Anemia Research Paper Example | Topics and Well Written Essays - 750 words

Anemia - Research Paper Example This condition affects the amount of oxygen that is delivered to the body’s organs as hemoglobin is responsible for the aforementioned process and thus it is essential that individuals suffering from this disease attain medical care as soon as possible to avoid the onset of hypoxia. Anemia is one of the most common blood disorders found in individuals (WHO 2008). There are three main ways that an individual can end suffering from anemia as a result. They include excessive blood loss which can be caused by a hemorrhage (acute blood loss) or low volume loss (which occurs chronically). This will result in an individual not having enough red blood cells in their system and thus cause the onset of anemia. The second process through which the disease can manifest is via hemolysis (Kumar et. al 2007). This refers to the excessive destruction of the blood cells. This includes the red blood cells and therefore can cause anemia as a result (WHO 2008). The third process involves the lack of adequate production of red blood cells in the body also known as inadequate hematopoiesis. The body may not be able to produce enough red blood cells which could well lead to anemia as a result if this deficiency is not fixed (Aapro & Link, 2008). ... al 2007). As a result, the disease has gone undetected by many individuals who do not recognize the signs until their conditions worsen and the resulting symptoms get worse. Some of the symptoms that can be seen in an individual suffering from anemia include: Fatigue – This can be said to be one of the most common symptoms in individuals suffering from anemia and individuals may find themselves feeling weak on a regular basis despite the amount of rest they have had (WHO 2008). This feeling of malaise can be ignored by many as simple tiredness and can be referred to as one of the minor signs. Shortness of breath – An individual suffering from anemia may also find that they are always short of breath after brief moments of physical exertion that may not warrant such a reaction by the body (WHO 2008). This is as a result of the body not being able to carry sufficient amounts of oxygen to organs such as the lungs. Increased cardiac output – In the more severe cases of anemia the body may try to counteract the effects of reduced amounts of oxygen being transported through out the body through increasing its cardiac output. This means that the heart may work harder to deliver the required amounts of oxygen and as a result an individual may experience related symptoms as a result such as palpitations (WHO 2008). Medical Interventions There are a number of interventions that an individual can turn to in order to deal with this condition, some of these include: Iron supplementation – Those who may be suffering from anemia as a result of an iron deficiency can solve the condition through supplementing the iron lacking in

Understand Different Approaches To Management And Leadership Commerce Essay

Understand Different Approaches To Management And Leadership Commerce Essay steve Ballmer, Microsoft.   Without a doubt, Mr. Ballmer is the worst CEO of a large publicly traded American company today.   Not only has he singlehandedly steered Microsoft out of some of the fastest growing and most lucrative tech markets (mobile music, handsets and tablets) but in the process he has sacrificed the growth and profits of not only his company but ecosystem companies such as Dell, Hewlett Packard and even Nokia.   The reach of his bad leadership has extended far beyond Microsoft when it comes to destroying shareholder value and jobs. Microsoft peaked at $60/share in 2000, just as Mr. Ballmer took the reins.   By 2002 it had fallen into the $20s, and has only rarely made it back to its current low $30s value.   And no wonder, since execution of new rollouts were constantly delayed, and ended up with products so lacking in any enhanced value that they left customers scrambling to find ways to avoid upgrades.   By Mr. Ballmers own admission Vista had over 200 man-years too much cost, and its launch, years late, met users avoiding upgrades.   Windows 7 and Office 2010 did nothing to excite tech users, in corporations or at home, as Apple took the leadership position in personal technology. So today Microsoft, after dumping Zune, dumping its tablet, dumping Windows CE and other mobile products, is still the same company Mr. Ballmer took control over a decade ago.   Microsoft is   PC company, nothing more, as demand for PCs shifts to mobile.   Years late to market, he has bet the company on Windows 8 as well as the future of Dell, HP, Nokia and others.   An insane bet for any CEO and one that would have been avoided entirely had the Microsoft Board replaced Mr. Ballmer years ago with a CEO that understands the fast pace of technology shifts and would have kept Microsoft current with market trends. Although hes #19 on Forbes list of billionaires, Mr. Ballmer should not be allowed to take such incredible risks with investor money and employee jobs.   Best he be retired to enjoy his fortune rather than deprive investors and employees of building theirs. There were a lot of notable CEO departures in 2012.   Research in Motion, Best Buy and American Airlines are just three examples.   But the 5 CEOs in this column are well on the way to leading their companies into the kind of problems those 3 have already discovered.   Hopefully the Boards will start to pay closer attention, and take action before things worsen. Some say that Steve Sinofsky, credited with bringing order to the sometimes-chaotic software development process at Microsoft partly by cutting layers of management, should be the man to replace Steve Ballmer. Meetings with Sinofsky can be tough, colleagues say, but he doesnt swear like Gates or scream like Ballmer. Sinofsky has blogged at length about his management ideas, and even taught a management class at Harvard Business School. Some of his best blogs were used as the basis for a book called One Strategy: Organization, Planning, and Decision Making, published by Wiley in 2010, which he co-authored with a Harvard academic. Sinofsky writes in his blog about cutting the number of managers between him and the lowest rung of the Windows unit to three or four from seven previously. This streamlining, along with rigorous planning, has become his signature at Microsoft, but has ruffled some feathers at the company because it has reduced the number of general manager positions, where people got to use a wide variety of skills, and focused instead on the core functions of making software: developing, testing and managing specific programs. But few dispute the results. For sure it flattens the organization, it definitely eliminates fiefdoms, said the former Windows executive. Bill Gates had the most amazing mind Ive ever encountered. You could show him a PowerPoint slide and he would ask why it was different from the one you showed him three years ago, said another former Microsoft executive. Steve Ballmer is the most intuitively mathematical person Ive ever worked with. Steve (Sinofsky) is neither of those things. Sources: http://www.forbes.com/sites/adamhartung/2012/05/12/oops-5-ceos-that-should-have-already-been-fired-cisco-ge-walmart-sears-microsoft/3/ http://www.msnbc.msn.com/id/46556568/ns/technology_and_science-tech_and_gadgets/t/microsofts-next-steve-windows-boss-faces-biggest-test/#.UAVLf_Wqnm4 Role An executive in the committee tasked to adviseMicrosoft CEO Steve Ballmer has just assigned you to conduct an investigation into how a sample of organisations, including Microsoft and one other company of your choosing, approach the management of their activities. Your analysis will extend into an examination of organisation structure and culture, as well as management style. Tasks: Using the facts of the company presented in the case above and that of another company of your choosing, compare and contrast different organisational structures and cultures (1.1) Explain how the relationship between an organisations structure and culture can impact on the performance of the business (1.2) Discuss the factors which influence individual behaviour at work (1.3) Compare the effectiveness of different leadership styles in different organisations (2.1) Explain how organisational theory is the foundation for the practice of management (2.2) Evaluate the different approaches to management used by different organisation (2.3) GRADING Pass is achieved by meeting all the requirements defined in the assessment criteria. Merit Identify and apply strategies to find appropriate solutions (M1) Characteristics / Possible Evidence Use of comparative chart that is sufficiently detailed to show that an effective approach to study and research has been applied to both organizations. Select and apply appropriate methods/techniques (M2) Characteristics / Possible Evidence Appropriate methods have been applied in organizational structure, culture and approaches to management related to given organizations as well as sources are justified. Distinction Use critical reflection to evaluate own work and justify valid conclusions (D1) Characteristics / Possible Evidence creativity has been used to generate and justify valid comments on approaches to management and styles of leadership. Take responsibility for managing and organizing activities (D2) Characteristics / Possible Evidence independence demonstrated and substantial activities have been planned, managed, and organised related to the practice of management and leadership. A REPORT ON MICROSOFT AND FEDEXS ORGANIZATIONAL STRUCTURES AND CULTURES Prepared for: Mr. John Andre (Lecturer) Organizations and Behavior Banking Academy, Hanoi BTEC HND in Business (Finance) Prepared by: TRAN MAI TRANG AMY Registration No.: ITP F05-229 (F05A) Submit Day: 21st November, 2012 Table of Contents INTRODUCTION The assignment is about six outcomes of Organizations and Behavior subject. The scenario company is Microsoft, founded in 1975, which is the worldwide leader in software, services and solutions that help people and businesses realize their full potential (Microsoft, n.d.).The other company to compare with Microsoft is Federal Express Corporation (FedEx Express), the largest company in providing a portfolio of transportation, e-commerce and business services under the FedEx brand. FedEx Express is an express transportation company, offering time-certain delivery within one to three business days and serving markets. FedEx Ground Package System, Inc. (FedEx Ground) is a provider of small-package ground delivery service. FedEx Freight Inc (FedEx Freight) is a provider of less-than-truckload (LTL) freight services. FedEx Corporate Services, Inc. (FedEx Services) provides the Companys other companies with sales, marketing, information technology, communications and back-office support (Fe dEx, n.d.). This assignment is going to explain and compare the organizational structures, cultures, leadership styles and performance of these two companies to find out about the organizational theories that underpin the practice of management. 1.1 Compare and contrast different organizational structures and culture 1.1.1 Microsofts structure and culture Microsofts Organizational Chart (The Official Board, 2012) According to the chart above, Microsoft has a flat structure. We can see that Microsoft has five product groups are Windows Live Windows Group, Server Software, Online Services, Microsoft Business and Entertainment and Devices. Each product group, which focuses on a specific line of goods and services, has one executive reports directly to the CEO. Each group has its own RD, sales, and customer service staff (Daft, 2009). This structure allows larger spans of control. Microsoft also has a matrix structure which works alongside the flat structure. The  matrix structure is a structure where project teams are made up of workers with various specialisms from different functions of a business (BPP, 2004). The legal structure of Microsoft is Limited Liability Company because the company went public on March 13, 1986 (Time, n.d.). Microsoft has a task culture because it is a huge company with 94,420 employees around the world, just 56,934 in USA only (Microsoft, n.d.). It is impossible to manage a firm of that huge amount of workers with a person culture or a power culture. A two-time award-winning journalist Kurt Eichenwald described Microsofts work culture as the cannibalistic culture; a management system known as stack-ranking a program that forces every unit to declare a certain percentage of employees as top performers, good performers, average, and poor effectively crippled Microsofts ability to innovate, leading employees to compete with each other rather than competing with other companies (Vanity Fair, 2012). 1.1.2 FedExs structure and culture FedExs Organizational Chart (The Official Board, 2012) FedEx Corporation FedEx, introduced express delivery to the world in 1973, and is the worlds top express delivery service. The organizational structure of FedEx is flat. According to Organizational Behavior A Strategic Approach, FedEx Corporation should change their structure, because it adopted a multi-divisional structure (Hitt, Miller Colella, 2005). The corporation gives significant authorities to the subsidiaries. Operating independently, each subsidiary manages its own specialized network of services. FedEx employed over 280,000 employees worldwide (FedEx, n.d.), so obviously they have a task culture. The culture of FedEx is also market driven culture. All they care about is the customers; their culture center on the customer. They possess a strong customer-service organizational culture (McNeal, 2011). In short, both Microsoft and FedEx Corp. have a new style of management which is flat structure and task culture. However, FedEx is flatter than Microsoft in organizational structure. To look deeper, we can see differences in their culture as one cares about money, the other one cares about the customer. 1.2 Explain how the relationship between an organizations structure and culture can impact on the performance of the business 1.2.1 Microsoft Microsoft has a flat organizational structure and a task culture which is consider the new method of management. It is believed to be the right way to manage a company. This seems to works well when Microsofts 2011 revenue reached $69 billion (Microsoft, 2011). They make a very huge amount of money. The flat structure creates a lower hierarchy of power in Microsoft. It also allows CEOs direct involvement to make decision process quicker and less time consuming. Microsoft was topped ranking of the worlds 25 best multinational workplaces released by The Great Place to Work Institute (Industry Week, 2011). It is noticeable that employees satisfy their working environment in Microsoft. However, the stack ranking program can kill Microsofts creativity. The destructive management technique can be seen the key problem in Microsoft its management system (Frederick Allen, 2012). It can lead to risk of losing big amount of money. 1.2.2 FedEx FedEx increased revenue 12% in the February-to-May quarter and 13% in the fiscal year that ended May 31, reporting total annual revenue of $39.3 billion (William Cassidy, 2011). It is a large amount of money. The culture of FedEx influences its employees to work more effectively. It encourages them not only work hard but also work smart. FedExs managers also make right decisions, catching up with market trends and changing business needs. 1.3 Discuss the factors which influence individual behaviour at work The factors which influence individual behavior at work are: personality, perception, attitude, ability and aptitude, conflict, stress, and change. For the people of Microsoft, their personality is highly competitive. As discussed above, it is obviously that Microsoft has the culture of competition so the people who are working in a competitive culture will become competitive. If they are not yet competitive, the culture will itself make them competitive. Because they are competitive, they know how to get the money from customers and they will do it so well. Microsoft had always been characterized by a culture that was extremely competitive. When the company introduced new products then rocketing sales, the people responsible for the products did not meet to celebrate. Instead, they found what could have been done better instantly. Therefore, the company had always been a leading competitor, and Gates often sent out memos to remind employees about the competitive threats ahead. Gates truly drove a culture of innovation and vision (Microsoft People Problems, 2003). Thus, people were promoted to strive for the highest standards. However, when Gates left, Steve Ballmer has been a new CEO. Steve has been driving a culture of production rather than innovation (Kurt Eichenwald, 2012). For example, two ex-employees reviewd on Glassdor (Glassdoor is a website that collects information about workplaces and companies) that stack ranking made Microsoft be a less desirable place to work and higher stress workplace (Julie Bort, 2012). One more thing is that, Microsoft has discrimination between black and white workers of the corporation. In 2001, a group of current and former employees accused Microsoft of racism. The seven African American people required $5 billion in compensation, claiming they were paid less than their fellow employees and repeatedly passed over for promotions given to less-qualified white workers. The workers also claimed to have been subjected to racial harassment and retaliation when they complained. According to Willie Gary, who is a lawyer, pointed to 1999, government statistics that showed only 2.6% of Microsofts 21,429 employees, and only 1.6% of the companys 5,155 managers, were black (BBC, 2001). 2.1 Compare the effectiveness of different leadership style in different organizations 2.1.1 Microsoft Bill Gatess leadership styles are participative style and authoritative style. The reason is that, Gates involved his subordinates in decision making so they were good at delegating. He is a flexible person and he recognized his role was to be visionary of the company. Whenever needed, he brought professional managers for managing. Gates is a strong and energizing person. His enthusiasm, hard working nature and judgment skills reflect his personality. His motivating power and involving his friends to working with him became the success of Microsoft (Dip Kumar Dey,n.d.). Besides, Gates paid special attention to recruit and retain the best talent. He believed that the recruitment of talented software engineers was one of the most critical elements in the software industry. Gates looked for recruits who included the capacity to grasp new knowledge quickly and deep familiarity with programming structures. Despite a great number of potential recruits applied for jobs at Microsoft, Gates a ssumed that the best talent would never apply directly. Consequently, Microsofts HR managers had to hunt for the best talent and offer them a job. Giving autonomy to his managers, Gates delegated authorities to managers to run their independent departments. Gates involved a little in autocratic style, because control is basic to his nature and his management practice. He had an obsession with detail and with checking up. He tried to monopolize the World Wide Web software market and had legal problems with the department of justice. Also he did not like complaints (Dhananjay Kumar, n.d.). Microsoft used these styles of leadership very well as the company has great performance with net income of $14.569 billion (2009). 2.1.2 FedEx FedEx has a complex leadership style. The leadership style is combined between affiliative style, participative style and democratic style. Because FedEx has a flat structure; the managers give their subordinates authorities so they are good at delegating. Also, to be able to give subordinates authorities, they must trust their workers. Workers at FedEx are smart people so they do not want to be told what and how to do things. FedEx Corp. under the guidance of CEO Fred Smith has been named the Top  Corporation of the Decade by Fortune magazine (Dumain, 2004). Smith  was determined to make employees an integral part of the decision-making  process, due to his belief that when people are placed first they will provide the highest possible service and profits will follow (FedEx, n.d.). Microsoft and FedEx have different leadership styles so they apply it differently to create different working environment for their workers. However, they both earn a huge amount of profit and manage their company so well. FedEx seems to have the right way to apply its leadership style on its employees than Microsoft. 2.2 Explain how organisational theory underpins the practice of management 2.2.1 Theory X and Y It can be easily seen that Microsoft and FedEx use the Y theory. Because both companies care about how their employees feel. Furthermore, workers at Microsoft and FedEx are smart people so they do not want to be told things. Workers at Microsoft and FedEx are very ambitious, passionate and committed to their work. Because the work load at Microsoft is very pressure but there are still many people wish to work at Microsoft. Because the salary they pay is high, $87,965 for normal employees and much higher for managers, engineers or directors. They all have a regular salary over $100,000 each person (Salary List, 2011). Theory Y is about trust. Both Microsoft and FedEx have flat structure; authorities are given through the chain. Therefore, they must trust the workers. It creates not only the trust of managers in workers, but also the trust of workers in managers. This theory helps to build a strong relationship among workers and managers and then it leads to a strong organization. It i s obviously that Microsoft and FedEx are both strong in structure, culture and financial. 2.2.2 Scientific management FedEx doesnt apply this theory in its management. Because based on the theory, the application of this approach was to break each job down into its smallest and simplest component parts or motions (BPP, 2004). Although the theory improves productivity, it creates de-humanity in the organization. Moreover, everyone at FedEx is smart and talented. Therefore, it is wastes to hire smart people to tell them just do the same job day by day. Scientific management doesnt work in an organization that needs innovation and ideas like FedEx. 2.2.3 Bureaucracy Under the dominated decade of CEO Steve Ballmer, Microsoft applied this theory in its management. For this reason, Microsoft was complained that toxic environment and bad managers for anyone who want to join the corporation. Current and former employees in Microsoft were affected seriously by bureaucracy and management of the company for years (Matt Rosoff, 2011). According an article, employees in Microsoft were more concerned with impressing bosses than creating things (Rebecca Greenfield, 2012). They have no incentive to innovate. Nothing has changed at all since the departure of former CEO Bill Gates. It seems to be Steve Ballmer applied an inefficient management system. All things have not worked out. 2.3 Evaluate the different approaches to management used by different organisations 2.3.1 Human relation approach Both Microsoft and FedEx use this management approach to manage their organization. As analyzed above, Microsoft cares about its employees in a wrong way. Steve Ballmer applied a management system which damage peoples creativity, making them to be bored with their work. Now the dominant tech company belongs to Apple. For FedEx, they care about their employees in a different way. They give employees passion and convenient facilities that allows workers to be more develop. Both Microsoft and FedEx know that how workers feel affects how well they work. However, this method is about what workers think, doesnt matter how the leader thinks about the workers. It is matter that the leader can create an image in the workers mind that they are what the leader wants them to believe they are. 2.3.2 The contingency approach It all depends is what we can define this theory. Managers of both Microsoft and FedEx have find out what is the suitable way to manage, not to find out what is the one right way to manage. This is considered the new management way. Microsoft and FedEx are the new organizations: everything is international, everything is new, everything is faster and everything is turbulent (BPP, 2004). This managing method fits these two organizations because organizations change all the time. This method worked very well for FedEx as the leader of FedEx lead the company through the economic crisis in 2008 to survive (The New York Times, 2012) In total, contingency approach is the correct choice for their management. CONCLUSION How an organization achieves its goals and become successful is the managers and leaders concern. Therefore, leaders and managers should build good relationship with their subordinates as well as good organizational structure, culture and good leadership style.

Salem Witch Trials Essay -- essays research papers

The Salem witch trials began with the accusation of people in Salem of being witches. But the concept of witchcraft started far before these trials and false accusations occurred. In the early Christian centuries, the church was relatively tolerant of magical practices. Those who were proved to have engaged in witchcraft were required only to do penance. But in the late Middle Ages (13th century to 14th century) opposition to alleged witchcraft hardened as a result of the growing belief that all magic and miracles that did not come unambiguously from God came from the Devil and were therefore manifestations of evil. Those who practiced simple sorcery, such as village wise women, were increasingly regarded as practitioners of diabolical witchcraft. They came to be viewed as individuals in league with Satan. Nearly all those who fell under suspicion of witchcraft were women, evidently regarded by witch-hunters as especially vulnerable to the Devil’s blandishments. A lurid picture of the activities of witches emerged in the popular mind, including covens, or gatherings over which Satan presided; pacts with the Devil; flying broomsticks; and animal accomplices, or familiars. Although a few of these elements may represent leftovers of pre-Christian religion, the old religion probably did not persist in any organized form beyond the 14th century. The popular image of witchcraft, perhaps inspired by features of occultism or ceremonial magic as well as by theology concerning the Devil and his works of darkness, was given shape by the inflamed imagination of inquisitors and was confirmed by statements obtained under torture. The late medieval and early modern picture of diabolical witchcraft can be attributed to several causes. First, the church’s experience with such dissident religious movements as the Albigenses and Cathari, who believed in a radical dualism of good and evil, led to the belief that certain people had allied themselves with Satan. As a result of confrontations with such heresy, the Inquisition was established by a series of papal decrees between 1227 and 1235. Pope Innocent IV authorized the use of torture in 1252, and Pope Alexander IV gave the Inquisition authority over all cases of sorcery involving heresy, although local courts carried out most actual prosecution of witches. At the same time, other developments created a climate in which alle... ...urse was accused as well, but found not guilty in the trial. Over 40 friends and neighbors testified in her favor, telling of her good faith and character. But the verdict from the jury caused such an outcry of fear, that the jury was asked to re-consider and she was then found guilty and hung. Mary Esty, Rebecca Nurses sister was also accused of being a witch, but she argued her case so well and in such a convincing manner, that the girls relented and she was found not guilty. She was released, a first in the witch-trials, but before long she was arrested once again on the claim that the girls had been haunted by her ghost. She was convicted and hung on September 22, 1692. Although all of the "witches" were hung, a certain man named Giles Cory was killed in a traditional English manner. He was pressed, pressing was where they would place heavy stones on a person till they died. Cory died two days later, crushed. 25 lives were taken during these Salem trials. 19 "w itches" were hung at Gallows hill. One was tortured to death by pressing. And five others died in prison, including an infant. The Salem witch trials were mainly caused by these two girls imagination.

The Effectiveness Of Collaborative Learning Education Essay

As EFL teachers we are concerned with two chief issues in linguistic communication acquisition. The first issue addresses the accomplishments pupils should get in EFL categories as a consequence of teaching-learning experiences. Such accomplishments are frequently measured by pupils ‘ accomplishment. The 2nd issue takes history of the schemes EFL instructors use to assist pupils get such accomplishments and in bend increase their accomplishment. Writing is a accomplishment which requires attempts from both the pupil and the instructor. It is one of the four linguistic communication accomplishments which is given accent in 2nd linguistic communication acquisition ( Inggris 2009 ) . Writing is one of the accomplishments which need to be mastered by the scholars. They learn different genres of composing like descriptive, expository, recount and narrative based on the prescribed course of study of their suppliers. Language larning involves larning the linguistic communication codification every bit good as the civilization ( appropriate ways of thought and moving ) associated with the linguistic communication ( Becket & A ; Gonzales 2004 ) . Students ‘ authorship abilities are affected by the type of instructions instructors use within their schoolroom patterns. Writing is one of the productive accomplishments that scholars are expected to accomplish in order to guarantee their communicative competency. While larning composing, pupils are supposed to acquire involved in many activities that enable them to bring forth a piece of composing at the terminal. They can be engaged for illustration in category treatments, act in function playing or acquire involved in equal redaction. While engaged in schoolroom activities pupils build up experience and hold more pattern that may eventually give the opportunity to make a proper merchandise of authorship. In learning authorship, instructors strive difficult to happen schemes to ease increasing pupils ‘ accomplishment. There are many methods adopted by the instructors in learning EFL authorship in the schoolrooms. One of the methods recommended in learning authorship is the incorporation of concerted acquisition ( Kagan 2002 ) . In ability grouping, pupils are grouped in a assortment of more flexible ways so that they spend some part of a school twenty-four hours in heterogenous groups and some part in homogenous groups. ( Grady et al 2007 ) . In most EFL categories, some scholars perform better beyond grade-level, others struggle with mark linguistic communication, while another great portion of the category falls someplace in between. In their attempt to run into the demands of such a diverse pupils, pedagogues tend to delegate brace and group work with pupils of different ability degrees happening ways to affect all pupils in the activities. These ways could include communicative and concerted undertakings to let staging of less advanced pupils. In this schoolroom environment advanced degree scholars act as a span to ease the acquisition procedure and lower degree schoolmates exhibit a willingness to traverse that span ( Sean, 2002.A As a general regulation, it would look sensible to propose that schoolroom harmoniousness might better be achieved in a group of motivated pupils who are allowed to take part and collaborate.Statement of the jobTeachers and pedagogues seem to hold struggled for decennaries to happen replies to inquiries about heterogenous and homogenous grouping: Does anyone benefit from each? Is anyone harmed by each? Who benefits ( or is harmed ) the most? Why? Are at that place options to these two types grouping? The replies are non ever clear-cut and frequently depend on whom you ask and what larning results are considered of import. To many pedagogues, grouping is considered a reasonable response to academic diverseness. To others, the pattern has harmful unintended effects and should be abandoned. Indeed, research, logic, and emotion frequently clash when debating the subject of grouping. But what do we truly cognize? Consequently, this survey aims to look into the consequence of homogenous grouping versus heterogenous grouping on EFL pupils accomplishment in composing in the hope that it may settle the statement on which is better for both high and low winners. Homogeneous grouping can be defined as spliting pupils into little groups which include pupils of the same ability or degree for illustration high winners together and low winners together. While heterogenous grouping can be defined as spliting pupils into groups that include assorted or different degrees, high and low winners together.Theoretical ModelCognitive growing springs from the alliance of assorted positions as persons work to achieve common ends. Both Piaget and Vygotsky saw concerted acquisition with more able equals and teachers as ensuing in cognitive development and rational growing ( Johnson, et al. , 1998 ) . The premise of behavioural larning theory is that pupils will work hard on undertakings that provide a wages and tha t pupils will neglect to work on undertakings that provide no wages or penalty. Concerted acquisition is one scheme that rewards persons for engagement in the group ‘s attempt. A reappraisal of the literature on concerted acquisition shows that pupils benefit academically and socially from concerted, small-group acquisition ( Gillies, 2002 ) . Concerted acquisition can bring forth positive effects on pupil accomplishment ( Cohen, 1986 ; Davidson, 1989 ; Devries & A ; Slavin, 1978 ; Johnson & A ; Johnson, 1989 ; Okebukola, 1985 ; Reid, 1992 ; Slavin, 1990 ) . Academic benefits include higher attainments in reading comprehension, composing ( Mathes, Fuchs, & A ; Fuchs, 1997 ) and mathematics ( Ross, 1995 ; Whicker, Nunnery, & A ; Bol, 1997 ) and enhanced conceptual apprehension and accomplishment in scientific discipline ( Lonning, 1993 ; Watson, 1991 ) . Social benefits include more on-task behaviours and assisting interactions with group members ( Burron, James, & A ; Ambrosio, 1993 ; Gillies & A ; Ashman, 1998 ; McManus & A ; Gettinger, 1996 ) , higher self-pride, more friends, more engagement in schoolroom activities, and improved attitudes toward larning ( Lazarowitz, Baird, & A ; Bolden, 1996 ; Lazarowitz, Hertz-Lazarowitz, & A ; Baird, 1994 ) . Harmonizing to Slavin ( 1987 ) , there are two major theoretical positions related to concerted acquisition — motivational and cognitive. The motivational theories of concerted acquisition stress the pupils ‘ inducements to make academic work, while the cognitive theories emphasize the effects of working together. Motivational theories related to cooperative learning focal point on wages and end constructions. One of the elements of concerted acquisition is positive mutuality, where pupils perceive that their success or failure prevarications within their working together as a group ( Johnson, Johnson, & A ; Holubec, 1986 ) . From a motivational position, â€Å" concerted end construction creates a state of affairs in which the lone manner group members can achieve their personal ends is if the group is successful † ( Slavin, 1990, ) . Therefore, in order to achieve their personal ends, pupils are likely to promote members within the group to make whatever assist the group to win and to assist one another with a group undertaking. There are two cognitive theories that are straight applied to cooperative acquisition, the developmental and the amplification theories ( Slavin, 1987 ) . The developmental theories assume that interaction among pupils around appropriate undertakings increases their command of critical constructs ( Damon, 1984 ) . When pupils interact with other pupils, they have to explicate and discourse each other ‘s positions, which lead to greater apprehension of the stuff to be learned. The battle to decide possible struggles during collaborative activity consequences in the development of higher degrees of apprehension ( Slavin, 1990 ) . The amplification theory suggests that one of the most effectual agencies of acquisition is to explicate the stuff to person else. Concerted acquisition activities enhance elaborative thought and more frequent giving and receiving of accounts, which has the possible to increase deepness of apprehension, the quality of logical thinking, and the truth of long term keeping ( Johnson, Johnson, & A ; Holubec, 1986 ) . Therefore, the usage of concerted larning methods should take to improved pupil acquisition and keeping from both the developmental and cognitive theoretical bases. Several surveies have examined the effects of concerted larning methods on pupil acquisition. Humphreys, Johnson, and Johnson ( 1982 ) compared concerted, competitory, and individualistic schemes and concluded that pupils who were taught by concerted methods learned and retained significantly more information than pupils taught by the other two methods. Sherman and Thomas ( 1986 ) found similar consequences in a survey affecting high school pupils taught by concerted and individualistic methods. In a reappraisal of 46 surveies related to concerted acquisition, Slavin ( 1983 ) found that concerted acquisition resulted in important positive effects in 63 % of the surveies, and merely two surveies reported higher accomplishment for the comparing group. Johnson, Maruyama, Johnson, Nelson, and Skon ( 1981 ) conducted a meta-analysis of 122 surveies related to cooperative acquisition and concluded that there was strong grounds for the high quality of concerted acquisition in advancing accomplishment over competitory and individualistic schemes. Johnson and Ahlgren ( 1976 ) examined the relationships between pupils ‘ attitudes toward cooperation, competition, and their attitudes toward instruction. The consequences of the survey indicated that pupil amenability, and non competitiveness, was positively related to being motivated to larn. Humphreys, Johnson, and Johnson ( 1982 ) besides found that pupils analyzing in a concerted acquisition intervention group rated their learning experience more positively than did pupils in competitory and individualistic intervention groups. In a survey affecting simple and secondary pupils Wodarski, et al. , ( 1980 ) found that 95 % of the simple pupils enjoyed the concerted acquisition activities and that they had learned a batch about the topic. Cooperative acquisition has its roots in the theories of societal mutuality, cognitive development, and behavioural acquisition. Some research provides exceptionally strong grounds that concerted larning consequences in greater attempt to accomplish, more positive relationships, and greater psychological wellness than competitory or individualistic acquisition attempts ( Johnson, Johnson, & A ; Holubec, 1994 ( Social mutuality theory positions cooperation as ensuing from positive links of persons to carry through a common end. The Gesalt psychologist Kurt Koffka proposed in the early 1900 ‘s that although groups are dynamic wholes the mutuality among members is variable. Kurt Lewin ( 1948 ) stated that mutuality developed from common ends provides the indispensable kernel of a group. This mutuality creates groups that are dynamic wholes. The power of the group is such that a alteration in any member or subgroup straight alterations any other member or subgroup. Within cognitive development theory, cooperation must predate cognitive growing. Harmonizing to Emmer and Gerwels ( 2002 ) some research on concerted acquisition has addressed instructional constituents. In a figure of surveies pupils have been taught interaction accomplishments, such as how to oppugn or to assist each other so that they did non give replies but facilitated each other ‘s thought ( Fuchs, Fuchs, Kazdan, & A ; Allen, 1999 ; Gillies & A ; Ashman, 1996, 1998 ; Nattiv, 1994 ; Webb, Troper, & A ; Fall, 1995 ) . And, when pupils are taught such accomplishments, positive results such as increased intrinsic motive, wishing for school, and self-pride can ensue ( Battistich, Solomon, & A ; Delucchi, 1993 ) . Homogeneous grouping Homogeneous grouping has been proposed and implemented as a possible solution to run into the demands of the assorted ability categories, proposing that pupils of different abilities can be gathered in groups of same ability thereby easing direction ( Slavin, 1987 ) . This sort of grouping is based on the pedagogical rule that the instructor has the advantage of concentrating direction at the degree of all the pupils in the peculiar group ( Ansalone, 2000 ) . It is assumed that instructors of assorted ability categories can increase the gait and raise direction degree for high winners whereas low degree pupils can bask single attending. So, advanced students are taught more hard constructs while low winners deal with simple and fewer things. Advocates of homogenous grouping opine that it is an first-class agencies of individualising direction. Achievement is considered to increase as instructors adjust the gait of direction to pupils ‘ demands. Kulik and Kulik ( 1982 ) and Slavin ( 1987 ) carried out meta-analyses of surveies at the simple school degree, happening benefits of within-class ability grouping. Both low ability pupils and more advanced 1s placed in separate groups, benefited from direction addressed to their degree. More late, Mulkey et Al ( 2005 ) found that same ability grouping has persistent instructional benefits for both high and low degree pupils. Marsh ( 1987 ) supports HG as a manner of get bying with assorted ability categories presuming that grouping kids homogeneously enables those in lower ability groups to gain with regard to self-evaluation by being isolated from advanced equals. Furthermore, Allan ( 1991 ) supports that students model their behavior after the behavior of similar ability kids who are get bying good with their school work. The protagonists of homogenous grouping conclude that research fails to back up that homogenous grouping does n't carry through anything ( Loveless, 1998 ) . Although instructors of assorted ability categories seem to hold positive attitudes towards homogenous grouping ( Scherer, 1993, Mulkey et Al, 2005 ) , the last one-fourth of the twentieth century witnessed terrible unfavorable judgment of ability grouping. It has been declared that this type of grouping stigmatizes lower ability pupils, offering them inferior direction. Several research workers argue that homogenous grouping does non vouch that all advanced or all weak pupils are likewise. Matthews ( 1997 ) conducted a relevant research with pupils in classs 6 through 8 determination that gifted pupils are well more diverse than they are homogenous. They vary in their grades of promotion, their abilities, their acquisition manners and involvements, their test-taking accomplishments, and their social/emotional development. So, garnering advanced kids of the assorted ability classes together in one group may non be the wisest solution to the job. Ability grouping may diminish the self-esteem and aspirations of low ability kids and hence slow their academic advancement. Welner and Mickelson ( 2000 ) carried out rather an extended research reappraisal happening that low ability kids are exposed to lowered outlooks, reduced resources and rote acquisition. Children ‘s self-concept is affected and outlooks are internalized ( Ireson and Hallam, 1999, Gamoran, 1987 ) . This implies that pupils of low ability in assorted ability categories are provided with low outlooks if placed in same ability groups doing them feelings of lower status. This is confirmed by Ansalone ( 2001 ) and Hallinan ( 1994 ) who demonstrated that kids assigned to lower ability groups, are exposed to less and more simplified versions of the course of study whereas high ability groups have broader and more ambitious stuff covered. In this sense, Oakes ( 1992 ) and Wheelock ( 2005 ) support that educational benefits in assorted ability scenes are non provid ed by homogenous grouping but instead by a ambitious course of study and high outlooks. Research has accumulated grounds bespeaking that schooling tends to increase single differences ( Van der Veer and Valsiner, 1991 ) . Homogeneous grouping seems to add more chances to advanced scholars who are normally middle-class or upper-middle-class kids, striping students who already suffer from socio-economic segregation, or those who are larning less fast. Kozo seems to hold that homogenous grouping amendss non merely low but besides high-ability pupils as the latter who are normally the flush kids are non given any chances to larn the virtuousnesss of assisting others or larning about unselfishness ( Scherer, 1993 ) . It is inferred that grouping pupils homogeneously for direction on the assorted ability categories is one more advantage conferred on those who already enjoy many. Heterogeneous grouping – Concerted acquisition Heterogeneous grouping, that is garnering kids of changing abilities in same groups has been proposed by many research workers as an effectual scheme to advance academic development of pupils holding diverse background cognition and abilities. Brimfield, Masci and Defiore ( 2002 ) believe that ‘all pupils deserve an academically disputing course of study ‘ ( p.15 ) . So, our end is to happen a manner to prosecute all students of the assorted ability schoolroom in the lesson irrespective of their abilities. The writers point out that by making mixed-ability groups, we send the compelling message that everybody is expected to work at the highest possible degree as high and low ability pupils trade with the same challenges. Disadvantaged students are at decreased hazard of being stigmatized and exposed to a ‘dumped-down ‘ course of study in a mixed-ability scene. Teachers ‘ outlooks for all students are maintained at higher degrees and less able pupils have chances to be assisted by more able equals. It is assumed that heterogenous grouping provides pupils entree to more learning chances. Johnson and Johnson ( 1987 ) recommend delegating kids of high, medium, and low abilities in the same group maximising the heterogenous make up of each group. Such ability diverseness within the same group creates an effectual acquisition environment ( Manlove and Baker, 1995 ) supplying larning chances for low-level pupils every bit good as chances to more advanced kids to supply accounts to others revising, consolidating and utilizing some things they have encountered before. The instructors can utilize concerted undertakings among high and low winners of assorted ability groups or braces in order to advance task battle of all pupils in the assorted ability category as advanced kids can supply accounts and counsel in transporting out a undertaking. Concerted undertakings among high and low winners are valued by the sociocultural theory of Vygotsky ( 1978 ) . Students of assorted ability categories differ at their competency degree and anterior lingual experiences. Vygotsky supports that kids who are exposed to books and other out-of-school factors which contribute to lingual development i.e.prior cognition of English from private institutional direction, are expected to hold already run through a big portion of their ZPD. On the other manus, students with hapless literacy chances i.e. without anterior cognition of English may possess a larger Zone of Proximal Development ( Van der Veer and Valsiner, 1991 ) . So, they may profit greatly from equal interactions which are likely to assist low degree pupils reach higher degrees of public presentation. In this model, Lyle ( 1999 ) showed that both low and high accomplishing pupils value the chance to work together as all students believed that they benefited. It was concluded that equal interactions can ease literacy development particularly of low ability pupils. In this vena, Guralnick ( 1992 ) points out that societal competency acquired in group work affects the amplification of all pupils ‘ cognitive competences, connoting that both low and advanced scholars of assorted ability categories may derive from such scenes. The function of equal acquisition as lending to linguistic communication development has besides been emphasized by Mize, Ladd and Price ( 1985 ) Webb ( 1989 ) , Jacob et Al ( 1996 ) and Slavin ( 1996 ) . Rogoff ( 1993 ) refers to kids ‘s societal sharing of their knowledge through interaction. When pupils participate in corporate activities, they guide each other ‘s attempts. Harmonizing to Tudge and Winterhoff ( 1993 ) advanced kids give changeless feedback through conversation coercing equals to endeavor for making higher degrees of public presentation. Assorted surveies have indicated a positive correlativity between concerted acquisition and accomplishment in assorted ability categories. For illustration, Walters ( 2000 ) asserts that concerted acquisition is suited for instructors covering with progressively diverse schoolrooms as it easy accommodates single differences in accomplishment. Consequently, Fulk and King ( 2001 ) support that ‘class-wide equal tutoring ‘ improves all pupils ‘ larning. They add that functioning in the function of coach seems to be peculiarly good for bettering the self-pride of pupils with low accomplishment while they may, for illustration, rate their spouse ‘s reading. Therefore, it appears that CL may fulfill the demands of a assorted ability category. Surveies conducted by Pica and Doughty ( 1985 ) , Porter ( 1986 ) , and Cotterall ( 1990 ) indicate that scholars of different abilities produce more in assorted ability brace and group work by assisting one another to get the better of cognitive obstructions. This decision is consistent with Urzua ‘s ( 1987 ) happening that the assorted ability kids in the experimental survey conducted, appeared to hold developed a sense of power in linguistic communication through the procedure of working with sure equals i.e. authorship and rewriting. The benefits of concerted acquisition are more touchable when it comes to written work. O'Donnell et Al ( 1985 ) found that engagement in concerted couples can better the quality of pupils ‘ public presentation on a written undertaking. Weak pupils of assorted ability categories can utilize advanced scholars as beginnings of information, noticing on and reviewing each other ‘s bill of exchanges in both unwritten and written formats ( Liu and Hansen, 2002 ) . Rollinson ( 2005:25 ) attributes this phenomenon to the possibility that ‘peer audiences are more sympathetic than the more distant instructor audience ‘ . Peer reappraisal groups are besides favoured by Huot ( 2002 ) and Inoue ( 2005 ) and Cotterall and Cohen ( 2003 ) who showed the positive effects of scaffolding in assorted ability scenes Concerted activities such as group probe are likely to promote diffident and low public presentation pupils since they have the advantage of necessitating the engagement of all group or brace members to transport out a undertaking, leting each member to make something harmonizing to one ‘s abilities.Reappraisal of LiteratureAbility grouping can be carried out between-class or within-class ( Dukmak 2009 ) . Between-class ability grouping refers to a school ‘s pattern of organizing schoolrooms that contains pupils of similar ability. Within-class grouping refers to a teacheraˆYs pattern of organizing groups of pupils of similar ability within an single category ( Gamoran, 1992 ; Hollified, 1987 ) An extended research has been conducted on ability grouping proposing that academically, high-achieving pupils achieve and learn more when they are grouped with other high-achieving pupils ( Gentry & A ; Owens, 2002 ; Grossen, 1996 ; Hollified, 1987 ; Page & A ; Keith, 1996 ) . In mixed-ability grouping it is hard to supply an equal environment for learning to everyone. Since pupils differ in cognition, accomplishments, developmental phase, and larning rate, one lesson might be easier for some pupils and more hard for the others ( Slavin, 1987b ) . In ability grouping, high-achieving pupils view their ain abilities more realistically and experience that they are suitably challenged with their equals ( Fiedler, Lange, and Wine-Brenner, 2002 ) . Mixed-ability grouping is based on concerted acquisition which demonstrates positive success related to pupil ‘s accomplishment. In this type of grouping, pupils work collaboratively to successfully accomplish a coveted educational result and develop a greater apprehension and regard for single differences. All signifiers of diverseness within the acquisition environment are embraced ( Felder & A ; Brent, 2001 ; Freeman, 1993 ; Saleh, Lazonder, & A ; DeJong, 2005 ) . Furthermore, in a mixed-ability, instructors respond to the individualised demands of all scholars ( Kulik & A ; Kulik, 1992 ) . The most compelling statement against ability grouping is the creative activity of academic elites – a pattern which goes against democratic ideals ( Slavin, 1987a ) . Johnson and Johnson ( 1999 ) and Johnson, Johnson and Smith ( 1998 ) say that concerted acquisition has five basic elements. The elements are â€Å" positive mutuality, single answerability, promotive interaction, appropriate usage of societal accomplishments, and periodic processing of how to better the effectivity of the group † ( Johnson & A ; Johnson 1999 ) .When these elements are decently implemented, the research has shown that â€Å" group coaction in the schoolroom can increase acquisition and accomplishment, societal accomplishments, self-esteem, and attitudes toward schoolmates and school † ( Slavin, 1990 as cited in Webb, Nemer & A ; Zuniga 2002 ) . Puting pupils in squads or concerted acquisition groups has many advantages. It helps to construct a pupil ‘s communicating accomplishments, can assist increase tolerance and the credence of diverseness, promotes higher degree logical thinking, promotes increased coevals of new thoughts, promotes greater tr ansportation of information from one state of affairs to another, increases keeping, builds teamwork accomplishments, reduces emphasis, and â€Å" increased willingness to try disputing undertakings † ( Baker & A ; Campbell, 2005 ; Huss, 2006 ; Lin, 2006 ; Payne & A ; Monk-Turner, 2006 ; Patrick, Bangel, & A ; Jeon 2005 ; Kim 2004 ; Vaughn, 2002 ; Johnson & A ; Johnson, 1999 ; Johnson, Johnson & A ; Smith, 1998 ; Slavin, 1996 ) . The concerted acquisition experience besides [ gives ] pupils the chance to reexamine and larn information that they did non understand before the concerted acquisition activity ( Webb, 2002 ) . Harmonizing to Lin ( 2006, ) , research has concluded that concerted acquisition is the top ranked learning theoretical account that â€Å" promotes greater higher-order thought, job resolution, and accomplishment. † Students can retrieve 75-90 % of stuffs when they learn it in concerted acquisition state of affairss ( Lin, 2006 ) . In a study of college pupils after an experiment affecting group work, Payne and Monk-Turner ( 2006 ) found that 90 % of pupils favored group work and that 90 % learned from their group members. Since 1924, 168 surveies have been conducted that comparison concerted acquisition to competitory and single acquisition. These surveies have shown that concerted acquisition outputs higher academic accomplishment than single and competitory acquisition ( Johnson, Johnson & A ; Smith, 1998 ) . Concerted acquisition groups are besides said to be peculiarly good to low academic achieving pupils and pupils of colour ( Huss, 2006 ; Vaughn, 2002 ) . Concerted larning groups appear to be successful for many grounds. Students become an instrumental portion of the group when they feel their attempts will lend to the success of the group ( Baker & A ; Campbell, 2005 ) . Students are successful and learn in concerted acquisition groups because â€Å" [ they ] learn by making instead than listening † ( Payne, Monk-Turner, & A ; Smith 2006 ) and because they are actively utilizing the stuff and information ( Zimbardo, Butler, Wolfe, 2003 ) . Concerted acquisition besides strengthens pupils societal interactions, it gives them the desire â€Å" to accomplish, [ to develop ] more positive interpersonal relationships, and [ have ] greater psychological wellness than competitory or individualistic acquisition attempts † ( Johnson, Johnson, & A ; Holubec, 1994 as cited in Morgan, 2003, ) . Concerted acquisition can learn pupils that â€Å" ( a ) that cognition can be, or should be, shared with fellow pupils ; ( B ) that diffe rences in sentiment can be rationally negotiated even under conditions of trial force per unit areas ; and ( degree Celsius ) that cooperative larning processs can be gratifying and productive † ( Zimbardo et al. , 2003, ) . These types of lessons enable pupils to larn how to work good with others. The mutualist relationships that develop within a group aid to ease the group ‘s success. Everyone feels the end of the group will be met if everyone achieves their single ends ( Vaughn, 2002 ; Morgan, 2004 ) . Harmonizing to Morgan ( 2004 ) , group members should besides be cognizant of the fact that a individual group member can impact how and/or if the end is achieved. The concerted acquisition experience is most effectual when the participants work good together and they successfully achieve their end. There are many features to successful squads. Some of these features include unfastened communicating, efficaciously listening, open-mindedness, clear functions, an established leader, clearly defined undertakings, teamwork where everyone works together and contributes, there are good developed come-at-able ends ( Payne, Monk-Turner, 2006 ; Baker & A ; Campbell, 2005 ) , and a timeline ( Payne & A ; Monk-Turner, 2006 ) . In a schoolroom, there are besides many things a instructor can make to assist see the success of a group activity. The instructor should supply strong counsel ( Payne & A ; Monk-Turner, 2006 ; Baker & A ; Campbell, 2005 ) , model the coveted behaviour, supply immediate feedback, and reward desired behaviour ( Lin, 2006 ; Baker & A ; Campbell, 2005 ) . The instructor can besides utilize cheques and balances to supervise productivene ss, employ assorted job work outing schemes ( Friend & A ; Cook, 2007 ) , lengthen the sum of clip the group spends together, supply proper group behaviour preparation, set up â€Å" land regulations † ( Mitchell, Reilly, Bramwell, 2004 ) and let group members rate each other ( Lin, 2006 ) . If the instructor proctors, provides wagess and allows the pupils to rate each other, it may cut down the effects of a shirker and maintain pupils from acquiring a class they do non merit ( Payne & A ; Monk-Turner, 2006 ) . Students that slack off can demotivate difficult working pupils and give them a negative feeling about group work ( Ashraf, 2004 ) . Many surveies have been conducted that demonstrate the success of teaming. Robert Slavin has conducted extended research on the execution of concerted acquisition theoretical accounts in schools. He has examined the effects schools going complete concerted acquisition centres on their academic accomplishment. He has found many successful state of affairss where lower acting schools were transformed because they converted to a concerted acquisition format ( Slavin, 1999 22-23 ) . Payne and Monk Turner ( 2006 ) conducted a survey that examined how pupils felt about squads. In this survey, they assigned pupils to groups, gave them an assignment, and so asked them how they felt about the assignment after the group undertaking was completed. They found that 90 % of the pupils had a favourable experience, 90 % of the pupils learned from their group members, and 85 % of the pupils felt they learned teaming accomplishments that could be transcended into concern. Baker and Campbell ( 2005 ) c onducted a survey in which pupils were placed in groups and observed that the pupils who worked in groups, as opposed to working separately, were more successful because they had more entree to knowledge, they felt pressured to win to maintain the group from neglecting, and the assorted personalities helped relieve the emphasis of the jobs. For illustration a member frequently told gags to assist lesson the tenseness. Additionally, members frequently provided positive support and motive. Puting pupils in groups to take trials is another manner to utilize concerted acquisition and group work. Morgan examined the benefits and nonbenefits of college pupils finishing tests utilizing concerted acquisition groups. She concluded that â€Å" The increased deepness of apprehension, the feelings of support, regard for other ‘s parts, and the elucidation of information produced more pupils with a greater consciousness of the stuff and more developed societal accomplishments to be lending members of squads † ( Morgan, 2004 ) . The apprehension of successful concerted larning group theoretical accounts non merely affects groups in grade school ; it besides affects groups in occupations and college. Harmonizing to Payne, Monk-Turner, and Smith ( 2006 ) â€Å" employers want college alumnuss that have developed teamwork accomplishments. † Miglietti ( 2002 ) says that group work is normally used in the workplace and employers want to engage people with these acco mplishments. Furthermore, these accomplishments can be learned when pupils are placed in successful squads where the ends have been reached. Socialization and communicating are illustrations of accomplishments that pupils learn in groups that can assist their passage into the concern universe ( Payne et al. , 2006 ) . In a study of college pupils, after a survey affecting group work, Payne and Monk-Turner ( 2006 ) found that 85 % of college pupils admitted that making group work would likely work on squads in future occupations.ParticipantsThe topics of this survey will be 46 11th graders representing two scientific discipline categories in Al Dahmaa Model School. Based on the consequences of a trial prepared by the research worker and correlated to the pupils ‘ last semester consequences of the concluding authorship test they will be grouped harmonizing to their abilities in authorship. Another tool to find the grouping of the pupils the research worker will analyse the infor mation provided to the school of the EMSA test which is a national external appraisal of the pupils in the UAE which step pupils ‘ accomplishment in math, scientific discipline, Arabic and English reading and authorship. The research worker will be concerned with the consequences of the authorship exam merely as all the consequences are provided individually. Few points to reference here, foremost is that the pupils will be divided into groups for the intent of composing direction and activities merely. Since pupils ‘ abilities vary from accomplishment to skill, for the intent of this research, labeling pupils of higher, mean and lower winners will merely be mentioning to their abilities in composing merely. In add-on, a peculiar degree or group is non based on the capable perceptual experience or the other label, but on the consequences of the nonsubjective appraisal tool. In other words pupils will non be grouped harmonizing to other accomplishments than composing, such as their eloquence or their unwritten abilities, chiefly the consequences of a valid arrangement trial in their authorship abilities.ProceduresIn one category, the pupils will be grouped homogeneously, when high winners in composing & gt ; ? will sit together and low winners & lt ; ? will sit together. In the 2nd category pupils will be grouped heterogeneously in a ssorted ability groups when each group will include high and low winners in authorship. A pretest will be held for the participants before grouping them. The intervention will include teaching pupils composing schemes that will be covered within 20 Sessionss each session is 45 proceedingss stand foring a school twenty-four hours period. The posttest will be held shortly after the terminal of the whole Sessionss. During the Sessionss the pupils will be trained on utilizing the composing schemes such equal and ego redaction, outlining and peer rectification. The learning techniques and schemes will be varied harmonizing groups abilities. The instructor will follow the techniques suited for each group individually but the content of the intervention will be the same.

Family Assessment Assignment Essay

A family nursing assessment was done on the Lois G. family during three nursing visits over a period of one month. The family lives at 1234 Main St. and their home phone number is 314-987-6543. This is a lower- middle class (Friedman, Bowden & Jones E.G., 2003), African American, Baptist, single-parent, career, divorced family that is child-oriented and not geographically mobile. Lois is 45 and has three children, Carmen, a 16 year old girl, Emille and Camille, twin 9 year old girls. The mother is the sole custodial parent of the oldest child. Carmen has minimal contact with her father, Wayne, whom her mother divorced when she was 2 years old. The twins’ father, Sherman, has joint custody and shares full parental responsibilities for their care. Lois does not have a relationship with either Wayne or Sherman. The twins live with their father 3 to 4 days a week and then spend equal time with their mother. The family is in Duvall’s 5th life cycle stage. The potential task and transitions for this family are changes in roles and status; career changes; loss of parent in family of origin and changes in physical health (Friedman, et al., 2003). In addition to these developmental tasks, the family is currently facing the tasks of balancing freedom with responsibility and problems with parent-teenager communication. The family nursing diagnosis for this family is â€Å"Parental Role Conflict† and â€Å"Deficient Health Care Knowledge† which is related to the family’s current health care concerns. Lois has a master’s in education and mathematic. She is a high school math teacher and values education and good grades. Carmen is social, active, but quite. Carmen does assisted with the care and supervision of the twins, but now is involved in more school and social activities that take up most of her free time. She has a mild interest in establishing a relationship with her father and states he is attending sports activities and making same efforts to be a part of her life. She is an A student and participates in high school sports and church activities.  Camille and Emille are both very outgoing and enjoy being around their older sister and being the center of attention. Camille and Emille like living with both of their parents, but say it would be nice if they could just stay at one home and still have both parents there. Emille does very well in school, and although Camille is working at grade level, she has been struggling in some subjects. The family is very active i n their church and attends services every Sunday and bible study on Wednesdays with her sister and her family. In Lois’ family of origin, there are five children and she is the middle child. She has an older sister, an older brother and two younger brothers. Her grandparents on both side of her family are from Mississippi, but later moved to St. Louis to raise their families in better living and working conditions. Her parents are from St. Louis. Lois’ mother, Catherine, died of colon cancer when Lois was 28. Lois’ father, JC, is in the late stages of Alzheimer’s disease but is able to stay in his home because his second wife, Ms. Verdell, provides him 24 hour care. This illness has been very difficult for the family but they have a lot of faith in God and this has assisted them in dealing with his slow decline. Lois states she is very thankful that her father has the support of his wife, because she doesn’t feel she and her sister would be able to provide him the type of care he receives from her. Lois states she has a very good relationship with all of her immediate and extended family members. She is very close to her sister and sees her and her sisters’ family at least on a weekly basis, if not more often. Her three brothers, who are unmarried, live out of town but come to St. Louis to visit frequently. She is also close to her extended family on both her mother and fathers side of the family and will travel to Mississippi several times a year to visit them. Lois states that she is not aware of any health issue with her siblings although she thinks her oldest brother may have high blood pressure. She had aunts on both sides to die from cancer (unknown type) and two uncles to die from heart disease. The nuclear family has no special needs, is not experiencing any major illnesses, nor is there an immediate family member with disabilities. Lois is experiencing a lot of stress contemplating a hysterectomy this summer due to uterine fibroids and menorrhagia. Carmen has been experiencing irregular menses, but now is on birth control pills (BCP) to regulate her cycle. She however, doesn’t want to take the BCP’s. The  twins have mild to moderate eczema, which is being treated w ith a prescription topical steroid, but this is inconsistent because when the twins are with their father he doesn’t always apply the daily ointment as ordered. There is no history of surgeries, chronic or prolonged illnesses, asthma or allergies in the family. Lois states she needs more information on treatment options for her fibroids; treatment options for Carmen’s’ irregular menses and a better way to make sure the twins are using their medication for their eczema when they’re at their father’s home. Lois has lived in the St. Louis area all of her life and now she and her family live in Hazelwood MO, a middle-class, culturally diverse suburban area in St. Louis County, MO. Her home is easily assessable to highways, schools, hospitals, shopping and entertainment. She is able to easily get to her sisters’ and fathers’ homes and to church. She doesn’t have a lot of interaction with her neighbors; her community is centered more on where her family and church are located and not necessarily on where she lives. Lois lives in a nicely decorated, well maintained, three bedroom ranch home, with a fenced yard on a low traffic street. Lois and Carmen have their own bedrooms and the twins share a bedroom with twin beds. She has a finished basement that the children utilize for their recreational activities. There are several TV’s and computers in the home and each person has access to these for both leisure and school work. The family room is just off the kitchen and this is the center of family interaction. The family’s communication is didactic and usually occurs around the kitchen table at meal times. The twins review their day at school and Carmen relates what her upcoming activities are. Lois reviews their progress in school, or addresses issues specific to each child. She does have one-on-one with each child, although not every day, it is several times a week. Lois states communication with Carmen has become more difficulty over the last 6 months. Lois and Carmen have always been very close, but as the twins have required more of Lois’ attention and Carmen has gained more independence, she feels this is changing. Although Lois states that she has always been able to talk with Carmen, she now feels there are more disagreements and some lack of communication. Lois feels Carmen doesn’t show her the expected amount of respect when she is told to do something or reminded to do chores and her tone is not acceptable to Lois. Carmen talks freely with her mother  to negotiate her wants and needs or to express her feelings, but gets angry when she feels her mother is unre asonable in her expectations. She states she wishes her mother would listen more and not raise her voice and then get angry at her when she does the same. Lois states there are areas that she makes the sole decision, like home rules and behavior expectations; some areas that are negotiable, like social activities and the use of BCP’s for irregular menses; and then there are areas that Carmen makes her own decisions, like clothes and hair styles. I explained to Lois this is a normal pattern for adolescent development and that some research has shown that when the child is young they are more likely to have value agreement with the parent, but it seems relatively uncharacteristic of families with middle and late adolescents (Edgar-Smith, 2010). Currently Carmen does not want to take BCP’s because she said it makes her feel â€Å"funny†. She isn’t able to give a broader description of the feeling and hasn’t voiced any specific physical complaint or symptom, but just states she wants to stop taking the BCP’s. Lois and Carmen had a discussion around this issue and agreed that Carmen would take the BCP’s for 6 months and then follow up with her doctor to see if continuing or stopping the BPC’s would be the best option for her. Lois is able to communicate openly with both Camille and Emille and they are responsive to the rules and expectations that Lois has laid out for the household and individually. Carmen will talk to the twins, but it’s usually to give correction or instruction, not to inquire. Lois states the twins share their own style of communication which is verbal and non-verbal when interacting with each other. With others, Camille will usually start the communication and then Emille will join in. Lois prepares all the meals and is very aware of the importance of a balanced meal plan. She makes breakfast and lunches for everyone in the morning and then cooks dinner every night. She usually cooks the meals while the girls are doing homework, watching TV or playing games. She said she needs more help at meal times. I asked her if she could assign task for each child to do so everyone would have a part in meal preparation and she said she would start a routine that involves all the children in this. Carmen is capable of independent meal preparation (but does not initiate this), so she will be the one to set up the food preparation and organize items for the twins. Lois will give specific instructions on what she wants everyone to do, so she won’t have  the entire responsibility of meal preparation for every meal every day. Lois, as the mother and only parent in the home, is the sole p ower source for decision making in the family and has reward and coercive power over the children, although she will confer with the twin’s father due to the legal agreement of joint custody. Carmen, as the oldest child, has inferred power over the twins. The twins, as the two youngest children, are on an equal power base. When asked about the closeness in the family structure, Lois feels she is closest to Carmen and Camille. Carmen is closest to her mother and Camille. Emille is closest to Camille and her father. Camille is closest to her mother and Emille. Lois doesn’t feel there is a lack of bonding with any of the children. The family exhibits the traditional middle class African-American values of strong family bonds; support from kin and friendships; flexibility in family roles; and strong religious commitment and participation. She has the middle class values of honesty, hard work, progress, achievement and respectability (Friedman, et al., 2003). Individualism and equality are valued, but she stresses respect for God, family and elders; good grades and academic achievement above all else. Health care for the children is important to her. She utilizes her health care insurance to makes sure they have all the needed physicals, immunizations, eye and dental care recommended by their pediatrician. She has delayed her own routine health and dental care and screenings to meet work or family commi tments. I explained to Lois that in a recent study a questionnaire was given at both men and women to evaluate family burdens; domestic responsibilities; the appraisal of work and family; and values involved in work-family balance. The results of this study show that, in the present economic and cultural context, assuming family burdens and domestic responsibilities increases the positive appraisal of work and family (Cantera, Cubells, Martinez & Blanch, 2009). Lois sees her family as very healthy since there are no illnesses or major health crises; but also sees how delaying her health care could directly affect the health status of the family. The children are active in sports, but Lois feels she has been neglecting herself by not getting the exercise she has been used to even though her weight remains consistent and within normal limits. The family’s diet consists of all food groups and is appropriate for each child’s growth needs. All the children are within their normal body mean index (BMI). Meal  times are structured and usually occur at home, although she will have one or two nights a month after church where the family eats out. I educated Lois regarding several studies that have invest igated the effects of diet on the growth of fibroids. According to the National Institute of Health (NIH), recent findings from a study of more than 22,000 African American women showed that women who consumed milk, cheese, ice cream, or other dairy products at least once a day were less likely to develop fibroids than were women who consumed dairy less frequently (National Institute of Health, 2013). Lois states one thing she makes sure she does is get enough rest; she sleeps about 7 hours each night. If she feels she needs more rest, she goes to bed earlier. She doesn’t drink alcohol, smoke tobacco, use illicit or recreational drugs, nor do any of the children engage in any of these practices. The main stressor the family is experiencing is the parent-adolescent relationship which Lois is aware is a normal developmental task that the family will progress through. Another area of stress Lois expressed is lack of knowledge related to treatments for uterine fibroids. She was given educational material from the NIH website factsheet on uterine fibroids and current studies and treatment options. Also Lois wanted information on current treatment options for teenagers with irregular menses. Lois was given information from the PebMed website on a study to determine the effectiveness and acceptability of progestogens alone or in combination with oestrogens in the regulation of irregular menstrual bleeding. The study results state there is no consensus about which regimens are most effective and further research is needed (Hickey, M., Higham J.M., Fraser I. 2012). I encouraged her to follow up with Carmen’s doctor after the 6 month course of BCP’s and then discuss her options. Lois was also given information on treatment options for eczema (Weston, 2011). I encouraged her to have the twin’s father apply the medication to them daily and if he wasn’t able to adhere to the treatment schedule, she could have the twins apply their own ointment. The family handles stressors well; overall family adaptation is appropriate; and the family is meeting all the expected developmental task of this stage. See attachment for genogram. References Cantera, L., Cubells, M., Martà ­nez, L., & Blanch, J. (2009). Work, family, and gender: Elements for a theory of work-family balance. The Spanish Journal Of Psychology, 12(2), 641-647. Edgar-Smith, S. E. (2010). Family relational values in the parent-adolescent relationship. Counseling & Values, 54(2), 187-200 Friedman, M. M., Bowden, V.R., & Jones, E. G. (2003). Family nursing: Research, theory, and practice. (5th ed.). Upper Saddle River, NJ: Prentice Hall. Hickey, M., Higham J.M., Fraser I. (2012). Progestogens with or without oestrogen for irregular uterine bleeding associated with anovulation. Cochrane Database of Systematic Reviews 2012, Issue 9. Art. No.: CD001895. DOI: 10.1002/14651858.CD001895.pub3. National Institute of Health. U.S. Department of Health and Human Services, National Institutes of Health. (2013). Uterine fibroids. Retrieved from United States Government website: http://report.nih.gov/nihfactsheets/ViewFactSheet.aspx?csid=50&key=UWeston, W.L., (2011). Epidemiology, clinical manifestations, and diagnosis of atopic dermatitis (e czema). http://www.uptodate.com/home/index.html.