The renaissance art world and its classical origin Essay Example for Free

The renaissance art world and its classical origin Essay Titan was born in one of the remote areas of Pieve di Gadore, however, he grow to work in Venice. He picked up quickly and become one of the dominant painters, if not the dominant painter of Europe. His oil paintings were the most sort after especially by the courtly and aristocratic patrons. His paintings were considered to be more naturalistic by the art theorists and hence of low perfection in design than the works from Rome and Florence. Towards the end of the eighteenth century, his works began to be appreciated up to the current time where the current scholars have intensified this contextual works. The most famous works by this artist was the Venus of Urbino and it is also the most disputed of his artworks. The intertwined possession themes of a beautiful woman and her image creation permeated the conception of female art by the renaissance. As the old thoughts always asserted that anyone who depicts a beautiful woman will always deserve her, the people of the renaissance may like to transfer these assertions to the art maker. This being the people’s notion, there are many questions which are raised from this. Taking this into account we take this to the paragon extent between Titans and Michelangelo. In renaissance times, the beauty of any female was the lodestone of aesthetics, inspire of the male being taken to be the norm and the female an aberration. The Titan’s woman picture can not only be used to portray his artistic gift but also can be seen as his booster to his rivals of all times. In his competition with his most contemporary rival, Michelangelo, titans uses this artwork to assert of his superiority and his primacy of sculpture paintings of colorito over design and feminine over masculine. The two, Michelangelo and Titan, came to confrontations of the diseno i.e the design and colorito for themselves. Michelangelo tried to make his name by the heroic men like that of David while Titan made reference to the female subject along with their style. Michelangelo shown the inability of the Venetian to draw and equated their disadvantages to their focus on femininity. In his evaluation of the Michelangelo artworks, Aretino allusion that he is more than a angel Devine, shows his promotion of Michelangelo angelic status which were conferred by Aristotle. References Preimesberger, Rudolf (2011). Paragons and Paragone: Van Eyck, Raphael, Michelangelo, Caravaggio, Bernini. Getty Publications John T. Paoletti; Gary M. Radke (2005). Art in Renaissance Italy (3 ed.). Laurence King Publishing. Source document

Analysing An Experience To Develop Current Knowledge Nursing Essay

Analysing An Experience To Develop Current Knowledge Nursing Essay Reflection In this reflective account I will relate to a significant event, demonstrating how I have developed personally and professionally, focusing on the implementation of care and support. Rodgers (2002) suggests from Dewey (1933) that reflection is the process of reconstruction and reorganisation of experience which adds to the meaning of experience. Therefore analysing an experience, to develop your current knowledge, by reviewing your actions and assessing the experience to develop your own personal and professional skills in future practice. Hamill (1999) recommends writing reflection in first person using Driscolls model of reflection (Driscoll 2000). The situation I have chosen to reflect on is an interaction with a patient who had been given a terminal diagnosis and had been informed the prognosis was limited. I have chosen to reflect on this account as it involved difficult communication which made me question my competency as a student and prior to the event I thought I would not be prepared to deal with it. (See Appendix) As I had previously interacted with the patient on her admission, I have already communicated and developed a relationship with her. Groogan (1999) states that communication creates a relationship, with communication providing a holistic approach to caring for the individual to meet their psychological, social, spiritual and physical needs. I was therefore able to recognise that something was wrong and identified that she wanted somebody to talk to. Forrest (1989) identified core elements of nursing as picking up on cues and the importance of being there. Jarrett and Payne (1995) reviewed literature on nurse-patient communication and concluded that there is a need for nurses to make an assessment of each individual situation, so that they are aware of whether the patient desires the information. Relating to the assessment I made of the situation I was aware the patient wanted to talk and realised that she was not asking for information but wanted someone to talk to. During the event I felt anxious and nervous about how to react and communicate with the patient as I had never been in that situation before. Buckman (1998) identified health care professionals experience fear of the untaught and fear of saying I dont know, the experience of showing emotions was also identified and throughout the situation I felt empathy towards her. Empathy is defined as the mental capacity to appreciate another persons feeling without joining them, understanding patients experiences. (Hojat et al 2001). Sieh et al (1994) states that special emphasis is placed on listening and empathy skills in the training of nurses. However, in the situation I questioned my competencies within my communication skills as I thought I was unequipped within my training to provide the care and support the patient required. On reflection, I identified that I worked within my role and limitations as a student to assess the situation and act as appropriate. Reflecting on the situation I have identified that non-verbal communication played a large part of the experience. Non-verbal communication includes the use of eye contact, flexibility of facial expressions, the use of gestures, use of touch, pausing to allow a response timing and body posture (Purnell 2000). This definition relates to the situation as I was sat at her bedside when she began to cry, and then she said to me I am dying arent I? She put her hand out and I just comforted her by holding her hand. The expression and discussion of feelings of loss and grief can be very difficult for patients with incurable disease and their families (Clements- Cortes 2004) When she asked me the question I am dying arent I? my first thoughts were to ask a Staff Nurse to come and speak to her, but I felt as if she had chosen me to talk to and that I couldnt have walked away to get someone. Although I didnt answer her question, I felt as though I was supporting her by being with her and as I knew she understood her prognosis and felt that the question didnt need an answer. On reflection, the event directly impacted on the patient, me and my role as a student and my mentor. I feel that the patient was able to express her feeling and emotions and I was able to provide care and support within my role. I identified that I assessed the situation and made decisions to provide the best possible care and support for the patient at the time. The situation made me question my ability however it developed my communication skills which are transferable to all aspects of nursing. To enable me to reflect on the situation I used literature as part of the reflective process to read around communicating in palliative care, the nurse-patient relationship to continuing development and promote learning as Glaze (2001) reports the use of literature is used as part of reflection to promote learning by reading around the topic. Following the event, I informed my mentor what had happened and she said she was aware of the situation and felt that I had dealt with it very well. We reflected on the event and I felt as though at the time somebody could have came to make sure the situation was ok but following the discussion my mentor was aware of the situation and that she would have intervened if necessary. Following the discussion I felt supported by my mentor, although the event was emotional and sensitive I feel it was a positive learning experience. Benner (1984) describes stages of practice from novice to expert, at this stage in my training, I am working towards an advanced beginner, although I recognise this in this situation I had no experience of communicating in difficult situations and for that reason I felt like a novice. For this reason I feel as though my mentor could have identified my weakness in this area and at the time and acted sooner. The role of the mentor is to assess and support the student in practice (NMC 2008) on this occasion I felt my mentor fulfilled their role after the discussion following the event, however during the event I felt it was just me and the patient, and I acted within my role. In conclusion, I have recognised the importance of the nurse-patient relationship and feel the experience at the time and reflecting on the experience has had a positive impact on my personal and professional development. Understanding that within the role of a nurse, communication is not only about information provision but about adapting your own skill to assess situations and act appropriately. In relation to implementation of care and support this experience highlights the nurse role to provide emotional support to continue to communicate effectively.

Different Views About Test Anxiety Psychology Essay

Different Views About Test Anxiety Psychology Essay Walter (2002) describes test as an intentional capacity to explore the interest level, information, ability and tasks achievement. According to Cronbach, (1980) a test is an organized method for weigh against the behavior of two or more people. According to (Cronbach, 1980) A test is an organized method for weigh against the behavior of two or more people. There are varieties of tests which include the following:- 1. Aptitude tests 2. Tests of developed abilities 3. Achievement tests 4. Mental ability tests And much other kind of tests are prepared and organized to evaluate the students abilities and academic performance. Aptitude tests are organized in order to look for the talent and passion of the students in the required field. Tests are also conducted for the skills to check that had been taught, on the other hand achievement tests are required to ,,,,,,,. Definition of Anxiety: Cohen, (1981) stated Anxiety as a basic human passion that was acknowledged even before 5000 years ago ,whereas The British poet W. H. Auden called the 20th the age of anxiety. Crooks and Stein (1988) say that Anxiety is described as feelings of worry, hesitation, nervousness and fear that go along with the commencement of the sensitive nervous system that arouses bodily changes like blood pressure, fast heart beating, perspiration, cramps etc. Test anxiety These days students are facing number of problems and one of the common problems faced by students is tests that cause anxiety. When students are afraid and feel that they will not be able to perform good in their exams that is test anxiety. Test anxiety is a major problem of students at undergraduate level. Students frequently undergo with anxiety that hold up students learning and test taking abilities to the level that students academic performance is affected badly. Students might have prepared efficiently and competent enough to take test but cognitive anxiety engages students in anxiety provoking thoughts such as fear of failure, or wish to do extraordinarily good, they perform poor. Every student want to score good in their exams.students works hard and puts in their efforts to attain their goal.few of students gets reward in terms of good academic performance and results for their efforts they have done but other students don t care about it.hence teachers and counselors making great efforts to help out their students to improve their grades and CGPAs. (Roberts Saxe, 1982) says that Anxiety influence people in different ways and situations. In educational environments, anxiety might have significant negative impact on cognitive performance, (Tremblay, Gardner, Heipel, 2000) presentation and achievement, (Lalonde Gardner, 1993) knowledge. Tests plays significant part in our everyday life. An important fact that tests have proven to raise strong anxiety and test anxiety has turned out to be a common modern problem (Spielberger Vagg, 1995; Sarason, 1959) Aderson, (2002) says Test anxiety is describes as a kind of anxiety of performance, a sensation that student have for the coming test, in which performance is essential to the person. Definition of test anxiety According to Zeidner, (1998) the set of physiological, phenomenological and behavioral retorts which go with related possible negative failure or results on a test or alike evaluative circumstances is called anxiety. Sarason, (1988) stated that Anxiety is a natural emotion which has fear and uncertainty that usually happens when a person feels any threat that will hurt his ego or self esteem. Set of phenomenological, physiological, and behavioral responses that accompany concern about possible negative consequences or failure on an exam or similar evaluative situation(Zeidner, 1998, p.17). Goonan (2003) stated test anxiety as test anxiety differs from general feelings of anxiety ,it is a specific form of psychological disorder that involves extensive amounts of fear, worry and fear of negative evaluation during or in anticipation of performance or evaluative situations(p.4). It has been defined by many authors, like Dusek (1980) Defined test anxiety as An unpleasant feeling or emotional state that has physiological and behavioral concomitants and that is experienced in formal testing or other evaluative situations.(p.88). Manifestations of anxiety: (Cohen, 1980), has given us four manifestations of anxiety, given as under: Somatic in physical responses 2 Affective in emotions 3 Cognitive in thoughts 4 Motor in actions In cognitive manifestations, it might fluctuate from little worry to fear. Brutal assault could take passion of awaiting disaster, obsession, faces difficulty in sleeping, lack of attention and taking decisions, In motor manifestation, behaviors are frequently exaggerated, worried students shows arbitrary actions that vary from trembling to shaking of the whole skeleton. Complete variety of behaviors like agitation, squirming, fits, nail biting, lip biting, and nervousness could be seen. In somatic changes,changes might come like trivial breathing, dry mouth, cold body, urination, heartbeat, blood pressure. cramps.etc (Antonovsky, 1980).say that Affective domain is the prominent anxiety manifestation. In this situation, students feel persistently nervous and anxious about threats, regardless of the fact thats things are going fine. Psychomotor and academic mistakes, mental performance, that can divert attention and remembrance, and all this occurs due to anxiety which has horrible impacts. However, it is stated by some psychologists verify that anxiety provide motivational purpose Facilitating and Debilitating effects of test anxiety. Meichenbaum Butler(1980) commented about the difficulty and complications of test anxiety and how it influence the students performance: We think test anxiety is more than physiological arousal, more than negative self preoccupation, more than poor study habits, and more than a deficit in stress-related coping skills. In fact, we think it is more than a combination of these factors (p.188). According to Hill Wigfeild (1984) say for many studies have been conducted on the consequences created by test anxiety on students performance. In addition, the connection between performance and anxiety is very significant and composite. Scovel, (1978) have explained two types of anxiety : Facilitating anxiety Debilitating anxiety Scovel (1978) further defines these two types of anxiety and says that facilitating anxiety arouses students to confidently handle the problems and troubles, and to welcome the challenges that come forth. Whereas debilitating anxiety seems to damage students learning results and weakens the required confidence.consquently students affected by debilitating anxiety seems to think inactively and shun failure. Students have Facilitating effects and debilitating effects due to test anxiety describes above. Tryon,(1980) says that Debilitating impact of test anxiety on learning in different cases seems to have spoiled the performance in tests due to test anxiety. Students come across with these debilitating impacts in various forms which damages the students performance in different ways, by worry, hesitation, disbelief and by dropping contribution Models of Test Anxiety There are two models of test anxiety that increases the spectrum of test anxiety. Two models were developed to report the causes of test anxiety. The interference model The skill deficit model. The Interference Model In interference model (Wine 1980; Sarason 1986) says that students having high levels of test anxiety hinder the capacity to recollect the learned information. Interference model covers the Cognitive feature of test anxiety. Benjamin et.al., (1981) described that students have definite ability of processing data and test anxiety may hinder students concentration to use their energy on the retrival of material that they have learned in the testing situations. When the test anxiety will reach to its peak, it will absorb the students processing ability, which will take up the ability that is needed for the tasks. When students dont have the ability of cognitive processing they needed on the spot, it means that the ability has been taken up by the anxiety that interferes learning. Sarson (1984) says that A cognitive interference may be the key factor in lowering the performance of highly test anxious people (p.931). Tobias (1980), says that as students are influenced by cognitive test anxiety, which results in to distract their attention and requires more ability to utilize educational skills. Therefore such kinds of reasons are ascribed to students feeling anxious and it might reduce students performance. Learning is not a problem rather interference with recovery. Wine (1980) says that students having high test anxiety among cognitive ability among giving attention to the task and the attention is given to the cognitions that are not relevant with the task. Both of these factors hinder the capacity to recall and confined the capacity to employ in organized thinking . These points might give description why students by high test anxiety can normally do better on objective/MCQ than on subjective exams where the earlier needs to recall less. Benjamin et, al., (1981) and Tobias (1985) experienced that capable and intelligent students might have done their preparation, yet they will encounter high test anxiety, that confine the thinking process, hinder recalling materials and inhibit to use the techniques to perform well on test. The Skills deficit Model: Hill Wigfields (1984) skill deficit model does not have any direct relationship with test anxiety at first look. Though it tells what activate and produces test anxiety. It permits to know the connection of skill deficit model of test anxiety and poor academic performance. Rather believing that ability to recover data is affected due to interference model, skill deficit model have different point of view.indeed, this gives us the view that students poor academic performance is ascribed with the poor test preparation in learning skills or due to lack of test taking abilities. Hill Wigfield (1984) proposed that the skill deficit model offer reasonable explanation on unforeseen performance of students .the skill deficit model engages two kinds of deficits that endanger the performance of the students, one of them is Learning ability and the second one is Lack of test taking ability. Poor results in academics performance is due to Unsatisfactory preparation before tests came, causes.in addition acquisition problems,problems in remembering and memorizing or retrieving data at initial place. Whereas lack of ability to attempt the test also put in high test anxious students to perform poor ,although students are conscious of their inability of taking test. The skill deficit model says that students with high test anxiety faces problems in learning and arranging learning materials and that gives poor results in performance. (Tobias 1985 ; Naveh -Benjamin, McKeachie and Lin 1987; Birenbaum and Pinku 1997). In spite of, giving different explanations, the skill deficit and interference models may be balancing for each other(Tobias 1985; Birenbaum and Pinku 1997 ).they have suggested different kind of students in addition with different levels of test performance. Students having good learning and organizing abilities, together with low test anxiety ought to do good as they have learned the tests and they do not come across with the difficulty to recall. Whereas other students have the capacity and they learn the test but could not recall in evaluative situations and settings, and when tasks requires more cognitive capacity than they have. yet other fall short to learn and organize materials thats why they perform poor whether they are in test situation and test design. Most of the researchers who hold this model (e.g. Wittmaier, 1972; Desiderato Kokinen, 1969; Culler Holahan, 1980) say those students who show poor academic performance are because of their bad study habits and lack of interest in preparing for their exams. These kinds of students are conscious enough of their study behavior thats why they dont expect good results. These kinds of attitudes amplify anxiety which results in poor academic performance. When students see their academic skills are in enough, they feel anxious and show poor performance. Levels of Test Anxiety: Swanosn and Howell (1996) define the three levels of test anxiety given as under: Low levels test anxiety Moderate test anxiety High test anxiety Spielberger and Sarason,( 1989) further states about the high level test anxiety that helps in the growth the students with low inspiration, lacking academic abilities, lacking use of different techniques for taking test, hopelessness, cheating, carelessness, and thinking negative about himself and lack of attention. It is said students with both high and low levels of test anxiety show good academic performance whereas students with moderate anxiety level perform well. Spielberger and Sarason,( 1989) view and identified three levels of test anxiety .John and Kenneth (1982) says ,students with high level test anxiety badly get in the way with all kinds of performances,and normally students with moderate and low level anxiety helps in improving performance. Components of Test Anxiety (Sarson sarson, 1990) has stated three main components: Cognitive Affective Behavioral Cognitive component: In cognitive view, students having test anxiety due to absence of self confidence.they are surrounded by negative feelings, and feeling incapable of their educational ability and academic skills.(Zeidner, 1998) adds and says, students mostly exaggerate the possible negative results and undergo self-reliant in testing situations. if students want to have good results they should avoid negative thinking. Affective component: In affective view, (Zeidner, 1998) Test anxiety raise some physiological reactions like, fast heart beating, nausea, urination and raises perspiration, stretching of muscles, feeling thirsty, shivering and cold hands. With physiological reactions, emotions like failure threat, worry, might be there. When students are fail to manage their emotions, they feel pressure, tension, fear, thus create more hard and tricky for students to focus. The bodily signs that students feel when they are going through anxiety are linked with the supposed responses to fear and tension. Important physical functions like heart beating, breathing, or rapidity of other body functions, saliva secretions, flow of blood. Students undergo different kind of physical feelings together with nausea, vomiting, cramps in body, feeling dizzy, shivering, and stiffness of joints. Behavioural component: Behaviorally test anxious students states anxiety through reluctance and ineffective learning and test taking ability. Zeidner (1998) says that might test anxious students take more time and problem in assessing information or feel tired during test because of weak students or they are weak in health. State and Trait Anxiety: Spielberger(1972-1983),gave the concept of state and trait anxiety .He described state anxiety as Transitory emotional state or condition of the human organism that is characterized by subjective, consciously perceived feelings of tension and apprehension, and heightened autonomic nervous system activity. Spielberger further states about trait anxiety that Trait anxiety denotes relatively stable individual differences in anxiety proneness and refers to a general tendency to respond with anxiety to perceived threats in the environment.(48) School psychologists have been using state and trait anxiety in 21st century which was introduced by Spielberger in 1972.State anxiety means when horrible feelings and emotions of fear are aroused in danger, whether mentally or bodily. State anxiety is assumes a cognitive insight and judgment of danger, so as to students should know at a stage that particular situation is dangerous. Normally youngsters undergo less anxiety once they are out of hectic occasion is gone. On the other hand, trait anxiety is characteristic of a personality, an ability to encounter state anxiety when came across any difficult situation and danger. but this is different and varies from person to person. Eysenck and Eysenck (1991) describes that high level trait anxiety is strongly associated to neuroticism Terry (1998) tells about the numerous symptoms that shows students test anxiety. following is the symptoms of test anxiety. Emotional reactions such as crying, sensitive hair trigger responses, irritability, excess giggling, sudden changes of expression and general unrest. Bodily manifestation like stomach aches, headache, urination, fatigue, abundant sweating. Dangerous behaviors, like, carelessness, and self defamation. Anxious symptom, such as edgy marks, biting nail, too much blinking, hair chew, finger sucking, swinging action. Misconduct and violence, like breaking pencils, shows anger, slangs language is used, fighting, hounding and destructiveness. Bad exertion routine, for example, day-dreaming, incompetence, dishonesty and absence of attention. Looking for attention: adolescent behaviors, looking for appraisal and positive remarks, demands for attention, construction of weird stories, nonstop curiosity and asking about things around, stick to the teacher, performing. Causes of test anxiety: On the self-defeating consequences of subjective cognitions (Ellsworth Smith, 1988; Lazarus, 1991) suggest that poorer self-beliefs are a major cause of test anxiety. Perceive examinations as more dangerous or threatening and experience more intense levels of state anxiety when taking tests (Spielberger Vagg, 1995, p.6). D Arcylyness, (2004) outlined the following as the causes of test anxiety: a. Lack of preparation by 1 Cramming the night before the test 2 Poor time management 3 Failure to organize test information 4 Poor study habits b. Worry about the following: 1. Past performance on examination 2. How friends and other students are doing 3. The negative consequences of failure. The effects of anxiety on different situations: In different ways the anxiety influences on different kind of human beings. According to Roberts Saxe, (1982) anxiety may affect cognitive functioning badly in any kind of academic setting. Lalonde Gardner, (1993) includes that learning might be affected by anxiety where as Tremblay, Gardner, Heipel, (2000) state that anxiety may affect on performance and success. During specific situation when the manners of apprehension, tension and dread are perceived consciously, it is called General state anxiety which is also called physiological arousal (Endler Kocovski, 2001). Wine (1980) says that the effects anxietyon performance is prominent because of having unbearable impacts on cognitive process. Tremblay, (1998) argues that mostly people are affected through cognitive biases with General trait anxiety which is a firm tendency towards anxiety.Class and test anxiety along with statistics anxiety come into the vast umbrella of Trait anxiety in the view point of (Walsh Ugumba-Agwunobi, 2002). 2.1 Cognitive Style Thinking and perceiving, problem solving and remembering , all these types of actions are considered under the umbrella of cognitive style as has been described by McKay, Fischler Dunn, (2003) as are considered to be trait-like, relatively stable characteristics of individuals, whereas learning strategies are more state-drivenà ¢Ã¢â€š ¬Ã‚ ¦ Cassidy (2004) states that there are many cognitive style typologies from which we give preference to Ridings Cognitive Style Analysis [Riding,2001] because of more vital implications. According to Sadler Riding, (1999) construct of cognitive is more important whether learning style has less importance. The real mode of information processing, cognitive style and their mutual relationship is significant and strengthened to a large extent. 2.2 Cognitive Processing Efficiency The cognitive processing parameters (Demetriou Kazi, 2001; Demetriou et al., 1993]) that have been included in our model are: a- Control of processing (to indicate the relevant and irrelevant information) b- Speed of processing (speed in the given instruction might be accurately executed), c- Working memory span (to hold and integrating different information till the solution of a problem) d- Visual attention (based on the empirically validated assumption that when a person is performing a cognitive task while watching something). According to Baddeley, (1992) all these tasks are measured in shortest possible time span while the working memory span test focuses on the visuospatial sketch pad sub-component and this all is done comfortably. 2.3 Emotional Processing Emotional processing consists of two types: Emotional Arousal: The capability of human being to feel and experience specific emotional circumstances, Emotion Regulation: The process of having perception and control of individual over his emotions. In the view point of Cassady (2004), anxiety is the major thing in the term of behavior which indicates the arousal of various kind of emotions and it has strong relation with academic performance. Also, it is related with performance in computer mediated learning procedures (Chang, 2005; Smith Caputi, 2007). Users trait anxiety could be measured (Spielberger, 1983), and their application specific anxiety, which in the case of e-learning is named as Cognitive Test Anxiety (Cassady Johnson, 2002) In the term of construct of emotional regulation used by us also comes into the concepts of Emotional Control (emotional management, self-awareness, self-motivation)à ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦ (Goleman, 1995; Salovey Mayer, 1990), and Self Efficacy (Bandura, 1994), Emotional Expression and Emotional experience (Halberstadt, 2005). Lekkas et al, (2007) argues that we can evaluate the affectional responses of enhancing and lessening the learning abilities through measuring the levels of Anxiety with emotional regulation. Factors of Test Anxiety: According to competitive anxiety research (Gould et al., 1984; Burton, 1988). Cognitive (worry) anxiety factor has strong imprints on the achievement of the student then the somatic (emotionality) component. Test anxiety has two main components described by Liebert and Morris (1967) that is worry and emotionality. Worry is conceived as cognitive importance related to tests and test performance. These concerns revolve in the region of negative cognitions, like fixation with the test results and performance. Strong negative penalties like failure, underachievement and evaluation of students skills to others. Academic performance: Phillips and Endler, (1982) say that Academic performance usually depends on students how they make their connections with the academic environment. It is believed that students who are intelligent will be relaxed and less threat full .But these students do have fear of examination. Okebukola and Jegede, (1989) its teachers responsibility to prepare their students to show good academic results as well as to enable them to respond to different academic needs that has impact on academic performance. Relationship between anxiety and academic performance: Roberts Saxe, (1982) say that Anxiety influences people in different ways and situations. In educational environments, anxiety might have significant negative impact on cognitive performance, (Tremblay, Gardner, Heipel, 2000) presentation and achievement, (Lalonde Gardner, 1993) knowledge. Endler Kocovski, (2001) stated that Common state anxiety is a physical stimulation and a deliberately supposed way of hesitation, fear, and stress through a particular moment. (Wine, 1980) describes that, this influence the performance as it has strong effects on cognitive course. Tremblay, (1998) Cognitive biases influence people with common trait anxiety, a steady tendency towards anxiety. Than it have an effect on people who are not anxious. According to Scovel (1978) there is a positive connection between performance and test anxiety. Test anxiety is in fact useful and facilitating as students remained alarmed and conscious. McDonald (2001) describes more connection between levels of performance and test anxiety that will show the arch like a reversed U figure, showing to the best anxiety point. It could be said that when anxiety reaches to the best quantity, it could produce constructive results known to us as facilitating test anxiety. This type and amount of anxiety is useful for students to give attention to their work, and feel himself completely challenged. In contrast, over and small test anxiety will produce tension, constant worry, anxiety and strain or students reluctance, will result in poor performance. Test Anxiety in relation to gender (sex) Research on students educational performance has received significant concentration. Number of researches had been done in the area on the level of anxiety on test anxiety between female and male students academic performance. Walsh, Engbreton and O Brien (1988) performed two researches at the same time to identify whether there is relationship between test anxiety and academic performance as it influences the gender. Researcher collected the data and the Sample were consists of (57 females 46 males,) and total 103 undergraduate students for first research and (52 females 42 males) and total 94 undergraduate students for the second research. Test anxiety findings were correlated with the students Grade Point Averages (GPAs). When the data was analysis, there was negative correlation present between test anxiety and academic performance. Thus negative relationship was found which was more for females and less for males. Daniels and Hewitt (1987), finds if there is correlation between academic performance and test anxiety with gender view. The sample was composed of data (21 males 27 females) and got their scores of test anxiety. When data was examined, it was found that females had high test anxiety as compared with males however they didnt find any major variation of gender in respect of the negative correlation between academic performance and test anxity.it means,that test anxiety has unpleasant effects on academic performance but it didn show any major affect of one gender more than the other. The findings have shown that females undergo high test anxiety as compare to males when measure their test anxiety ,like wise Sarason (1987),Spielberger(1980) and taylor (1998) have found that females have scored high mean score on test anxiety when compared with males.

The Sarbane-Oxley Act (SOA) Essay -- Corporate Governance

INTRODUCTION "The Public Company Accounting Reform and Investor Protection Act" was signed into law by President Bush on July 30, 2002. The law is now known as The Sarbane-Oxley Act (SOA). The SOA has eleven titles within the act and numerous sections, pertaining to ethics, accounting, financial reporting, responsibilities of officers, whistleblower protection, and increased criminal penalties built upon prior securities laws. SOA is the most comprehensive securities legislation written since the 1940s. In the early part of the twentieth century companies did not have the sophistication and abilities of the modern company in regard to information technology, number of accountants, advisors and analysts. This legislation is a big step toward keeping U.S. law up to date with modern business practices. The Sarbane-Oxley Act was necessary to protect the U.S. economy and restore investor confidence after the many years of dishonest business practices by ENRON, WORLDCOM, TYCO and other companies. The practitioners of shady accounting and greed brought about a collapse in stock prices, shook investor confidence and hurt the credibility of all publicly traded companies. A mass "bail-out" by large stockholders ensued; however the average small investor held on, hoping that the stock would stabilize and believing the reassurances of companies, that claimed they were financially well-off when they were actually worth less than what they owed. In the end, investors and lower-rung employees of these companies were devastated financially. The underhandedness and greed of these corporate officers had the potential to hurl the U.S. economy out of control. The small investors, who are registered voters demanded action. This paper will review the sections of The Sarbane-Oxley Act, highlight their broad implications and discuss compliance. Compliance will cost all publicly traded companies a great deal of money. ?Deloitte's Point of View? will be used to illustrate that compliance, when embraced properly and approached positively can bring rewards for companies in the long term. SECTIONS The sections that follow are a simplification of the Sarbane-Oxley legislation. There are many niches that will require attorneys, accountants and advisors. Keep in mind all prior SEC (securities exchange commission) legislation such as (The Securities Act of 1933, Securiti... ...s Point of View, Sarbanes-Oxley Compliance. (Online). 8 Pages. Retrieved January 16, 2003 from: http://www.deloitte.com/dtt/section_node/0%2C2332%2Csid%25253D5601%2C00.html PriceWaterhouseCoopers. (2003). Key Elements of Antifraud Programs and Controls, A White Paper. 29 Pages (Online). Retrieved January 16, 2003 from: http://www.pwcglobal.com/Extweb/NewCoAtWork.nsf/docid/D0D7F79003C6D64485256CF30074D66C Securities and Exchange Commission. (2002). Proposed Rule: Certification of Disclosure in Companies? Quarterly and Annual Reports. 6 Pages (Online). Retrieved January 17, 2003 from: http://www.sec.gov/rules/proposed/34-46300.htm Securities and Exchange Commission. (2003). The Laws That Govern the Securities Industry. 5 Pages, (Online). Retrieved January 17, 2003 from: http://www.sec.gov/about/laws.shtml#secact1933 Securities and Exchange Commission. (2003). Summary of SEC Actions. 3 Pages, (Online). Retrieved January 17, 2003 from: www.sec.gov/news/press/2003-89a.htm Worthen B. (2003, December 1). A Funny Thing Happened on the Way to Compliance. CIO Magazine, Retrieved January 15, 2003 from: http://www.cio.com/archive/120103/oxley.html

Knights of the Golden Circle Essay -- American History, Bickley, Valla

In 1854, a medical practitioner of ambiguous credentials, George W. L. Bickley, founded the Knights of the Golden Circle. Headquartered in Cincinnati, Ohio, the Golden Circle was complete with passwords, quasi-Masonic rituals, secret signs and symbols. The Knights of the Golden Circle (later called the Order of the American Knights and, by February 1864, the Sons of Liberty) (Bruce Tap, Over Lincoln Shoulder, 73) quickly hatched lodges throughout Kentucky, Missouri, Iowa, Illinois, Indiana, and Ohio. To identify themselves, members wore the head of Liberty cut out from the old-style copper pennies. (Tap, 74) Affectionately, their enemies called them Copperheads, a reference to the venomous snake. Although there were many, it is arguable that the antiwar Copperheads rallied the most passionate around one leader, Clement Vallandigham. Born on July 29th, 1820 in New Lisbon, Ohio, Vallandigham was a brilliant individual, whose young mind at age two knew the alphabet, at twelve, spoke Greek and Latin, and who entered Jefferson College in Philadelphia at the age of seventeen. At nineteen, Clement Vallandigham became principle at Union Academy in Maryland, and at twenty was editor of an extremist Democratic newspaper. (Tap, 6) Later in life, Vallandigham gained the reputation in Ohio as an unbeatable, eccentric, defense attorney. After a term as governor of Ohio, Vallandigham was elected to congress with the platform of anti-Abolitionist Democrat, advocating Confederate Independence and denouncing emancipation, but was defeated in 1862. (Chandra Manning, What This Cruel War Was Over, 99) In his last speech before Congress, Vallandigham urged his countrymen to stop fighting. (Roger L. Ranson, The Confederate States of America: What Mi... ...nited States. (Ranson, 160) Lincoln’s reputation however won by over 400,000 popular votes and easily confirmed an electoral majority. Several states now allowed their soldier citizens to cast a ballot, a first in United States history. Soldiers in the army gave Lincoln over than 70% of their votes. (Manning, 148) Meanwhile, as the list of dead and wounded hit northern newspapers, Vallandigham returned from Canadian exile to attend a convention condemning this â€Å"unnecessary war† and adopting resolutions in favor of an â€Å"immediate cessation of hostilities† and a negotiated peace. (Manning, 149) Once again up to his old tricks, Vallandigham would later disguise himself by stuffing a pillow under his shirt and donning a false mustache just in time to denounce Lincoln publically in the 1864 presidential election, where at which Lincoln will ignore him. (Dickson, 316) Knights of the Golden Circle Essay -- American History, Bickley, Valla In 1854, a medical practitioner of ambiguous credentials, George W. L. Bickley, founded the Knights of the Golden Circle. Headquartered in Cincinnati, Ohio, the Golden Circle was complete with passwords, quasi-Masonic rituals, secret signs and symbols. The Knights of the Golden Circle (later called the Order of the American Knights and, by February 1864, the Sons of Liberty) (Bruce Tap, Over Lincoln Shoulder, 73) quickly hatched lodges throughout Kentucky, Missouri, Iowa, Illinois, Indiana, and Ohio. To identify themselves, members wore the head of Liberty cut out from the old-style copper pennies. (Tap, 74) Affectionately, their enemies called them Copperheads, a reference to the venomous snake. Although there were many, it is arguable that the antiwar Copperheads rallied the most passionate around one leader, Clement Vallandigham. Born on July 29th, 1820 in New Lisbon, Ohio, Vallandigham was a brilliant individual, whose young mind at age two knew the alphabet, at twelve, spoke Greek and Latin, and who entered Jefferson College in Philadelphia at the age of seventeen. At nineteen, Clement Vallandigham became principle at Union Academy in Maryland, and at twenty was editor of an extremist Democratic newspaper. (Tap, 6) Later in life, Vallandigham gained the reputation in Ohio as an unbeatable, eccentric, defense attorney. After a term as governor of Ohio, Vallandigham was elected to congress with the platform of anti-Abolitionist Democrat, advocating Confederate Independence and denouncing emancipation, but was defeated in 1862. (Chandra Manning, What This Cruel War Was Over, 99) In his last speech before Congress, Vallandigham urged his countrymen to stop fighting. (Roger L. Ranson, The Confederate States of America: What Mi... ...nited States. (Ranson, 160) Lincoln’s reputation however won by over 400,000 popular votes and easily confirmed an electoral majority. Several states now allowed their soldier citizens to cast a ballot, a first in United States history. Soldiers in the army gave Lincoln over than 70% of their votes. (Manning, 148) Meanwhile, as the list of dead and wounded hit northern newspapers, Vallandigham returned from Canadian exile to attend a convention condemning this â€Å"unnecessary war† and adopting resolutions in favor of an â€Å"immediate cessation of hostilities† and a negotiated peace. (Manning, 149) Once again up to his old tricks, Vallandigham would later disguise himself by stuffing a pillow under his shirt and donning a false mustache just in time to denounce Lincoln publically in the 1864 presidential election, where at which Lincoln will ignore him. (Dickson, 316)

Residential Schools Essay

Long before Europeans came to North America, aboriginal people had a highly developed system of education. There was a great deal for aboriginal children to learn before they could survive on their own. Aboriginal elders and parents passed on not only survival skills to their children, but their history, artistic ability, music, language, moral and religious values. When European missionaries began to live amongst aboriginal people, they concluded that the sooner they could separate children from their parents, the sooner they could prepare aboriginal people to live a civilized (i. e. European) lifestyle. Residential schools were established for two reasons: separation of the children from the family and the belief that aboriginal culture was not worth preserving. Most people concluded that aboriginal culture was useless and dying and all human beings would eventually develop and change to be like the ‘advanced’ European civilization. Early residential schools were similar to religious missions. Later, the mission-run schools were administered jointly by Canadian churches and the federal government, and for a number of years, residential schools became official Canadian policy for the education of Indian. . . Provincial education curriculums did not change to reflect the educational needs of aboriginal children. The elders in fact seen a major change in the way the children were acting, they would refuse to do chores and would often talk back and often became violant. The school demanded very little in comparison. Loneliness, sickness, confusion and abuse all had to be borne in lonely silence. Aboriginal children continue to have difficulties fitting in to the existing schools, which are still designed around a culture alien to their own. They were issued clothes and assigned a bed number. Aboriginal people have demanded, and received, official apologies from the Anglican, United and Roman Catholic churches which operated residential schools. All of this must have been a staggering shock to the new â€Å"student† . Many things combined to make the experience difficult for young aboriginal children. After several years away at school, children often found it difficult to speak their mother tongue. The residential school experience continues to plague First Nations education. The white man’s school contradicted everything these aboriginal children had learned at home. â€Å"The organization of the schools and the content of the curriculum conveyed to aboriginal children that the human values, the political institutions, the spiritual practices and the economic strategies of other Canadians were infinitely superior to the â€Å"primitive† ways of their traditional lifestyles. † Students began to believe that the ceremonies and rituals which harmonized the spiritual and social life of the community and gave its members a sense of personal significance and group identity, were â€Å"heathen† and â€Å"the work of the Devil.

Ministry of Manpower, Singapore

Brief Description of Ministry of Manpower EE4041 E-learning week assignment by LIU TIANCHI Group Y15 As one of the Tripartite Partners in Singapore, Ministry of Manpower (MOM) plays the government role and aspires to develop a great workplace together with the other two partners, the National Trades Union Congress (NTUC) and the Singapore National Employers Federation (SNEF) which represent the employees and employers separately.The mission of MOM is to achieve a globally competitive workforce and great workplace, for a cohesive society and a secure economic future for all Singaporeans. To break it down into two parts: MOM aims to empower Singaporeans so that they can realize their potential; MOM also deals with and regulates the workplace so as to achieve a cohesive society. In order to achieve the mission, MOM is structured with divisions and statutory boards, both of which have certain specific responsibility.For example, Labor Relations and Workplaces Division (LRWD) plays a cruc ial role in dispute settlement. Most of the time, the parties, unions and companies, can settle disputes between themselves, as they know the issues well and would be in a good position to find solutions. If this fails, then conciliation by LRWD would kick in at the request of either party. LRWD or MOM receive and settle an average of about 300 disputes from the unionized sector for conciliation every year. This is an important pillar in maintaining industrial stability in Singapore.One example of the statutory board is Central Provident Fund (CPF) Board, which administers the CPF well known as a compulsory and comprehensive social security savings plan. Besides the regulation and administration responsibilities, MOM also provides services. For example The Work Pass Division facilitates the employment of foreign nationals in Singapore with a convenient application process. The foreign employees can find all information that they need to know before coming to work in Singapore from M OM website.Most of the application processes also take place online, which is very efficient. MOM has won many awards because of its great contribution to the healthy tripartite relationship, which is the envy of many countries. It’s worth mentioning that MOM once won United Nations Public Service Awards, which is the most prestigious international recognition of excellence in public service. As can be seen, MOM has its unique and important role in maintaining the healthy and striving workplace in Singapore.