How to Use Italian Adjectives

The big piazza, the clear sky, and the  handsome Italian man are all examples with an adjective, or something that gives more information about a noun. Oftentimes this is a description. In Italian an adjective agrees in gender and number with the noun it modifies, and there are two groups of adjectives: those ending in -o and those ending in -e. Adjectives ending in -o in the masculine have four forms: Maschile Femminile Singolare -o -a Plurale -i -e Singolare il libro italiano la signora italiana Plurale i libri italiani le signore italiane Singolare il primo giorno la mesa universitaria Plurale i primi giorni le mense universitarie COMMON ITALIAN ADJECTIVES ENDING IN -O allegro cheerful, happy buono good, kind cattivo bad, wicked freddo cold grasso fat leggero light nuovo new pieno full stretto narrow timido timid, shy Adjectives ending in -o have four forms: masculine singular, masculine plural, feminine singular, and feminine plural. Observe how the adjectives nero and cattivo change to agree with nouns they modify. Note that when an adjective modifies  two nouns of different gender, it keeps its masculine ending. For example: i padri e le madre italiani (Italian fathers and mothers). If an adjectives ends in -io, like vecchio - old, the  o is dropped to form the plural. labito vecchio - the old suitgli abiti vecchi - the old suitsil ragazzo serio - the serious boyi ragazzi seri - the serious boysUli à ¨ tedesco. - Uli is German.Adriana à ¨ italiana. - Adriana is Italian.Roberto e Daniele sono americani. - Robert and Daniel are American.Svetlana e Natalia sono russe. - Svetlana and Natalia are Russian. Adjectives ending in -e are the same for the masculine and the feminine singular. In the plural, the -e changes to an -i, whether the noun is masculine or feminine. il ragazzo inglese - the English boyla ragazza inglese - the English girli ragazzi inglesi - the English boysle ragazze inglesi - the English girls ENDINGS OF -E  ADJECTIVES SINGULAR PLURAL il ragazzo triste - the sad boy i ragazzi tristi - the sad boys la ragazza triste - the sad girl le ragazze tristi - the sad girls ITALIAN ADJECTIVES ENDING IN  -E abile able difficile difficult felice happy forte strong grande big, large, great importante important intelligente intelligent interessante interesting triste sad veloce fast, speedy There are quite a few other exceptions for forming plural adjectives. For instance, adjectives that end in -io (with the stress falling on that ) form the plural with the ending -ii: addio/addii; leggio/leggii; zio/zii. The table below contains a chart of other irregular adjective endings you should know. FORMING PLURAL ADJECTIVES SINGULAR ENDING PLURAL ENDING -ca -che -cia -ce -cio -ci -co -chi -ga -ghe -gia -ge -gio -gi -glia -glie -glio -gli -go -ghi -scia -sce -scio -sci Where do the adjectives go? Unlike in English, descriptive adjectives in Italian are usually placed after the noun they modify, and with which they agree in gender and number. 1. Adjectives generally follow the noun. È una lingua difficile. - It is a difficult language.Marina à ¨ una ragazza generosa. - Marina is a generous girl.Non trovo il maglione rosa. - I cant find the pink sweater. TIP: Note that adjectives of colors that derive from nouns, like â€Å"rosa†, â€Å"viola†, or â€Å"blu† are invariable. 2. Certain common adjectives, however, generally come before the noun. Here are the most common: bello - beautifulbravo - good, ablebrutto - uglybuono - goodcaro - dearcattivo - badgiovane - younggrande - large; great TIP: When you place â€Å"grande† before a noun, it means â€Å"great†, like â€Å"una grande piazza†, but if you place it after, it means â€Å"big†, like â€Å"una piazza grande†. lungo - longnuovo - newpiccolo - small, littlestesso - samevecchio - oldvero - true Here are some examples: Anna à ¨ una cara amica. - Anna is a dear friend.Gino à ¨ un bravissimo dottore. - Gino is a really good doctor.È un brutto affare. - Its a bad situation. But even these adjectives must follow the noun to emphasize or contrast something, and when modified by an adverb. Oggi non porta labito vecchio, porta un abito nuovo. - Today he is not wearing the old suit, he is wearing a new suit.Abitano in una casa molto piccola. - They live in a very small house. Click here, here and here  to get practice with adjectives.

Should the Minimum Drinking Age Be Lowered - 1128 Words

Tayrin O’Rand 14 March 2012 Should the Minimum Drinking Age be Lowered? The minimum drinking age became a hot topic ever since it was set to twenty one years old. It is a law not everyone welcomes with open arms, one that has the most impact in the lives of adolescents and if violated, one that can put a state at risk of forfeiting ten percent of its annual federal highway appropriation. John M. McCardell Jr., president of Middlebury College; founder and president of Choose Responsibility, a non-profit organization, clearly states his desire for the National Minimum Drinking Age Act to be lowered to avoid binge drinking. On the other hand, Melanie Fonder and Misty Moise, among others, clearly express the benefits of this law and the†¦show more content†¦University of Miami President and former U.S. Department of Health and Human Services Secretary Donna Shalala, believes maintaining the legal drinking age at 21 is a sound policy as it protects underage students from easily accessing alcoholic beverages and losing them due to its effect (2). Ronald M. Davis, Immediate Past President of the AMA points out the important development that takes place in the brain during the â€Å"teen years† and how unreasonable those requesting to lower the minimum drinking age are by putting such high expectations on those who cannot humanly possibly think as a mature adult at an early age. â€Å"Habits are often created at an early age† and allowing access to alcohol while maturity is often absent is an irresponsible decision. Changes are taking place to prevent and minimize binge drinking. Colleges, Mothers Against Drunk Driving program, community and even parents are now realizing how crucial their involvement is in order to improve the situation. Law enforcement has also stepped up their game by ensuring local establishments, especially those around college campuses and high schools, abide by the rules, and punishing those adults who are willing to break them. They constantly patrol areas known to be used for â€Å"breaking the law† to create a safer environment for those around (4). Dean-MooneyShow MoreRelatedShould The Minimum Drinking Age Be Lowered?1138 Words   |  5 Pagesquestion whether drinking should be lowered to eighteen or not? Citizens have gave details regarding the affirmative and negative views of the minimum drinking age be lowered to eighteen. Do you think that it is wise to lower the minimum age? Would you look at the negative and positive impacts? Is it more important to give our citizens these full rights? Currently, in the United States the legal drinking age is twenty-one. But as we all know many teenages are involved in underage drinking. But the mainRead MoreMinimum Legal Drinking Age Should Be Lowered733 Words   |  3 PagesMinimum Legal Drinking Age Should be Lowered â€Å"Adults under 21 are deemed capable of voting, signing contracts, serving on juries and enlisting in the military, but are told they are not mature enough to have a beer.† (Amethyst Initiative: Rethink the Drinking Age). The causes behind the minimum legal drinking age standardization nationally has not been alleviated in the past couple decades and should be repealed. The minimum legal drinking age should be lowered to the age of eighteen whichRead MoreMinimum Legal Drinking Age Should Be Lowered1253 Words   |  6 Pages Minimum Legal Drinking Age Should the drinking age be lowered from 21 to a younger age? Ever since the end of prohibition in 1933 the United States government has placed the issue of minimum legal drinking age sensitively in the hands of the states, letting each decide for itself what the minimum age should be. At that time all agreed that the minimum legal drinking age should be 21, where it remained for all statesRead MoreControversial Analysis: Drinking Age1278 Words   |  6 PagesCarolina Quiroga April 02, 2012 Leslie Jones English 102 The Drinking Age and Young Adults. Because underage drinking is a major problem for young adults, the drinking age has become a very controversial issue. In the 1990s, the drinking age was 18, but it was changed to 21 in 1984. The Federal Government informed states to choose between raising the drinking age to 21 or foregoing highway funding. This decision obviously affected 18 to 20 year olds who could no longer buy alcoholic beveragesRead MoreMinimum Legal Drinking Age ( Tietjen )1700 Words   |  7 PagesMinimum Legal Drinking Age On July 17 of 1984 President Ronald Reagan signed to make the National Minimum Drinking Age Act a law. This law required all states to have a minimum drinking age of 21, if a state did not comply with this law they could face up to a 10% cut in funding for their federal highways (Tietjen). Since this act became a law there has been two distinct sides arguing whether they agree with the minimum drinking age, or whether they disagree. One side believes having a minimum drinkingRead MoreThe Minimum Drinking Age Act1700 Words   |  7 Pagesthe National Minimum Drinking Age Act made all 50 states raise the legal drinking age to 21(Dejong). The debate is on whether the age should be lowered or not. Statistically, having the age at 21 has been very helpful in keeping the nation safe. If there is not an issue with age now, would it make sense to lower the age and create unnecessary problems? In this case, the negative effects outweigh the positive. Simply because there is no good in lower ing the age. The legal drinking age has been setRead MoreLowering The Minimum Drinking Age1380 Words   |  6 PagesOnce a person reaches the age of 18, they are allowed to tattoo their bodies, smoke tobacco, gamble and even enlist if they wanted to! As an adult, they want to be treated as one but how can they feel like an adult if hanging around with their friends and drinking beer while watching TV is illegal? Of course, that does not stop them, though. The United States is one of the few countries in which still have such a high minimum drinking age. Although most people think young adults (18-year olds) areRead MoreThe Problems of Underage Drinking Essay526 Words   |  3 Pagescontroversy of underage drinking has been a serious and difficult issue for many colleges, communities, and parents over the past several years. Fifty states in the U.S have already set their minimum alcohol drinking and purchasing age to twenty one. Yet many people, especially teenagers, oppose this le gal drinking age and want it to be lowered. Nevertheless, the legal drinking age should not be lowered from twenty one to eighteen because of three main reasons. The higher minimum drinking age can help reduceRead More The Drinking Age Should NOT Be Lowered Essay1006 Words   |  5 Pagesto lowering the minimum legal drinking age. Choose Responsibility, a group founded by John McCardell, proposes that upon completion of a 40 hour course to educate young people about alcohol, 18, 19, and 20 year old people should be licensed to drink. The Amethyst Initiative, part of Choose Responsibility, is a petition to Congress to rethink the minimum legal drinking age. Several college leaders have signed this petition in the belief that lowering the minimum legal drinking age will reduce bingeRead MoreAccording To â€Å"College Drinking,† Almost Two Out Of Three1388 Words   |  6 PagesAccording to â€Å"College Drinking,† almost two out of three college students engage in bing e drinking. Binge drinking is a pattern of drinking that brings blood alcohol concentration (BAC) levels to 0.08 g/dL or higher (â€Å"College Drinking†). Many parents, guardians, and psychologists believe that college students binge drink because they think drinking is an integral part of their higher education. Similar to peer pressure, college students drink because the rest of the student body drinks. Furthermore

Voluntary Active Euthanasia Free Essays

Voluntary Active Euthanasia Carlene Lawrence Hodges University PHI 3601 OL3 November 19, 2012 Abstract This paper will discuss the benefits of the legalization of Voluntary Active Euthanasia (VAE). It will define the differences between Active Euthanasia and Physician Assisted Suicide, as well as the difference between active and passive. We will look at VAE from a legal perspective, with discussion about specific court cases that have set precedence in this matter. We will write a custom essay sample on Voluntary Active Euthanasia or any similar topic only for you Order Now We will also look at it from a moral point of view; from a perspective of Utilitarian and Subjectivist principles, to show that VAE should be considered morally correct. Voluntary Active Euthanasia This paper will discuss the benefits of Active Voluntary Euthanasia (VAE). Although it is sometimes referred to as mercy killings, it is one of the most controversial topics in our world today. Many believe the right to live is one of the most important human rights. The right to die should be equally as important. First, we must discuss the difference between active and passive euthanasia. Active is the process by which a person is given something, such as a prescribed medication, to end their life, while passive is allowing a person to die naturally, not being given anything to help sustain their life. Second, we must not confuse VAE with Physician Assisted Suicide (PAS), as the two are quite different. With VAE, it is the doctor who administers life ending medications, with the patient’s permission, while with PAS, the patient is the one who ultimately ends their own life. It can be argued that there is no moral difference between active and passive, since the consequences, intentions, and actions are primarily the same. If medical treatment is withheld, allowing them to die naturally, this will prolong their pain and suffering, as well as that of their loved ones left to bear witness. It will also lead to large medical bills, which the families will be left to deal with. In an era where the culture is to provide rescue medicine, it is hard to decide what to do when facing end of life decisions for your loved ones. According to the Hippocratic Oath, physicians must â€Å"use treatment to help the sick according to my ability and judgment, but will not use it to injure or wrong them† (Friend, 2011). While the actual Oath has been rewritten many times over the years, to reflect cultural changes, it has the same essence. But, who decides what is considered as injuring or wronging them? One person may consider aiding in the death of another to be wrong, but the person dying may not. U. S. District Judge Barbara Rothstein (1194) wrote, â€Å"There is no more profoundly personal decision, no one which is closer to the heart of personal liberty, than the choice which a terminally ill person makes to end his or her suffering†. Assisted suicide and euthanasia have been worldly controversial for centuries. However, the first organizations created to support the legalization of such were in 1935 and 1938, in Great Britain and the United States, respectively. Great strides have been made in the right direction though. Consider the case of Karen Ann Quinlan. In 1975, after mixing alcohol and drugs at a party, Karen become unconscious and slipped into a coma (Quinlan Radimer, 2005). After months of watching their daughter suffer, being kept alive by machines, the family decided they knew their daughter would not want to live this way and requested she be taken off of the respirator. However, they quickly found out that their wish could not be carried out without a court order. They lost their first court battle in New Jersey Superior Court. They appealed this decision and ended up in New Jersey State Supreme Court, where by a unanimous decision, they won. Karen’s father, Joseph Quinlan, was names as Karen’s guardian, and was permitted to make all healthcare choices for her. Julia Quinlan, Karen’s mother, writes: The ruling gave patients and families the right to live each stage of life, including the last stage, with dignity and respect, and for medical institutions such as hospitals, hospices and nursing homes that would now be required to establish and maintain ethics committees. In addition, the Quinlan case led to the creation of the â€Å"living will,† sometimes called an â€Å"advanced directive,† which outlines the personal wishes of the individual in regard to â€Å"extraordinary means† to maintain life. (Quinlan 2005) In 1990, 40 states collectively passed laws allowing competent citizens the right to make living wills. These documents put the power back into the hands of the ill, by allowing their wishes and voices to be heard when they themselves are unable to speak. They instruct doctors to withhold life-supporting treatment and systems in the event a person becomes terminally ill. They can also instruct emergency doctors not to perform life resuscitating devices when a person has become injured or ill. It is the opinion of this writer and other proponents, like Compassion Choices (http://www. compassionandchoices. org) that it become legal to include right to die choices like voluntary euthanasia. In ancient Rome and Greece, putting someone to death, or assisting in dying was acceptable in certain situations. For example, it was acceptable to put to death newborns with severe birth defects. It wasn’t until Christianity started developing in the West, that euthanasia was determined to be morally and ethically wrong. It was, and still is, seen as a â€Å"violation of God’s gift of life†. (Abdulkadir, Ansari, Sambo, 2012, p 673). This is where the ethical debate inevitably ensues. Opponents mostly come from the medical profession as well as religious groups. They believe that medical providers should be more concerned with caring and healing then curing and the ultimate outcome. Legalizing active euthanasia could put too much power in the hands of the medical professionals, allowing the ill to be easily swayed and opening up the option for many lawsuits from surviving family members who do not agree with the practice. Proponents reason that keeping someone alive with medications and medical instruments, when they would otherwise die is not sustaining a true life. Also, they believe that this is not a question of if someone is to die, but how much they suffer in the interim. The main concern of health providers should be to ease or eliminate pain and suffering. If we can accept that passive euthanasia (rejecting the use of life sustaining treatment) is ethically and morally correct, than we should also accept active euthanasia as well. Utilitarianism says that actions should be judges as morally acceptable or unacceptable based on increases and decreases in total happiness and/or misery (total meaning everyone involved, not just one individual (Barcalow, 2007). Using this as a guide, it can be determined that VAE would essentially be reducing misery by allowing terminally ill, and sick to die nstead of suffering. Therefore, it would be morally acceptable. Let us look at VAE from a Subjectivism standpoint. Subjectivism claims that â€Å"whatever an individual believes to be right or wrong is right or wrong for that individual† (Barclow, 2007). Therefore, what may be morally correct for one person may not be for another. Under this principle, we should consider that if you believe VAE to be morally incorrect, that does not stand to rea son all of society believes this as well. Let’s look at euthanasia another way. Merriam-Webster (2012) defines euthanasia as: â€Å"the act or practice of killing or permitting the death of hopelessly sick or injured individuals (as persons or domestic animals) in a relatively painless way for reasons of mercy†. In most states, where VAE is not legal, doctors are permitted to withhold medical treatment from a dying person, if that is their wish. While this is not considered actively administering life ending medication, it can still be considered actively allowing the person to die, if the treatment they are withholding would keep the person alive, even if only temporarily. When defending the case for active euthanasia, often the subject of our pets inevitably comes up. It is common practice when our pets become ill or injured, to put them out of their misery, we have them, as we say, ‘put to sleep’, or ‘put down’. You never hear of someone keeping their pet alive on life sustaining machines and medications. When asked why they chose to put down their pet, almost everyone answers with they couldn’t bear to see the animal suffer. So then why do feel the need to keep our humans alive? Currently there are four states in the U. S. hat have legalized active euthanasia; Oregon in 1994 by the Oregon Death and Dignity Act, , Texas in 1999 by the Texas Futile Care Law, Washington in 2008 by the Washington Death and Dignity Act and Montana in 2008 through a trial court ruling, Baxter vs. Montana. It is also legal in several European and eastern countries, such as Belgium, Columbia, and the Netherlands. It is legal in certain situa tions in Switzerland. In conclusion, using the Utilitarian and Subjectivism Moral Principles, should consider voluntary active euthanasia morally acceptable. References Abdulkadir, A. B. , Ansari, A. H. , Sambo, A. O. (2012). The right to die via euthanasia: an expository study of the shari’ah and laws in selected jurisdictions. Advances in Natural and Applied Sciences, 673+ Barcalow, E. (2007). Moral philosophy: Theories and issues. (4th Ed. ed. ). Belmont: The Thomson Corporation. Daniel, P. S. (2011). Speaking of the value of life. Kennedy Institute of Ethics Journal,  21(2), 181-199,6. Euthanasia (a) in Merriam-webster online dictionary. (2012, March 09). Retrieved from http://www. merriam-webster. com/dictionary/euthanasia Friend, Mary Louanne,M. N. , R. N. (2011). Physician-assisted suicide: Death with dignity? Journal of Nursing Law,  14(3), 110-116. Doi Rothstein, B. R. (1994). Assisted suicide: Helping terminally ill. Knight-Ridder Newspapers, 12(10), 615. Mary, L. F. (2011). Physician-assisted suicide: Death with dignity? Journal of Nursing Law,  14(3), 110-116. doi/913146489 Quinlan, J. , ; Radimer, F. (2005). My joy, my sorrow. Cincinnati, OH: St. Anthony Messenger Press. Rachels, J. (1975) Active and passive euthanasia . The New England Journal of Medicine 292 78-80 Rachels, J. (2001) Killing and letting die. Encyclopedia of Ethics 2nd ed. 2 947-50 Steinbock, B. , ; Norcross, A. (1994). Killing and letting die. Fordham Univ Pr. How to cite Voluntary Active Euthanasia, Papers

Lost Lenore Essay Example For Students

Lost Lenore Essay A raven is a dark and mysterious bird, and in this poem a raven visits a man with a message. Edgar Allan Poes The Raven is about a man who is having a mental breakdown because of the death of a dear friend. The narrator presents a frightening and sad setting, while throughout the poem, talking about his dear friend Lenore, who has passed away. Later, the mysterious figure of the Raven is introduced as he appears in the narrators chamber. Puzzled and terrified by the appearance of this dark vision, the narrator questions his guest in various ways to find out the meaning of his visit. No matter what the narrator asks, the Raven has only one eerie reply. The narrator describes his frightening and sad surroundings, which reflect his state of mind caused by the death of his dear friend. The narrator opens his sad tale with Once upon a midnight dreary and later offers, it was in the bleak December. He describes his chamber as containing many quaint and curious volume of forgotten lore and his fireplace as each separate dying ember wrought its ghost upon the floor. With such images as the old musty books and the dying fire, a mood is set that represents the lonely and frightened state of mind of the narrator. Later, he sees curtains moving without a window open, and hears someone tapping on his chamber door. We begin to see that the narrator is losing touch with reality because he is deeply depressed by of the death of his dear Lenore. The narrators emotional breakdown over the death of Lenore continues after hearing the tapping at his chamber door. His deep feelings for Lenore are apparent in the way he describes her as, the rare and radiant maiden whom the angels name Lenore. When he opens the door, something spoke of Lenores name through the darkness. He was struck with more sadness which he describes as, all my soul within me burning. He opened the chamber door to find nothing there, but a moment later the Raven enters. To the narrators dismay, the only answer he can get from the Raven to explain his mysterious appearance from the darkness is the one word Nevermore. The Raven came into the chamber and perched upon a bust of Pallas just above my chamber door. What is important about this perch is that the bust represents the goddess of wisdom, and it is wisdom that the Raven is trying to communicate with his one word reply. Slowly the narrator realized exactly what the wise Raven was trying to tell him, which increases his terror. What the Raven was trying to tell him was that his death was near. With each reply to his desperate questions, it became clearer to our narrator that he was never again to see Lenore, find paradise, or find any relief for his pain. In his words, leave no black plume as a token of that lie thy soul hath spoken he tried to resist the truth by saying that the Raven was not telling the truth, but admits defeat when he says, take thy beak from out my heart. The Raven was a sign for the narrator that he was next to die after Lenore because each time the Raven answered the narrators questions, Nevermore had meaning. The Raven helped the narrator realize what was going to happen. Although the narrator did not completely understand the Raven at first, he knew the Raven had something important to tell him. The death of his beloved Lenore caused the narrator to miss her so much that his sadness ultimately led to his own death. Throughout the story, the setting reflected the narrators state of mind in that it was very sad, dreary, and frightening. The Raven by Edgar Allan Poe is about a man who is having a breakdown because of the death of someone dear to him. Poe managed to skillfully describe a man dying of a broken heart by his use of surroundings and the character of the Raven that reflected the state of mind of the narrator.

The Impact of Technology on the Learning and Teaching of Mathematics

Introduction The processes of teaching and learning have experienced significant changes in the 21st century due to changes taking place in the society. One of the changes has been with regard to the application of technology in learning. Pierce and Ball (2009) acknowledge that teachers today have an extensive range of sophisticated technology available to them.Advertising We will write a custom report sample on The Impact of Technology on the Learning and Teaching of Mathematics specifically for you for only $16.05 $11/page Learn More Technologies such as Mathematics software, scientific calculators, spreadsheets, and statistical packages have become commonplace in many classrooms. This is in sharp contrast to the traditional mathematics classroom, which was dominated by pen and paper. BECTA (2003) asserts that the technology has â€Å"changed the nature of teaching and learning in maths† (p.1). The changes have been widespread due to government action through the National Curriculum. BECTA (2003) states that the National Curriculum has made the use of ICT in Mathematics a statutory requirement and all Secondary school students therefore have to make use of technology in their studies. These changes caused by the use of technology have had some profound impacts on how teachers teach the subject of mathematics and how students engage in learning. This paper will set out to critically analyze the impact that technology has had on the teaching and learning of Secondary Mathematics. ICT and Mathematics Over the last two decades, educational authorities in the country have worked hard to promote the use of ICT resources in the classroom setting. This move has been motivated by the need to improve the efficiency of teaching and learning as well as the need to ensure that students are properly prepared for their interaction with the real world. Safdar et al. (2011) rightfully observe that the major goal of the teaching-learning pr ocess is to give students with skills that will help them earn livelihoods in future and become useful society members. It is therefore important for the education offered to conform to the development and innovations of the time. Mathematics is one of the subjects that have experienced significant interaction with technology. This interaction has led to a number of impacts on learning and teaching of mathematics. Impact on Teaching Positive Impacts Use of technology serves as a motivation for teachers due to the positive outcomes achieved. Technology leads to teaching that is more effective and this leads to better performance for the students. Teachers are therefore motivated in their work due to these good results. Some research on the attitude of teachers to teaching with technology found that most experienced teachers, with strong mathematics backgrounds were at first half-hearted about teaching with technology (Pierce Ball 2009).Advertising Looking for report on educatio n? Let's see if we can help you! Get your first paper with 15% OFF Learn More This lack of enthusiasm for technology was the result of an assumption that using technology would not enhance student learning. However, this lack of enthusiasm is only temporal in nature. Research indicates that while some teachers might express their reservations to using technology for teaching mathematics at first, these reservations do not last (Mkomange et al. 2012). As the students demonstrate good outcomes, a change occurs in teacher’s believes and attitudes. This leads to changes in teacher practice to incorporate technology in teaching the subject. Technology fosters the development of a culture of effective teaching by teachers. When using technology, teachers are encouraged to broaden curriculum objectives, make use of more problem solving examples and utilize an inquiry-based approach to learning (Jurdak 2004). The speed of doing calculations using technology also frees up tim e for deeper learning. A study by Safdar et al. (2011) on the effectiveness of teaching mathematics through technology as compared to using traditional teaching methods found that teaching mathematics with technology led to better academic achievements by the students. This suggests that technology use as a teaching strategy in mathematics leads to more effective teaching leading to an enhancement of students’ academic achievements. Teaching mathematics with technology enhances the teacher’s ability to teach students about problem solving. Technology assists teachers in the construction of realistic complex problems in the class setting. These problems are modelled after real world problems that the student might encounter in real life. By this means, mathematics uses problem solving to create contexts that simulate real life. Problem solving is an integral part of all mathematics learning and teachers are required to help students develop the skills needed to solve pr oblems through the subject of mathematics (Mkomange et al. 2012). Technology has been used to help cope with some of the â€Å"hard to teach† aspects of secondary mathematics. Students are wary of some mathematical topics such as geometry and trigonometry. In the traditional classrooms, teachers were often unable to make use of appropriate tools to simply the topic and foster student understanding.Advertising We will write a custom report sample on The Impact of Technology on the Learning and Teaching of Mathematics specifically for you for only $16.05 $11/page Learn More Technology enables teachers to make use of learning aids that are designed to exploit the student’s visualization and modelling power to solve problems. Software applications such as Computer-Aided Design assist teachers to come up with simplified and interesting ways of teaching these hard topics in mathematics. For example, some powerful 3D applications make it possible to manipulate solid geometrical figures such as cones and cubes therefore fostering understanding by the student. By use of such ICT tools, students will find it easier to comprehend the subject matter and they will be inspired to learn. Teachers on the other hand will be inspired by the positive outcomes from the students. Teaching mathematics with technology gives the teacher more tools with which to offer instructions to the students. A critical role of the teacher is to explain different concepts to the students and ensure that they understand the material being presented. Unlike in the traditional setting where the teacher was confined to relying on drawings and handmade models, technology offers a wider variety of teaching aids. Jurdak (2004) states that technology enables teachers to make use of simulations to better elaborate certain mathematical concepts. The ability of the teacher to explain mathematical concepts is facilitated by technology. BECTA (2004) confirms that th is technology contributes to the effectiveness of teaching by offering ways through which the teacher can model abstract ideas and concepts. Negative Impacts Using technology might reduce the control that the teacher has in the class setting. This might lead to the belief that technology is detrimental to the learning process. In the traditional method of teaching, the teacher was at the centre of the learning process. He/she exercised control in the class and tightly directed classroom discussion and student activity. Technology takes away this control and significantly changes the classroom practice. Pierce and Ball (2009) demonstrate that use of technology promotes a ‘student-centred’ model of learning where the individual student is able to explore the mathematical topic being studied using technology.Advertising Looking for report on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More When students have too much control, the teacher might perceive that his/her teaching efforts are hindered by technology. The beliefs and attitude of the teacher are importantly linked to his/her classroom practice. A belief by the teacher that teaching mathematics with technology is detrimental will lead to classroom practices that do not promote technology. The use of technology in teaching mathematics requires major changes to teaching practices. In most cases, the teacher will be required to adopt new teaching methods in order to exploit the technology resources available. Teaching mathematics with technology necessitates a significant change in the operation of teachers who have been teaching the subject using traditional methods, and who were themselves taught in traditional mathematics classrooms. Mkomange et al. (2012) reveal that teachers are likely to teach mathematics in the same way they are taught. Since majority of the experienced teachers were taught in the traditiona l classroom that did not make use of technology, they are therefore inclined to use the same methods for their students. The additional effort required to familiarize themselves with teaching mathematics with technology might dissuade most teachers from adopting a favourable outlook to technology since this will require additional effort. The increased workload for the teacher as he/she learns how to use the new technology is best articulated by Fuglestad (2011) who declares that familiarization with technology implies â€Å"not just learning to handle the computer with software and other digital tools, but relating the technology to the other knowledge areas† (p.3). Teaching efficiency for some teachers will reduce as they learn how to incorporate technology in their teaching practice. Teaching requires the teacher to demonstrate a deep level of understanding on the subject. When using technology, the teacher should have an in-depth knowledge of the digital tools to be used and demonstrate proficiency in using them. Ball et al. (2008) asserts that the teacher must know enough to enable him/her to guide the students as they use the technology to come up with solutions to the mathematical problems. Impact on Learning Positive Impacts Technology enhances learning in students by promoting interaction between students. BECTA (2003) reveal that through technology it is easier for students to share their findings and engage in discussions on various topics. An important concept is that technology encouraged interaction between students even when there was no supervision from the teachers. Effective use of collaboration to solve problems is one of the important lessons that educators hope to impart on students through their education since collaboration plays a crucial role in most work environments. The educational experience of the student is therefore enriched by the use of technology when ideas such as collaboration are emphasized upon. Technology encourag es students to take part in trial and error processes as they learn. In the traditional method where students utilize pencil and paper, students are pressured to get the answer right in the first trial. If they do not know how to go about achieving this, they are unlikely to experiment since the traditional method is time consuming and labour intensive. Using technology, students are provided with the means to compute mathematical problems in a speedy manner. Fuglestad (2011) demonstrates that as a result, technology encourages students to engage in trial and error to arrive at a solution to the question. When the student fails to get the right answer at the fist try, he can easily start over again until the correct answer is reached. As such, technology drives students to exercise independence in their search for answers. This increases self-efficacy, a quality that is desirable in students. Use of technology increases the interest that students have in the subject. Most applicatio ns are designed in such a manner that they appeal to the student through diverse presentation styles and engaging format. The student’s interest in learning is therefore triggered and maintained. Increase in interest is a desired quality since it leads to higher levels of understanding. When teachers make use of interactive whiteboards, they are able to present material in a lively and engaging way. BECTA (2004) states that active engagement is encouraged when whiteboards are used since these tools increase enjoyment of the learning process for the student. This engagement is associated with gains in motivation and this leads to good performance. Better learning outcomes are therefore promoted by the use of technology in Mathematics since the students’ learning experience is made enjoyable. Students make use of portable equipment such as laptops and PDAs in their learning. They are therefore able to carry their class work with them even outside the class environment. T echnology therefore makes it possible for the student to take part in continual knowledge construction as they use their portable equipment outside the class setting (Niess 2005). Student understanding of mathematical concepts is therefore enhanced since they interact with the subject even outside class. Technology assists in the development of a positive attitude to learning mathematics. Most Secondary school students perceive mathematics to be one of the more challenging subjects. They therefore have a negative outlook concerning the subject and this contributes to the poor results especially among lower achieving students. Use of ICT devices in the class leads to the development of a more positive outlook. Pierce and Ball (2009) state that most students demonstrate an improved attitude to learning mathematics when they are given the opportunity to work with technology. This is partly because of the personal pleasure that student derive from using computers. Technology fosters dee per understanding of mathematical concepts and rules. Students using calculators and computers are able to work at higher levels of generalization and abstraction. Research indicates that by use of technology, students are able to learn more mathematics more deeply. A key characteristic of technology is that it saves the student from having to engage in the time involving manual labour of computations (Jeng et al. 2010). In tasks such as drawing graphs, the student only needs to enter the correct data and the computer program will generate the graph. The student is therefore left with more time to engage in more important parts of learning mathematics such as analysing the computations made in a particular problem. Negative Impacts Technology might discourage learning in some students. While some students are encouraged to from a positive attitude to mathematics through technology, others are discouraged by the same. Research indicates that female secondary students are likely to de velop negative attitudes when exposed to computer-based mathematics (Pierce Ball 2009). These negative outcomes are prompted by the significantly lower confidence in female students about using technology. Use of technology can be detrimental to the learning process due to the high level of autonomy that students might have. In using technology, students might have to concentrate on their mobile devices or computers unlike in the traditional setting where all the attention would be focused on the teacher. When using their individual devices, it can be hard for the teacher to monitor student activity. Safdar et al. (2011) assert that this might lead to significant problems as students might deviate from the current lesson. Without following the guidance of the teacher the student’s performance in the subject will suffer. Discussion Technology is becoming more prevalent in our society today. In can be expected that technology will be incorporated in teaching and learning mathe matics even more extensively in the coming years. Teachers need to be adequately prepared for the transition from a traditional mathematics classroom to one where technology is used as a core part of the teaching process. Jurdak (2004) notes that even with the most sophisticated technology in place, significant enhancement in teaching and learning cannot be realized if teachers are not adequately trained to utilize the technology for teaching purposes. The school administration can assist in providing additional training opportunities for teachers to enable them to learn how to utilize the technology in an effective manner. Conclusion This paper set out to assess the impacts of teaching mathematics with technology. The paper has revealed that use of technology improves students’ learning and leads to better results in mathematics. Through this paper, it is clear that use of technology supports students in their appreciation of mathematics and fosters a deeper mathematical und erstanding. The effectiveness of teacher is increased when they make use of technology. The paper has acknowledged that technology has some notable negative effects on the teaching and learning of mathematics. However, these negative impacts can be overcome by improving the teachers’ proficiency in technology and ensuring that students are properly supervised as they interact with technology. References Ball, DL, Thames, M Phelps, G 2008, ‘Content knowledge for teaching: What makes it special?’, Journal of teacher education, vol. 59, no. 1, pp. 389-407. BECTA 2003, What the Research says about using ICT in Maths, Department for Education and Skills, Norwich. BECTA 2004, Embedding ICT at Secondary: Use of interactive whiteboards in mathematics, Department for Education and Skills, Norwich. Fuglestad, B 2011, Challenges Teachers Face With Integrating ICT With An Inquiry Approach in Mathematics, http://www.cerme7.univ.rzeszow.pl/WG/15a/CERME7-WG15A-Paper02_Fuglesta d.pdf. Jeng, Y, Wu, T, Huang, YM, Tan, Q Yang, S 2010, ‘The Add-on Impact of Mobile Applications in Learning Strategies: A Review Study’, Educational Technology Society, vol. 13, no.3, pp.3–11. Jurdak, M 2004, Technology and Problem Solving in Mathematics: Myths and Reality. Proceedings of the International Conference on Technology in Mathematics Education, Lebanon. Mkomange, C, Bahati, I Ajagbe, M 2012, ‘The Roles and Importance of Technology in Mathematics Teaching and Learning-A Literature Review’, IJCRB, vol. 3, no. 11, pp. 476-486. Niess, ML 2005, ‘Scaffolding Math Learning with Spreadsheets’, Learning and Leading with Technology, vol. 32, no. 5, pp.24-48. Pierce, R Ball, L 2009, ‘Perceptions that may affect teachers’ intention to use technology in secondary mathematics classes’, Educational Studies in Mathematics, vol. 71, no. 3, pp. 299–317. Safdar, A, Yousuf, M, Parveen, Q Malik, G 2011, ‘Eff ectiveness of Information and Communication Technology (ICT) in Teaching Mathematics at Secondary Level’, International Journal of Academic Research, vol. 3, no. 5, pp. 67-72. This report on The Impact of Technology on the Learning and Teaching of Mathematics was written and submitted by user Skyler Miles to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

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Hello Essays Hello Essay Hello Essay Discussion: Based on the TLC results that were obtained through the experiment, the benzocaine seems to be relatively pure. There was only one spot in the benzocaine lane and one spot in the p-aminobenzoic acid lane, while there were two spots in the lane with both chemicals. The benzocaine had an Rf value of 0. 40 and the p-aminobenzoic acid had an Rf value of 0. 21. These results show that there is no evidence for the presence of p-aminobenzoic acid in the reaction product. The percent yield that we obtained for the benzocaine was relatively low. The theoretical yield for our product was 1. grams but we collected only 0. 612 grams of product. At only 43. 70%, less than half of the theoretical yield was obtained. This low to average percent yield could have been caused by not getting all of the product from the reaction flask into the vacuum filtration apparatus. Also, some product was probably lost from checking the pH of the solution multiple times while ad ding the Na2CO3. The melting range that we obtained for the benzocaine was 88. 7-89. 9 degrees Celsius. This melting range tells us that the benzocaine could be quite pure because there is only a 1. 2 degree differential between the temperatures. This experimental melting point is also spot on with the known melting point of 89. 7 degrees Celsius. This tells us that our product was indeed very pure and contained very few impurities. The IR spectrum for the p-aminobenzoic acid does not contain a CH3 peak at 1375nm or a CH2 peak at 1450nm. The benzocaine spectrum does contain these peak though. The p-aminobenzoic acid spectrum does contain a carboxylic acid peak while the benzocaine spectrum does not. These differences in the spectrums show that the benzocaine is quite pure and doesnt contain any p-aminobenzoic acid.

Career Counseling Essay Example | Topics and Well Written Essays - 1000 words

Career Counseling - Essay Example It is also evident from the case that Randall has always been competitive and career oriented in his approach. Thus it is a very hard for Randall to overcome the accident and lead a normal life. Even the effects of the accident have taken a greater toll on the physical as well as mental abilities of Randall. But still it can be viewed that Randall have the desire within himself that gave him much required confidence. Though life after the accident would not be the same again but his attitude made it lot easier for him to lead life. Personal performances and accomplishments have considerable connection with that of efficacy. Even outcome expectations and personal goals play great role. Randall wanted to become an aeronautical engineer and was preparing for it but the accident turned away his attention from studies because it was quite taxing for him. But still it is known that Randall opted for CADD (Computer Aided Drafting and Design) after the incident and wanted to lead a simple li fe. He also felt that he was not different from others in any aspect. His optimism was one factor that made him more strong and confident. Determination and achievement are the other foundations of the social cognitive learning theory. The determination of Randall to achieve something after going through so much of turbulence is one such example. The social cognitive learning theory has both strengths and limitations but with bilateral perceptions. It depends a lot on the situation as well as the mind frame of the learner. It provides a more flexible focus on the development of the learner. The three bases which are efficacy, expectations and goals are three internal factors of the learner. Thus it is only with the learner’s willingness along with proper counseling that could turn the limitations into the learner’s advantage. Cultural approach only comes to play when there is any problem in relation with that of culture and the environment in a broader aspect.