N athan Bradshaw Essays - Behavior, Abuse, Human Behavior

N athan Bradshaw Academic Writing Dr. Anne Barngrover A Solution to The Problem Bullying is a big issue in America. The reason for this is because every generation will always contain a series of bullies. Bullies are basically people who think they are better than everyone. They try to pick on children who are smaller than them and literally torture them daily. I think it is hard for someone to understand what bullying is like unless you've experienced it yourself. Bullying is not only centered in schools. It is mostly common in schools but can happen in the workplace, online etc. Bullies cause a very negative impact on society. People believe bullying makes children stronger but all it does is hurt them. This causes children to stay home from school. Therefore, they are missing their education because they do not feel safe in the facility. Bullies have a completely different mindset. T here is a good chance they had grown up in a bad home and had developed such a weak mind that they use their physical strength to feel stron ger. There is alw ays a reason that doesn't make it any better, but perhaps if more effort was put into tryi ng to understand the victims and the bullies, a sort of bridge can be built. Bullies want people to feel how they had felt, for someone to understand. which is why they don't stop. Wanting someone to understand you is a human instinct everyone feels naturally. How can anyone be expected to fight against that Polanin , J., Espelage , D.L., Pigott , T.D. (2012 ) ? . Bul lying among children is not a new phenomenon, having featured frequently in fictional stories for centuries. Most adults can recall incidents of bullying in their schooldays. Indeed, it is not uncommon for people to regard bullying as a natural process, part of the inevitable and turbulent process of growing up. The common perception is that by enduring it and perhaps fighting back, boys and girls are toughened up, and then better prepared for life. I find that bullying is too much of a problem in society. It does not help anyone; it only mentally scars the person. There are specific behaviors that bullies tend to exhibit. The bullies often need to feel powerful and in control. They may feel no remorse when they inflict injury and suffering on others. Bullies tend to defy authority and are likely to break school rules. They seem to have little anxiety and appear to possess high self-esteem. Students who come from homes characterized by physical puni shment tend to be more likely to exhibit these types of behaviors. Victims also tend to exhibit specific characteristics. They are often anxious, insecure, cautious, and have low self-esteem. Victims tend to be socially isolated, and may lack social skills and friends. Because they tend to be weaker than their peers, either physically or socially, victims rarely retaliate against bullies. Students who have close ties with their parents/guardians or who have overprotective parents/guardians are more likely to be victimized by bullies. We often come across news, showcasing the effect of bullying in schools and the side effects on the harmed students. There are various types of bullying experienced in schools among the students like: teasing, taunting, threatening, hitting, spitting, and embarrassing others in public place. All these actions may assault one's dignity. The effect of bullying on the children is so negative, that it may damage their academic performance. It may force students to even commit suicide. It harms the students not only mentally but physically, emotionally, and socially Robinson, J.P., Espelahjge , D.L. (2012). The cause of bullying varies from case to case. The assault may be due to some personal reasons or out of jealousy or it may depend upon the family background of bullies. Such families are considered to be dysfunctional as they are not interested in knowing about their child activities in school. With ignorance comes fear and the fear leads to dogmatism. Education is the key to acceptance. Such cases can be avoided by the combined efforts of school, parents and off course with the help of school students. It is said

Hilbert College Admissions (Costs, Scholarships Aid More)

Hilbert College Admissions (Costs, Scholarships Aid More) Hilbert College Admissions Overview: Hilbert College is test-optional, meaning that applicants are not required to submit ACT or SAT scores as part of their applications. The school has an acceptance rate of 81%, making it generally accessible to interested students. Along with an application and transcript, prospective students are encouraged to submit letters of recommendation, a writing sample, and a resume. Will You Get In? Calculate Your Chances of Getting In  with this free tool from Cappex Admissions Data (2016): Hilbert College Acceptance Rate: 81%Hilbert College has test-optional admissionsTest Scores 25th / 75th PercentileSAT Critical Reading: - / -SAT Math: - / -SAT Writing: - / -Whats a good SAT score?ACT Composite: - / -ACT English: - / -ACT Math: - / -Whats a good ACT score? Hilbert College Description: Located in Hamburg, NY (just south of Buffalo), Hilbert College was established in 1957 by the  Franciscan Sisters of St. Joseph. Hilbert offers 16 Bachelor degree programsincluding accounting, criminal justice, paralegal studies, human services, and forensic science. The schools academics are supported by a 11  to 1 student / faculty ratio, allowing students individualized attention and a unique learning experience. Hilbert also hosts an honors program, available to its top students in all fields. There are a number of student activities to choose from, ranging from honor societies, to athletics, to drama and art clubs, to academic organizations. On the athletic front, the Hilbert College Hawks compete in the NCAA Division III Allegheny Mountain Collegiate Conference. The school fields 13 sports, including mens and womens basketball, golf, lacrosse, soccer, and volleyball. Enrollment (2016): Total Enrollment: 866 (809 undergraduates)Gender Breakdown: 44% Male / 56% Female91% Full-time Costs (2016- 17): Tuition and Fees: $21,300Books: $750 (why so much?)Room and Board: $9,600Other Expenses: $800Total Cost: $32,450 Hilbert College Financial Aid (2015- 16): Percentage of New Students Receiving Aid: 100%Percentage of New Students Receiving Types of AidGrants: 100%Loans: 76%Average Amount of AidGrants: $11,384Loans: $8,146 Academic Programs: Most Popular Majors:  Criminal Justice, Forensic Science, Business Administration, PsychologyWhat major is right for you?  Sign up to take the free My Careers and Majors Quiz at Cappex. Transfer, Graduation and Retention Rates: First Year Student Retention (full-time students): 72%Transfer Out Rate: 35%4-Year Graduation Rate: 38%6-Year Graduation Rate: 43% Intercollegiate Athletic Programs: Mens Sports:  Basketball, Soccer, Volleyball, Track and Field, Baseball, Golf, Lacrosse, Cross CountryWomens Sports:  Basketball, Softball, Volleyball, Track and Field, Soccer, Lacrosse, Cross Country Data Source: National Center for Educational Statistics Hilbert and the Common Application Hilbert College uses the  Common Application. These articles can help guide you: Common Application essay tips and samplesShort answer tips and samplesSupplemental essay tips and samples If You Like Hilbert College, You May Also Like These Colleges: Cazenovia College: Profile  Alfred University: Profile | GPA-SAT-ACT GraphNiagara University: Profile  SUNY Fredonia: Profile  University of Albany: Profile | GPA-SAT-ACT GraphSUNY Oswego: Profile | GPA-SAT-ACT GraphPace University: Profile | GPA-SAT-ACT GraphKeuka College: Profile  Hobart William Smith College: Profile | GPA-SAT-ACT GraphSt. John Fisher College: ProfileBinghamton University: Profile | GPA-SAT-ACT GraphIthaca College: Profile | GPA-SAT-ACT Graph Hilbert College Mission Statement: mission statement from  https://www.hilbert.edu/about-hilbert/mission-vision Hilbert College is an independent institution of higher learning that embraces its Catholic Franciscan heritage and values. Students from diverse backgrounds are educated in liberal arts and professional programs to become informed citizens committed to serving and strengthening their communities.

Idiom

Idiom Idiom Idiom By Maeve Maddox Because I’m in the habit of blithely flinging the word idiom about as if everyone should know what I mean by it, this comment from a reader brought me up short: I guess I dont know what an idiom is. The word idiom derives from a Greek word meaning â€Å"appropriate to oneself.† In the context of language, an idiom is a usage peculiar to a particular language. When I use the word idiom, I usually mean one of two things: 1. A construction or usage peculiar to English For example, in English, we state our age with the verb to be: â€Å"I am twenty-one years old.† Speakers of French and Spanish, on the other hand, use their verbs for to have (avoir and tener): â€Å"J’ai vingt-et-un ans.† â€Å"Tengo vientiuno†- literally, â€Å"I have twenty-one years.† These distinctive ways of stating age in different languages are idioms. 2. An expression that means something other than what is expressed by the individual words in it For example, consider the words kick and bucket. The meaning of to kick is â€Å"to thrust out the foot or feet with force.† The meaning of bucket is â€Å"a vessel for catching, holding, or carrying liquids or solids.† Kick and bucket may be used with their denoted meanings: The girl overturned the bucket when she kicked it. The frustrated farmer kicked the bucket down the hill. But the idiom â€Å"to kick the bucket,† conveys a meaning that has nothing obvious to do with kicking or buckets: I don’t want to kick the bucket until I’ve seen Rome. The idiom â€Å"to kick the bucket† means â€Å"to die.† The adjective for idiom is idiomatic. When I say that a particular usage as idiomatic, I mean that it â€Å"sounds right† in English. For example, here are two examples of unidiomatic English from sales letters: UNIDIOMATIC ENGLISH: I have a huge interest in making business with you. IDIOMATIC ENGLISH: I’m very interested in doing business with you. UNIDIOMATIC ENGLISH: On getting an opportunity, I can add value to your content writing solution. IDIOMATIC ENGLISH: Given the opportunity, I can add value to your site content. The word idiom is also used with these meanings: 3. The kind of language and grammar used by a particular people at a particular time or place. So, too, in the expressive language  of Wall Street  do we find illumination of all that has taken place. For in its  idiom  is crystallized the wisdom of a hundred years. 4. The style of writing, music, art, etc. that is typical of a particular time or place. Coplands music was infused with the folk and jazz idioms of America. Related post: Idiomatic English Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Vocabulary category, check our popular posts, or choose a related post below:Creative Writing 10144 Resume Writing TipsTrooper or Trouper?

Cased based essay- Treatment, rationale and management of the iskemic Essay

Cased based - Treatment, rationale and management of the iskemic ulcer - Essay Example Other important findings in the history include presence of intermittent claudication of the left lower limb since one year. John is a chronic smoker. He decreased smoking since one year after onset of claudication symptoms, following advice from a physician. However, he has not been able to completely quit smoking. During the current visit to the hospital, there is no history of fever or any other symptoms. The patient complains that the onset of ulcer started after he began to wear new slip-on shoes with narrow toe box. The patient reported being allergic to penicillin. There is no history suggestive of occupational injury, trauma, varicose veins, previous history of lower limb wounds/ulcers/gangrene, history of amputations and history of any other surgeries. There is no family history of similar ulcers either. The patient is not suffering from any collagen diseases. He is not on any anti-inflammatory drugs or steroids. The condition of the patient is stable. He is afebrile. He looks well nourished. Vitals signs are stable. Systemic examination is within normal limits. The ulcer is located over the lateral malleolus of the left leg. The size of the ulcer is 3cm in length, 2 cm in width and about 0.5 cm in depth. The borders are regular and the wound appears punched out and clean. The color of the ulcer is yellowish. There is minimal granulation tissue. The exudate from the ulcer is mainly serous and minimal. The surrounding skin appears pale, non-edematous, shiny and has decreased hair. Dorsalis pedis pulsation appears normal. Lower extremity ulcers are very common in patients with diabetes and infact, these are the most common causes for limb amputation in diabetic population (Armstrong and Lavery, 1998). Factors which contribute to the development of ulcers in the diabetic population are diabetic neuropathy, peripheral arterial disease and structural deformity (Armstrong and Lavery, 1998). From a podiatrician perspective, it is very

Research Paper Essay Example | Topics and Well Written Essays - 1000 words

Research Paper - Essay Example The gendered roles of men and women institutionalized the supremacy of men which was further reinforced by the fact that being the bread-earners, they were naturally the heads of their families. This kind of male dominance prevailed since centuries, until the mid-twentieth century, when women’s rights activists initiated historical movements. Up till then, women did not have many chances of getting high education as compared with men. However, with the passage of time, they became aware of their political and social rights and sought to fight for them. In many countries of the world, women were deprived of their inheritance, and so much was to be done to earn their birth rights. For instance, the right to express themselves; the right to have a voice or opinion; the right to earn or work; the right to marry the person of their choice; the right to have or not to have children; the right to vote; the right to divorce; the right to adopt a religion; or simply the right to live t heir own lives, rather than being dictated by the norms of society or the patriarchal system. Prior to this awareness, they had no rights over their own bodies or sexuality. Having right over your own body means having the power to decide for yourself. Self determination was denied to women since ancient times; but the dynamics of the twentieth century changed the mindset of all and sundry, once various movements in different parts of the world gained momentum. Perhaps the first step was to step out of the domestic domains and enter the work force with men. As their roles changed, there developed a natural urge to change their social and political status. After a long journey, women today can claim to enjoy equal benefits at workplace, access to therapeutic abortion, maternity leave, etc. The health exception drew additional legitimacy from Britain’s passage of a therapeutic law in 1967. In the late 1960s, reformers succeeded in securing laws for therapeutic abortion in a num ber of states, which set up complicated processes heavily supervised by medical committees that allowed women to end pregnancies in â€Å"hardship cases† involving rape, incest, the probability of a deformed child, or the threat of death. (Stansell, 315) The Abortion Law is yet a controversial topic in many parts of the world. However, women’s rights’ activists that were in favour of this law hailed the decision of the government in this regard. The official law prevented women from aborting themselves at home that posed severe health risks for them. However, abortion by choice is yet not a simple task in many states and is only performed where necessary. If the reasons of abortion are primarily for the health or honour of women, or in case of a deformed child, then women are granted this right. Conservative societies, like Japan were reluctant to change their attitude towards women, as demanded by the women’s rights’ activists. Regarding the abort ion rights in Japan, during the 70’s and 80’s, a massive change was witnessed among women who fought for women’s rights. This movement spread awareness among women about their rights whether to have a baby or not. â€Å"...women in the reproductive health movement diligently prevented the revision of the national law that would have limited access to abortion. The revision would have legally nullified women’

Sense of Community Among University Students | Research

Sense of Community Among University Students | Research The study is primarily aimed at identifying level of sense of community among students who enrolled in the psychology and social work programmes at Universiti Malaysia Sabah, Kota Kinabalu. It was also carried out to investigate whether there were relationships between a sense of community and altruistic behaviour, academic achievement, age, and students involvement in club or organizational activities. One hundred and fifty one students participated in this study. A questionnaire that comprised of three sections was adapted and further developed to measure the schools sense of community, altruistic behaviour scale, and demographic background of the sample. In this study, membership, influence, integration and fulfillment of needs, and shared emotional connection as proposed by McMillan and Chavis (1986) are the subscales for the measurement of sense of community. Rushtons (1981) Self-Report Altruism Scale (SRAS) was used to measure altruistic behaviour. Furthermore, the study attemp ted to compare the level of sense of community between programmes, gender, ethnicity, and year of study. Age was the only variable found to be correlated with a sense of community. There was no difference found between any of those variables studied. INTRODUCTION The aim of this research was to analyse the university students sense of community, or their perception towards their school community, which focused on issues pertaining to how much the students perceive the bond between them and the school and its surroundings. Further, the study aimed at identifying whether or not their perception correlated with altruistic behaviour. The concept of a sense of community as popularly cited in the literature stemmed from Saransons (1974) idea concerning the perception of similarity to others, an acknowledged interdependence with others, a willingness to maintain this interdependence by giving to or doing for others what one expects from them, the feeling that one is part of a larger dependable and stable structure. Saranson (p. 157) further adds that the psychological sense of community is one of the major basis of self-definition. Charvat (2004) states that a sense of community is a complex phenomenon because of the fact that the definitions vary from one individual to the next, and from time to time. For example, the Child Development Project at the Development Studies Center in Oakland has defined a sense of community as the students experience of being a valued influential member of a group committed to everyones growth and welfare (Schaps, 1998). This concept has been expanded into theories. Among them, McMilla n and Chaviss (1986) is so far the most prominent and have been applied by most researchers. McMillan and Chavis (1986) define a sense of community as: . . . a feeling of belonging, a feeling that members matter to one another and to the group, and a shared faith that members needs will be met through their commitment to be together . . . (in Dalton et al., 2001, p.193) McMillan and Chavis (1986) proposed that a sense of community is comprised of four elements: membership, influence, integration and fulfillment of needs, and shared emotional connection. Further explanations on each element are as follows: Membership There are five attributes in the dimension of membership, i.e., boundaries, emotional safety, sense of belonging and identification with the community, common symbol system, and personal investment. Boundaries refer to the necessity of defining the qualities, such as members way of dressing, language, and rituals, and even shared goals, that include and exclude non-members. Hence, boundaries are not necessarily clearly or obscurely marked, but the definition can be loose or rigid depending on the communitys need to protect its intimate social connection (Wright, 2004). Emotional safety refers to the feelings of security which may involve self-disclosure and group acceptance (Dalton et al., 2001). A sense of belonging and identification with the community looks at the acceptance of being a member of the community. A common symbol system helps to define or indicate membership boundaries and to strengthen the sense of integration among members that could be physically identified or seen , such as wearing the same logo-printed shirts. A symbol is very significant to a community as Nisbet and Perrin (1977, p. 47) quote, . . . the symbol is the beginning of the social world . . ., which carries the identity of the particular group. Meanwhile, personal investment relates to the long-term commitment to a community, such as devotion of time to activities run by the alumni of a varsity. Influence According to McMillan and Chavis (1986), influence refers to mutuality of influence in group. This is explained by the bi-directional relationships in a community, whereby members of a group must feel empowered to have influence over what a group does, and group cohesiveness depends upon the group having some influence over its members (Wright, 2004). However, those who obviously try to dominate the group are often isolated, and the more cohesive the group is, the greater is its pressure for conformity. Integration and fulfillment of needs McMillan and Chavis (1986) explain this dimension in two related concepts: shared values and satisfying of needs, and exchange of resources. Members share values which tend to facilitate their interactions and their ability to meet each others needs simultaneously (Charvat, 2004). Needs are not only understood as survival and the likes, but also include what is desired and valued in a particular community (Dalton et al., 2001). Shared emotional connection This element is also explained by the existence of a spiritual bond that is based on a shared history among members of the community which could be in the form of behaviour, speech, or any other cues that may not be related to behaviour. McMillan and Chavis (1986, p. 14) summarised shared emotional connection as, the definitive element for the true community. Past studies have shown that having a sense of community has brought several positive outcomes, especially to the community members involved. Positive subjective perception of well-being and participatory problem-solving are among the positive outcomes (Davidson Cotter, 1993; Chavis Wandersman, 1990). Empirical studies on a schools sense of community have brought significant impact to students academic achievement and social development (Charvat, 2004). The students experience of school as a community was found to be associated with prosocial behaviors, including concern for others, altruistic behaviour, and positive interpersonal behaviour, as well as democratic values, skill, and desire, and achievement motivation (Battistich, 2001; Schaps Lewis, 1999). From a review of 15 years of research in elementary schools, Charvat (2004) found positive correlations between a schools sense of community and good outcomes for both students and teachers. He added that students who feel a strong school sense of community tend to have more positive attitudes towards school and learning higher educational aspirations, greater trust in and respect for teachers, more prosocial attitude and better social skills. This is also related to teacher attitudes and the perception of school climate. These findings were similar to that of Solomon et al.s (2000) which suggested that teacher practices that emphasizes prosocial values, elicitation of student thinking and expression of ideas, encouragement of cooperation, warmth and supportiveness, and reduced use of extrinsic control, were related to student classroom behaviour. Such behaviour includes engagement, influence, and positive behaviour, which, in turn, were related to students sense of community (see also Schulte et al., 2003). Research on a sense of community has also been expanded to include a broad range of demographic characteristics. It was reported that a schools sense of community was associated with those who live in the campus, among students in private schools, those out of state, seniors, and females (Lounsbury DeNeui, 1995). Other findings reported that the people who came from small-sized campus and suburban area feel a stronger sense of community. In a more recent study, Fraering and Minor (2006) for example, have found that there was a positive relationship between age and a perceived sense of community among customers of financial services firms, and men perceive a greater sense of community than women. Research addressing such issues on a sense of community in Malaysia is still at its infancy. Measuring unity among ethnic groups in Malaysia and efforts in building up as well as promoting national identity perhaps are among studies that the authors can recall to have some connections to the study of sense of community. Looking at how important a sense of community can be in promoting students well being and development, prompted the undertaking of this research project. For a start, the authors use the sample from their school. Objectives of Research To identify the sense of community by various socio-demographic background. To identify the correlation between frequency of students involvement in clubs or organization run at school level such as academic achievement, age, and altruistic behaviour. Hypotheses 1. There is significant difference between sense of community with ethnic group, type of programme, and years of study. 2. There is significant relationship between sense of community with age group, involvement in school, academic achievement, and altruistic behaviour. METHODOLOGY Subjects One hundred and fifty one students from the School of Psychology and Social Work participated in the study. They were picked at random from each programme that comprised of 52 juniors, 61 sophomores, and 38 seniors. Design, Tools, and Measurement The study was designed in survey form. A set of questionnaires comprising of 3 sections was developed and adapted from original sources. Section A measures socio-demographic variables, Section B measures Sense of Community Scale (SOCS) which was adapted from McMillan and Chavis (1986). There are four subscales measured in SOCS as proposed by McMillan and Chavis (1986). While to measure altruistic behaviour in Section C, Rushtons (1981) Self-Report Altruism Scale (SRAS) was used. For SOCS, 40 items were developed, while SRAS contained 20 items. Both scales were measured through a four- and five-point Likert scales. Cronbach Alpha for both scales ranged between 0.82 and 0.89, indicating that they were highly reliable to be used in the context of this study. In terms of validity, subscales of SOCS significantly correlate to one another and to the whole scale. As for SRAS, it was used before by local researchers in a similar context of this study, and it was found to be valid. Procedure Questionnaires were administered to the subjects who were picked randomly from each programme with the help of fellow lecturers. They were allowed 15 to 20 minutes to answer the questionnaires. Data analysis To test the hypotheses, data were then analysed by one-way ANOVA and Pearsons correlation. Descriptive statistics were applied to see the distribution of the sample. RESULTS Background of sample Descriptive analyses indicated 67 males and 84 females participated in the study that comprised of 34.4 percent of first year students, 40.4 percent second year students, and 25.2 percent third year students. A total of 23.2 percent of them enrolled in the programme for Youth and Community Development, 20.5 percent in Industry and Organizational Psychology, 13.9 percent in Counseling Psychology, 19.2 percent in Child and Family Psychology, and 23.2 percent in Social Work Programme. The mean age of the subjects was 22.01 years. More than 60 percent identified themselves as Malay, 9.9 percent Chinese, 11.9 percent Kadazandusun, 4.6 percent Bajau and Pribumi of Sarawak respectively, and others, 5.3 percent. More than half of the subjects were members of clubs and organizations that were based in the campus, with about 40 percent holding position as committee members of the organizations or clubs. Almost 80 percent have been involved at least two times in activities run by the School. Mo st of the students stayed in hostels in the campus. In terms of academic achievement, the subjects can be categorized into three groups. A total of 22 percent are high achievers (with CGPA score of 3.00 and above), 57.3 percent moderate, and 20.7 percent low achievers. The mean score of SOCS was 120.09, indicating the subjects were in the category of moderately high. Table 1 presents some of the socio-demographic data of the samples. Hypotheses Testing Results The Pearson product moment correlation analyses showed no significant inter-correlation between a sense of community, altruism, involvement in school or programme activities, and academic achievement. Age was the only variable correlated significantly with a sense of community (r = 0.23, p Meanwhile, further analyses showed that there were no differences in the sense of community according to students year of study, type of programme, and ethnicity. Table 3 summarises the result of one-way ANOVA, while t-test analyses indicated that female and male subjects did not differ in a sense of community. Table 1: Socio-demographic background of the subjects __________________________________________________________________ Variables N % ______________________________________________________________________ Gender Male 67 44.4 Female 84 55.6 Ethnicity Malay 95 62.9 Chinese 12 7.9 Kadazandusun 18 11.9 Bajau 7 4.6 Pribumi of Sarawak 4 2.6 India 7 4.6 Others 8 5.3 Types of programme Youth and Community Development 35 23.2 Industry and Organisation Psychology 31 20.5 Counseling Psychology 21 13.9 Child and Family Psychology 29 19.2 Social Work 35 23.2 Year of study 1 52 34.4 2 61 40.4 3 38 25.2 ______________________________________________________________________ Table 2: Correlation results between academic achievement, year of study, age, and involvement in school or programme activities, altruism, and sense of community ______________________________________________________________________ Sense of community (r value) __________________________________________________________ Altruism à ¢Ã‹â€ Ã¢â‚¬â„¢ .08 Academic achievement .14 Age 0.23* Involvement in school activities 0.10 ______________________________________________________________________ *p Table 3: Mean differences in sense of community in terms of ethnicity, types of programme, and year of study ______________________________________________________________________ Variables Sum of Squares Mean of Square df F Sig. ______________________________________________________________________ Ethnicity Between group 2520.82 420.14 6 0.51 0.80 Within group 95723.20 818.15 117 Types of programme Between group 699.40 174.85 4 1.23 0.30 Within group 15059.52 142.07 106 Year of study Between group 703.26 351.63 2 2.52 0.09 Within group 15055.66 139.40 108 ______________________________________________________________________ DISCUSSION The findings showed that there was no difference in the sense of community between year of study, ethnicity, and type of programme. It was also found that students involvement in clubs or organizations, academic achievement, and altruism did not correlate with a sense of community. These results contradicted previous findings. The mean for SOCS was in moderately high group, suggesting that it was not strong enough to have connections to other possible phenomena, such as in this case, the academic achievement and altruistic behaviour, as much as for the socio-demographic variables to have some impact on differences of mean in SOCS. In other words, these findings indicated that the students sense of community could be promoted by other socio-demographic factors that were not studied here. Only age was found to be correlated with a sense of community. The older the students are, the more they felt attached to the school. Older students normally consisted of those who have faced difficulties in getting a place in a higher learning institution. They might have worked for a while and have experienced repeating national school examinations (referring to the Malaysian Certificate of Education and Higher School Certificate) and competed with other candidates who might have much better grades than they had to enter the university. Once they have the opportunity to enter university, they will make use of it and gain as much advantage as possible to enhance their academic and social development. These students are normally selected or elected as leaders, or at least take part seriously in school clubs or organizations, which inevitably contribute to the building of the schools sense of community. This study was only a beginning for the authors to understand the nature or level of sense of community among their own students. There are several limitations to this study. The results are applicable only to this sample. Hence, the findings are not expected to be generalized. Future studies are warranted to extend the findings to a larger scale, and to students in different disciplines. Secondly, this study only examined the relationship between a sense of community and altruistic behaviour, and differences among a few socio-demographic variables. For future studies, the authors also suggested that researchers examine causal relationship between variables. Perhaps, a longitudinal study could also be conducted to determine whether a sense of community is associated with time change. More studies are still needed to understand this phenomenon better, as community is not stagnant, and will always evolve. ACKNOWLEDGEMENT A preliminary draft of this paper was edited by Fadzilah Majid Cooke of the School of Social Sciences, Universiti Malaysia Sabah.

Allelopathy Paper Essay

Introduction: Considering the beneficial properties of plants, not only to us, but the environment as well, it is important to understand the nature of Allelopathy and how it affects plant ecology. According to the Topics in Biology Laboratory Manuel, allelopathy refers to â€Å"the beneficial or harmful effects of one plant on another plant, by the release of chemicals from plant parts in both natural and agricultural systems. † By secretion of biochemical materials, allelopathy involves a plant’s ability to inhibit germination or growth of the surrounding germination. In our exercise, we tested for the presence of allelopathic chemicals in plant shoots and the effect of the allelopathic chemicals (our I. V. ) on the germination and growth (our D. V. ) on radish seeds. The question proposed became, â€Å"Does Rose seed extract affect the germination and growth of radish seeds? † Keeping the allelopathic effects in mind, our working hypothesis became, â€Å"If radish seeds get exposed to the rose leaf extract, then their percent successful germination and the average length will be less than the percent successful germination and the average length of the radish seeds which do not get exposed to the Rose leaf extract. Materials: For week 1 and week 2 the following materials were used: 10 grams of fresh leaves (rose), sandwich-type plastic bag, a scale, a blender, 100 mL of distilled water, folded cheesecloth, a funnel, one stock bottle, 3 pieces of filter paper, two Petri dishes, and 40 radish seeds. Methods: According to the Topics in Biolo gy Laboratory Manuel, the experiment was conducted as follows: First we needed to collect fresh leaves from one plant species, and fill up a plastic sandwich bag, which we were to bring with us to the lab. Next in groups we were to weigh 10 grams of leaves from the one plant species and place the measured sample in a blender. Next we added the 100 mL of distilled water to the blender. Holding the lid of the blender, we blended the mixture completely. Then we placed some folded cheesecloth into a funnel and sat it into a stock bottle. Finally we poured the blended mixture through the funnel/cheesecloth to filter the solution. To test the Allelopathic effects, we then needed to place 3 pieces of filter paper in each of the bottoms of the two Petri dishes. In one Petri dish (labeled with the leaf extract) we added 10 mL of the filtered solution, so that it soaked the filter paper layers. In the second Petri dish (labeled control), we added 10 mL of distilled water so that the water soaked the filter paper layers as well. Next in each of the Petri dished we added 20 radish seeds on top of the 3 pieces of filter paper, evenly spaced. Then we placed another piece of filter paper on top of the seeds in both dishes. Finally, we placed the lids on top of both Petri dishes to prevent excessive evaporation and stored them at room temperature, giving them a week to germinate, then be evaluated. Results: For our results, after careful observations and measurements, the percentages of successful germination were as follows: For the Experimental group, that is the group treated with extract, had a 70% success rate in which 14 of the 20 radish seeds had sprouts. However, the Control group, which had been treated with distilled water, had an 85% of successful germination in which 17 of the 20 seeds had sprouted. When comparing the seedlings length, the experimental group recorded 3. 0 mm being the shortest, and 13. 0 mm being the longest, making 4. mm the average length of the seedlings, all which is indicated on the following two pages by bar graph representations on average seed length and percentage rates of both groups. When looking at the control group, however, the shortest length measured was 12. 0 mm and the longest was 62. 0 mm, making their average 42. 0 mm. When observing each of the radish seed’s conditions, it was obvious that the control group produced healt hier, more vibrant seedlings with an extended root system and hair. However the experimental group contained more so dry, yellowish seeds with little to no root hair. Discussion: When observing the results of the Allelopathy experiment, it is evident that the results reflect and indeed support my hypothesis which stated that, â€Å"If radish seeds get exposed to the rose leaf extract, then their percent successful germination and the average length will be less than the percent successful germination and the average length of the radish seeds which do not get exposed to the Rose leaf extract. † So again when comparing the average length of seedlings between the control group and the experimental group, there really is no comparison; the experimental group had a mere 4. mm length verses that of the control group which had a remarkable 42. 0 mm length. Although noted both had a high percentage rate of germination, it really comes down to Allelopathy and the competitive â€Å"chemical warfare,† present in our experimental group. As for leaving room for error, a number of problems could have taken place, such as if small amounts of water needed to be added to re-saturate the filter paper, or if fungus appeared due to the high temperatures, etc. Over all I believe the experiment did a good job of explaining and demonstrating the Allelopathic effects on plant economy.