College vs. High School Differences and Similarities

College vs. High School Differences and Similarities Many students cant wait for high school to end and college to start which is associated with freedom, friends, living without parents and a chance to take control over your life. Most people admit that in college theyve entered adult life. We wont talk about adulthood here as its not the time for tedious matters we are going to compare the differences and similarities of life in high school and college instead. What should you expect from each? What are the main challenges of each? Is college academically hard? Lets go straight to business. Comparing Two Milestones of Student Life So, you want to move out of your parents house as quickly as possible to have fun and attend parties, as youve heard these are the only things college students do. However, this is not actually true. Obviously, there are a lot of differences between studying in high school and in college. To help you figure out what they are, weve prepared the lists that are divided into categories determined by different spheres and aspects of both academic levels. Studying Process While high school studying process might seem difficult, many students find studying in college more challenging due to lack of self-motivation. High School: You attend all the scheduled classes You have a lot of classes a day You are obligated to be in school and do your homework College: You schedule your classes the way you want You choose classes which you long to learn Attending classes and completing assignments are your responsibility You spend most of your time on homework Commonly your course grade is defined by one single exam or assignment You might be also interested to know more about the differences between high school and college finals. Lifestyle and Social Sphere Its hard to be objective when it comes to comparing college vs. high school social life because getting into a college can be too overwhelming to keep a clear mind. Parties, adulthood, numerous new friends, tight budget, anxiety, new everyday routine – all of these things are like an avalanche for a freshman. High school: You need to get up early in the morning to be able to get to school right on time for your first class You live with your parents You know everyone in your class You have a schedule assembled by your teachers and parents Studying at home for 2-4 hours a week might be enough the rest of your spare time you spend as you wish You try to look â€Å"cool† and often feel embarrassed College: You get to know a lot of new people from different parts of the country (or the world) You can stay up all night – anyway, getting up the next day will be only your problem You can schedule your weeks as you want to You spend less time in class, but you have to study more in the dorm or in the library You can visit events and parties without someones permission Everyone is too busy to pay attention to your outfits Establishing a friendship with your roommate is highly recommended Teachers and Professors Its not a secret that most of the time in college you spend on trying to force yourself to complete your assignment. You will also need to learn how to contact your professor and how to find his or her office hours in a gigantic schedule. High school: Teachers closely follow the books Teachers help to be right on time with all of your assignments Teachers try to motivate and engage you Teachers provide you with assigned material College: Professors follow the books they wrote and academic works or personal experience No one will hunt you down for attendance, but you will have problems if you skip the classes You are the only one who can motivate yourself – its not your professors business Professors treat you like a grown-up and expect responsible and deliberate behavior from you Food Food is almost the last thing a student thinks about when imagining studying in college. But its a very significant issue which almost in all cases requires basic cooking skills. High school: Your parents provide you with healthy dishes You can eat in a school cafeteria during a school year You rarely or never cook for yourself College: Just find something more nutritious than a pack of chips. These Tricks for Cooking Healthy College Meals on a Budget can help you. So, weve already defined some differences between these two life stages. Lets make an overall comparison of student life in high school and college. College vs. High School Life in college has so many opportunities, which were banned for students during high school years. But it is also accompanied by many difficulties students face for the first time in their lives. High School You dont know what time-management is You need to learn how to take care of a plant in your room Teachers try to encourage you to learn You are banned from many events You wish you had more spare time You are anxious about specialization choice Sometimes you lie youre sick Everyone attend high-school because they are obligated to You think that college level is the end of learning You believe that tests are the worst part of studying You think that college students spend the whole time at the parties You cant wait to get into a college You wish you were older College You need to work on your time management skills You need to learn how to plan your budget You need to learn how to take care of yourself Self-motivation is your main task Parties are not as fun as one says Studying takes a lot of spare time You choose college classes which you are interested in You have no time to be sick Those who attend college do that because they want to and chose to You know that you have a lot more things to learn after college graduation You need to perform actually in-depth researches You think that high-school students are kids You can find a part-time job You need to learn how long human can live without sleep

Dynamics Of Crime And Delinquency Research Paper

Dynamics Of Crime And Delinquency - Research Paper Example General deterrence states that the punishing offenders warn the rest of the population from engaging in the same crime. General deterrence is meant to make people aware of the horrors and sanctions thus scaring them from committing crimes. Since the general deterrence was meant to deter those, who witness the infliction of pain on the criminal, corporal punishments, were traditionally carried out in public so that it could scare off people from repeating such crime (Hugh and Scott, 2010). Specific deterrence on the other side is designed to deter only the individual offender from repeating the same crime. Proponents of specific deterrence hold that severe punishment will deter the offender from committing a similar crime in the future. A student severely punished for bullying a fellow student is likely not to repeat the same act in the future. Deterrence theories are good examples of correctional measures that are helpful in solving criminal acts in our schools. However, not all crimes are easy to solve because some are more complex than others. Additionally, not all the crimes attract similar penalties. An important factor that hinders the application of deterrence in our schools is the individual differences among the students. Not all students experience the threat of a correctional punishment. Some students, for instance, are short sited, more impulsive, inebriated, or are under the peer influence and they, therefore, tend to repeat the same crimes. Some crimes are easy to deter than others, and some people easily respond positively to deterrence than others. For instance, in schools, it is easier to deter bullying than to curb drug and substance abuse because drugs become a habit, and individual students are likely to become addicted. Additionally, deterrence may not apply to some people because of their personalities and their emotional response (Barlow & Kauzlarich, 2010).

Curriculum and Instructional Adaptations, Attitudes and Collaboration Research Paper - 1

Curriculum and Instructional Adaptations, Attitudes and Collaboration for Students with ADHD in an Inclusive Setting - Research Paper Example Curriculum and Instructional Adaptations, Attitudes and Collaboration for Students with ADHD in an Inclusive Setting ADHD is characterized by poor attention spans, being fidgety and restless, heightened variability of task performance, impulsiveness, distinctly observable hyperactivity and inability to exhibit compliance with rule-governed behavior. Such children are easily identifiable and the usual reporting party is either the parents or the teachers’ at the primary level of education of such children. Unless special strategies and instructional adaptations are made for such children at the right stages of their life, they run the risk of being school dropouts and slipping into an abyss of psychological disorders in their adult life. The primary focus of a teacher should therefore be to be well equipped to identify behaviors associated with ADHD in the classroom environment. The classroom has been adjudged as the best environment where such students’ can be recognized. Ready availability of children for developmental comparisons in the classroom and special demands placed on them for attention, learning and self-control elucidate the differences between them, if any. Multiple criteria for diagnosis of such children are described in the American Psychiatrist Association’s Diagnostic and Statistical Manual and a well trained and informed teacher is the best candidate to identify such children due to the close proximity, consistent contact and direct observation/evaluation of task handling abilities by them.

Ase study on organizational structure Case Example | Topics and Well Written Essays - 1500 words

Ase on organizational structure - Case Study Example Different aspects will be discussed under systems and shapes such as goal recognition and statement, review of organizational environment, structure of the organization to accomplish the goals, as well as determination of authority relationships. Moreover, the paper will also attempt to identify the type of the new organization. Impact of Sale on Culture of New Organization Every organization in the contemporary environment experiences competition. With increased competition, many organizations are employing different strategies in order to make them acquire competitive advantage that will enable them stay in the market and business. There are different ways of acquiring competitive advantage such as employing a different pricing strategies, invention and innovation, employing exceptional staff, and mergers and acquisitions. Development of a combined organization will involve the idea of merger and acquisition as a management strategy in achieving competitive advantage (Cummings & Wo rley, 2006). ... The new combined healthcare organization will therefore employ three strategic units to ensure unity amongst the employees. These strategic unities include intellectual agenda, behavioral agenda, and process agenda. The intellectual agenda will ensure that employees from top to both have common strategy hence working together towards achieving the same. Behavioral agenda on the other hand will ensure that there is a strategy shaping employees’ behavior to a common code of conduct (Griffin & Moorhead, 2011). Lastly, through the process agenda, it will be easier for the healthcare organization to have a clear purpose and activities in which every employee will be expected to adhere to while in the firm. All the processes in the organization will be aligned to the firm’s strategy. In this case, the strategic unity package will ensure that employees work together to provide quality healthcare without taking a competitive stance. Organizational Structure The organizational s tructure will contain amongst other things, goal recognition and statement, organizational environmental review, structure, and authority of relationship. The following is a discussion of each of the aspects of organizational structure. Goal Recognition and Statement Goals recognition and statements within organization create vistas and rooms for employee performance towards a specific direction. Goals and statements ensure that an organization moves to a specific direction (Yaeger & Sorensen, 2009). What’s more, goals and statements provide a basis of creating organizational strategies aimed at achieving identified goals and statements. The new combined organization will therefore create a goal and statement to provide direction as well as basis of developing strategies. The goal

Introduction To Polyurethane Foam Engineering Essay

Introduction To Polyurethane Foam Engineering Essay Polyurethanes are broad class of materials used widely in many applications. Polyurethanes are also written as PUR. Polyurethanes also called as urethanes are characterized by urethane linkage -NH- C (=O) O . This linkage is formed due to the reaction of isocyanate group with hydroxyl group as shown in the following equation. [2] Equation 1.1 Equation showing the reaction of urethane linkage in polyurethanes. [2] Polyurethanes are discovered by Otto Von Bayer co workers in 1937. [3] The characteristic structure of urethanes is given as: And they can be considered as esters or amide esters of carbonic acid. [3] The polyurethanes are also sometimes called as urethanes only and they are also called as isocyanate polymers. They are synthesized by the reaction of polyfunctional hydroxyl compounds with polyfunctional isocyanates. [3] The structure of polyurethane formed from di hydroxyl compound and di isocyanate is given as: Polyurethane is widely used in various fields such as making of plastics, cushions, foams, rubber goods, synthetic leathers and fibres. The total annual production of urethanes in the world is estimated to be 8 million tons per year and is increasing 4-5 % yearly. [4] Polyurethane is a versatile polymer having unique chemistry with excellent mechanical and optical properties and have good solvent resistance. [5] Polyurethanes are materials with many applications but major applications are in furniture industry, foam industry, building construction and shoe industry and also polyurethanes can be used in medicinal and agricultural applications. [6] Polyurethanes have large number of applications and uses in different areas due to their versatility but most important application of polyurethane which has covered almost 29% of the total market of polyurethane is polyurethane foam. [7] 1.2 Polyurethane Foam The major application of polyurethane is polyurethane foams which are extensively used in many applications. They are referred as PUR foams and they are prepared by the reaction of addition, condensation or cyclotrimerization. [2] Following table shows the type of reaction in the foaming system and the resulting foam property present in the foam produced by that respective reaction. Foam Reaction Foam Property Polyurethane Poly addition Flexible and rigid Polyisocyanurate Poly cyclo trimerization Rigid Polyamide Poly condensation Flexible and rigid Polyimide Poly condensation Semi rigid and rigid Polyurea Poly addition Flexible and rigid Poly Carbodiimide Poly condensation Semi rigid Poly Oxazolidone Ring opening Poly addition Rigid and semi rigid Table 1.1 Table showing different types of foam based on their synthesis reaction [2] Mainly PUR foams are classified into two types which is flexible and rigid foam and then flexible and rigid foam are classified into various sub types depending upon the different type of applications in which they are used. Polyurethane structure consist of a polyol and polyisocyanate component we can say that polyols are the building blocks and isocyanates are jointing agents. So polyurethane foam chemistry is called as building block chemistry. All kinds of polyurethane foams are prepared with the proper choice of polyol and isocyanate component with respect to chemical structure, equivalent weight and functionality. [2] Following table shows the classification of PU foam with respect to polyol component and functionality. Polyol Rigid foam Semi rigid foam Flexible foam OH No. 350-560 100-200 5.6-7.0 OH Equivalent No. 160-100 560-280 10,000-80 Functionality 3.0-8.0 3.0-3.5 2.0-3.1 Table 1.2 Classification of polyurethane foam w.r.t polyol and functionality [2] 1.3 Foam Preparation Technology Polyurethane foams are prepared by mixing isocynate component in polyol having catalyst, fillers, additives, surfactants and other chemicals in it. No heating is required at room temperature. [2] 1.3.1 Foaming Systems Foaming systems are classified into three types based on the type of chemicals used in the synthesis process. These types are: One step One shot system Quasi Pre polymer system Full Pre Polymer system One step system and Quasi system are mostly used in foaming industries now in which one step process is used majorly while pre polymer system was used only in the early times of urethane industry. [2] 1.3.1.1 One step one shot System In one step system Component A and Component B are taken separately. Component A contains only polyisocyanate component while component B contains polyol, surfactant, blowing agent and catalyst. Both components are mixed which led to the formation of foam. 1.3.1.2 Quasi Pre polymer System In this system in component A polyisocyanate component is taken with polyol and in component B rest of the ingredients are taken with polyol which includes catalyst, blowing agent etc. Mixing forms a foaming product. 1.3.1.3 Full Pre polymer System In full prepolymer system in component A poly isocyantae component is taken and polyol is also added in it while in component B polyol is not added while the rest of chemicals like blowing agents, surfactants and catalyst are taken. Components A B are mixed and foam is formed. These foaming systems show only two component system however in industrial processes there are modifications. For example in slabstock process three or four streams are employed carrying different reactants. [2] 1.3.2 Foaming Processes Mainly three types of foaming processes are used, which are cup foaming, box foaming and machine foaming. Machine foaming is further classified into various foaming processes. [2] 1.3.2.1 Cup Foaming This foaming process is also known as hand mixing. This method is mostly used for lab scale synthesis of foaming products. In this process mixing is done in paper or plastic cups thats why called as cup foaming. In cup foaming poly isocyanate component is taken in a cup and rest of the reactants are also taken in a separate cup which includes polyols, catalysts etc. Then both the components are mixed using electric balance or by hand mixing and a foaming material is formed in the shape of a cup. This is the simple and cheap foaming process thats why used widely on lab scale. 1.3.2.2 Box Foaming Box foaming is better than cup foaming to obtain sufficient amount of samples for evaluating foam properties for machine foaming. The sizes of the box range from 15x15x15 cm and 30x30x30 cm. The inside of the box is lined with craft paper. The procedure is almost similar to that of cup foaming and mixing is done through electric drill equipped with mixer. Immediately after mixing system is poured into the box and allowed to rise to obtain foam. Foam is cured at room temperature after some time. [2] This method is also used largely on lab scale to produce foam. 1.3.2.3 Machine Foaming In machine foaming variety of machine processes are available which are one by one described as under. [2] 1.3.2.3.1 Large Box Foaming It is a discontinuous process used to produce small foam blocks with smaller volumes. The size can be 1x1x2 meters. Due to exothermic conditions small modification is required in the process as compared to the box foaming process. 1.3.2.3.2 Slabstock Foaming Slabstock foam is made by the continuous pouring of foamable liquids on a moving conveyer. A cut-off segment of the continuously produced foam loaf is called a block or bun [2]. In the case of polyether-based flexible urethane foam, a slabstock foam size can be about 1 meter high and 2 meters wide, with a foam density of 1.6 to 2.0 pound/ft3. The cross section is rectangular with a crown-shaped top surface. The higher the crown, the less the yield of available foam. Two techniques canto used to reduce the crown. One method is to pull vertical sides of rising foam. Another technique is to compress the top of crown surface. Equipment for doing this is commercially available. [2] 1.3.2.3.3 Pour-in-Place Foaming This process includes pouring of foaming ingredients into a void space to form an integral part of the foam and substrates. Products which use this process are household refrigerators and deep freezers. 1.3.2.3.4 Sandwich Foaming and Molding Sandwich foaming is used to produce sandwich panels from foam cores. It can be produced continuously using conveyers or discontinuously using jigs. Surfaces material can be craft paper in it. Molding is used to produce shaped foam products such as car seats and furniture. Reactants are placed in mold cavity and cured in the mold. After curing molded foam is removed. [2] 1.3.2.3.5 Spraying and frothing Spraying is a unique process used for urethane and iso cyanurate foams .It creates insulation layers not only on flat surfaces like roofs but also on non flat surfaces such as spherical tanks and pipes and building structures such as frames. Frothing process in urethane systems is similar to that of shaving cream. There are different types of frothing processes which are conventional frothing processes, chemical frothing and thermal frothing etc. Frothing process usage depends upon the reactants and conditions and which type of foaming product is required. [2] 1.4 Types of Polyurethane foams Major classes of polyurethane foams are flexible and rigid foam further these two types are more classified according to their extensive applications. 1.4.1 Flexible Polyurethane foam Flexible polyurethane foams are synthesized by slabstock process or by molding process and they are also classified further on the basis of technique used for their synthesis. They are also classified on the basis of polyol in polyether and polyester foams. Slabstock foams include conventional polyether foam, high-resilience (HR) foam, visco-elastic foam, super-soft foam, energy-absorbing (EA) foam, semi flexible foam, and flexible polyester foam. Molded foams are classified in two classes: hot molded foam and cold molded foam. [2] All classes of flexible foams are explained one by one as follows . 1.4.1.1 Slab stock foam The contionous piece of foam by the continuous pouring of foaming ingredients on a continuously moving conveyer is called slab stock foam. A cut off segment of slab stock foam is called as bun foam. Slab stock process is widely used in industry in production of flexible polyurethane foam. [2] In slab stock foam process inclined conveyer is used from the beginning of urethane industry. Following figure shows the production line of contionuous slab stock machine. Figure1.1 Continuous slabstock machine [2] The cross section of slabstock foams produced by the inclined conveyer process is not exactly rectangular and has crown shape. A crown-shaped cross section of foam bun results in a lower yield of fabricated foams. Accordingly, some improved processes to obtain rectangular cross sections have been proposed. One step process is widely used in these foaming systems. All ingredients are pumped into the mixing head through several streams and are poured from the mixing head onto the moving conveyer. From the standpoint of viscosity and metering accuracy, some ingredients are preblended. These blends include a blend of water and amine catalyst, a blend of tin catalyst and polyol, and a blend of physical blowing agent and polyol. The reaction temperatures in core foam usually reach about 160 to 170Â °C. The exothermic heat is mainly a function of the water-isocyanate reaction. The reaction temperatures are affected by the isocyanate index, water level, and catalyst concentration.[2] Poly ether slab-stock foam is important in slab-stock flexible PU foams and it is produced by this slab-stock process widely in industries. 1.4.1.2 Molded Flexible foams Molded flexible foams are used for making shaped products such as automotive seats, child seats, head restraints, vibration damping for automobiles, arm rests, furniture cushions and mattresses. The density distribution of molded foams is composed of high density skin foam and low density core foam. In the molding process mixed foaming ingredients are poured through a mixing head into a preheated mold made of aluminum, steel, or epoxy resin. The mixed ingredients flow and expand in the mold, and then the molded foams are kept at the required curing temperature for a limited time, which is followed by de-molding.[2] Molded flexible foams are further classified into hot molded and cold molded flexible polyurethane foams. 1.4.1.2.1 Hot Molded flexible foams Hot molded foam is produced using conventional polyether polyol with TDI 80/20. In 1961 hot-molded urethane foam mattresses was commercialized that provided better sleeping comfort than slabstock foam mattresses and greater durability. Because of the relatively higher cost, however, the molded mattress was not competitive with slabstock foam mattresses, and production was discontinued. [2] 1.4.1.2.2 Cold Molded flexible foams Cold molded flexible foam is prepared at very low mold temperatures of 60 to 70 Â °C with mold retention time of 10 minutes and then cured in a separate oven or at room temperature. In this type mostly isocyante components used are blends of TDI MDI and polyol used is polymer or graft polyol. Dual hardness automotive seats are made by this process using graft polyols. [2] 1.4.1.2.3 High Resilience HR foams HR foams have higher resiliency than conventional flexible foams. These foams are prepared by cold molded process. The formulation principle is to reduce intermolecular interactions such as hydrogen bonding of urethane linkages, irregular structures of polymeric molecule, and so on. High Molecular weight polyether polyols are used in the formulation of these foams. Polyisocyante components used are blends of TDI MDI with the weight ratio of 80/20. Also polymeric MDI alone can be used. HR foms are widely used in furniture and automotive applications. [2] 1.4.1.2.4 Visco-elastic foam Visco-elastic VE foams are characterized by slow recovery after compression. The foam is also called low-resiliency foam, slow-recovery foam, ergonomic foam, better-riding comfort foam, and temperature-sensitive foam. VE foams are used by NASA in early 1960 but they are highlighted commercially only in the recent years. VE foams are synthesized using polyol blend of high and low molecule weight polyols with TDI or MDI, and they can also be produced using blend of MDI TDI with polyether polyol. TDI-based VE foams are soft to the touch and have very low resilience and slow recovery. MDI-based foams are easier to process and can be produced in a wider range of isocyanate indexes. However, physical strengths of MDI-based foams are lower, resilience is higher, and compression set is better than TDI-based foams. The VE foam market includes seat cushions for people who spend a long time sitting such as truck drivers, office workers, and airline pilots, as well as for NASAs space shuttle seats, wheelchair seats, and so on; sporting goods that require energy absorption such as gym mats, helmet linings, leg guards for ice hockey, ski boots, and ice skates. [2] Our main product is VE foam and it is further explained in the later chapters. 1.4.1.2.5 Super soft slab-stock foam This foam can be prepared by using a high molecular weight polyether triol with TDI 80/20. Blowing agent can be water alone or some physical blowing agent can be used with water. It is a low density foam. Major market of super soft foam is high quality back cushions for sofas. This foam also have low cross linking density. [2] 1.4.1.2.6 Semi flexible slab-stock foam These foams have high open cells, high load bearing and high energy absorbing characteristics. These foams are used in large number of automotive applications such as bumper cores, interior knee bolsters, side impact absorbing door panels, and headliners under the automotive roof. Due to energy absorbing characteristics this foam may be called as Energy absorbing EA foam. [2] 1.4.1.2.7 Reticulated foam It is 100% open cell structure foam with no cell membranes. Removal of cell membranes for polyether foam is possible when membranes are dissolved with an alkaline solution. Reticulated foam find its applications in various mats, filters and pads.[2] Mostly the foam used in floor mats is this type of foam and it is mostly used in making mats and filters because it is completely open celled foam. 1.4.1.2.8 Integral skin flexible foam Integral skin foam is also called self skin foam. It consists of high density skin foam and low density core foam that is sandwich structure. The mold temperature for integral skin foam is carefully controlled at 40 to 70 Â °C. Water can be used as a blowing agent but it produces thin skins. Integral skin foam is prepared by open mold process or by reaction injection molding. [2] 1.4.1.2.9 Micro-cellular Elastomers These are also called foamed urethane elastomers. The density is in the range of about 320 to 960 kg/m3. Micro-cellular foams are prepared by using aliphatic polyester diols with poly tetra methylene ether glycol (PTMEG). The poly isocyanate component used is TDI pre-polymer and liquid MDI. Also chain extenders and cross linkers are used. Water is used as a blowing agent. These elastomeric foams are used for various shock absorbing elements in vehicle suspensions, precision machines, shoe soles and sports shoes etc. [2] 1.4.1.2.10 Shoe Sole foam The advantages of polyurethane foam in shoe soles include high abrasion resistance, high flexibility, low density, high cushioning, and solvent resistance. In addition, the direct molding of the sole with the upper part of shoe makes it possible to increase production efficiency and lower production costs. Casual shoes are produced using polyether-based foam systems. Some sports shoes such as tennis shoes are produced by polyester foam systems, because polyester-based foam has higher abrasion resistance, tensile strength, and elongation at break in comparison with polyether-based foams. [2]

Myrtle Beach vs. New York City Essay -- compare and contrast paper

Myrtle Beach vs. New York City   Ã‚  Ã‚  Ã‚  Ã‚  Picture a beautiful city surrounded by tall skyscrapers soaring into the clouds and the beautiful statue of liberty standing still on the water. You walk down the street passing hundreds of little shops and restaurants, all the while you are taken a back by the breathtaking beauty of the city that you are gazing upon. Now picture laying on the beach at sunset listening to the ocean waves. The air is crisp and the smell of saltwater is bitter sweet. The locations I’m describing are New York City and Myrtle Beach. I have 2500 dollars to take on vacation to one of these destinations and I am comparing and contrasting the two. I will be considering the cost of travel, food, hotel, and also activity and miscellaneous expenses.   Ã‚  Ã‚  Ã‚  Ã‚  Both locations offer a wide variety of fun. Shopping, sightseeing, dance clubs, and scenery are among both places. To get to New York would take about nine and a half hour’s or approximately 554 miles. My car gets about 40 miles to the gallon and gas prices are about $2.30 a gallon. I would have to fill up twice to get to New York City and twice to get back, which would cost about $120.00. If I stayed for three nights and four days, I would need to set aside another $100.00 dollar’s for gas while traveling the city. If I traveled by plane it would cost $201.00 dollars round trip if tickets were purchased on www.orbitz.com.   Ã‚  Ã‚  Ã‚  Ã‚  Hotels in New York City are very costly especially near the holiday’s. After reviewing some hotels that were near Times Square, I chose to go with a three star hotel at the rate of $184.00 a night. For a total of three nights it would cost $552.00 tax included. That cost would include a room with two double beds, television, high speed internet access, a full kitchen, and a great view of Times Square.   Ã‚  Ã‚  Ã‚  Ã‚  There are a wide variety of restaurants in New York City. You can eat cheap at places like Arturo’s Pizzeria, McHales, Hi Life, and Zen Palate just to name a few. On the other hand you don’t want to miss out on the celebrity owned restaurant’s like Fashion Cafà ©, Planet Hollywood, Tribeca Grill, and Nobu. Since I’m going to be staying for three whole days, we’ll just say that I will eat approximately three meals a day which is a total of nine meals. If I ate four of those meals at twenty dollars or less and the other five at seventy or less, I would need approx... ...maining amount of $800.00 will be set aside for miscellaneous expenses such as extra gas money, or emergency situations’ like having a flat tire. My grand total in Myrtle Beach would also be the whole amount of $2500.00. Both, New York and Myrtle Beach are very alike in costs, but the city’s offer completely different experiences.   Ã‚  Ã‚  Ã‚  Ã‚  Based on all the information I have obtained I now must make my decision on which one of these places I want to go. Since there really is not much of a difference in cost I am going to make my decision based upon what these places have to offer. New York offers great scenery that I have never laid my eyes upon. Myrtle Beach has great sightseeing also, but I have seen most of what it has to offer. I also wanted to go see a real Broadway show and they don’t have those in Myrtle. My decision is New York City. I want to take in as much of the city as I can. I want to see where the Trade Towers were and I want to see where they will stand again someday. I want to experience some of the things that the New York people experience on a daily basis, which are crowded streets, a great night life, and the chance of possibly running into someone famous. Myrtle Beach vs. New York City Essay -- compare and contrast paper Myrtle Beach vs. New York City   Ã‚  Ã‚  Ã‚  Ã‚  Picture a beautiful city surrounded by tall skyscrapers soaring into the clouds and the beautiful statue of liberty standing still on the water. You walk down the street passing hundreds of little shops and restaurants, all the while you are taken a back by the breathtaking beauty of the city that you are gazing upon. Now picture laying on the beach at sunset listening to the ocean waves. The air is crisp and the smell of saltwater is bitter sweet. The locations I’m describing are New York City and Myrtle Beach. I have 2500 dollars to take on vacation to one of these destinations and I am comparing and contrasting the two. I will be considering the cost of travel, food, hotel, and also activity and miscellaneous expenses.   Ã‚  Ã‚  Ã‚  Ã‚  Both locations offer a wide variety of fun. Shopping, sightseeing, dance clubs, and scenery are among both places. To get to New York would take about nine and a half hour’s or approximately 554 miles. My car gets about 40 miles to the gallon and gas prices are about $2.30 a gallon. I would have to fill up twice to get to New York City and twice to get back, which would cost about $120.00. If I stayed for three nights and four days, I would need to set aside another $100.00 dollar’s for gas while traveling the city. If I traveled by plane it would cost $201.00 dollars round trip if tickets were purchased on www.orbitz.com.   Ã‚  Ã‚  Ã‚  Ã‚  Hotels in New York City are very costly especially near the holiday’s. After reviewing some hotels that were near Times Square, I chose to go with a three star hotel at the rate of $184.00 a night. For a total of three nights it would cost $552.00 tax included. That cost would include a room with two double beds, television, high speed internet access, a full kitchen, and a great view of Times Square.   Ã‚  Ã‚  Ã‚  Ã‚  There are a wide variety of restaurants in New York City. You can eat cheap at places like Arturo’s Pizzeria, McHales, Hi Life, and Zen Palate just to name a few. On the other hand you don’t want to miss out on the celebrity owned restaurant’s like Fashion Cafà ©, Planet Hollywood, Tribeca Grill, and Nobu. Since I’m going to be staying for three whole days, we’ll just say that I will eat approximately three meals a day which is a total of nine meals. If I ate four of those meals at twenty dollars or less and the other five at seventy or less, I would need approx... ...maining amount of $800.00 will be set aside for miscellaneous expenses such as extra gas money, or emergency situations’ like having a flat tire. My grand total in Myrtle Beach would also be the whole amount of $2500.00. Both, New York and Myrtle Beach are very alike in costs, but the city’s offer completely different experiences.   Ã‚  Ã‚  Ã‚  Ã‚  Based on all the information I have obtained I now must make my decision on which one of these places I want to go. Since there really is not much of a difference in cost I am going to make my decision based upon what these places have to offer. New York offers great scenery that I have never laid my eyes upon. Myrtle Beach has great sightseeing also, but I have seen most of what it has to offer. I also wanted to go see a real Broadway show and they don’t have those in Myrtle. My decision is New York City. I want to take in as much of the city as I can. I want to see where the Trade Towers were and I want to see where they will stand again someday. I want to experience some of the things that the New York people experience on a daily basis, which are crowded streets, a great night life, and the chance of possibly running into someone famous.

Classroom Participation

Classroom participation is a condition in which all students take part in discussions that go on in the classroom, learning, and listening to others' ideas, comments, and questions (Wade, 1994).Lack of participation remains one of the challenges teachers face in Mathematics lessons in Namibia (Mbalu, 2004). According to Ministry of education (1994) since independence teaching mathematic has been a challenge, while lack of participation being an aspect of this challenge leading to the poor performance in the subject of Mathematics particularly at Upper Primary. Mathematics' Numeracy and literacy are core features of primary education, thus Mathematics and the languages are the most important subjects in the curriculum in this phase and participation is one of the fundamental requirements. Millar (2004) states that abstract ideas cannot simply be transferred from teacher to learner, the learner must play an active role in appropriating these ideas and making personal sense of them. Learners should learn mathematics by doing Mathematics and thus should experience inquiry in the Mathematics classrooms. According to NIED (2015) Learners learn best when they are actively involved in the learning process through a high degree of participation, contribution and production. According to Mwetulundila (2000) reports that leaners in Namibia especially girls do not fully participate in mathematics because of the following reason: The South African colonial education was inferior particularly With regard to Mathematics; the low participation of females is carried-over from secondary schools or high schools to tertiary level; the â€Å"hidden curriculum,† which not only lacks gender equality regarding what is taught, but also regarding how it is taught; socio-economic factors .This study focused more on higher grades not primary and also have left unanswered question on factors in the classroom that can lead to lack of participation in a mathematics lesson. The rationale for studying Mathematics involves observing, representing and investigating patterns and quantitative relationships in social and physical phenomena. These cannot be achieved if learners are not motivated to participate in Mathematics lessons (NIED, 2015). Wade (1994, p. 12) considered the â€Å"ideal class participation† as one in which all students take part in the discussions that go on in the classroom, learning, and listening to others' ideas, comments, and questions. Participating in classroom activities provides a critical occasion for learning new skills. Participation helps pupils make deep, meaningful connections in the mind that are important in learning (Bean and Peterson, 2003). Furthermore, the importance of learners' participation is also stressed by Jackson (2002) who maintain that participation provides the setting in which learners can construct and shape identities as members of the classroom. Moreover, research has shown that participation in classroom activities is important in learner centered curriculum for effective learning to take place, especially in Mathematics (Jeffrey & Adam, 2010). They further noted that participation increases the likelihood learners will study and have a sense of responsibility for their learning when they actively voice their opinions and thoughts in the classroom. Despite the benefits of participation in the classroom, lack of participation is a common phenomenon in grade4 mathematic lessons at the primary School. This problem (lack of participation) was identified by the researcher during School Based Studies Phase 3 at the primary School in Mathematic lessons, as one of the major problem contributing to high failure in Mathematics, when he was conducting his teaching practice. As observed, the majority of learners in this grades were not participating in the classroom during the Mathematics lesson presentations. Therefore, teachers are encouraged to derive strategies on how to motivate learners to participate in Mathematic lessons. This prompted the researcher to carry out a case study in order to find out more about factors contributing to lack of participation and find out strategies that could be used by Mathematic teachers to enhance learners' participation.Statement of the ProblemMore of literature have been written regarding the value and importance of learners' participation in classroom discussion but few, if any, teachers (particularly at school level in Namibian Mathematic classrooms) would dispute the position that learners who participate in class learn more(Petress, 2006) . However, actual evidence to support this hypothesis seems somewhat lacking. Despite the shift from teacher centered to the learner centered approach of teaching and learning there still seems to be very little freedom and autonomy amongst learners (Rocca, 2001).Vygotsky (1978) is of the opinion that to be autonomous, learners need to be able to have some choices as to why and how of the curriculum and, at the same time, they should feel responsible for their own learning and for the learning of those with whom they interact. In addition, it still gives educators question marks on why most of our learners refuse to participate in classrooms apart from the fact that we have a learner centered notion that in one way promotes learners freedom on the curriculum (Rocca, 2001). It really brings frustrations when teachers ask their learners whether they understood a topic or not, what is commonly observed is that learners in grade 4 at this primary School always tell their teachers that they understand the topic yet when it comes to the home works, tests, oral question or class works, they underperform. Deducing from observations, one of the reasons they say we do understand a topic even if they do not is probably fear and lack of freedom of expression, since the whole lesson they are passive. There is an absence of literature available that deals with factors contributing to lack of participation in Mathematic in Namibian schools previous work has only focused on gender, social culture and social economy as key factor contributing to lack of participation in mathematics. It is against this background that a case study will be conducted to seek a deeper understanding on the factors contributing to lack of participation and find out strategies that could be used to enhance learners' participation in Mathematic lessons for grade 4 at a primary school.Research aims and objectivesThe primary purpose of this study was to examine the factors contributing to lack of participation in grade 4 Mathematic classroom. Secondly, it was to suggest strategies that could be used to enhance participation by teachers in Mathematic lessons at the primary School.Significance of the studyPeople who will benefit from this study will be educators, teachers and learners in Zambezi region as well a s all over country. The results of this study are important as they would inform the policy makers of the factors that inhibit teachers from engaging their learners in a meaningfully manner in Mathematics lessons Thus, they can come up with possible strategies to enhance learners' participation. Teachers will benefit as they would be aware of the different strategies to enhance their leaners participation in Mathematics lessons which will enrich the teaching and learning process.Limitations of studyThere are not many studies done in Namibia on participation of learners in Mathematics. This is a big limitation especially to get secondary data for the literature review. Second, the size, convenience, and homogeneity of the sample will limit the generalizability of this study. Limited time needed to carry out the study will be a limitation too.DelimitationsResearch participants was restricted to Mathematics teachers and learners at this School, in the Zambezi region. Other people were not directly involved in Mathematics classroom, for example; the principal and other teachers who do not teach Mathematics.Definition of TermsClassroom participation: Wade (1994) considered the â€Å"ideal class participation† as one in which all students take part: in discussions that go on in the classroom, learning, and listening to others' ideas, comments, and questions.Teaching strategies: Teaching strategies comprise the principles and methods used for instruction (Effective Teaching Strategies, 1994).Motivation: Donyei (1998) defines motivation in Second Language Learning as the dynamically changing cumulative arousal in a person that initiates, directs, coordinates, amplifies, terminates and evaluates the cognitive and motor processes.Phenomenon: refers to something which is observed to happen or exist, in this case learners' lack of participation in Mathematics lessons (Cambridge Online Dictionaries. 2016).Learner centered: â€Å"teaching means the student is at the center of learning. The student assumes the responsibility for learning while the instructor is responsible for facilitating the learning. Thus, the power in the classroom shifts to the student† (Jeffrey & Adam, 2010, p.135). Autonomy: is defined as the ability to make your decisions about what to do rather than being influenced by teachers (Cambridge Online Dictionaries, 2016).CHAPTER 2: LITERATURE REVIEWFACTORS CONTRIBUTING TO CONTRIBUTING TO LACK OF CLASSROOM PARTICIPATION No teacher will ever deny that active classroom participation plays an important role in the success of language learning (Tatar, 2005). As involvement and participation are essential for language acquisition, the more utterances the learners offer, the better their spoken language is and vice versa. This phenomenon is termed Matthew Effect that is â€Å"rich get richer, poor get poorer† (Chau, Fung-ming, 1996. P. 67).This context the rich get richer while the poor get poorer simply means that those that participate frequently in the Mathematic lessons improve their skills and while those that are always passive remain behind in terms of language development and subject content.LANGUAGE ANXIETYJones (2004) defines this phenomenon in language learning situation as a fear provoked when the learner is asked to speak in the second or the foreign language in public, with the risk of social embarrassment. Oxford (1990), Jones (2004), Von Worde (2003) concludes that anxiety has a negative effect in language learning. Fears, nervousness, timidity and lack of self-confidence are related to language anxiety. The experience of participating in Mathematics Lesson is both mentally and emotionally demanding for most learners (Timothy, 2007). Larkin and Pines (2003) emphasize that most second or foreign languages are learned in classrooms, where there is constant performance evaluation by the teachers and peers. This situation can be frightening for most learners, especially those who are shy, due to their desire for approval from others and fear of negative evaluation. In Mathematics class for instance, where English as a foreign language, especially a class that emphasizes speaking and listening, shy students seem to be at a great disadvantage since they do not draw attention to themselves, either by not volunteering to answer questions in class, or by avoiding opportunities for oral communication.LACK OF PREPARATIONAlso another cause of students ‘silence to participate in Mathematic class. The findings of a study conducted by Macro thinker Institute (2008) revealed that some learners felt nervous when speaking English without any preparation. Second language learners in most cases have to think in their mother tongue when asked a question in English so when they are caught offside it becomes difficult for them to participate (Miller, 1995; 1996; Larkin and Pines, 2003).FEAR OF VOLUN TEERING TO ASK OR ANSWER A QUESTION IN CLASSBeing afraid to speak in class for fear of making mistakes was of concern for learners. Liu and Littlewood, (1997) discovered that when learners were asked in a research on how they felt concerning asking and answering questions during class, most of them reported that they often felt afraid of asking a question to teachers during class.  SHYNESSShyness was another influencing factor which could affect students' participation. However, shyness, according to Anthony (2004), is a behavior that could be the result of any one oral combination of the following factors: social introversion, lacking confidence in subject matter, and/or communication apprehension.FEAR OF MAKING MISTAKES AND BEING LAUGHED ATFassinger, 1995; Krupnick, 1985; and Crombie, (2003) mentioned that fear of making errors is often cited as another cause of the perceived silence and passivity. This anxiety factor is also allegedly related to certain aspects of Eastern cultu re, such as the desire to be right and perfect and fear of losing face (Cheng, 2000). Melvin and Lord (2006) noted that anxiety of making mistakes reduce participation because they think their mistakes make them feel incompetent. Learners think making a mistake in Mathematics classroom will distort their image in front of their classmates.CHAPTER 3: RESEARCH METHODOLOGYIn this chapter the study describes the methodology and different procedures used during data collection and analysis. In the first part research design is discussed. The second part will be on the instrument and procedures of data collection which consist of observation and interview. The third part relates to the data processing and analysis. The last part will be the ethical issues considerationRESEARCH DESIGNResearch design may be referred to as the plan of the study that will answer the research objectives. Research designs are the specific procedures involved in the research process which are; data collection, d ata analysis and report writing (Creswell, 2012: 20). In addition to that Yin (1994) explains a different way of thinking about research design that it is a â€Å"blueprint† of research, looking at four problems: what questions to study, what data are relevant, what data to collect and how to analyze the results. The purpose of research design is to help the researcher to organize his or her ideas in a way that the researcher will be in a good flow. The researcher chose case study design to work with in the research. Case study In this study the researcher employed a case study design to be able to answer the research questions. Stake (2004) gives the definition of a case study that is both a process of inquiry about the case and the product of that inquiry. Yin (2003: 18) argues that â€Å"case study is an empirical inquiry that investigates a contemporary phenomenon in depth and within its real life context especially when the boundaries between phenomenon and context are not clearly evident†. Qualitative approach In order to find out the factors contributing to lack of participation amongst grade 4C-E learners in the Mathematics classroom at the school, qualitative approach was used. Qualitative approach allows researchers to get at the inner experiences of participants, to determine how meanings are formed through culture and to discover rather than test variables (Corbin & Straws, 2008: 5). Creswell (2012) stresses that, qualitative research is suitable in addressing a research problem which you do not know the variables and need to discover. The natural setting of this study was in a Mathematics classroom where teaching process occur. Teachers and learners were observed and interviewed on the factors contributing to lack of participation and strategies that they use in teaching to enhance participation in their classes POPULATION Population may be defined as certain group of people in which a researcher is interested in. Cresswell (2012) defines population as a group of individuals with some common defining characteristic that a researcher can identify and study. In this study the population was formed by two teachers and ten learners which involve four learners from 4C and three from 4D and 4E respectively. All the teachers and learners were purposeful selected from the Mathematics classes. SAMPLING AND SAMPLING PROCEDURE Susan (2012), Sampling says is a method of studying from a few selected items, instead of the entire big number of units. The small selection is called sample. Purposive sampling method will be used as the sampling procedure (Cohen &Manion, 1995). From the population 3 teachers will be selected and 10 learners from grade 4A-4D SAMPLING PROCEDURE Purposive sampling is when a researcher chooses specific people within the population to use for a particular study or research project unlike random studies, which deliberately include a diverse cross section of ages, backgrounds and cultures, the idea behind purposive sampling is to concentrate on people with particular characteristics who will better be able to assist with the relevant research (Cohen &Manion, 1995). In this study teachers to be interviewed will be purposively selected based on the subject they teach Mathematics in this case. Two Mathematic teachers will be interviewed in this study. Four learners from grade will be interviewed. RESEARCH INSTRUMENT During the examination on the factors contributing to lack of participation in Mathematics classroom interview and observation were used. Observation The observation was my main instrument of collecting data. Since the study was about the factors contributing to lack of participation amongst grade 5C–E learners in the Social studies classroom, therefore it was important to see what teachers do in the classroom. Maxwell (2005) argues that it is known that observation often provides a direct and influential way of learning about people's behavior and context in which this occurs. In line with this Gall et al (2007) says observation provide rich data sources that offer an in-depth explanation of the case. In this study the researcher observed factors contributing to lack of participation and teaching strategies which were used by the teachers during classroom instructions in Mathematics lessons grade The researcher also observed strategies that teachers use to enhance participation Mathematics classroom. The observation method may supplement what the oral interview may not suffice. I used non-participant observation. I believe that non-participant observation gave me a great chance to observe what the teachers are doing in an inclusive class. Advantages of observation Observation is very important among the data collection instruments. According to Marshal and Rossman (1995) the following are the advantages of observation. It is used to find out complex interactions in natural social settings. They also believe that even in depth interview studies, observation plays a significant role as the investigator notes body language and affects in addition to the person's worlds. Limitations of observation Limitations which are likely to occur during observation are closely related to the role of inquirer in observation. This may be because the researcher assumes the participant, nonparticipant, or middle-grounded position. Taking the field notes, recording quotes perfectly for inclusion and determining the good timing for moving from a nonparticipant to participant. Researchers sometime tend to disclose themselves to the participants, sharing relationships with other individuals and attempting to disengage from the site (Cresswell, 2007 p.139). Interview This study involved semi-structured interviews which are attached in appendix A and B. The interview involved open-ended questions that were asked to the interviewees. The questions were constructed from my knowledge gained from literature on classroom participation, my experience on Namibia's educational system, my educational background, and my personal interest.