Answers to Questions About Restrictive and Nonrestrictive Constructions

Answers to Questions About Restrictive and Nonrestrictive Constructions Answers to Questions About Restrictive and Nonrestrictive Constructions Answers to Questions About Restrictive and Nonrestrictive Constructions By Mark Nichol The following questions from readers pertain to how to distinguish essential information from nonessential information. 1. A colleague of mine wrote, â€Å"Institutions need to be able to collect and collate data in a centralized tool, which is easily accessible and can be mined to inform data-analytics activities.† I corrected it to â€Å"Institutions need to be able to collect and collate data in a centralized tool that is easily accessible and can be mined to inform data-analytics activities,† but she disagrees with the edit. I know I’m right, but how do I explain it to her? In your revision, you have altered the sentence to reflect the writer’s interest in presenting the essential details that the centralized tool is easily accessible and is conducive to data mining. The original version of the sentence offers the details in an offhand fashion, set off as a subordinate clause rather than as part of the main clause. Both versions are grammatically valid, but only your revision conveys the emphasis the writer intends. 2. When is it right to put a comma in front of â€Å"such as†? In many of your examples, I notice that there is no specific standard to using â€Å"such as.† At times, you write it as â€Å", such as,† and at other times, you omit the comma preceding â€Å"such as.† Are there any rules to using a comma before â€Å"such as†? Precede â€Å"such as† with a comma when the phrase that includes the listed examples is not essential to the sentence, such as in â€Å"The program offers team sports, such as basketball and softball, for adults in recreational and competitive leagues.† Omit a comma before â€Å"such as† when the information is essential: â€Å"The program offers team sports such as the ones listed below for adults in both recreational and competitive leagues.† The wording in these examples is identical, but there’s a subtle difference in meaning: The commas in the first example set off the phrase â€Å"such as basketball and softball† as a parenthesis in the main clause â€Å"The program offers team sports for adults in recreational and competitive leagues,† which states that the program is exclusively for adults. The second sentence refers to a list of sports for adults in recreational and competitive leagues, implying that other team sports may be offered that are exclusively for children or are for adults or children alike or are only recreational or only competitive. 3. â€Å"In the sentence ‘Chairs that don’t have cushions are uncomfortable to sit on,’ I think which is acceptable in place of that, because chairs is a nonperson noun. I would appreciate if you let me know why that is the only correct answer.† The fact that chairs refers to a class of objects, rather than people, is irrelevant. That is not the only correct answer, but it is the best one. In American English, most careful writers employ that and which distinctly to clarify the difference in meaning between restrictively and nonrestrictively constructed sentences: â€Å"Chairs that don’t have cushions are uncomfortable to sit on† refers to a particular class of chairs: those without cushions. The implication is that many chairs are comfortable; the ones specifically referred to are a categorical exception. â€Å"Chairs, which don’t have cushions, are uncomfortable to sit on† expresses- erroneously- that all chairs are cushionless. (The phrase â€Å"which don’t have cushions† is parenthetical; it can be omitted without altering the meaning of the basic sentence: â€Å"Chairs are uncomfortable to sit on.† However, this sentence is also incorrect in its assertion.) Some writers will use which in both types of sentences: â€Å"Chairs which don’t have cushions are uncomfortable to sit on† and this is common in British English but most people (at least those in the United States) recognize that the distinctive wording helps strengthen the role of the commas in distinguishing meaning. By the way, although â€Å"Chairs, which don’t have cushions, are uncomfortable to sit on† and the abridged version, â€Å"Chairs are uncomfortable to sit on,† are logically erroneous comfortable chairs certainly do exist (though, unfortunately, I’m not sitting in one right now) a similarly constructed sentence can be valid: â€Å"Ostriches, which can’t fly, rely on their strong legs for mobility.† Conversely, because no ostriches are capable of flight, â€Å"Ostriches that can’t fly rely on their strong legs for mobility† is problematic. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Grammar category, check our popular posts, or choose a related post below:Comparative Forms of AdjectivesDisappointed + Preposition150 Foreign Expressions to Inspire You

Why is it said that power relationship in organisations entail a Essay

Why is it said that power relationship in organisations entail a Mutual Dependency Provide examples to illustrate - Essay Example While interdependednce of the power equation began primarily in terms of socialiogy (Emerson 1962), it soon came to be very instrumental in the organizational setups across the developed world. It has now been established without doubt that power is central to organizational structure (Hall 2002). Infact several sources of power have been established within organizations (Morgan 1986). These can broadly be classified as Formal authority or legitimate power- This refers to the common concept that leaders or people in the high ladders of hierarchy have authority and compliance on the part of the subordinates is mandatory. Expert power - This is power secured by the acquiring of skills and expertise in a field, that would be required by others. This is by far the most subjective base in the power model (Podsahoff and Schriesheim. 1985) Yet all these bases of power rely on interaction of groups with each other. While the benefits and disadvantages of each of these bases are still being researched, the fact that they all involve dependency and interrelationships are clear. The concept of interdependency of power is aptly described in the works of (Emerson 1962, 1964) It is vital to have an understanding of the distribution of power along both these axes. While it is relatively easy to grasp the power concept along the vertical axis, even simply by applying the model of power bases described above, power dependency along the horizontal axes is relatively harder to visualize. This however is not a reflection of its operational value in an organization.Hence the mutual dependency pattern is observed along both these axes, more obviously in the horizontal than in the vertical, but is present in both. Several examples of the power dependencies can be observed in an organization setting and we will now go on to have a look at some of them. Power dependency along the vertical axis, egs. University structures where students are clearly lower in the hierarchy ladder, provide a good example of interdependencies along the vertical axis. To a large extent students are responsible for the functioning (both financial andoperational) of universities. While the very existence of universities is with the idea of training and teaching students, it is impossible to conceive of universities without the teaching and management staff. Hence while students depend on teachers for learning, and to that extent are under the power of the teachers, the latter also depend on students for the very running of the institution which provides their livelihoods. In terms of enterprises, a

Motivation Essay Example | Topics and Well Written Essays - 1000 words

Motivation - Essay Example This is an interpretation of the fact that organizational goals have been attained with the inclusion of motivational strategies among the employees. In all organizations, it is the responsibility of the managers to ensure that the employees are always motivated through a study of the needs of these employees and organizing them according to the needs of the staff. In this case, therefore, the cases of dissatisfaction among the employees will be minimal since assessment of the needs of the staff are well scrutinized, making the employers have a chance to motivate these employees towards attaining the performance of the entire organization. Moreover, motivation has been accredited for its ability to drive the employees towards goal attainance, by aiding the employees get over the factors that restrained goal achievement (Gerhart, 2005). In light to this argument, motivation can be described as the direction towards setting the pace for goal attainment and completion. If the managers h ave the need to make their organizations achieve the best, the desire for accomplishment can only be possible if they motivate the employees. However, Herrera (2002) cautions all the managers against applying motivational strategies in the organization prior to consulting the employees on their opinions. In turn, the organization enjoys productive employees, who are self directed towards making tangible decisions regarding the organizational objectives. Studies indicate that employees who are motivated are more enthusiastic and are constantly on the move to ensure that the organization attains the best through dedicated service. These groups of motivated employees must be treated with utmost respect as are the custodians of the organizations. This is emphasized in the work by Holton, Dent & Rabbetts (2009) who argue that employee preparedness cannot be overruled in a discussion of successful organizations. From the research compiled by Panisoara & Panisoara (2006), high-quality perf ormance in organizations is greatly correlated with motivated workers. In the quest to achieve organizational goals, apposite motivation among the employees has led to the employees having the ability to deal with any form of challenges that they may face. This is also linked to the fact that the managers always allocate roles to the employees that are best suited so that they get contented while performing them. An industrial company mainly depends on human labour to achieve its goals. Human labour comprises of about 50 percent of the most valuable assets in these organizations. According to Ramlall (2004), employees in manufacturing companies carry the biggest responsibility on whether the company competes relatively in the market. As almost all companies do, they should try as much as possible to retain their current group of employees. In HS Engineering, the decrease in profits and turnover may be attributed to sloppiness among employees. With multiple operations going on in the company, motivation and rewarding of employees should be the first priority if they have to get back to their profit making ways. In an argument by Schepers, et al., (2005) an organization where the needs of employees are ignored, the turnover and profits rate must be at their lowest levels. Organizations must consider several factors when dealing in employee’s welfare. For instance, the cost of acquiring a new labour workforce in the United Kingdom is very costly. The U.K as a developed country, individuals

Detecting Bias Assignment Example | Topics and Well Written Essays - 500 words

Detecting Bias - Assignment Example en by Catherine Porter and titled as â€Å"Lessons of the Montreal Massacre: Why women must fight to be what they want† for bias and the level of bias presented in her publication. The title is the first element of an article that attracts the reader and motivates him to read or believe that which way the article is inclined towards. The title of this article clearly indicates that it is in favor of women who are biased or facing difficulties in being what they want. However, the article title leaves the reader thinking about the main theme and hence promotes the reading process. Porter uses words which show her own involvement in the issue. She uses the words like ‘we’ and ‘us’ to convey the message of togetherness and mutuality of opinions. Porter uses certain words which clearly state her biased views and even expose her targeted audience through this article. For instance she writes â€Å"If you are one of those young women†¦Ã¢â‚¬  which clearly indicate that this article is written with a perspective to persuade women readers on her perspective. She uses a persuasive tone to attract the readers and accept her claims. She states â€Å"If you are one of those young women who says you arent a feminist, you havent heard this story.† This claim, on one hand, challenges the thoughts of women who say they are not feminist and emphasizes on the importance of her stated story on the other. The facts exposed in this article are of course of immense importance. Like the reference to particular incidents and facts help in developing her claim. For instance the reference to the incident which she adds in her article as â€Å"In 20 minutes, he shot or stabbed 27 people, mostly women, before shooting himself. Fourteen of his victims died.† This claim does not only put the women at a disadvantageous position because of discrimination or bias from the opposite gender but also explains the level of discrimination and bias by stating that â€Å"All of them were women†. Her

Gifted Students In The Kingdom Of Saudi Arabia Education Essay

Gifted Students In The Kingdom Of Saudi Arabia Education Essay Introduction Making proper stipulation for gifted students is significant for the development and growth of ones society. They are considered as valuable future resources. In the year 1998, the interest in supporting gifted children in the Kingdom of Saudi Arabia grew. They have established programmes in which they were able to identify gifted children. The General Administration for Gifted Students (GAGS) was established in Saudi Arabias Ministry of Education in the year 2000. (Bondagjy, 2000). There has been not enough research and development in the field of introduction of gifted children in Saudi Arabia. According to Al-Ghamdi, 2007, there are very few programmes for gifted students in the Kingdom of Saudi Arabia that was run by the Ministry of Education. The programmes that do exist are new and in need of evaluation and further development in order to provide maximum benefit for gifted students. The Saudi Arabian government believe that the gifts and talents of the young people in the country are nurtured. At the present time, in Saudi Arabia, gifted students who have special characteristics or abilities qualify for provision at the highest levels of services. Since 1999, the Ministry of Education in the Kingdom of Saudi Arabia has demonstrated a strong interest in its gifted students by putting in place programmes that are developed specifically for these students; however, these programmes are rare and new. Therefore I feel it is necessary to carry out an in-depth study of the present state of gifted education, find out what is available and identify the strengths and weaknesses of what is being offered. Objectives of the study From the outset, it is acknowledged that the concept of giftedness and its identification is highly complex. As Gubbins (2002) points out, people all over the world are still asking questions about how we assess and nurture peoples abilities. Whilst there are centres around the world focusing on research and development on gifted education, there are also experts (Borland, 2005) who question the whole concept of identification of gifted students and recommend that what is needed is gifted education without labelling a group as gifted. Borland, however, states that there is agreement amongst experts that high achieving or high-ability students are among those who are the most ill-served when curriculum and instruction are not differentiated.This study aims to make a contribution to the on-going debate in aspects of gifted education. It also hopes to add to the research literature by studying the nature of gifted education in Saudi Arabia, which has a different cultural social and educ ational background to many other countries where gifted programmes exist. More specifically, the aims of this study are: to explore the effectiveness and any possible weaknesses of gifted programmes in Saudi Arabia, by seeking the perspectives of all parties involved; to draw conclusions about the Saudi programmes and make recommendations based on the data collected; to make suggestions based on what is known about gifted programmes in other countries. As previously stated, the study also aims to provide an overview of international literature on gifted education by reviewing gifted education programmes and the range of methods used in other countries. The research questions Based on the aims articulated in the previous section, the following specific research questions have been formulated: How does the Ministry of Education in Saudi Arabia define gifted students? How does the Ministry identify and support gifted students? What is the nature of programmes for gifted students in the Ministry of Education in the Kingdom of Saudi Arabia? How effective are these programmes in terms of making provision in terms of the educational methods and resources for gifted students? In 1969 the Saudi cabinet first recognized the necessity of identifying gifted students -Nafea et all (1992), but no actual steps had been taken for action. Between the years 1990 and 1996, King Abdul Azizs City of Science and Technology, with collaboration from the Ministry of Education and the General Presidency for Girls Education, produced a project for extensive national research. The project titled: identification and care for Gifted Students (Bondagjy, 2000) and consisted of three main aims: To design a programme for identification of gifted students. To design enrichment programme models for mathematics and science curriculum. To enlighten Saudi society about the importance of the identification of gifted pupils and provision for their educational needs. Regarding identification of gifted students, the project employs seven methods, which are: Teachers nomination High academic achievement High achievement in science High achievement in mathematics. IQ test Torrance test for creativity thinking Wechsler IQ test. In 1998, a project (identify and car programme for gifted students) designed for identifying gifted students in the kingdom of Saudi Arabia was implemented by the Ministry of Education (Alwasruh, 2005). This programme consists of four units: Identification of gifted students. Care and enrichment programmes for gifted students. Training, planning and organization. Finance and administration services. This project was a very significant one in that it would serve the purpose of identifying and supporting gifted children of the kingdom. Therefore, it represents a landmark in the history of gifted education in Saudi Arabia. It provided the Ministry of Education with the opportunity to start special programmes for gifted students. Gifted Students Care Centres in Saudi Arabia: The gifted students Care Centres are establishments charged with the task of offering educational, social and psychological care for gifted students. Such centres are supervised by the General Administration for Gifted Students. The administration body which controls each of these centres includes a Centre Director, assistants, teachers, behavioural specialists, laboratory technicians, learning sources specialists and general support technicians. The Kingdom of Saudi Arabia, at the time of writing this thesis, has 31 Care Centres for boys and 20 for girls (MOE, web, 2007). Care Programmes for Gifted Students in the Schools of the Kingdom of Saudi Arabia The General Administration for Gifted Students emphasises that all students should be provided with equal opportunities, so that their abilities may be identified and their gifts and talents developed. In order to achieve this goal, the General Administration for Gifted Students provides a programme to train teachers so as to achieve this purpose. The teachers duties include the introduction of a complete gifted programme prepared by the General Administration for Gifted Students. These programmes start at the beginning of every school term. Among the responsibilities of the teacher is the use of modern methods which help to improve students skills of leadership, social and scientific research skills, as well as improving the parents knowledge about the importance of provision for gifted students. The duties of teachers also include the liaison between the various Care Centres of Gifted Students. The number of schools that have had benefited from this programme, between the years 2002 and 2004 was 264 boys schools and 97 girls schools (Alwasruh, 2005). Support for Gifted Education The Foundation provides funds and support to students in the six main centres for gifted education of the Ministry of Education of Saudi Arabia. These centres are located in Riyadh, Jeddah, Taif, Madinah, Dammam, and Al-Hassa. They work on identifying gifted children and providing them with enriched educational activity. They also assist in the teaching of the whole community about the nature of giftedness and about the role that talents and talented people will play in the future of the Kingdom of Saudi Arabia. Additionally, the Foundation is committed to providing training for all those who interact with the gifted children (KACFG, web, 2007). The KACFG is the first and the biggest foundation to support the education of the gifted and talented in the Saudi Arabia, as it supplies programmes and support with substantial funding. Literature Review This chapter provides a pervasive review of literature relevant to the identification of and provision for gifted students. The contents of this review constitute the basis for the empirical work and the subsequent analysis. It starts with an examination of a range of definitions and conceptions of giftedness. Theories and research relating to various aspects of gifted education are reviewed, accompanied by a critical analysis of various points of view on the complex and contested conceptions of giftedness which provide a theoretical framework for this study. In this section literature on methods of identification of gifted students is reviewed, which will be followed by a review literature on aspects of provision of educational opportunities that will extend and/or enrich the learning of the gifted students. It could be argued that using accurate methods of identification is critical in determining the nature of provision. For example, Gubbins (1995) believes that identifying gifted and talented students is not just about answering the question, who are they? but it must also address the question, how do we find them? and what do we do when we find them? The process of identification may differ from one programme to another. In some programmes, the only means used for identification is the use of standardized tests. In others, the standardized test is only one of the factors in the identification process and in addition to test scores, nominations and recommendations of teachers, parents, staff, and even self-nomination are used (Blackshear 1979; Denton and Postlehwaite, 1984; LPS 1995). ( check spelling of of Post..) Bondagjy (2000) believes that a single test to determine general ability may not be sufficient and that subject specific tests may need to be used: Standardized tests of intelligence offer a good base for staff to identify potential capability, including that of some pupils whose performance is otherwise undistinguished as poor. In a few schools the tests are used in isolation without reference to individual aptitudes in specific areas of the curriculum, either as a short cut for selecting pupils for special enrichment courses, or for determining the composition of teaching groups of. This is less useful than if combined with a subject-specific test. (Bondagjy, 2000, p.20) Standardised tests are used widely by the supporters of the theories of a one-dimensional view of ability, which go back to the first theories of intelligence, such as Spearmans theory ( date) mentioned in the previous section, which has been received with enthusiasm and also with scepticism and rejection. The arguments against this single-dimension view of ability (based on general intelligence that consists of areas that are highly correlated with each other and that are mainly intellectual and tested using IQ tests) led to the creation of multi-dimensional theories of ability, such as that of Renzulli, (1978) Gardner (1983,1993), Sternberg (2000) and others. The multi-faceted theories of giftedness are viewed by many to be more appropriate to define and identify high ability. These authors along with Mihaly Csikszentmihalyi, ( date ) and Benjamin Bloom (1985) have all made compelling arguments for a much broader conception of giftedness. Chongde Tsingan, (2003) describes the cont ribution to the more liberal conceptions of giftedness as: Many western theories of intelligence focus on its physiological or cognitive components. However, Howard Gardners theory of multiple intelligences (1983, 1993), Robert Sternbergs triarchic theory of intelligence (1985) and Stephen Cecis bioecological theory of intelligence (1996) are much broader in scope. They combine and extend aspects of the biological, hierarchical and contextual views of intelligence which include interactions between mental processes, contextual influences and multiple abilities. (p.) The following section provides greater detail of the specific models of identification of giftedness and associated views on high ability, which have informed the nature of data collection in the present study. Saudi Arabia has conducted research to find out the best approach to gifted education, but of course for females who are severely restricted in the subjects they are allowed to study, these moves are somewhat academic. An interesting survey of computer use in Arabic countries was made by a Jordanian, Subhi (1997). He recommended that gifted pupils records should be computerised for easier monitoring of their progress, and he has designed a programme to help this. The problem, he found though, is that although there are computers in Jordanian schools, there are very few of them and the teachers do not generally know how to use them. It looks as though most, if not all, Arab countries are willing to recognise and help the gifted, and several have made forays into out-of-school activities, but the overall outcome is still difficult to define. Some authors (such as Sternberg et al., 1986, Ziegler and Heller, 2000) believe that a consensus is yet to be reached on what is meant by the term (gifted), and yet multiple efforts have been made to establish criteria for this, which include components such as motivation, creativity, task commitment, and problem solving. However, personal talent is described by Renzulli (1999a, p.4) as exceptional ability to select and achieve difficult goals that fit ones interests, abilities and social contexts. In his view, personal talent is a capability developed in the field of self-management that is concentrated by the individual in the direction of selected outcomes that contain well-being, happiness, personal relationships, hobbies as well as career achievements. He proposes that personal talent can be referred to as a range where those in the centre of this continuum can be explained as personally competent, while those at the high end of the range can be categorized as personally talente d. On the other hand, Masten et al. (2002) argue that resilient individuals learn how to overcome obstacles in order to achieve their anticipated goals, and that this can be described as personal talent. Also, Bland et al. (1994) refer to specific characteristics of resilience as an indicator of exceptional abilities and talent regarding children from poor backgrounds. In this regard, Marker et al. (1996) propose that numerous of the principles of distinguishing curriculum for gifted and talented learners support the development of personal talent. They refer to learning environments that foster independence, flexibility and high mobility as being potentially more promising for fostering personal talents than the more traditional teacher-centred classrooms that concentrate on lectures with academic content. However, some researchers regret the fact that research on giftedness has been somewhat biased, having mainly concentrated on IQ-related abilities that address academic skills, and b y-passing or simply ignoring other basic skills such as vocational skills (Bals, 1999), practical intelligence in everyday life (Sternberg, 2000), and, most importantly, social skills (Persson, 1997). Motivation is another issue that has been the focus of research with regard to gifted children. According to Sternberg (2000), some theories depict motivation as an assisting internal factor in the expansion of giftedness. One of these theories is Gages dynamic theory of giftedness which depicts motivation, volition and self-management as interpersonal catalysts that help convert gifts into talents. However, these theories have failed to provide guidance in assisting youths of high ability to develop motivation. For this reason, some researchers (for example, Colangelo et al. 2000; Alrasheed, 2001) believe that talented students should be identified and given tasks at a higher level than the normal school curriculum. Renzulli (1999b) is of the opinion that gifted students should be pro ducers of knowledge rather than mere consumers of existing information. He believes that specific programmes and services for the talented and gifted are the only solution to allow them to live up to their potential. This idea is further supported by Reis et al (1995) who argues that it is not fair to make a gifted child sit in a classroom where learning something new will not happen until the second half of the year. Historical review of school counselling in the KSA Initially, in 1981, the Ministry of Education established the General Directorate of Guidance and Counselling. Since that time, guidance and counselling has become formalized and recognized as a profession, and counsellors have been appointed to deal with psychological, social, educational, and vocational problems and deliver protective counselling (Ministry of Education KSA, 1999). It should be mentioned here that the model for and practice of guidance and counselling in SaudiArabian schools was derived from western sources, mainly the United States. More than two decades have passed since the guidance and counselling programme was established in Saudi schools. Its development has progressed at a slow rate and, currently, it faces various problems. The major difficulty relates to the definition of the role and function of the school counsellor (Al-Gamdi, 1999) which is unclear to principals, teachers, parents, students and school counsellors themselves. Due to this problem, counsell ors have found themselves overly involved in paperwork and administrative tasks and duties not related to school counselling. Additionally, counsellors often complain about lack of support and cooperation from others involved in the counselling service, especially parents (Al-rebdi, 2000). In this situation, if school counsellors in Saudi Arabia are to provide better services for students, their role must be clearly defined. It is also necessary for those involved in counselling to have a clear view of what counsellors should and should not do. Added to this, counsellors must choose carefully how they spend their time and energy. As the role and functions of the school counsellors become clearer, they should be able to respond better to the needs of their students. Furthermore, in 1981, following decree number 216/k issued by the Ministry of Education, the Social Educational Administration was replaced by the Student Guidance and Counselling Service, and guidance and counselling in Saudi schools became formalised. That same year, the name was changed again to the General Administration for Guidance and Counselling (Ministry of Education, 1999). The responsibilities of this administration are as follows: 1- To plan, prepare and develop the programme and services of guidance and counselling. 2- To provide professional staff who are capable of delivering such services to all students at various stages of education. 3- To provide students with the appropriate care applicable to their ages and their psychological, educational and social needs. 4- To assist students to develop their capabilities, potentialities and talents, to allow them to face their problems and to help them feel comfortable with themselves and with the community in which they live. 5- To attain a high standard of mental health in a way that reflects the targets and goals sought by educational guidance in general (Ministry of Education, 1999). Saleh (1987) pointed out that, due to the immediate need for professionals to monitor and guide the counselling service in schools, the Ministry of Education sought personnel from among the existing social education supervisors to act as the supervisors; counselling and guidance programmes in addition to carrying out their normal duties. The Ministry of Education also sought personnel from within the existing teaching force, provided they had the relevant experience, to work temporarily as counsellors in schools. To meet the need for school counsellors in all schools, the General Administration for Guidance and Counselling allowed those with a Bachelors degree in psychology, social work or sociology to perform the role of the school counsellor until enough trained professional counsellors could be provided. In order to meet the need for trained full-time counsellors to work in schools, universities in Saudi Arabia were requested to offer guidance and counselling programmes at masters level. Statistical information for the year 2000 shows that there were 229 counselling supervisors and 3381 school counsellors overall (Ministry of Education, 2000). By 2003, the number of counsellors had increased rapidly toabout 4000(Al-Rebdi, 2004). The Ministry of Education (1999) defined the term counselling as the interactive process though which the counsellor assists the student to understand himself and recognise his capabilities and potentialities and gives him a more enlightened approach to his problems and how to face them. Counsellors also help students to enhance their responsible behaviour and to show conformity with their community. Counselling gifted students Landau (1990) noted that gifted students might become isolated and alienated. Moreover, Rogers (1983) pointed out that in an egalitarian system children not only lack the opportunity for confirmation and social acceptance, but they also often lack the freedom to learn. The need for confirmation and emotional support is well known in the literature which focuses on giftedness and talent (Csikszentmilalyi et al., 1993; Kelley, 1999; Stednitz, 1995). Donna (1999) suggests that teachers and counsellors need to encourage minority students to consider a teaching career in general and gifted student education in particular. Ford (1995) however, believes that from an historical point of view, the counselling of gifted students has not been an important part of educational and counselling discourse. He points out that misconceptions and stereotypes of gifted students as being immune to social, emotional, and academic problems have contributed to the lack of counselling for these students, and in cases where counselling is available it is only limited to academic, assessment and placement issues. According to Ford, the fact that more children are entering school with serious personal and academic problems should entail an expansion in the responsibilities and roles of counsellors to meet the needs of all children who seek guidance and assistance. But nonetheless according to Alrasheed, (2001) the limited availability of counselling services has failed to meet the enormous need for counselling services and research regarding gifted individuals. In this respect he endeavoured to provide counsellors, classroom teachers and educationalists as well as parents with advice regarding the understanding of the academic and social needs of gifted and talented students. Persson (2005) considers mentorship as a possible solution to aid the immediate psychological and intellectual needs of gifted individuals, particularly received mentorship. According to Person, mentorship could be direct or indirect by cooperating with the student to find a mentor of his choice, given the fact that not a ll gifted students would be likely to choose their counsellors to be their mentors. Person expresses the conviction that mentorship is the only viable counselling solution in an egalitarian context, which lacks recognition and particular provision for gifted individuals. Ford (1995) outlines the goal of counselling as that of promoting healthy self-concepts and ensuring psychological growth. Bearing that in mind, counsellors must have an awareness and understanding of the many issues that hinder gifted students and affect their psychological, social and emotional well-being. He recognises the role of counsellors in ensuring that such students remain in gifted programmes once identified and placed. Finally the concept of counselling needs to be defined within a context where it is not a task assigned merely to a particular group. Instead, as Brown et al. (1992) suggest the task has expanded from an initial concern with educational and vocational guidance to the remediation and prevention of personal, interpersonal, vocational and educational concerns. Consequently, according to Persson (2005), the aim of the intervention is for the individual to gain an understanding of self and context, in which case individual differences become a sensitive and even problematic issue, particularly in cases where gifted individuals are involved. Research Problem There have been few programmes for gifted students offered in the Kingdom of Saudi Arabia. Even though there has been programmes existing, it is new and is for further evaluation to be able to develop it more for the students. It has been believed that if there has been more developed programmes for gifted children then they will be more enhanced and so, benefiting the country. The Kingdom of Saudi Arabia have put up programmes for gifted students but is new and rare. There has been studies regarding the support of the authorities in the schools on how to support gifted students. The research questions Based on the aims articulated in the previous section, the following specific research questions have been formulated: How does the Ministry of Education in Saudi Arabia support gifted students? Does the authorities in the schools help in the development of the programmes? How do we determine the effectiveness of the programmes with the school counsellor, principal, and teachers help? Sub-questions Two sub-questions will also be explored: Do the teacher, student counsellor and principal who work with gifted students have special qualifications? What is the level and nature of the response of gifted students to these programmes? Research Design The design of the study is intended to determine: first, the relationship of the roles of student counsellor, teachers, and principals to the performance of the gifted students; second, the effectiveness of the programmes in developing the capacity of the gifted students. Instrumentation and Data Collection The researchers visited the [Insert name of University Library or City Library] for journals, articles and studies needed for the research paper. The researchers gathered time-series data from different physical training institutions to assure of its validity and consistency. The primary data will be gathered using quantitative method, as this is best useful with questionnaires. The use of quantitative method will be appropriate for the research because the results in the questionnaires consist of numerical information, mostly based from the ratings included in the questions. Quantitative methods are used to provide reference to numeric calculations and are often used with questionnaires that have a specific goal and a target to achieve. This is helpful in the research, and its instigation in the process needs to be further culminated so that the problem is solved with efficiency and precision. In gathering data, the researcher would like to clear certain ethical issues that might hinder the processing of data. First, confidentiality will be kept at all costs. As the main reason why questionnaires will be used in the research is for the respondents to feel secure and to be assured that their answers will not be related to who they are. There may be instances wherein the respondent will divulge information that will be detrimental to the company, or to its competitors, depending on the case. Hence, there is a better chance at more responsive respondents if they can be assured of their confidentiality. Second, the Data Protection Act will be followed at all costs. The compliance with the act will be transparently said to the respondents so that they are further assured that anything they say in response to the questions asked them will only be used for the benefit of the research and not in any other practices. It should also be clear to the researcher that any information regarding the respondents cannot be released to anyone who is not immediately connected with the research unless permission from the subject respondent has been secured beforehand. Third, the research must always bear in mind the objectives of the study and never stray away from them. A researcher who has no definite purpose in doing the research is going nowhere and is exerting effort in a research that is not delimited properly and punctually. The purpose of the research is explicitly stated at the beginning of the research and is implied in every step of the realization of the research so as to not delineate the researcher from his goals. Lastly, the researcher must opt to practice objectivity. As the researcher, he is expected to keep an open-minded approach to the topic, keeping from his mind and personal bias in the subject matter or on the people involved. The reason for doing research is to test existing information, validate, prove or disprove existing ideas, or to test the limits of a certain prospect. Given this simple definition, it is clearly seen that in no form is the personal opinions of the researcher expected to hinder in the subject. Any act that might be biased or subjective will hint of the researchs failure to achieve its goals. Planned Method of Analysis The researchers plan to analyze the different test conducted through constant evaluation of the gifted students and how they perform. There will be a weekly evaluation in terms of how the programmes and the role of the authorities, and the effect of it to their performance. The performance in the field will be evaluated by the gifted students progress and development. Conclusion This study adds to a growing body of literature that reinforces the importance of examining the programmes for gifted students adopted by the Ministry of Education in the Kingdom of Saudi Arabia for further development. There is no, to the researchers knowledge, research that investigates such programmes. This study is identified as being the first study at the level of a doctorate research project which evaluates the gifted programmes in the Ministry of Education from the point of view of the students, the schools and the workers in such programmes. The study further attempts to use the most effective methods of collecting information, which the researcher obtained data in the form of questionnaires, interviews, observation and documentation. The mixed methods employed in the research made it possible to triangulate both qualitative and quantitative research. Further to these methods, the study used the most popular electronic program (SPSS) to gather and analyse the data as well as to design the tables and diagrams. The study focuses on the research questions at every stage of the research, either theoretically or practically. The researcher also oversaw the validity and procedural aspects of the questionnaire through sitting with students and workers when they answered the questions in order to clarify any ambiguity and confusion on their behalf. In general, the results of the study agree with many of the theoretical studies mentioned in chapter two. Finally, this is a serious explorative study, which has

Breast Cancer Susceptibility Genes BRCA1 and BRCA2 Essay -- Breast Can

Breast cancer is the most common cancer that affects women in the United States. There are at least two majors genes (BRCA1 and BRCA2) that when they mutate can cause breast cancer. These genes can be passed from parent to child, increasing the risk of developing cancer in those child that have parent carrying these genes. BRCA1 and BRCA2 genes are located on chromosome 17 and chromosome 13 respectively. There is a 90% chance of developing breast cancer for a woman that has these mutated genes. In contrast, men carrying BRCA1 have no risk to develop breast cancer, but those carrying BRCA2 genes have high risk. It is important to note that mutations in these genes can be passed on to children by either parent. A man with a mutation is just as likely to pass this gene to his children as a woman with a mutation. Hereditary cancer occurs at young age, for instance a woman in her 20's with breast cancer is more likely to have hereditary type of cancer that a woman in her 50's. (http:www.f amilycancer.org/FamHist.stm) BRCA1 and BRCA2 are tumor suppressor genes, these genes also called "Anti- Oncogenes" which normally are involved in regulating cell growth, the proteins inhibit the proliferation of cell, which is crucial for the normal cell development and differentiation. (Britanica on line). Since the discovery of the BRCA1 and BRCA2 in 1994 and 1995 about 80% of the women who inherit mutated forms of these genes will develop breast cancer in their lifetime, usually at relatively early age and woman with BRCA1 mutations have a high risk of developing ovarian cancer as well. Kudson in 1971 proposed a two-mutation theory of cancer causation. His theory stated that all cancer are of two kind, hereditary and sporadic In the case of... .... Hereditary breast cancer. European Journal of Cancer Care. 5, 13-20 3.-Social and Ethical issues of breast cancer gene testing. Obtain from http://www.ncgr.org/gpi/odyssey/BCAN2/gtest.html 10/29/98 4.-Kinzler, Kenneth W., and Vogelstein, Bert. 1997. Breast cancer susceptibility genes BRCA1 and BRCA2. Nature. V. 386. 761-763. 5.-Marx, Jean. 1997. Possible function found for breast cancer genes. Science vol.276. 531- 532. 6.-McCain, L., and Dilligham, C., 1997. Genetics Mutation Associated with Breast Cancer . Obtain from http://www.ncgr.org/gpi/odyssey/BCAN2/genrisk.html 10/12/98 7.-Tumor suppressor gene" Obtain from http://www.eb.com:180> 10/19/98, search word: tumor suppressor gene. 8.-Breast and/or ovarian cancer risk in Jewish women: Role of the 185delAG and other mutations in the BRCA1 and BRCA2 genes. http://www.givf.com/brca1.html 10/12/98.

Warrior Dodt Cry

Saladin Bradwell CCP English 98/99-481 Warriors Don’t Cry The 1950’s a time where so-called Negros was not allowed to use the same public facilities as whites. Melba Pattillo Beals was one of nine black teenagers who integrated central high school in Little Rock Arkansas, in 1957. At the age of fifteen her life is about to change forever. The book, â€Å"Warriors Don’t Cry†, drawn from Melba Beal’s personal diaries is a spellbinding true account of her first year at Central High. I believed that Melba was molded into a warrior due to the conditions of integration. Most of all, she was influence by her mother, grandmother, and the student, Link to overcome all obstacles in her path such as discrimination, racism, and taunting on a daily basis. Although, she was young she was able to make it thru all the pressure of integration, and that’s what a warrior will do. However, when Beals arrived at little Rock Central High, the first day she did not know that singing up to integrate an all white school would put herself, friends, and family in so much danger. Melba had to fight one of the most courageous wars in history a war against color. This was one of the most important civil right movements in American history. However, Melba lived with her mother, grandma, and her brother in a strict and religious house hold. According to Melba â€Å"the experience gave her an indestructible faith in GOD [ and] also gave her courage, strength, and hope†(2). Faith in GOD allowed her to endure the abuse that she faces on day to day basis, integration was war, and the nine brave students, refuse to be stop. Grandma said, â€Å"Even when the battle is long and the path is steep, a true warrior does not give up†(3), and Melba never forgets , and these saying get her thru the school year. Lois Maria Pattillo, Melba’s mother is one of many to be an influence in her life, the mother was one of the first few blacks to integrate the University of Arkansas, and this gave Melba her motivation to achieve and pursue the dream of attending Central High. The mother Lois, being an English teacher as also a big help to Melba, she was able to gain insight into matter that at times were difficult to handle, her mothers education gives her the edge and the ability to achieve and succeed. India Anette Peyton, is Melba Grandmother she is a great influence, and of great importance because she gave her the main ingredient to succeed, by incorporating religion in her life. Grandma India is Melba’s back bone during her struggle to integrate Central High school. When ever Melba wants to giv e up the struggle, Grandma India encourages her to keep going . Grandma India , fortifies Melba with faith and stubbornness, and it is grandma who tells Melba that GOD’S† warriors don’t cry†(57). This gives Melba the idea that in order to successfully integrate into the school, she will need to become more than a regular teenager. Melba writes in her dairy â€Å"Okay , God, so Grandma is right it’s my turn to carry the banner, please help me to do thy will†(102). This means that Melba is ready to accept the challenge to integrate. Grandma India is deeply religious, she is able to provide Melba with a sense of purpose. She reminds Melba that she is a child of God and that the opinion of her fellow teenagers doesn’t matter as long as God loves her. Grandma India always assures Melba that God approves of what she is doing. She also shows Melba that there are peaceful, respectful ways of standing up to the white people. Melba is thus able to avoid the provocations of Andy and his friend and avoid the temptation to fight back. Link, who is also a student, the most influential person that becomes Melba’s friend the son of a prominent white family, helps Melba escape from the violent segregationists Andy, who wants to kill her. However, Link’s father is pro-segregation, but shocked by the attacks on black teenagers and children. Link he helps Melba,† his winks or pleasant expression some times came just at the moment she needed to know she was alive and valuable† (254). This helps to motivate Melba. According to Melba, â€Å"having him as a friend got to be fun for both of them† (266). In spite of his racist family Link has a different perspective on black people because of his close relationship with Nana Healey. â€Å"Who’s Nanny Healy? My nanny. She colored-like you† (271). Nana Healey is black, and Link loves her and resents the treatment she receives from his parents. Because he knows that Nana Healey is a good and loving person, he can imagine that other black people might be good and loving as well. Link is the only white student who shows Melba any kindness, and he is the only white person she comes to trust during her time at Central High School. Link undermines the efforts of the violent segregationists,† he said the worst part of it for him was that he felt himself a traitor† (266). Link is never able to openly confront them and say publicly his friendship with Melba. Although, Link is fearful of becoming an outsider. While Melba puts aside those fears in order to do something for the greater good, Link hides behind them. He still helps Melba, but he does it in secret. What is most important to Melba at this time is proving that she cannot be defeated by the anger and hatred of the segregationists. Link, is able to help Melba accomplish her mission to integrate Central High School. ? . Inclosing, Melba and the other eight students should be considered heroes of the war on integration, thru their struggles; perseverance many school across the nation became integrated, for understanding the trauma of her year at Central High School. She has become an adult, toughened by life and her experiences, but also able to forgive the world for its cruelty towards her. She help paved the way for desegregation in public schools across the nation.