The Scientific Reasoning Level of Students In the Faculty of Science Research Proposal

The Scientific Reasoning Level of Students In the Faculty of Science In King Saud University - Research Proposal Example It is important to establish how scientific reasoning capability affect the way students choose the subjects to specialize in. Students within the faculty of science in King Saudi University can choose to specialize in Biology, Chemistry, or Physics. It is also important to establish the scientific reasoning capability of students in the four learning levels in King Saud University to determine whether their understanding of different scientific concepts is progressing or not. Literature Review A lot of research has been done on factors that determine performance of students in science and the scientific reasoning. Such studies have shown that scientific reasoning is imperative and it enables students predict and apply different scientific theories. A study conducted by Bell, Maeng & Peters (2010, p. 8) showed that students enjoy challenges posed by scientific inquiry and take part more devotedly when supported. The study also showed that most teachers do not exhibit natural ability in providing instructions and teaching on the nature of science thus students interest in science and scientific reasoning capability tends to depreciate as they proceed to higher teaching levels. Schen (2007, p. 86-88) did a study to investigate development of scientific reasoning among undergraduate students majoring in Biology. The study made use of Lawson Classroom Test of Scientific Reasoning (LCTSR) to assess student’s scientific reasoning capability. The study results showed that there is need to foster development of reasoning skills among undergraduate biology students to improve the reasoning skills of future scientists. Schen concluded that undergraduate students pursuing biology may be having difficulty in understanding scientific methods well since they are not evolving their mental reasoning skills (Schen, 2007, p.142). Moore and Rubbo (2011, p.3) did another research to determine scientific reasoning abilities of non-science majors in physics-based courses. The study results showed that students in non-scientific physics based courses, which included conceptual physics and astronomy courses score considerably lower on the LCTSR compared to students enrolled in courses with science majors (Moore & Rubbo, 2011, p.8-11). Another study was done by Benford and Russell (2001, p.2) and aimed at examining the connection between scientific methodologies and biological inquiry methods in college biology laboratories. The study established a negative relationship between lecturer or instructor inquiry and student understanding of nature of science. The study also showed that most biology students have low scientific reasoning capability. Little research has been done on how scientific reasoning differs in different scientific specialization such as Biology, Chemistry, and Physics. Additionally, there is less literature comparing the trend of scientific reasoning across different levels of study. This study is thus important since it aims at establis hing if there is any difference in scientific reasoning in the different specialization as well as in the different levels of study. Background and Objective The level of scientific reasoning determines how student perceive different aspects of science, which in turn determine the science subject they choose to major in. The scientific concepts vary from one level of study to

Discovery and Meaningful Learning Essay Example | Topics and Well Written Essays - 1000 words

Discovery and Meaningful Learning - Essay Example The sessions of discovery learning incorporate three key ideas including problem solving, learner management, integrating and connecting (Harari & Legge, 2000, p. 20). Problem solving motivates learners to come up with solutions by generalizing knowledge and pull information together. Learner management allows participants, in small teams, or alone to learn at their own pace in their own ways. Integrating and connecting encourage new knowledge integration into the existing knowledge base of the learner, which helps in connecting to the real world. Meaningful Learning According to Harari and Legge (2000), meaningful learning means that learned knowledge, for instance, a fact becomes fully understood by a person and the person knows how the fact relates to the stored facts in the brain. It is expedient to contrast meaningful learning and rote learning, which is much less desirable, for us to understand the concept. Rote learning involves memorizing something with no full understanding, and one does not know how the relationship between the new information and the stored knowledge. For instance, let us say we learn five facts in a course during a term or a semester through rote learning. The five facts learned have a relationship in real life, but they are stored in memory as separate items. The brain stores the facts as distinct unrelated information that can be recalled individually when a student learns them through rote learning. When the student recalls one of the five facts, he, or she does not recall the other four facts at that moment. This means that when the student thinks of fact A, the thought does not lead him/her to think of fact B-E. We can illustrate this as follows. The facts learned seem to have no relationship between them at all, yet close examination reveals a relationship of the facts. Meaningful learning contrasts with rote learning in that what a student learns, even if they are different facts in a course, he/she can relate as the facts ha ve a relational manner in the storage memory. The brain stores the facts together since they have relationship (Harari & Legge, 2000, p. 37). When the student recalls one of the facts, he or she will also recall the other facts at the same time, or a short time afterwards. This means that recalling fact E, triggers the memory for the other facts, B and D, which in turn leads to the recalling of fact A and C. We refer to this phenomenon as spread of activation. This is what entails meaningful learning. A student who learns by meaningful learning can solve problems in an easier way than the one who learns by rote learning. Thus, we find the value of meaningful learning; a way of learning that relates facts helping one to solve problems related rather than treating problems differently, which have a relationship. The figure below shows how meaningful learning happens. Discovery learning makes sure that the brains of the learners become engaged during all learning times. Thus, this lear ning method, although it accelerates the process of education, it leads to higher retention levels than traditional approaches of learning. There are certain benefits of discovery learning including condensed training

The Black Holes Research Paper Example | Topics and Well Written Essays - 1250 words - 1

The Black Holes - Research Paper Example In circumstances where the neutron star is extremely large, the 0forces of gravity outweigh the pressure gradient and this leads to a collapse. Such a neutron star collapses and shrinks until it finally turns out into a black hole. On such a scientific basis, this paper seeks to explain the properties, concepts, and space-time phenomena underpinning concept of the black hole formation. There are different types of black holes. The most common ones are; charged, rotating, supermassive, and static (Schwarzschild 150). Importantly, these four types of black holes are made up of the same fundamental elements; the singularity, the photon sphere, and the event horizon. However, the rotating black hole has an ergosphere which is a combination of two photon spheres. An interesting property about a black hole underlies the absorption of light and any other matter. Electromagnetic light once absorbed by a black hole cannot be reflected back. This originates from the most defi ning quality of a black hole which regards its emission of gravitational waves. A black hole emits strong gravitational waves that cause light to bend towards it (Schwarzschild 120). As suggested by Green (145), gravitational waves are disturbances in space-time curvature that are caused by the motion of matter. Being transmitted to a speed close to that of light, gravitational waves do not propagate through space-time. Even though gravitational waves travel straight through matter, the strength associated with them reduces as the distance from the initial source increases. As noted by Hengel (103), most black holes tend to be in a steady spinning motion as a consequence of the gravitational waves. It is this steady motion that absorbs matter and rotates it within the ring (the event zone) that is usually formed around the black hole. Such

Midlife Crisis From Crisis To Positive Transition

Midlife Crisis From Crisis To Positive Transition All human beings have to go across different developmental stages of life from womb to tomb. These human development stages are inevitable, very common in all human beings and are not very surprising things in human life. What it is interesting in these developmental stages is that each stage has uniqueness and there are many things that can be studied while human beings of different times undergo differently in different settings. The stages can be varied based on the social structure, culture and norms: there are environmental factors contributing the human development and developmental stages (Papalia et al., 2009). The transitions in the stages are the most interesting stage because it can lead either to positive or negative consequences. According to Golembiewski (1978), he found out that those who are quite aware of this transition can well adapt with the change, having good adjustment while those who are not aware have negative consequences by the transition. Developmental scientists had explained by applying theories that adulthood transition is the major transitional period where physical and psychological changes can be seen obviously. Midlife crisis is the most common that takes attention when we talk about middle adulthood. Papalia et al. states that changes in personality and lifestyle come together to attribute to the crisis, however, whether or not these changes lead to crisis depends on individuals. Hunter and Sundel (1989) speak out that there are some stereotypes about midlife: social problems occur in this period brought about by those midlife persons, especially men. The following are the stereotypes that they presented in their work: Men at middle age are obsolete at work. They have neither sufficient education nor updated technical training to compete with younger, more educated workers. Men at middle age leave (or at least want to leave) their wives for young women. Hunter and Sundel defend that these stereotypes are just myths about transitional crisis in men. They also came up with theories to proof that. These can not be said as myths alone in some settings because the real cases are showing that these are true. There are some other contributing factors that affect these myths. In this paper, I will try to discuss the contributing factors effecting the midlife transition based on human development. In chapter 2, I will try to explore about the subject for better understanding of the definition of midlife and midlife crisis in middle adulthood. In chapter 3, I will try to discuss the two myths which are commonly conceptualized by the people. I would also discuss contributing factors to these myths. Then, in chapter 4, I will conclude by bringing up the subject to social work practice and discuss what and how as social workers can intervene in this transition so that the transition would be smooth. Chapter 2 Understanding of middle adulthood and midlife crisis Middle adulthood There is no universally agreed period of middle age or middle adulthood. Papalia et al. defines middle adulthood in the book Human Development as the years between 40 and 65 but it is said to be not absolutely exact considering the facts that different peoples perception about middle adulthood varies depending on social, cultural and geographical factors. It is also explained that middle age can be a time for decline and loss but also for mastery and growth for the rest of the life. Middle adulthood/age is not decided by the chronological age but rather on the perception of oneself. Midlife crisis The mid life crisis was regarded as second adolescence and a crisis of identity (Papalia et al., 2009). It does not specifically talk about the stress and problems faced in specific age but the main essence of the midlife is that people in middle adulthood face huge transition period where they can encounter stress and problems (Hunter and Sundel, 1989). It is very interesting that Hunter and Sundal provided two different views in discussing midlife crisis; Crisis View and Transition or Non-Crisis View. They explained that the Crisis View is adopted by the crisis model under which each individual experiences a particular type of crisis at each stage of development in a particular chronological age range (p. 14). In Transition view, it is explained that most major life events are expected according to a timetable largely linked to age such as when one is to marry, raise children and retire (p. 19). It implies that the crisis is not necessarily stressed on midlife but can occur in diff erent stages of development. In many of the literature, it is found that the crisis is mainly stressed in men rather than in women although the transition has impacts on both genders. It could be because of the reasons that men are more focused towards self achievement (Papalia et al). It is also found that men are the major participants of research studies of midlife crisis. When this account is taken into consideration, it is hypnotize that gender roles and the shift of gender identity in this stage might also make men more expressive and more obvious to point out. Hunter and Sundel also discussed that why most studies focus on men could be because of the difference between traditional socialization between the two genders where women are more expressive of their emotions while men are potentially more stressful since they are more self-contained. Chapter 3 Discussion on the two myths 1) Men at middle age are obsolete at work. They have neither sufficient education nor updated technical training to compete with younger, more educated workers. Hunter and Sundel argue that middle age are not obsolete at work but they even get higher satisfaction with their job comparing to younger generations. They claim that there are even more men at middle age who appear to be workaholics and the midlife persons normally hold the managerial levels. However, it would depend on the nature of job and the productivity that the job demands. Considering the facts that job opportunities nowadays are scarcer and more competitive than before, employers and businessmen naturally tend to employ more productive with lower pay. One can not completely claim that the myth is not true but a stereotyping. The advancement of Information Technology is also a spokesperson in this account. It is obvious that younger generations are better than the middle age persons in these days. In the professions related to the advance technology might very possibly favor younger generations. It is true that middle age persons have more life experience in problem solving, taking things under control in a mature way. One can not just claim that the middle age persons are obsolete at work and they can not compete with younger generations. To a certain extent the myth is true. The U.S Bureau of Labor Statistics (2010) also reported in their survey that unemployment rate in middle adulthood had declined. However, the generatively of middle age persons in this stage should be appreciated. 2) Men at middle age leave (or at least want to leave) their wives for young women. In the discussion of Hunter and Sundel, they argue that marital unfaithfulness is not caused by the transition to middle age but because of poor marriage and unhealthy marriage. According to gender identity shift as explained by Papalia et al., men tend to have intimate relationships in this transition. It is assessed according to Hunter and Sundel that for those men who can not fulfill their needs with within their marriage life because of poor marriage, they tend to leave (or want to leave) their wives to satisfy their needs of intimate relationship with younger women. The personality theories by Erickson, 1902-1994 as cited by Boeree (2006) explains this myth with the seventh stage of the developmental stages which talks about the crisis: Generatively vs Self absorption or Stagnation. This explanation tends to prove that the myth about men wanting to leave their wives for extramarital affairs. In the clarification of this theory done by Boeree, he explains that when people arrives this stage, they sometimes look at their lives and ask themselves about their meaning of life which more often leads men to have affairs. The myth, men leave or want to leave their wives depends on the personality of individuals and other environmental factors such as marriage satisfaction and social norms. Whether or not one successfully overcomes the crisis is an answer. Chapter 4 Conclusion As helping professionals, social workers need to be aware of the situation of midlife crisis and how it can affect individuals and the environment. Hunter and Sundel (as cited in McGill, 1980, p. 267) explained that many men in mid-life experience events which cause them to dramatically and significantly change their personality and behavior. There are challenges and difficulties during the transition of midlife. For men, according to gender role, who are stereotyped to be the responsible persons for the family may find it more stressful in terms of their job security and in struggling with the developmental needs for intimacy. The so called crisis is a real crisis only if someone can not over come the changes occur in the transition. The crisis can be shaped out to be a positive change. Going back to the myths, the myths are to some extent turn out to be true contributed by different factors. If middle age persons can be able to upgrade and adapt themselves with the speeding advancement, they would be less stressful and be able to make the developmental transition out to be positive change. Similarly, if they are aware of their own developmental needs, if they can build up their personality and enhance marital relationship, they would not need to find their intimacy needs outside the marriage. Social workers may take the role of providing self awareness to middle age persons, at the same time can advice continuous learning.

The Downgrading Demise of Love :: English Literature

The Downgrading Demise of Love â€Å"North Richmond Street, being blind, was a quiet street.† (198). Ignorance is a harmful state of mind, which gives a false sense of happiness to those consumed by it. Ignorance does not allow one to mature by experience of actual events. It shelters one’s perception of actual events by giving illusions of hope. It allows the imagination to instill more meaning into an incident, where there is none. In â€Å"Araby,† James Joyce illustrates how the boy overcomes his oblivious state through irony, epiphany, and symbolism. An obvious example found in the story is the immense amount of irony used throughout â€Å"Araby.† The boy has the idea that love is always perfect and the love he holds for Mangan’s sister is perfect. In the real world, however, he has an aunt and uncle that show what love really is like. When his uncle arrives home late to take him to the bazarre, his aunt begins to argue and demand that he give the boy some money to go to the bazarre (989). The boy completely ignores this glimpse at real life. The boy realizes how life is not perfect and that love is full of compromises. He begins his trip to the bazarre and is excited on the train to arrive at this electrifying event. His idea of the bazarre is that it will be a wonderful place that will make Mangan’s sister fall in love with him. However, when he arrives, he witnesses a dark, dismal place with a grim surrounding (990). Through all the irony in his life, he realizes that he is that opposite of what he is trying to be. Perhaps one of the greatest credentials, which illustrate how the boy is oblivious to the world, is that he realizes his ignorance. All throughout the story, there are innuendoes that he is â€Å"missing something.† Some of these hints range from the symbolic blind houses to his own mental absence at the gathering before he finally gets to go to the fair. His proceeding into the dark, half-closed fair, rather than face the truth that he missed it initially, shows he simply â€Å"does not get it.† Then, however, his realization occurs. In a moment of epiphany, the boy is enlightened to how he has missed even the most obvious fact. On his determination to have his life, as he wants it, he does not realize until the epiphany that Mangan’s sister never likes him. The boy becomes conscious to the fact that he has missed his opportunity from the start. The boy sees for himself that he has

The Media: Misinterpretation of reality

The media has a significant influence over the public since it was first established as an institution. Particularly the news media, media has had its influence in setting a nation’s agenda, focusing the attention of people to specified issues as well as shaping the public’s opinion are among the well documented influences rendered by the news media1. Aside from feeding the public information about public affairs, the media do best in its ability to dictate people which issues are supposed to be important. The media does this by placing emphasis on specific issues.In a more concrete setting, newspapers teach readers which issues are to be significantly regarded by placing stories in designated places. Top stories or cover stories are placed to be the most significant issues while other stories placed after it are simply rendered as less important or significant than the front page stories. Newspapers provide a multitude of cues about the salience of the topics in the da ily news rendered in the daily news. For the television scene, the emphases on which stories are supposed to be important are manifested in the length of time devoted to the news story.With the amount of power an institution as the media has, there is to question whether this power is taken advantage of. In the competitive world of news media, gaining readership is a tedious task. With issues on investment returns and the case for readership, there are arising doubts as to whether the news media really feeds people with the essential information or they manipulate the stories to able for readership and even capital gains. In this paper, we shall put focus on evidences that suggest that the news does not reflect reality but obscures it.A look at media sensationalizingOne of the evident manifestations of media’s tendency to obscure reality and true stories lies in its nature of sensationalizing2. This could be drawn from the 2004 elections. According to Mackin, the media experi enced quite frenzy in attempting to stay updated for the election3. Assessing the performance of the media, it did not quite fairly cover the elections well. The media has a tendency to focus on the scandal and personalities involved that it forgets to look and delve into the real issues. This is one of the manifestations that news could obscure true stories. The media has a tendency to just highlight parts of the story without being able to render other sides of the story which may give clearance and understanding to the issue.Essentially there are always more issues needed to be reported on, however, the media has its own biases when it comes to the coverage of a news event or issue. The media fundamentally has two types of biases3. The firs type of bias is when the media does not focus on the more important issues. The second is that the bias which is geared towards objectivity.Media is biased when it comes to veering away from the real issue in way that it does not clarify issue s as intensively as they should be. If accusations are directed, the media does not render to investigate more in the issue. The focus of the media is to present to the public the accusations made and the personalities involved. 2Joyce Milton, The Yellow Kids: Foreign correspondents in the heyday of yellow journalism, Harper & Row, New York, 1989. 3 Mackin, Meaghan, Media sensationalizing 2004 election, 2008.There are occasions where the root cause is not as heavily mentioned as they should. Media tends to sensationalize focusing more on the conflicts created rather than the causes. During the 2004 elections, the media were more focused in bringing the latest on polls, character and appearance of the candidates. They did not bring too much focus on the covering the issues which are supposed to be addressed during elections. The nature of the media to sensationalize issues adheres to the argument that news has a tendency to obscure reality than presenting it as it is. The media in th is case is driven to present issues highlighting on scandals and personalities.Although the institution is driven by the demand reflected upon the people, the essence of what a mass media should in the first place is lost. The media more than presenting the latest public affairs to the people should also be responsible in looking more and analyzing factors underlying the issues. As people demand for the latest headlines come the need to be rightfully informed as well. An individual not rightfully informed would be able to participate rightfully in with the issues at hand.Since the media is the venue where people gather information, the expectation ranges too high with the credibility and truthfulness of the news or information. However, certain cases prove that news portrayed by media were inappropriate to the specific setting it must be relayed. Being a powerful venue to generate feedback and to build opinion through information dissemination and education to the larger scope of th e population, news portrayed by media, in some cases unfortunately bears unfruitful information. Furthermore, news to some extent does not guarantee its veracity and reliability at all time. For instance, such circumstance in untruthful reporting is present to the portrayal of Western mass media to Africa.Being the cradle of human kind, it appeared to achieve its negative height due to news about savagery the people were engaged into. These consequently gave the continent a face which every people worldwide mocked off and defamed. Depicted as â€Å"Dark Continent†, Western people are encouraged to think that nothing good will ever emerged in its soil. Many in the West bought this negative impression due to the misdealing of reportage to the continent and to the African people.According to Iyinbo4, the Western reportage is always directed to the portrayal of Africa as having a single entity discouraging the heterogeneity of tribes and cultures enriching the continent. For inst ance, the depiction of AIDS epidemic (Southern and Eastern Africa); wars, drought and starvation (Central and Eastern Africa); oil disasters (Niger-Delta, Nigeria); Muslim extremist (the North and Horn of Africa); bombings in Kenya and Tanzania (East Africa); â€Å"The Great Migration† (Kenya) all boil down to a continental issue disregarding the specificity of them to different parts of Africa.Although mass media impacts greatly in resolving crises happening in the continent, more issues were put into wrong perspective which apparently discouraged more problem-solving strategies. Under the current dispensation, the consequences of their [mass media] misrepresentation of Africa and Africans are dire: belittling the people, undermining their accomplishments, destroying their self-esteem and heritage. It does also, albeit inadvertently, provide â€Å"arms† to bigots (on all sides). It does not augur well to incense the situation with mis- and disinformation all in the na me of profits or ratings5.4 Iyinbo, O., Misrepresentation of Africans and the role of Western media. The Informed Constituent, 2007.5 Iyinbo, O., 2007.News and Reality 5Moreover, the present connotation to mass media especially in news reporting becomes increasingly negative since many media stations offer only entertainment and gives biased and untruthful news6 (Loud, 2006). This trend defeat the purpose of new reporting as it veers away to the responsible information gathering, interpreting and disseminating. The conflict arises when the most popular news stations claim that they are unbiased and are often times not. As a defence, they tend to reason-out that unbiased reporting is near impossible.Another problem with the news reporting practiced nowadays falls grimly to the misinterpretation of facts by news reporter and personnel. There are some intentional misinterpretations committed by news reporters for the purpose mainly of reporting safe and evading conflict regarding a spe cified issue. This can be best explained on the case of reporting about the pressing and present condition about Acquired Immune Deficiency Syndrome (AIDS).Considering the belaboured scientific research of researchers and scientist to credence AIDS more detailed including its various symptoms and realities, media conveyance tend to discourage such intents. As it is presented and described in a subtle manner, the portrayal of its real grim is avoided to be known by the mass populace.In 2007, a Kaiser survey returned results that showed a mere 15 percent of those polled were personally concerned with becoming HIV positive (a 9 percent drop since 1997). Where once men and women considered AIDS a reputable and serious risk, they now consider the threat to be outside of their realm. This major shift in the perception of the AIDS threat, as many academicians worried, will only exacerbate the problem.6Loud, C., What's Wrong with the Media?, 2006.News and Reality 6It can be argued that this change in perception is directly related to scientific advances in the field. AIDS previously was considered to be a death warrant for anyone who managed to contract HIV in one way or another.However, it is also arguable to say that this change of perceptions is the consequence of the recent depictions of HIV/AIDS in mass media. Media tend to reinforce the idea that the disease can be beaten and would not kill those who contract it. This misinterpreted depiction given the risk and seriousness of incurable HIV/AIDS was manifested in the hit play Angels in America.Although it was turned into an HBO mini-series which was highly-acclaimed, the subject matter greatly failed to educate and inform many on HIV or AIDS. Its timeliness magnificently hit American popular culture in telling accurately the history of AIDS it did not instil any sense of education to the viewer since it only dealt with the idea that   Instead, it human will battle anything—even the physical.Another examp le of romanticized strategy to attack AIDS is when portrayal o the disease came with a major Broadway blockbuster entitled RENT. It only portrayed Bohemian New Yorker in 1980’s that having the expense of AZT (a popular drug which fights HIV’s attack on the body) can make the victim manageable to sing without a sense of real urgency or impending doom. Although it portrayed during the time that AIDS is incurable, the viewers were left with the same massage of hope that the disease played no urgent risk to the populace.   The reality of the disease is downplayed despite it almost being a character unto itself in the film.The more recently examples can be seen in a few commercials and ad campaigns made such resurgence of interest in the AIDS charity. In contextual American popular culture,  throwing a celebrity fighting against AIDS through charity in the news is presumed to be the very best solution to counter AIDS.Even grander campaign bearing the slogan â€Å"If on e of us has AIDS, all of us have it.† or popularly known as the â€Å"We all have AIDS campaign.† gave only an appealing look to the impending death disease. The memorable yet ineffective way of the campaign is viewing the action in a bold statement composed largely of celebrities, politicians and religious leaders.Essential to consider is the fact that AIDS’s portrayal to mass media only resulted to the exploitation of celebrity and commodification of the disease. The misleading market tool manages to earn through the portrayal without the benefit of necessarily spreading awareness or education. Instead of placing a knowledgeable person who is living with the disease in front of the camera, marketers commodify the disease to earn fame and eventually to establish a profitable market. This consequently appeals only to the public to give donation to a random charity disregarding the idea of better information about their own risks or how to protect themselves.Even more blatant commodification is the creation of special garments and gadgets by organized charities/companies just to take the opportunity of selling them while some profit will go to an AIDS charity. Based in the United States, this massive campaign makes the money exclusively reserved for African AIDS causes which shifted the public perception by implying subconsciously that HIV/AIDS is no longer an issue in the US.Since people cited that television is their most immediate and important source for information concerning AIDS (Research Unit for Health and Behavioural Change), a deeper analysis of media messages is important in understanding the sociological impact of AIDS and  advertising as a means of educating. However, AIDS portrayals in advertisements are always misconstrued which leaves the people pretty sitting. It is also pointed out that the bulk of HIV/AIDS advertisements are vague, confusing, prejudiced and manage to perpetuate many misconceptions about AIDS that have t he potential to spread the disease even further. It is due to this lack of true representation that the true cultural meaning of AIDS is pushed out of sight, causing vital health education messages to get lost or become misconstrued in the process.According to Jenny Kitzinger’s work titled â€Å"Audience understandings of AIDS media messages: a discussion of methods†, that the meanings of media messages do not merely lie in just the content of the messages but more likely in the readings different audiences bring to the metaphorical discussion. It is therefore argued that such messages are read based on social context and personal experience.To compensate this shift of public perception regarding the cultural importance of HIV/AIDS, we must change the way it is represented in the media by pointing out that AIDS is much serious than twitchy comedians and house hold celebrity names.References:Joyce Milton, The Yellow Kids: Foreign correspondents in the heyday of yellow j ournalism, Harper ; Row, New York, 1989.Loud, C., What's Wrong with the Media?, 2006, Retrieved 20 April, 2008, .

Reflective Essay on Learning and Motivation Essay

This reflection essay relates to the learning and teaching theories discussed in the course work. The study begins with an overview that presents a narrative of my evolution as a learner. The subsequent sections present a description of motivational attributes of an effective teaching strategy implemented in classroom setting. The study also offers a summary of the strategies that can be adopted in order to make a successful learning experience in college. I attended an educational system where schooling was based on traditional teaching systems. Teaching approaches were similar to the approach of a â€Å"banking model.† The school’s procedure depicted the teachers’ roles as depositing correct information to the learners to a point that it was needed. I began preparing for an end or term exam in my first year in the school by revising material offered to us severally. I did not have any notion why I had to learn the material (Zhang, 2009). Therefore, my life in t he school and my learning experiences were done through â€Å"rote learning.† The school system made emphasis on performance objectives over learning goals. During my third week in the school, I encountered an experience that changed my approach and motivation to learning. The experience came about after and encountered with my third year English 101 tutor, Mr. Rickie. He was very smart he had a good grounding on issues of English and career advice. His past engagements in learning and curriculum development allowed me to be consistent and relevant to learning motivation. The year was marked by class members taking the class as passive and engaged in class games instead of concentrating during class sessions (Zhang, 2009). The fourteenth week of the class people started seeing the sense of paying attention during class sessions, and we started enjoying French. The students’ attitude to the class took a different turn due to the measures he took to change the learning atmosphere. First, Mr. Rickie made the class lively through â€Å"activity setting† on Wednesday classes. The students were separated into manageable groups of five each. Students from each group were dressed to fit the roles assigned to their respective groups. The class als o created these situations as role-plays. In subsequent week, Mr. Rickie asked us about our goals as well as professions we dreamt to pursue after our education. For instance, my group took the assignment of having meetings with professionals. The day the group took to play a role, I opted to play a  lawyer. My group had prepared to meet within a restaurant and conversations were to be in English. Teachers who use such an approach consider teachers and students as co-constructors of knowledge through meaningful ways. The approach to learning considers the environment as well as role of peers in through interactions of questioning, interpreting, and listening to others’ ideas. Teachers using the learning strategy take into consideration students’ different understanding levels and diverse learning styles in eliciting ideas (Benson, 2008). The process through which students embraces opportunities of generating various ideas and clarifying their own enables reflection on provisions of fellow students. The past academic year presented me with an opportunity to address a graduate level course in Radford University. I observed a critical difference among the students through implementing diverse teaching styles. The goal of making thing classroom more interactive and motivated is a topic of discussion where groups review materials covered. In conclusion, my illustration of effective teaching strategies includes contributions and roles of teachers facilitating and co-constructing knowledge (Benson, 2008). The ultimate learning motivation includes active inclusion of students in course activities. Classrooms that embrace effective teaching strategies uphold the principles of diverse learning styles and the realization that students encounter differences in their levels of understanding.