends Are Real - 957 Words

Although In some cases I agree with the Wall Street Journal s article Your Internet Friends Are Real, I feel Kyle Chayka, the author, does not completely know what he is talking about.. In the article Internet friends are real too, Kyle Chayka stated multipley claims that I, as an individual whom has grown up with the internet, feel are not very well thought-out and are unaware of situations which make his claims untrue in a full sense. In Internet friends are real too, Chayka states â€Å"You don’t tend to find deep relationships online.† However, growing up I have had plenty of friends get into truly intimate relationships through online connections. Although the relationships were not face to face, does that mean they are not serious? A relationship is as serious as the individuals within it. The matter of communication has small effect upon the matter. If an individual is true and acts as themselves and not fake, and truly wants to be in relations with another individual for prosperity of each other s presence in their own lives then it is a â€Å"Deep† relationship. It is deep because the relationship is moved to the next level, as in, it’s a relationship that is not just for show. They have feelings for the other individual. Chayka claims if you look for online relationships that you can be easily Catfished (Catfish [noun]: â€Å"Someone who pretends to be someone they’re no t. generally through using social media to create false identities.† If you go around and seek anyone toShow MoreRelatedFacebook Ethics Paper1600 Words   |  7 PagesFacebook share information about the user over the Internet, where it can be freely accessed by anyone. This is where issues of privacy to the individual arise. 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