Thursday, August 27, 2020

Big Five Basic Trait Clusters Essay Example for Free

Enormous Five Basic Trait Clusters Essay In the general field of brain science, the idea of quality of every individual contains on the whole their disposition, conduct, inspirational factor, and other critical attributes comparative with their singularity. These particular attributes show and decide overwhelmingly their activities, recognition, and other thinking in which the qualities of their characteristic become the establishment of their character. Specifically to this field, the observational field of brain research sets up five significant character qualities huge in the assurance and arrangement of character attributes. These significant characterizations are set up dependent on the showed trait of the included individual and its impact on the person’s social qualities and conduct. In the experimental field of brain research, the five significant attribute groups are built up as receptiveness, good faith, extraversion, appropriateness, and neuroticism. The quality trait of receptiveness is for the most part identified with the alliance and affectability of the individual towards the field of workmanship, experience, feeling, surprising thoughts and whimsy, with a normally uplifted energy for inventiveness and creative mind. The attribute of reliability show incredible propensity towards self-control, obligation, pliability in real life and conduct, and tendency towards accomplishments. The characteristic of extraversion is described predominantly by soothing quality, positive feeling, and a critical inspiration from social friendship. The fourth quality to be specific appropriateness show incredible propensity towards being empathetic and agreeable towards others with insignificant opposing conduct in their social relationship. The last attribute bunch to be specific neuroticism is portrayed by the person’s helplessness to unsavory feelings, for example, weakness towards misery, outrage, conduct shakiness, and tension. Thinking about the qualities and essential ideas driving each social bunch, this creator especially discover a lot of association towards the gathering arrangement of receptiveness and good faith showed with the conduct and character of this creator. In light of individual evaluation, among the prevailing conduct of this creator are his aesthetic expressionism, gutsy character, innovative plan, inventiveness, and an extraordinary incentive towards interest. In view of this, this creator verify that he is slanted towards an opened social characteristic yet, his recognition towards moral obligation and control makes him likewise an honest individual. In light of these elements, the creator of this paper has a place with the two qualities with an equivalent appearance of their attributes. Book index Wiggins, Jerry S. (1996). The Five-Factor Model of Personality: Theoretical Perspectives. The Guilford Press. first Edition. ISBN-10: 157230068X.

Saturday, August 22, 2020

Impact of Composition on Pore Throat Size in Mature Shales

Effect of Composition on Pore Throat Size in Mature Shales The effect of piece on pore throat size and porousness in develop shales: a model in Middle and Upper Devonian Horn River Group shale, northeastern British Columbia, Canada Tian Donga, Nicholas B. Harrisa, Korhan Ayrancia, Cory E. Twemlowb, Brent R. Nassichukb a Department of Earth and Atmospheric Sciences, University of Alberta, Edmonton, AB T6G 2E3, Canada, b Trican Geological Solutions Ltd., Calgary, AB T2E 2M1, Canada, Dynamic Shale repositories of the Middle and Upper Devonian Horn River Group give a chance to contemplate the impact of rock creation on penetrability and pore throat size circulation in develop arrangement. Sedimentological, geochemical and petrophysical examinations uncover connections between rock structure, pore throat size and grid penetrability. In our example set, estimated framework penetrability runs somewhere in the range of 1.69 and 42.81 nanodarcies and increments with expanding porosity. All out natural carbon (TOC) content emphatically associates to porousness and applies a more grounded control on penetrability than inorganic organization. A positive connection between's silica substance and penetrability, and the plentiful nearness of interparticle pores between quartz gems, propose that quartz substance might be another factor upgrading the porousness. Pore throat size dispersions are firmly identified with TOC content. In natural rich examples, the prevailing pore throat size is under 10 nm, though in natural lean examples, pore throat size dissemination is overwhelmingly more prominent than 20 nm. SEM pictures recommend that in natural rich examples, natural issue pores are the prevailing pore type, though in quartz rich examples, the predominant sort is interparticle pores between quartz grains. In earth rich a nd carbonate rich examples, the predominant pore type is intraparticle pores, which are less and littler in size. High porousness shales are related with explicit depositional facies. Gigantic and pyritic mudstones, rich in TOC and quartz, have moderately high porousness. Covered mudstone, bioturbated mudstone and carbonate facies, which are generally enhanced in mud or carbonate, have moderately low porousness. Watchwords: Pore throat size; Permeability; shale organization; Horn River Group shale; Western Canada Sedimentary Basin 1. Presentation Commonplace shales or mudstones are sedimentary rocks with a predominant grain size under 63 Þâ ¼m, filling in as source rocks if natural issue is rich and as seals forestalling hydrocarbon movement on account of fine-grained nature (Schieber, 1998). Penetrability is a principal property in customary repositories that emphatically impacts hydrocarbon creation rate. Porousness is apparently additionally significant in shale supplies for long haul stream rates, albeit beginning creation rates are likewise impacted by normal and counterfeit crack frameworks (Jarvie et al., 2007; Rickman et al., 2008). Permeabilities in mudstones are ordinarily a few sets of extent lower than in coarser grained lithologies, for example, siltstones and sandstones (Dewhurst et al., 1999; Nelson, 2009; Yang and Aplin, 2010). Distributed supreme permeabilities, estimated on an assortment of shales and by various explanatory strategies, normally fall in the nano-darcy run (Kwon et al., 2004). On account o f the very low porousness, exact estimations of penetrability in shale tests are testing (Sakhaee-Pour and Bryant, 2011; Tinni et al., 2012; Moghadam and Chalaturnyk, 2015). Consistent state stream strategies are unreasonable in light of the fact that it is hard to accomplish move through shale connects a timeframe sufficiently short to allow examination of enormous quantities of tests (Mallon and Swarbrick, 2008; Sakhaee-Pour and Bryant, 2011). Thusly, transient heartbeat rot strategies, which require significantly less time, are commonly utilized to gauge shale porousness on the two attachments and squashed particles (Cui et al., 2009). One potential issue in utilizing center attachments for beat rot estimations is that instigated breaks may impact the estimations (Ghanizadeh et al., 2015); subsequently, a squashed stone strategy (the GRI technique) might be a great strategy to gauge the network penetrability (Cui et al., 2009). Then again, where microfractures exist normally in a shale, the GRI strategy probably won't be suitable. In mudstones, porousness basically relies upon the bounty and size of pores and pore throats (Yang and Aplin, 1998; Dewhurst et al., 1999); under supply conditions, pore throats and thus permeabilities might be significant lower than estimated under encompassing conditions because of pressure of pore throats. Porousness under in-situ conditions is hard to gauge, yet it very well may be assessed from all the more effectively decided petrophysical properties, for example, pore size and pore throat size conveyance just as surface region (Yang and Aplin, 1998). Mercury infusion hairlike weight (MICP) estimations give a subjective comprehension of penetrability by giving valuable data about the pore throat size and availability. MICP information propose that pore throat size dispersions in mudstones are impacted by porosity, grain size and earth content (Dewhurst et al., 1999; Yang and Aplin, 2007). Recently distributed information show that pore throat measures in shales ranges from 5 nm to in excess of 100 nm (Nelson, 2009). Announced permeabilities in mudstones differ by ten sets of extent, fundamentally constrained by the nearness of mud minerals, which diminishes penetrability by obstructing mineral related pores (Neuzil, 1994; Yang and Aplin, 1998, 2007, 2010; Dewhurst et al., 1998; Dewhurst et al., 1999). Permeabilities are likewise affected by diagenetic procedures, for example, demolition of porosity by mechanical compaction and cementation, and upgrade of pore throats by mineral disintegration (Pommer and Milliken, 2015). Most examples in these examinations are either natural lean mudstones or low development, and the prevailing pores exist between particles. As of late, high goals filtering electron microscopy joined with particle processing strategies applied to mudstone tests has recorded another significant arrangement of pores, for example those created inside natural issue (Loucks et al., 2009; Loucks et al., 2012; Nelson, 2009; Slatt and OBrien, 2011; Chalmers et al., 2012a; Curtis et al., 2012a; Curtis et al., 2012b; Dong and Harris, 2013; Dong et al., 2015; Mastalerz et al., 2013; Klaver et al., 2015; Tian et al., 2015). Be that as it may, little work has been done on the control applied by natural issue and other compositional factors on pore throat size circulation and porousness . A few examinations have depicted pore highlights and factors controlling the network porousness in the Horn River Group shale (Ross and Bustin, 2009; Chalmers et al., 2012b), however none have been adequately point by point to decide the compositional components affecting pore throat size circulation and penetrability. In this examination, we present a huge dataset of penetrability estimations on squashed examples and pore throat structure controlled by MICP information By incorporating geochemical information and petrophysical information for the Horn River Group shale, we explore the potential impacts of shale organization and natural issue on pore geometry, pore throat size appropriation and porousness. We at that point connect porousness to lithofacies, which can be utilized to foresee spatial variety in penetrability. 2. Topographical setting The Horn River Basin, a region of about 12,000 km2, is arranged in the profound northwest part of the Western Canada Sedimentary Basin in northeastern British Columbia, Canada (Fig. 1) (Oldale and Munday, 1994). It is limited toward the south and east via carbonate obstruction reefs (Presquile boundary) and toward the west by the Bovie Fault, a Cretaceous structure related with Laramide tectonism (Ross and Bustin, 2008). During the Middle and Late Devonian, the southern part was proximal to the paleo-shoreline and got more siliclastic contribution than the more distal northern piece of the Horn River Basin (Fig. 1) (OConnell, 1994; Dong et al., 2016). The Horn River Group shale incorporates the Evie and Otter Park Members of Horn River Formation and the Muskwa Formation (Fig. 2), all saved inside an approximately 8 m.y. interim traversing the Givetian to early Frasnian Stages (~ 392 to 384 Ma) (Oldale and Munday, 1994). In the Horn River Basin, the greater part of the Horn River Grou p shale is inside the dry gas window with a vitrinite reflectance (Ro) extending somewhere in the range of 1.6 and 2.5% (Ross and Bustin, 2008, 2009; Rivard et al., 2014). The Evie Member is a dim dark, natural rich, dynamically calcareous mudstone that overlies the shallow marine carbonates of the Lower Keg River Formation (McPhail et al., 2008; Hulsy, 2011). The Evie Member is up to 75 meters thick close to the Presquile boundary, diminishing to under 40 meters toward the west (McPhail et al., 2008). The normal TOC content for the Evie Member is 3.7 wt.% (Dong et al., 2015). The Otter Park Member is regularly a dark, pyritic, argillaceous to calcareous mudstone. It is a lot thicker than the hidden Evie Member and the overlying Muskwa Formation, as much as 270 meters in the southeast Horn River Basin (McPhail et al., 2008). The Otter Park shale by and large has lower natural substance than either the Evie or the Muskwa, averaging 2.4 wt.% TOC (Dong et al., 2015). Parts of the Otter Park Member are wealthy in natural carbon with up to 7.09 wt.% TOC (Dong et al., 2015). The Otter Park shale changes topographically in arrangement, getting argillaceous in distal pieces of the bowl toward the north and west. The Muskwa shale is a dark to dark siliceous, pyritic, natural rich shale that overlies the Otter Park Member. The Muskwa Formation shifts in thickness from 50 to 90 meters (Oldale and Munday, 1994). Natural carbon improvement in the Muskwa Formation is commonly higher than in the Otter Park Member however marginally lower than in the Evie Member, averaging 3.41wt.% TOC (Dong et al.,

Friday, August 21, 2020

Best Philosophy Essay Topics

Best Philosophy Essay TopicsIf you are writing a Philosophy essay, it is important to determine your best Philosophy essay topics. There are a lot of methods that you can use to decide the topic for your essay. The methods you use will depend on how thorough and detailed you want your essay to be. This will also determine how large or small the area you are writing about.One method that you may choose to use when deciding your Philosophy essay topics is to just choose three or four things that you feel are the most important in regards to the topic. Once you have chosen these topics, then you will have to consider which of these topics you are going to write about in your essay. While this is an effective method, it may not be the best method to use for all subjects. You may want to add other topics that you feel strongly about.Important Philosophy essay topics can include religion, literature, politics, and philosophy itself. Writing an essay on any of these topics may seem like a v ery long task, but it can be done if you know exactly what you are doing. A good example of a topic that can easily be written about is religion. All you have to do is choose three things that are the most important in religion and write an essay that explains why they are important.Another great idea is to write an essay about a famous philosopher. People love to read essays on people and some of the most famous philosophers in history have been famous because of their writing. Since so many people love to read essays on famous people, you could go with someone such as Socrates or Aristotle. These philosophers both wrote about one of the most important subjects and were great writers, so you could write an essay about them.You can also take an essay on a philosophy topic and apply it to a different topic. You may want to look at the definition of everything and then choose one thing from that and write an essay about it. However, you should keep in mind that most definitions will v ary from person to person. One person's definition of something may be completely different than another person's definition of the same thing.You may want to think about different points of view when thinking about your topic. You can take an essay on a philosophical topic and look at different types of philosophers. You can also consider different types of books. From this you can come up with a good idea of how to write an essay that does not seem boring to anyone.Writing an essay that is interesting and informative may be difficult to do, but it can be done. While writing an essay on any subject may seem like a daunting task, it can be done if you look at a few things. You may want to consider if there is anything you can do in order to change the format of your essay. You can also consider using different types of people.It is important to look at a few different places to see what kinds of philosophy essay topics are available to you. You will need to look at philosophy itself to find out what kind of topics you would like to write about. Regardless, of which type of philosophy you plan on writing about, you will still need to check out other philosophy essay topics in order to have a wide variety of topics to choose from.

Monday, May 25, 2020

Marshal Michel Ney - Napoleonic Wars Biography

Michel Ney - Early Life: Born in Saarlouis, France on January 10, 1769, Michel Ney was the son of master barrel cooper Pierre Ney and his wife Margarethe. Due to Saarlouis location in Lorraine, Ney was raised bilingual and was fluent in both French and German. Coming of age, he received his education at the Collà ¨ge des Augustins and became a notary in his hometown. After a brief stint as an overseer of mines, he ended his career as a civil servant and enlisted in the Colonel-General Hussar Regiment in 1787. Proving himself a gifted soldier, Ney swiftly moved through the non-commissioned ranks. Michel Ney - Wars of the French Revolution: With the beginning of the French Revolution, Neys regiment was assigned to the Army of the North. In September 1792, he was present at the French victory at Valmy and was commissioned as an officer the next month. The following year he served at the Battle of Neerwinden and was wounded at the siege of Mainz. Transferring to the Sambre-et-Meuse in June 1794, Neys talents were quickly recognized and he continued to advance in rank, reaching gà ©nà ©ral de brigade in August 1796. With this promotion came command of the French cavalry on the German front. In April 1797, Ney led the cavalry at the Battle of Neuwied. Charging a body of Austrian lancers that were attempting to seize French artillery, Neys men found themselves counterattacked by enemy cavalry. In the fighting that ensued, Ney was unhorsed and taken prisoner. He remained a prisoner of war for a month until being exchanged in May. Returning to active service, Ney participated in the capture of Mannheim later that year. Two years later he was promoted to gà ©neral de division in March 1799. Commanding the cavalry in Switzerland and along the Danube, Ney was wounded in the wrist and thigh at Winterthur. Recovering from his wounds, he joined General Jean Moreaus Army of the Rhine and took part in the victory at the Battle of Hohenlinden on December 3, 1800. In 1802, he was assigned to command French troops in Switzerland and oversaw French diplomacy in the region. On August 5 of that year, Ney returned to France to marry Aglaà © Louise Auguià ©. The couple would be married for the remainder of Neys life and would have four sons. Michel Ney - Napoleonic Wars: With the rise of Napoleon, Neys career accelerated as he was appointed one of the first eighteen Marshals of the Empire on May 19, 1804. Assuming command of the VI Corps of the La Grand Armà ©e the following year, Ney defeated the Austrians at the Battle of Elchingen that October. Pressing into the Tyrol, he captured Innsbruck a month later. During the 1806 campaign, Neys VI Corps took part in the Battle of Jena on October 14, and then moved to occupy Erfurt and capture Magdeburg. As winter set in, the fighting continued and Ney played a key role in rescuing the French army at the Battle of Eylau on February 8, 1807. Pressing on, Ney participated in the Battle of Gà ¼ttstadt and commanded the right wing of the army during Napoleons decisive triumph against the Russians at Friedland on June 14. For his exemplary service, Napoleon created him Duke of Elchingen on June 6, 1808. Shortly thereafter, Ney and his corps were dispatched to Spain. After two years on the Iberian Peninsula, he was ordered to aid in the invasion of Portugal. After capturing Ciudad Rodrigo and Coa, he was defeated at the Battle of Buà §aco. Working with Marshal Andrà © Massà ©na, Ney and the French flanked the British position and continued their advance until they were turned back at the Lines of Torres Vedras. Unable to penetrate the allied defenses, Massà ©na ordered a retreat. During the withdrawal, Ney was removed from command for insubordination. Returning to France, Ney was given command of the III Corps of the La Grand Armà ©e for the 1812 invasion of Russia. In August of that year, he was wounded in the neck leading his men at the Battle of Smolensk. As the French drove further into Russia, Ney commanded his men in the central section of the French lines at the Battle of Borodino on September 7, 1812. With the collapse of the invasion later that year, Ney was assigned to command the French rearguard as Napoleon retreated back to France. Cut off from the main body of the army, Neys men were able to fight their way through and rejoin their comrades. For this action he was dubbed the bravest of the brave by Napoleon. After taking part in the Battle of Berezina, Ney helped hold the bridge at Kovno and reputedly was the last French soldier to leave Russian soil. In reward for his service in Russia, he was given the title Prince of the Moskowa on March 25, 1813. As the War of the Sixth Coalition raged, Ney took part in the victories at Là ¼tzen and Bautzen. That fall he was present when French troops were defeated at the Battles of Dennewitz and Leipzig. With the French Empire collapsing, Ney aided in defending France through early 1814, but became the spokesman for the Marshals revolt in April and encouraged Napoleon to abdicate. With the defeat of Napoleon and restoration of Louis XVIII, Ney was promoted and made a peer for his role in the revolt. Michel Ney - The Hundred Days Death: Neys loyalty to the new regime was quickly tested in 1815, with Napoleons return to France from Elba. Swearing allegiance to the king, he began assembling forces to counter Napoleon and pledged to bring the former emperor back to Paris in an iron cage. Aware of Neys plans, Napoleon sent him a letter encouraging him to rejoin his old commander. This Ney did on March 18, when he joined Napoleon at Auxerre Three months later, Ney was made the commander of the left wing of the new Army of the North. In this role, he defeated the Duke of Wellington at the Battle of Quatre Bras on June 16, 1815. Two days later, Ney played a key role at the Battle of Waterloo. His most famous order during the decisive battle was to send forward the French cavalry against the allied lines. Surging forward, they were unable to break the squares formed by the British infantry and were forced to retreat. Following the defeat at Waterloo, Ney was hunted down arrested. Taken into custody on August 3, he was tried for treason that December by the Chamber of Peers. Found guilty, he was executed by firing squad near the Luxembourg Garden on December 7, 1815. During his execution, Ney refused to wear a blindfold and insisted upon giving the order to fire himself. His final words were reportedly: Soldiers, when I give the command to fire, fire straight at my heart. Wait for the order. It will be my last to you. I protest against my condemnation. I have fought a hundred battles for France, and not one against her... Soldiers Fire!† Selected Sources Napoleonic Guide: Marshal Michel NeyNNDB: Marshal Michel NeyTrial of Marshal Ney

Friday, May 15, 2020

The Homeless Distribution Is Tested Using Spatial- Auto...

The homeless distribution was tested using spatial- auto correlation analysis (SACA). Near analysis was used to calculate the average distance between the homeless individuals and the closest feeding service and shelters in each of the six San Diego County regions. Furthermore, the ratio of total number of homeless individual per bed was calculated to determine whether or not there is an adequate supply of beds. The prevalent count was performed on Jan 29, 2016, from roughly 4 AM to 7 AM and covered 585 areas. This led to a visible count of homeless individuals and family members living on the streets, in automobiles, illegal camping, and other areas not intended for sleeping. Volunteers were all assigned to different areas collecting information based on a survey questionnaire and interviewing some individuals. Each team was then given a map of the census track. Categories indicated the location on the map of where homeless individuals are seen, either on the street, in a car, or tent/ hand-built framework. The volunteers are required to view an online training component the week of the PIT that goes over the charts, safety, and other protocols. Volunteers interviewed 24% of all homeless individuals counted to collect information on demographics, age, and locations. PITC provides information regarding numbers and features of people suffering from being homeless in San Diego on a single night. Unique initiatives were made to study a sample of all unsheltered homeless inShow MoreRelated_x000C_Introduction to Statistics and Data Analysis355457 Words   |  1422 Pagesto Statistics and Data Analysis This page intentionally left blank Introduction to Statistics and Data Analysis Third Edition Roxy Peck California Polytechnic State University, San Luis Obispo Chris Olsen George Washington High School, Cedar Rapids, IA Jay Devore California Polytechnic State University, San Luis Obispo Australia †¢ Brazil †¢ Canada †¢ Mexico †¢ Singapore †¢ Spain †¢ United Kingdom †¢ United States Introduction to Statistics and Data Analysis, Third Edition Roxy PeckRead MoreManaging Information Technology (7th Edition)239873 Words   |  960 PagesNetworking Strategy 321 PART III Acquiring Information Systems 327 Chapter 8 Basic Systems Concepts and Tools The Systems View What Is a System? 329 329 330 Seven Key System Elements Organizations as Systems 330 334 Systems Analysis and Design 335 Business Processes 336 Identifying Business Processes 336 Business Process Redesign 336 Processes and Techniques to Develop Information Systems 339 The Information Systems Development Life Cycle 339 StructuredRead MoreStephen P. Robbins Timothy A. Judge (2011) Organizational Behaviour 15th Edition New Jersey: Prentice Hall393164 Words   |  1573 PagesCan Jobs Be Redesigned? 242 †¢ Alternative Work Arrangements 245 †¢ The Social and Physical Context of Work 249 Employee Involvement 250 Examples of Employee Involvement Programs 251 †¢ Linking Employee Involvement Programs and Motivation Theories 252 Using Rewards to Motivate Employees 252 What to Pay: Establishing a Pay Structure 252 †¢ How to Pay: Rewarding Individual Employees Through Variable-Pay Programs 253 †¢ Flexible xii CONTENTS Benefits: Developing a Benefits Package 257 †¢ IntrinsicRead MoreFundamentals of Hrm263904 Words   |  1056 PagesHRM 28 PART 2 Chapter 3 Chapter 4 THE LEGAL AND ETHICAL CONTEXT OF HRM Equal Employment Opportunity 56 Employee Rights and Discipline 84 PART 3 Chapter 5 Chapter 6 Chapter 7 STAFFING THE ORGANIZATION Human Resource Planning and Job Analysis 110 Recruiting 132 Foundations of Selection 154 PART 4 Chapter 8 Chapter 9 TRAINING AND DEVELOPMENT Socializing, Orienting, and Developing Employees 182 Managing Careers 208 PART 5 Chapter 10 Chapter 11 Chapter 12 Chapter 13 MAINTAININGRead MoreOne Significant Change That Has Occurred in the World Between 1900 and 2005. Explain the Impact This Change Has Made on Our Lives and Why It Is an Important Change.163893 Words   |  656 Pageslamentable. Taken together, the key themes and processes that have been selected as the focus for each of the eight essays provide a way to conceptualize the twentieth century as a coherent unit for teaching, as well as for written narrative and analysis. Though they do not exhaust the crucial strands of historical development that tie the century together—one could add, for example, nationalism and decolonization—they cover in depth the defining phenomena of that epoch, which, as the essays demonstrate

Wednesday, May 6, 2020

An Analysis of Palestrinas Missa Papae Marcelli and...

An Analysis of Palestrinas Missa Papae Marcelli and Vivaldis Four Seasons Giovanni Pierluigi da Palestrina was an Italian Renaissance composer born in either 1525 or 1526 and dead in 1594. His Missa Papae Marcelli was composed in 1562 during the final session of the Council of Trent, wherein the Catholic Church outlined its catechism in opposition to the Protestant errors in Europe. This Mass fell in the middle of Palestrinas career but is considered to be one of his most popular works. Antonio Vivaldi, on the other hand, was an Italian Baroque composer born in 1678 and dead in 1741. One of his most famous pieces is The Four Seasons, which unlike Palestrinas sacred Mass composition is a secular set of four violin concertos. It was composed in 1723, midway through his career, and is meant to represent as its title suggests the seasons of the year. This paper will compare and contrast Palestrinas Renaissance work Missa Papae Marcelli with Vivaldis Baroque work Four Seasons according to form, harmony, tempo, meter, texture, style period, text (if any), absolu te or programmatic meaning, and sacred or secular orientation. Palestrina was appointed head of St. Peters choir by Pope Julius III. The Renaissance was, indeed, a time when the secular was being exalted. Palestrina showed that not all that was considered secular was bad. For example, he convinced some churchmen that polyphony in music was a good thing. Of course, from there secular music took off on a grand course

Tuesday, May 5, 2020

High School and Instructional Performance Essay Sample free essay sample

This survey attempts to cognize the instructional public presentation of Technology and Livelihood Education ( TLE ) instructors of Las Pinas National High School. as a footing for module mentoring plan. Specifically. this seeks to reply the undermentioned jobs: 1. What is the demographic profile of TLE instructors as to: 1. 1 1. 2 1. 3 1. 4 1. 5 1. 6 1. 7 1. 8 Gender ; Age ; Civil Status ; Educational Qualifications ; Area of Specialization ; Length of Service ; and In-service preparations attended in TLE for the last three school old ages ; Performance Ratings for the last three old ages? 2. What is the degree of instructional public presentation of the respondents with regard to: 2. 1 introductory accomplishments ; 2. 2 2. 3 developmental accomplishments ; reasoning accomplishments ; 3. Is there a important difference between the degree of instructional public presentation as perceived by: 3. 1 3. 2 3. 3 school administrators/department caputs and instructors instructors and pupils ; school administrators/ section caputs and pupils? 4. Based on the findings of this survey. what module mentoring plan can be proposed? The descriptive research study method is used in this survey to cognize the instructional public presentation of TLE instructors of Las Pinas National High school. The instrument used for informations assemblage is the checklist reinforced by an unstructured interview. The questionnaire has two parts. Part 1 is for the demographic profile of the instructor – respondents which includes their gender. age. civil position. educational makings. country of specialisation. length of service. in-service preparations attended for the last three old ages and public presentation evaluations for the last three old ages. Part II of the questionnaire features the Teaching- Learning Observation Guide ( TLOG ) in the signifier of evaluation graduated table which focuses on instructional public presentation accomplishments of instructors viz. Introductory accomplishments. Developmental accomplishments and Concluding accomplishments. The participants of the survey are eighty ( 80 ) TLE instructors or 95 per centum out of the 80 four ( 84 ) instructors in the Division of Las Pinas City. four school decision makers and seven section caputs and three hundre d seventy-seven ( 377 ) senior pupils. They are sampled utilizing the Sloven’s Formula. To reply the research inquiry on the demographic profile of the teacher-respondents consequently. the informations are tallied. computed. analyzed and interpreted by finding the per centum per point. Likewise. to reply the research inquiry on the degree of instructional public presentation of TLE instructors as perceived by school decision makers / section caputs. teacher themselves and pupils. the mean of leaden frequences ( MWF ) and overall mean is computed and interpreted. To reply and find if there is a important difference between the perceptual experiences of school decision makers / section caputs and instructors ; instructors and pupils and school administrators/ section caputs and pupils. the analysis of discrepancy ( ANOVA ) for two groups is used. To accept or reject the void hypothesis. the single-classification analysis of discrepancy ( ANOVA ) is used. The F – trial calculated values are tested at. 05 degre e of significance. The undermentioned findings are summarized based on the informations contained in the different tabular arraies as presented. 1. Profile of the teacher-respondents 1. 1 Gender. Of the 80 ( 80 ) instructor – respondents of Las Pinas National High School. Division of Las Pinas City. fifty-nine ( 59 ) or 73. 75 per centum are female and they are greater in figure than male TLE module members. 1. 2 Age. Twenty-six ( 26 ) or 32. 5 per centum of them are in the 36 – 40 age bracket. 1. 3 Civil Status. As respects to their civil position. bulk of the instructor – respondents are married stand foring 65 ( 65 ) or 81. 25 per centum of the TLE instructors. 1. 4 Educational Qualifications. Forty – seven ( 47 ) or 58. 75 per centum of them are BSE / BSHE / BSIE graduates. 1. 5 Area of Specialization. Twenty – one ( 21 ) or 26. 25 per centum of the TLE instructors specialized in Home Economics. while 18 ( 18 ) or 22. 5 per centum specialized in Industrial Arts. 1. 6 Length of Service. Majority of the instructor – respondents have been in the service for 11 – 15 old ages stand foring 30 – two ( 32 ) or 4 0 per centum. 1. 7 Degree of In-service Trainings Attended. The survey reveals that respondents attended merely inservice preparations at the school degree. With a entire figure of one hundred 80 – six ( 186 ) and 77. 5 per centum and 20 – three ( 23 ) or 9. 58 per centum of them attended division degree in – service preparations. 1. 8 Performance Ratings for the last three old ages. With regard to public presentation evaluations for the last three old ages. there are 70 – 1 ( 71 ) or 88. 75 per centum of TLE instructors who had really satisfactory ( VS ) evaluations during school twelvemonth 2006 – 2007 ; sixty – nine ( 69 ) or 86. 25 per centum. really satisfactory ( VS ) evaluations in school twelvemonth 2007 – 2008. and 66 ( 66 ) or 82. 50 per centum of them received really satisfactory ( VS ) evaluations for school twelvemonth 2008 – 2009 2. Degree of Instructional Performance of the respondents with regard to 2. 1 Introductory Skills. The overall mean evaluation of the respondents refering instructional public presentation with regard to Introductory Skills as perceived by school decision makers / section caputs. instructors and pupils is 4. 19 described as Often. On the other manus. the entire leaden mean of instructors and pupils are 4. 14 and 4. 07 severally described as Often. For school decision makers / section heads the entire leaden mean is 4. 36 descriptively described as Always. 2. 2 Developmental Skills. In footings of Developmental Skills as perceived by school decision makers /department caputs. instructors and pupils the leaden mean are 3. 86. 4. 08 and 3. 96 severally described to be Often. The overall mean is 3. 97. 2. 3 Reasoning Skills. For the concluding Skills. instructors are perceived by school administrators/department caputs with a leaden mean of 4. 32 described as Always. However. the instructors and pupils assessed the instructor to be frequently with 4. 13 and 3. 90 leaden agencies severally. The overall mean is 4. 12 described as Often. 3. Degree of Instructional Performance as perceived by: 3. 1 School decision makers / section caputs and instructors. There is no important difference between the degrees of instructional public presentation as perceived by the school administrators/ section caputs and instructors. The computed values of F which are 2. 75. 3. 91 and 0. 27. severally are smaller than its tabular value of 5. 32. 4. 08 and 18. 75 at 5 percent degree of significance. 3. 2 Degree of instructional public presentation as perceived by instructors and pupils. Refering to the variables of instructional public presentation viz. Introductory Skills. Developmental Skills and Concluding Skills. the computed F value of 0. 67. 0. 73 and 0. 45 severally show that they are lower than the table value of 5. 32. 4. 08 and 18. 51 at 5 percent degree of significance. Therefore. the void hypothesis saying that there is no important difference between the degree of instructional public presentation as perceived by instructors is accepted. 3. 3 School Administrators/ Department He ads and pupils. Based on the Analysis of Variance ( ANOVA ) tabular array of trial difference. the computed values of F are 4. 25. 0. 48 and 3. 00 severally are smaller compared with the tabular values which are 5. 32. 0. 48 and 18. 51 at 5 percent degree of significance. The hypothesis that there is no important difference between the degree of instructional public presentation of instructors is accepted as perceived by the school decision makers and pupils. 4. Proposed Faculty Mentoring Program Based on the findings of this survey. a Faculty Mentoring Program is herewith proposed specifying among other things the goals/objectives. methodological analysis. type of preparations. resource individuals. participants findings/logistics. clip frame. locale. rating indexs. figure of preparation. session rubrics. episodes and developing ushers. In the visible radiation of the research findings obtained in this survey. the undermentioned decisions are drawn. 1. TLE teacher –respondents are largely fe male with an mean age bracket of 36 to 40 and bulk of them are married instructors. Based on the educational makings. most are BSE/BSHE and BSIE graduates with major in Home Economics and Industrial Arts. Majority of the TLE instructors have been in the service from 11 ( eleven ) – 15 ( 15 ) old ages. Most of the respondents attended inservice preparations at the school and division degrees merely and had a Very Satisfactory ( VS ) public presentation evaluations for three school old ages. 2006 to 2009. 2. The School Administrators/Department Heads perceived the TLE instructors Often attesting the introductory accomplishments while the instructors and pupils perceived the instructors as Often making introductory accomplishments and the overall perceptual experience of School Administrators/department caputs was 4. 36 which is described as Always. On the Developmental accomplishments. the instructors are perceived as frequently attesting the expected behaviour on the existent development of the lesson. On the concluding accomplishments. instructors are perceiv ed to be on a regular basis giving assignments with clear instructions and supplying chances to use their acquisition in new and/ or existent life state of affairss. 3. The school administrators/department caputs. instructors and pupils seemed to be one in evaluation TLE instructors. that they are executing good in their instructional public presentation viz. Introductory Skills. Developmental Skills and Concluding Skills. 4. The proposed Faculty Mentoring Program based on this survey would be a timely response to run into the demands and concerns of instructors on their Instructional public presentation. The undermentioned recommendations are based on the findings and decisions of this Survey: 1. The Division should non be know aparting in engaging new instructors and should engage more male instructors every bit long as they are qualified. The on the job age of TLE instructors must be considered as one of import index in using instructors. The school /division should welcome non merely individual instructors but besides married instructors. for they can supply schoolroom ambiance that is more lovingness and apprehension. School should exert excess attention in engaging TLE instructors in the secondary degree. so that merely the qualified 1s would be accommodated to learn TLE topics. There is a demand to upgrade the educational makings of TLE instructors by promoting them to inscribe in Masteral and Doctoral degree classs for professional growing and promotion. The division should give wagess or inducements to those instructors who have rendered service for more than 15 old ages. There is a demand to back up teachers’ quest for professional growing and promotion by promoting them to go to besides in-service preparations in regional. national and international degrees. There is a demand for instructors to exercise attempt to even excel the Very Satisfactory public presentation evaluations for the last three old ag es. The human resource unit of the Division should see to it that there should be a balance on the distribution of TLE instructors with regard to countries of specialisation. specifically in-line with the TLE four major constituents. Home Economics. Industrial Arts Agricultural Arts and Entrepreneurship. 2. There is a demand to better and upgrade teacher’s instructional competency with mention to introductory accomplishments specifically the checking of assignments and the debut of the lessons in interesting mode. There is a demand for instructors to be exposed or oriented on assorted preparations. methodological analysiss. techniques and schemes that they can utilize in existent developmental lesson activities. like in the followers: communicating degree in schoolroom instruction ; provender backup ; art of oppugning. subject ; usage of alternate and non-traditional appraisal ; collaborative and concerted acquisition activities ; integrating of macro Skills ; Content Based Instruction ; integrating of values in larning countries and encouraging pupils engagement and decisionmaking. School Administrators/ Department caputs and Supervisors should ever look into or see to it that the Concluding Skills are ever manifested by the instructors ; 3. School Administrators should invent program or plan to prolong and farther develop the accomplishments which make instructors competent and effectual. There is a demand for an execution of relevant TLE mentoring plan focussing non merely on introductory. developmental and reasoning accomplishments but besides in their other demands. School Administrators/Department Heads should go on utilizing Teaching-Learning Observation Guide ( TLOG ) to help specifically the TLE instructors in their instructional public presentation. Feed back on the bing instructional public presentation of TLE instructors utilizing the TLOG should similarly be continuously solicited ; There is a demand to keep a school – based mentoring plan to develop the professional competences among experient and new instructors. Future surveies and researches focused on teachers’ instructional public presentation are similarly encouraged.