Conservative Perspective on Health Care Reform

Moderate Perspective on Health Care Reform In spite of prevalent sentiment, traditionalists do for sure accept there is a requirement for social insurance change. On the off chance that there is one thing whereupon Republicans, Democrats, dissidents, and traditionalists can concur, it is that the medicinal services framework in America is broken.The issue, at that point, is the thing that precisely is broken about it. Nonconformists by and large accept the best way to fix the framework is for the legislature to work it, the manner in which Canada and the United Kingdom run their frameworks by means of all inclusive medicinal services. Traditionalists, then again, can't help contradicting this idea and fight that the American government is entirely unequipped to take on such a tremendous undertaking, and regardless of whether it were, the subsequent administration would be frightfully wasteful like most government programs.Conservatives arent just naysayers, notwithstanding. Their arrangement is increasingly idealistic in tone since they accept the current framework can be fixed with change estimates, for example, advancing rivalry between health care coverage and pharmaceutical organizations, transforming the Medicare installment framework, building up away from of care and closure the lottery court framework by topping harm grants requested by politically motivated justices. Most recent Developments Democrats on Capitol Hill have been coasting the idea of a solitary payer social insurance framework like the ones presently by and by in Canada and the United Kingdom.Conservatives firmly restrict this thought in light of the fact that paying little heed to what movie producer Michael Moore says government-run human services frameworks are famously moderate, wasteful and costly.Before he was chosen in 2008, President Barack Obama vowed to spare the run of the mill American family $2,500 every year by transforming the protection advertise and making a National Health Insurance Exchange. In his public statements, the president guarantees the Obama/Biden plan will Make Health Insurance Work for People and Businesses Not Just Insurance and Drug Companies.The National Health Insurance Exchange is apparently displayed after the Congressional medical advantages plan. The arrangement would permit businesses to diminish their premiums by exchanging the vast majority of their representatives over to the administration program (obviously non-unionized laborers would have nothing to do with the issue by any stretch of the imagination). The new nationalized social insurance plan would then ingest these new individual human services costs, swelling a previously overburdened government much further. Foundation Expenses encompassing the medicinal services industry are swelled by three specific components, two of which include the protection business. As a result of (much of the time) crazy court settlements that make a genuine lottery for offended parties looking for harms, obligation protection for social insurance suppliers is wild. On the off chance that specialists and other clinical experts need to proceed to work and create a benefit, they frequently must choose the option to charge over the top expenses for their administrations, which are then passed along to the purchasers insurance agency. Insurance agencies, thusly, raise premiums on the shoppers. Doctor and shopper protection plans establish two of the guilty parties in the significant expense of social insurance, however both are connected straightforwardly what's going on in American courtrooms.When buyer insurance agencies get the bills for these significant expense administrations, it is to their greatest advantage to discov er reasons not to pay or repay the safeguarded. As a rule, these organizations can't effectively maintain a strategic distance from installment (in light of the fact that by and large the administrations are restoratively vital), so the buyer as well as the guaranteed shoppers business encounters an ascent in medicinal services protection premiums, too. Primary concern: politically motivated justices, looking to commute home a point or make a case of a specific doctor, join to drive up the expenses of obligation protection, which thus drives up the expenses of medicinal services insurance.Unfortunately, these issues with the human services framework are intensified by a crazy pharmaceutical industry.When a pharmaceutical producer makes a significant disclosure and effectively brings another prescription into the social insurance advertise, the prompt interest for that drug makes a lopsided ascent in cost. Its insufficient for these makers to make a benefit, these producers must rake in huge profits (actually, when certain customers can't manage the cost of the medicine they need).There are pills that cost upwards of $100 each in the retail advertise, yet cost under $10 per pill to make. At the point when the insurance agencies get the bill for these over the top expensive meds, it is in their tendency to endeavor to figure out how t o abstain from retaining those expenses. Between over the top doctor charges, extreme pharmaceutical expenses and extravagant medical coverage expenses, buyers frequently can't bear the cost of the human services they need. The Need for Tort Reform The primary guilty party in the fight over medicinal services costs is the broad harm grants given out by politically motivated justices consistently the nation over. Because of these swelled honors, litigants wanting to maintain a strategic distance from a court appearance are left with no other alternative than expanded settlements.Conservatives acknowledge, obviously, that by and large there are sensible protests against suppliers who misdiagnose, bungle or disregard a purchasers appropriate treatment. Weve all heard the awfulness anecdotes about specialists who befuddle patients, leave utensils inside medical procedure patients, or make a terrible misdiagnosis.One approach to guarantee offended parties get equity, while keeping social insurance costs from turning out to be misleadingly expanded is to grow away from of care to which all doctors must withstand, and dole out away from as sensible monetary harms for breaks of those principles and different transgressions.This may sou nd shockingly like the idea of required least condemning, yet it isn't. Rather, it sets most extreme common punishments, which judges may force, with the greatest punishments being granted for conditions bringing about unjust passings. For more than one offense, more than one punishment would apply. Such rules could likewise encourage legal advisers to be innovative; expecting suppliers to perform explicit network administration or, on account of doctors, free work for a particular section of society.Presently, lawful lobbyists have made overwhelming tops on harms basically inconceivable. Legal counselors have a personal stake in acquiring the greatest punishment conceivable, since their charges are regularly a level of the settlement or grant. Sensible legitimate expenses ought to likewise be incorporated with any framework putting tops on punishments to guarantee settlements or grants really go to proposed parties. Excessive attorney charges and pointless claims do as a lot to drive up the significant expenses of medicinal services as the shocking harm s granted by politically motivated justices. The Need for Competition Numerous moderates accept families, people and organizations ought to have the option to buy medical coverage across the nation to increase rivalry for their business and give an assortment of choices.Further, people ought to be allowed to acquire protection secretly or through associations of their decision: managers, houses of worship, proficient affiliations or others. Such arrangements would consequently overcome any issues among retirement and Medicare qualification and spread various years.More decisions in inclusion is only one part of a free-advertise human services framework. Another is permitting buyers to search for treatment choices. This would advance rivalry among regular and elective suppliers and make patients the focal point of care. Allowing suppliers to rehearse across the country additionally would fabricate authentic national markets and give buyers more prominent obligation in their own social insurance decisions.Competition guarantees people in general is bette r instructed about deterrent medicinal services and treatment choices. It powers suppliers to be increasingly straightforward with respect to clinical results, nature of care and the expenses of treatment. It additionally implies progressively serious valuing. Lesser quality suppliers get got rid of, on the grounds that like somewhere else in the free-showcase economy they get valued out of misbehavior protection and have no real way to raise their costs. Creating national principles of care to gauge and record medicines and results guarantees just top-quality suppliers stay in business.Dramatic changes in Medicare would need to enhance a free-advertise social insurance framework. Under this situation, the Medicare installment framework, which remunerates suppliers for counteraction, determination and care, would need to be updated into a layered framework, with suppliers not being paid for preventable clinical blunders or mismanagement.Competition in the pharmaceutical market would constrain down medication costs and grow less expensive nonexclusive me dication choices. Security conventions allowing the re-importation of medications would keep rivalry in the medication business enthusiastic, also. In all instances of human services rivalry, the purchaser would be ensured through authorization of government securities against arrangement, out of line business activities and tricky buyer rehearses. Where It Stands Democrats in the US House and Senate are getting ready enactment that would incorporate government-sponsored protection plan and would require people and organizations to be secured or face money related penalties.Obamas vision of a National Health Insurance Exchange is a bit nearer to the real world, while the country is a bit nearer to all inclusive wellbeing care.The governments entrance into the medical coverage market could spell catastrophe for private back up plans, which would be not able to contend. Including further confusions for the private medical coverage industry are new commands remembered for the bill that would forestall insurance agencies from denying inclusion to people dependent on their clinical history.In different words, Democrats need to make a general health care coverage program that contends with private c

My Favorite Movie free essay sample

Indeed, I like films, a great deal. I couldn’t get by without films. What's more, obviously I have my preferred film. It’s â€Å"Twilight†! I realized that â€Å"Twilight† will be my preferred film when I saw it I was totally enamored with the film. The film depends on a novel â€Å"Twilight† composed by Stephen Mayer and there are 3 additional pieces of book,† New Moon†, â€Å"Eclipse† and â€Å"Breaking Dawn†. I read them the entirety obviously and those are my preferred books. The film is about an adolescent young lady Bella and her sweetheart Edward. Edward is a vampire. It’s a wonderful romantic tale like no other: totally unique. I’m sure that there will never be a story like this. That’s something what each young lady longs for, an ideal sweetheart who might do anything for her. What's more, I believe that the way that he’s a vampire is so cool. We will compose a custom article test on My Favorite Movie or on the other hand any comparable point explicitly for you Don't WasteYour Time Recruit WRITER Just 13.90/page Be that as it may, I don’t like this film in light of the fact that it’s a romantic tale, I like it on account of Edward. I previously said that I love the way that Edward is a vampire. Il like his superhuman forces. He can guess different people groups thoughts, he’s cold, he can run quick, he’s so solid. I might want to have the entirety of that. However, it’s a romantic tale, romantic tale between a young lady and a vampire. That’s the best thing. Alright, I will never like some other film like I love â€Å"Twilight†. I have all my room brimming with banners of vampires envision that. To be straightforward I feel mind boggling when I watch â€Å"Twilight†.

Australian Broadband System - Policies and Reforms

Question: Pick any one industry and talk about changes in that industry in Australia which incorporate government rivalry strategy, work changes and work laws, least wages, efficiency and preparing and innovation (wide band). Answer: Presentation Government changes identifying with broadband system in Australia has been an amazing change in the business. Australian Government has contributed an immense whole for actualizing the ultra quick fiber-to the-home (FTTH) arrange identifying with broadband to part with a fast system association among the family unit just as business purposes. National Broadband Network (NBN) is a task in Australian market to refresh the system and improve, update the foundation for a progressively upgraded advanced framework. A superior quality association with the execution of various advancements is fundamental for instruction framework, better way of life, diversion, bettered work environment and businesses. One of the benefits of NBN throughout the years has been its fast. A system advancement in Australia was under the political and social impact for various years. The things didn't go as it was really surrounded. Spontaneous start, wrong systems, social and political impact, undesirable postpones all were liable for an unpleasant beginning. Reports have additionally assessed that when NBN exhausted a $7.3 billion it just could convey its system assets to 3, 50,000 structures or premises, yet acquaintance of fiber with the hub (FTTN), fiber to the structure (FTTB), long haul development (LTE), fixed remote, these engineering plans have made its importance pertinent according to the individuals by conferring the frameworks among a decent number of premises a seemingly endless amount of time after year. Government Competition Policy The Telecommunication and Regulatory change in Australia draws out a framework through which the market will be impartial seriously and adaptable identifying with cost. The change will energize the designers in the market to give distinctive redesigned administrations and furthermore protecting of the clients. Both the remote and satellite administrations could go connected at the hip in the market as and when they are required, they are utilized in like manner. The administration made a complete fifty three proposals or suggestions for aligning changes in the media transmission markets. The opposition guideline was represented by the Competition and Consumer Act 2010 (CCA). The basic issues identifying with guidelines, generally speaking observing of costs, and empowering new advancement methodologies were a portion of the key issues of the change. With reaction to the recommendations made comparable to the change the administration consented to make changes in the infrastructural d esign in rivalries. New enactments were to be presented in Part 7 of the Telecommunications Act 1997 which will produce results from first January, 2017. The demonstration will likewise be corrected in specific spots, in Part 8 explicitly. For advancement or development of new items ACCC will give certain guidelines. An issue identifying with privatization of National Broadband Network was additionally a key point.(Government, 2014). National Competition Policy was presented in Australia, in the year 1995. Bit by bit, change in the broadband part occurred. Be that as it may, media transmission administrations began changing in the year 1990s just and got well known in the year 1997 as Australian government began selling the media transmission suppliers claimed by the administration itself. The ADSL empowered telephone utilities are fit for conveying broadband administrations, in for the most part nonmetropolitan zones. With the continuous reduction in cost, the specialist co-ops got proper powers over the system aside from the copper pair line. In the year 2003, in South Australia (Meningie), a network access suppliers between hub was introduced, with this the opposition in non business framework showcase occurred. The primary outstanding name for rivalry in the market is Optus (XYZed) for presenting xDSL administrations and it offered rivalry to Telstras DSLAMs, and it was in the year 2000. The copper overhaul proposition of Telstra in 2005 and up degree of the fiber to the hub organize also was required to be postponed; later on an understanding was marked with the organization and Optus in 2011 to cure the equivalent. In later years, Telstra supposedly upgraded their frameworks and designing in giving the clients better understanding while at the same time riding net, with an accelerate to 8 Mbit/s. Telstra is said to give just about 3 million retail fixed broadband administrations. There were o rganizations like Microsoft, Google which indicated support towards National Broadband Network, Australia and furthermore there were a ton of reactions and social just as political weights for the equivalent. Then again, Agile Communication has been noteworthy in giving system associations in provincial and local territories when contrasted with Telstar. Fixed line broadband and remote association, both were recognized for this situation. The organization put resources into giving out associations with in reverse territories with their own microwave arrange. Later on Government put a huge sum in meeting the system needs in country and local regions too in September, 2006. iiNet acquired the year 2007, the primary stripped DSL framework. With the presentation of this thing, the system associations without telephonic system could be made conceivable. With the developing advancement in the broadband business, the quantity of individuals utilizing web additionally increased.(Cameron, 2005). During the years 2009-2013 National Broadband Network confronted a rollout. For poor dynamic, taking easy routes, it confronted persistent lessening in its administration procedure. The political race constrain additionally drove them to be so. The Coalition and ALP concurred with the legislature in regards to change feeling that it would give rapid web to the locales of Australia. The acquaintance of fiber optical link with practically all the structures in the nation and fiber to neighborhood cupboards took just about 10 years to turn around the framework from copper links. The ALP finish period is on 2021 and presentation of satellite and fixed remote clients, making imposing business model force are its proverb. The Coalition fulfillment time is on 2019 and its significant goal is to permit Telstra and Optus to have a serious domain utilizing the overall system framework which was laid out for Pay-television. The valuing would be kept discount. These remarkable gatherings would g ive a superior encounter the systems administration framework in various pieces of the country.(Jennett, 2013). The proprietors of structures and lofts need to pick between establishments of media transmission hardware into their structure for offering types of assistance or it would rely on a system administration gave by an independent system specialist co-op. On the off chance that they need to introduce the gadget all alone, at that point it will be checked if the structure inhabitants have any close to home decision of settling on a specialist organization or rivalry later on. The guidelines forced by the administration are to be appropriately checked in such manner. The topic of end clients protection and unhindered internet has appeared to stay a disaster in the Australian system. Be that as it may, with the coordinated organizations like Telstra, those issues could be tended to with the better dealing and improved client encounters. Work Reforms and Labor Laws First and foremost there was the Conciliation and Arbitration Act, 1904 which included settlement of contentions and misconstruing in the businesses. Later on because of irregularities watched, various guidelines were presented. The Workplace Relations Act, 1996, The Work Choices Act, 2005 was upheld from there on. In the 46th National Conference in December 2011, another National Platform was given for the work showcase. The administration enjoyed aiding and supporting the working families and their kids, production of business openings in evolving economy, and putting resources into foundations to invite better asset offices. Australian Labor Party won the political race held in November, 2007, and specific plans of upgrades were guaranteed by the gathering for the coming years, yet they experienced genuine calamities. Work is committed to make a plausible structure for territorial system improvement and it would guarantee every single areas. At the point when both Coalition and Labor needed to change the predominant viewpoint of Australian broadband, work was seen to be awkward to meet the goals inside the specified timespan as guaranteed by the authority previously. In the 2007 political race, it was guaranteed by Kevin Rudd that a NBN will be finished inside the year 2013 which included nearly $ 4.7 billion open subsidizing. However, adapting up to the constant calamities and issues, it is making a beeline for meet the target so moderate that it is at bet in the event that it could be finished inside the year 2021. The guaranteed arrange was available in around 72,600 structures and this could appropriately be used in just 10, 400 structures from those 72,400. Distinctive evaluating arrangements, shifted download speed, organize blunders, wrong dynamic and poor administration framework has been the genuine downside in the circumstance. It is obscure whether the partners would have the option to win a guaranteed 7 % quantifiable profit from this National broadband system arrangements and changes, as that is likewise unforeseeable. In the year 2009, it was picked to be generally expensive than some other broadband plans in the entire world, where as for all intents and purposes a broadband arrangement ought to be with the end goal that would meet the ideal effectiveness and clients need in a financially savvy way. Thusly to moderate the works issue identifying with cost, the fiber were reached out to cupboards in cellars of premises or inside barely any hundred meters of structures. With the utilization of existing copper links, the costs could be overseen. Alliance was plausible of giving more favorable position to the clients in correlation than work. The legislature however made a decent attempt to killing the opposition

Honey Mumford Learning Styles Essay Example

Nectar Mumford Learning Styles Essay Example Nectar Mumford Learning Styles Paper Nectar Mumford Learning Styles Paper Nectar and Mumford Learning Styles Questionnaire This survey is intended to discover your favored learning style(s). Throughout the years you have presumably evolved learning propensities that assist you with profiting more from certain encounters than from others. Since you are most likely unconscious of this, this poll will assist you with pinpointing your learning inclinations so you are in a superior situation to choose learning encounters that suit your style. There is no time breaking point to this survey. It will most likely take you 10 15 minutes. The precision of the outcomes relies upon how fair you can be. There are no set in stone answers. In the event that you concur more than you can't help contradicting an announcement put a tick ( ) by it. In the event that you differ more than you concur, put a cross by it (x). Make certain to stamp every thing with either a tick (( ) or a cross (x). 1. I have solid convictions about what is good and bad, great and terrible. A 2. I regularly act without thinking about the potential results. D 3. I will in general take care of issues utilizing a bit by bit approach. D 4. I accept that proper methodology and approaches limit individuals. A 5. I have gained notoriety for saying what I think, essentially and legitimately. A 6. I regularly find that activities dependent on emotions are as strong as those dependent on cautious idea and examination. A 7. I like the kind of work where I possess energy for intensive readiness and usage. D 8. I normally question individuals about their essential presumptions. D 9. What makes a difference most is in the case of something works practically speaking. A 10. I effectively search out new encounters. A 11. At the point when I catch wind of another thought or approach I promptly begin turning out to be the manner by which to apply it practically speaking. A 12. I am enthusiastic about self-control, for example, watching my eating regimen, taking normal exercise, adhering to a fixed daily schedule, and so on. D 13. I invest wholeheartedly in making an exhaustive showing. A 14. I jump on best with intelligent, expository individuals and less well with unconstrained, â€Å"irrational† individuals. D 15. I take care over the understanding of information accessible to me and abstain from making a hasty judgment. D 16. I like to arrive at a choice cautiously subsequent to weighing up numerous other options. D 17. I’m pulled in additional to novel, strange thoughts than to pragmatic ones. A 18. I don’t like complicated things and want to fit things into a lucid example. D 19. I acknowledge and stick to set down methods and arrangements insofar as I see them as an effective method of taking care of business. D 20. I like to relate my activities to a general standard. D 21. In conversations I like to come to the heart of the matter. A 22. I will in general have inaccessible, rather formal associations with individuals at work. D 23. I flourish with the test of handling something new and unique. A 24. I appreciate carefree, unconstrained individuals. A 25. I give careful consideration to detail before arriving at a resolution. D 26. I think that its hard to create thoughts without much forethought. D 27. I have confidence in getting to the heart of the matter right away. A 28. I am mindful so as not to form a hasty opinion too rapidly. A 29. I like to have however many wellsprings of data as would be prudent data should to thoroughly consider as much as possible. D 30. Nervy individuals who don’t pay attention to things enough as a rule bother me. D 31. I tune in to different people’s perspective before putting my own forward. D 32. I will in general be open about how I’m feeling. D 33. In conversations I appreciate viewing the maneuverings of different members. A 34. I like to react to occasions on an unconstrained, adaptable premise instead of plan things out ahead of time. A 35. I will in general be pulled in to methods, for example, organize examination, stream graphs, stretching programs, possibility arranging, and so on. D 36. It stresses me on the off chance that I need to surge out a bit of work to comply with a tight time constraint. D 37. I will in general adjudicator people’s thoughts on their down to earth merits. A 38. Peaceful, attentive individuals will in general make me uncomfortable. D 39. I frequently get disturbed by individuals who need to surge things. D 40. It is more essential to appreciate the current second than to consider the past or what's to come. A 41. I feel that choices dependent on an exhaustive examination of all the data are sounder than those dependent on instinct. D 42. I will in general be a fussbudget. D 43. In conversations I as a rule produce loads of unconstrained thoughts. A 44. In gatherings I set forward functional reasonable thoughts. A 45. As a general rule, rules are there to be broken. D 46. I like to remain once more from a circumstance and think about all the points of view. D 47. I can regularly observe irregularities and shortcomings in different people groups contentions. A 48. On balance I talk more than I tune in. D 49. I can frequently observe better, increasingly commonsense approaches to complete things. D 50. I figure composed reports ought to be short and to the point. A 51. I accept that sane, sensible reasoning should win the day. D 52. I will in general examine explicit things with individuals instead of taking part in social conversation. A 53. I like individuals who approach things sensibly instead of hypothetically. A 54. In conversations I get fretful with extraneous matters and diversions. A 55. In the event that I have a report to compose I will in general produce loads of drafts before choosing the last form. D 56. I am quick to give things a shot to check whether they work practically speaking. A 57. I am quick to arrive at answers by means of a consistent methodology. A 58. I appreciate being the one that discussions a great deal. D 59. In conversations I frequently discover I am the pragmatist, holding individuals to the point and dodging wild theories. A 60. I like to contemplate numerous choices before deciding. D 61. In conversations with individuals I regularly discover I am the most impartial and goal. D 2. In conversations I’m bound to embrace a â€Å"low profile† than to start to lead the pack and do the vast majority of the talking. D 63. I like to have the option to relate current activities to a more drawn out term greater picture. A 64. At the point when things turn out badly I am glad to disregard it and â€Å" put it down to experience†. A 65. I will in general reject wild, unconstrained thoughts as being unfeasible. D 66. It’s best to think cautiously before making a move. D 67. On balance I do the listening instead of the talking. A 68. I will in general pummel individuals who think that its hard to embrace a sensible methodology. D 69. Most occasions I accept the end legitimizes the methods. A 70. I don’t mind offending insofar as the activity completes. D 71. I discover the custom of having explicit destinations and plans smothering. D 72. I’m normally one of the individuals who places life into a gathering. A 73. I do whatever is convenient to take care of business. A 74. I rapidly get exhausted with precise, point by point work. A 75. I am excited about investigating the essential suspicions, standards and hypotheses supporting things and occasions. D 76. I’m consistently intrigued to discover what individuals think. A 77. I like gatherings to be run on efficient lines adhering to a set down motivation, and so on. D 78. I avoid emotional or equivocal themes. D 79. I appreciate the show and fervor of an emergency circumstance. D 80. Individuals regularly discover me unfeeling toward their sentiments. D Scoring The Questionnaire You score one point for every thing you ticked (( ). There are no focuses for things you crossed (x). Basically circle the things you ticked on the rundowns given underneath. For every segment, include the quantity of things orbited and enter in the complete box at the base of every segment. You ought to have four separate scores toward the end. Rules for understanding can be found overpage. |ITEMS | |2 |7 |1 |5 | |4 |13 |3 |9 | |6 |15 |8 |11 | |10 |16 |12 |19 | |17 |25 |14 |21 | |23 |28 |18 |27 | |24 |29 |20 |35 | |32 |31 |22 |37 | |34 |33 |26 |44 | |38 |36 |30 |49 | |39 |42 |50 | |43 |41 |47 |53 | 45 |46 |51 |54 | |48 |52 |57 |56 | |58 |55 |61 |59 | |64 |60 |63 |65 | |71 |62 |68 |69 | |72 |66 |75 |70 | |74 |67 |77 |73 | |79 |76 |78 |80 | |TOTALS | |Activist |Reflector |Theorist |Pragmatist | Understanding Your Results Since the most extreme score for each style is 20, from the outset sight you may reason that the most noteworthy of your four scores demonstrates your dominating learning style. This anyway isn't really so. Before arriving at a resolution you have to see your scores comparable to those acquired by others who have finished the survey. Standards, as they are called, have been determined for different gatherings of individuals and you have to choose with which gathering to analyze your scores. If all else fails utilize the general standards underneath which depend on the scores got by well over a thousand people. The Norms are determined on the scores got by: A: The most noteworthy scoring 10% of individuals B: The following 20% of individuals C: The center 40% of individuals D: The following 20% of individuals E: The least scoring 10% of individuals Norms for explicit gatherings are itemized over page. |A |B |C |D |E | |Very Strong |Strong Preference |Moderate Preference|Low Preference |Very Low Preference| | |Preference | |ACTIVIST |13-20 |11-12 |7-10 |4-6 |0-3 | |mean 9. 3 | |REFLECTOR |18-20 |15-17 |12-14 |9-11 |0-8 | |mean 13. 6 | Activity Using the table at the base of this page conc eal in the suitable boxes as indicated by the scores you acquired for the Learning Styles Questionnaire. A model is given to direct you. For instance on the off chance that you had the accompanying outcomes: Activist 14, Reflector 15, Theorist 8 and Pragmatist 12 your table would resemble this: |A |B |C |D |E | |Very Strong |Strong Preference |Moderate Preference|Low Preference |Very Low Preference| | |Preference | |ACTIVIST |13-20 |11-12 |7-10 |4-6 |0-3 | |mean 9. 3 | |REFLECTOR 18-20 |15-17 |12-14 |9-11 |0-8 | |mean 13. 6 | |THEORIST |16-20 |14-15 |11-13 |8-10 |0-7 | |mean 12. 5 | |PRAGMATIST |17-20 |15-16 |12-14 |9-11 |0-8 | |mean 13. 7 | This shows despite the fact that the crude score for Reflector was the most noteworthy, as far as the standard table the score f

Ethical Dilemma Is A Decision Making Problemâ€Myassignmenthelp.Com

Question: Talk About The Ethical Dilemma Is A Decision Making Problem? Answer: Presentation The moral quandary is a dynamic issue where it make the contentions with moral basic which is rarely worthy or best. The multifaceted nature in moral predicament consistently makes some circumstance where it clashes with the outcomes to comply with the moral oddities. Every single individual has their own ethical objectives and totally close to home morals which they apply in their own particular manner. Quandary possibly framed when those morals are making the contentions between the objective and individual morals (Fahie 2014). A work environment is constantly considered as a significant piece of our general public where the issues and people make the contention as indicated by the assortment of financial foundation and accepts (Lachman, 2014). Accordingly the representatives faces a few moral issues in the work environment where the businesses in some cases legitimately or in a roundabout way at risk for those issues because of the penetrate of moral thought and make the moral iss ues which is perceived as moral difficulty (Vardaman, Gondo and Allen 2014). Difficulty portrayal For the representatives a few moral issues can emerge where they have to manage their activity where the businesses make a few guidelines as the Ethics of the workplace (Lachman, 2014). One of the significant moral issues can emerge for the workers when representatives are taking favorable circumstances about utilize the calls at the companys cost. At times workers utilize organization's advantages and they took those benefits in their home like stapler, pins, papers and so forth. At the point when somebody gets the work in the workplace bookkeeping to the workplace constitution they give leaves and different stipends. Anyway now and again it has been discovered that utilizes take a few leaves past the permitted number where they break the moral thought (Lachman, 2014). An organization constantly set their own guidelines and guidelines for the workers and others who are connected with the organization. There are a few principles and guidelines has discovered that representatives some of the time violet the standards. Subsequently they make irrespirable issues between the organization and their business which is another issue for the representatives. At the point when representatives are working in the workplace premises the person in question never permitted imparting in hostile way. The utilization of damaging language is hostile correspondence can influence the activity or the work of that worker (Fahie 2014). At the point when a worker got the work in association, the person ought not work in more than one spot which is exploitative and unlawful business. In the work environment segregation of different representatives is another significant moral problem. A representative never separates another worker as per their sex, race, sex, marriage, incapacity or anything (Vardaman, Gondo and Allen 2014). Tormenting in the working environment is rarely satisfactory and against of morals of the business (Lachman, 2014). Qualities conversation Profound quality and estimation of moral direct both are hard to keep up for the representatives when they have to pick between the hard working attitudes and their own morals standards. At the point when the businesses executed the morals strategies in the working environment some of the time they neglected to keep up such morals which cause potential irreconcilable situations with the representatives because of the assorted variety of supposition esteems and the way of life in the work environment (Vardaman, Gondo and Allen 2014). So for comforting in the two sides the workers must follow specific moral standards for keeping away from such problems when such issues emerge. Along these lines the representatives initially recognize the issues which cause the issue to that worker in the work environment (Lachman, 2014). As per the issues, the worker must apply the lawful moral rules or the code of contacts according to the constitution of the organization after the recognizable proof of the moral issues. The worker should settle on a choice which not influence their vocation and make no mischief to different representatives in the work environment. Along these lines they execute the course of activities which ought to decide the nature and measurement of the quandary (Fahie 2014). Once in a while the moral issues has found from the businesses of the organizations they cause the partiality where the main supported or a specific individual to get all the feelings and advantages from the organization. While because of this movement the qualified representative got disregarded by the business (Lachman, 2014). When in the workplace premises any medical problems or ailments happen then it is the obligation of the business that they will deal with the representatives. As indicated by the earth circumstance of the workplace premises it likewise influence on the strength of the representatives. In this way different representatives can make the thought by their qualification of the work to the more significant position authority of the working environment. Inappropriate behavior is another unlawful issue in the working environment where the representatives get explicitly hassled by the business or other worker which is against of the moral thought. The endured worker must whine and make lawful move against that representative or the business since they penetrate the moral thought of the work environment. At the point when representatives fired from the working environment without having any notification then a few inquiry emerges because of the choice of the administration of the organizations in this way the fired worker can request the best possible explanation behind the end and ought to furnish with an earlier sign and give notice at any rate to multi month on the grounds that in the middle of this one month that representative can land another position (Vardaman, Gondo and Allen 2014). Moral inquiries and arrangements In the work environment on the off chance that any representative was harassing by another worker, at that point it is important to take activities against that representative which is the moral situation in the work environment. On the off chance that any lady was explicitly bothered by another worker of the business hence she ought to grumble against that individual and make legitimate move for the moral issues in the working environment (Lachman, 2014). Incapacity is other significant moral issues in the work environment when somebody works in the workplace with their handicaps some different representatives take the focal points while tormenting that individual or upsetting or ridiculing the inability (Vardaman, Gondo and Allen 2014). Thusly the authority of the organization or the working environment should make legitimate move against those representatives and that impair individual additionally submit the question against the workers since segregation in the work environment i s totally against of the Constitution of the organization (Fahie 2014). End Moral issues are generally normal in the organizations for the representatives are influenced by such issues. A few boards of trustees and chambers are presented in the organizations where the representatives can submit the question against any moral issues and the organization will take suitable activities against such exercises in light of the fact that moral thought is one of the significant parts in the working environment. It is a break of moral obligations in the working environments (Vardaman, Gondo and Allen 2014). References Chughtai, A.A., 2015. Making more secure working environments: The job of moral administration. Wellbeing science, 73, pp.92-98. Clarke, T. what's more, Boersma, M., 2017. The administration of worldwide worth chains: uncertain human rights, ecological and moral issues in the apple flexibly chain. Diary of Business Ethics, 143(1), pp.111-131. Fahie, D., 2014. Doing touchy research delicately: Ethical and methodological issues in investigating working environment harassing. Universal Journal of Qualitative Methods, 13(1), pp.19-36. Ferrell, O.C. furthermore, Fraedrich, J., 2015. Business morals: Ethical dynamic cases. Nelson Education. Holm, A.L. furthermore, Severinsson, E., 2014. Reflections on the moral quandaries associated with advancing self-administration. Nursing Ethics, 21(4), pp.402-413. Lachman, V.D., 2014. Moral issues in the troublesome practices of incivility, tormenting, and level/sidelong brutality. Medsurg nursing, 23(1), p.56. Resick, C.J., Hargis, M.B., Shao, P. also, Dust, S.B., 2013. Moral authority, moral value decisions, and optional working environment conduct. Human Relations, 66(7), pp.951-972. Vardaman, J.M., Gondo, M.B. also, Allen, D.G., 2014. Moral atmosphere and master social standard breaking in the working environment. Human Resource Management Review, 24(1), pp.108-118.

Shelters in Minnesota

Shelters in Minnesota Development of the System of Shelters for Battered Women in Minnesota Mar 26, 2018 in Law State Funding of Shelters for Battered Women in Minnesota Shelters for battered women in Minnesota include facilities where women and children can be housed. These include hotels, rooms, safe homes, and motels. Shelters are available day and night. They provide security, meals, and accommodation for women and children. In these shelters, staff and volunteers ensure that women, most of whom were abused, get necessary help to escape from the pressures of life. Shelter services include counselling and emotional support. The government supports these shelters since most of them are independent not-for-profit organizations. According to Schmalleger (2001), women in Minnesota started advocating for the establishment of shelters for battered women in 1970s. Shelters, financed by the state, gives refuge to women who have been battered and abused by their male relatives, spouses, or other males with whom they have been involved. Children of battered women are also taken in by the shelter. They are provided with the same services that their mothers are entitled to. States officially began to provide financing for these shelters in 1977, in this way increasing their number significantly.

A Gentleman Chosen - Literature Essay Samples

One particular climax in the story Treasure Island occurs when Jim Hawkins unwittingly stumbles into enemy camp and is captured by Long John Silver and his pirates. This passage is of particular importance because it ultimately allows Jim to make a choice between the gentlemen born and the gentlemen of fortune.From the first moment Jim is captured, Long John Silver tries to win Jim over to the gentlemen of fortune and get him to side with the pirates. Silver is keenly aware of Jims need for acceptance, and asks him, Hawkins, will you give me your word of honor as a young gentleman for a young gentleman you are, although poor born your word of honor not to slip your cable? (749). This is Silvers not-so-subtle way of telling Jim that, although he may choose honor over dishonor, he will never truly be a gentleman born. Silver plays on Jims need for acceptance and deftly lets Jim know that he will be accepted as a gentleman of fortune.Silver has a variety of motives for making this sta tement to Jim. I believe his ultimate motive is to win Jims loyalty because he wants Jim to join the pirates. But why does he want Jim to join the pirates?First of all, Long John Silver realizes he needs Jim on his side to help protect him from the other pirates. The other pirates are mutineers who have somewhat lost their trust in Silver. And while Silver has been able to regain the upper hand with the pirates, he knows he will never be able to turn his back on them or they are bound to rise up against him. With Jim on his side, Silver will have one more set of eyes and ears to keep tabs on the mutineers.Secondly, Silver realizes that he needs Jim to help protect him from the gallows. Jim has already given his word to Silver that he will act as a witness when they get back to England to protect Silver from the gallows. Perhaps Silver is testing Jims integrity to see if he will keep his word and not slip his cable (749). This, in turn, would indicate that Jim would keep his word as a witness for Silver.More importantly, Silver realizes that if he wins the allegiance of Jim, he will win a victory over the gentlemen born, Smollett and Livesey. Until this point, Jim has been loyal to the gentlemen born despite all of Silvers flattering talk and approval. The capture of Jim by Silver and the pirates marks the first time an enemy has been caught by the opposite side. However if Jim chooses to stay on the pirates side by his own volition, Silver has won a moral victory over Smollett and Livesey. This would mean that Jim has rejected the good guys and embraced the bad. It would also mean the gentlemen born would have one less person to fight on their side, thereby reducing their manpower and strengthening the pirates chances for victory in battle.Finally, perhaps Silver has a need for acceptance as well. Up until this point, Silver has really been the most prominent father figure to Jim, as he is the only one who truly understands Jims need for adult approval. Silver has already told Jim, Ive always liked you, I have, for a lad of spirit, and the picter of my own self when I was young and handsome (740). While this is most likely false flattery from Silver to try to win Jim over, perhaps there is an element of truth to what Silver says. It is possible that Silver does truly see himself in Jim as a young boy. We are not aware of Silvers history; perhaps as a young boy Silver also needed adult approval for his own self-esteem, and as an adult there is still an element of that need for approval. It is also possible that Silver enjoys playing the father figure to Jim, as Silver has no son of his own. Perhaps he truly does want Jim to accept him to fulfill his own need for love from a son.Ultimately Jim does choose the moral route. He does indeed keep his word to Silver, but not because he chooses the gentlemen of fortune. Jim keeps his word to prove that he is indeed a gentleman, if not a gentleman born, and with this he attains his full moral stat ure.Sources:Stevenson, Robert Louis, Treasure Island. A Custom Edition of Classics of ChildrensLiterature, Fourth Edition. Ed. John W. Griffith and Charles H. Frey. Bloomington: Prentice-Hall, 1996, 647-765.

The Debate Over Embryonic Stem Cell Research - 1690 Words

Imagine a world free from disease. The idea of a utopian society has been far from reality until the research from embryonic stem cell therapy surfaced. Since former president George W. Bush banned federal funding on embryonic stem cell research in 2001 it has caused a halt in advancements and caused controversy in the public. According to an article by Beau Watts, an accredited physician; embryonic stem cells are pluripotent cells (Beau Watts). This means they have not decided what function they perform yet. Since the cells do not know the function, it can be determined by scientists. As described in the â€Å"Guidelines for the conduct of human embryonic research† by the international stem cell society; medical professionals can take an embryonic stem cell and â€Å"reprogram† it to eliminate the disease. Today 2,200 people died from heart disease (American heart association). Heart disease is only one of many diseases that can be cured by embryonic stem cell research . Religious and/or conservative groups now condemn the research, for multiple reasons. Embryonic stem cells are donated by patients of in-vitro fertilization. After a â€Å"round† of IVF, they can choose to donate, freeze, or discard their leftover embryos. Embryos contain two layers, it is the innermost layer that contains the cells used in embryonic stem cell research (Society for stem cell research). It is very important to know that, the embryos that could be used in the research are donated upon request of the patient.Show MoreRelatedThe Debate Over Embryonic Stem Cell Research1652 Words   |  7 PagesEmbryonic stem cell research could one day hold the key to many new scientific discoveries if it is continuously funded in the years to come. I chose to base my research around the question, Should embryonic stem cell research be government funded? When I finish highschool I hope to pursue a career in the medical field. Although I wish to become a doctor and may not be d irectly researching stem cells, they may one day be a treatment that I will have to administer to patients. To answer this questionRead MoreThe Debate Over Embryonic Stem Cell Research1543 Words   |  7 PagesWhile embryonic stem cell research has been ongoing for more than 30 years, it has only become a controversial topic over the past decade. The embryonic stem cell was first isolated in 1981 by two scientists at the University of Cambridge. However, it wasn’t until 1998 at the University of Wisconsin, Madison, where the first batch of embryonic stem cells were created in a test tube. In 2001, President George W. Bush approved the use of federal funding for research on this topic, following this actionRead MoreThe Debate Over Embryonic Stem Cell Research1710 Words   |  7 PagesEmbryonic Stem Cell Research Embryonic stem cells, according to the National Institute of Health, are cells obtained from embryos that are prepared from fertilized eggs which have been collected through the in vitro technique; in specialized clinics. Scientists use the stem cell research to have a better idea about the evolution, aging, and disease. Thus, they keep track of the stem cells progress across the lifetime; this tracking process can help scientists to figure out the genetic mutationsRead MoreThe Debate Over Embryonic Stem Cell Research852 Words   |  4 Pagesknowledge of stem cell research has already created the ability for doctors to print a functional organ just as easily as people can print a persuasive research essay. With great medical advancements comes great controversy. The main way researchers have been studying stem cells is by harvesting undifferentiated embryonic stem cells. Those who oppose embryonic stem cell research claim that stem cell harvesting damages and kills the un-born embr yo; however, because of advancements in the stem cell harvestingRead MoreThe Debate Over Embryonic Stem Cell Research1907 Words   |  8 PagesApril, 2017 Embryonic Stem Cell Research Imagine living in a world without cancer, Parkinson s, or even diabetes. While everyone may wish this is true, people are against a way that researchers can make this possible, which would be by the use of stem cells. There is major controversy on whether or not stem cell research should be allowed, especially when it comes to embryonic stem cell research. Although many consider it to be killing a potential life form, embryonic stem cell research may eventuallyRead MoreThe Debate Over Embryonic Stem Cell Research2410 Words   |  10 Pagesisolated the first embryonic stem cells in 1981 (stemcell.child), the controversy in embryonic stem cell research was never discussed. For, an embryo was never able to survive outside of the womb until then; however, today, this topic is widely discussed among ethicists, medical professions, politicians, and more for several reasons. On one side of the argument, embryonic stem cells have the capability of repairing damaged tissue, and with further research it is believed that these cells will be able toRead MoreThe Debate Concerning Embryonic Stem Cell Research Essay1406 Words   |  6 Pagespolitical battles in the United States in recent years has been over the morality of embryonic stem cell research. The embryonic stem cell debate has polarized the country into those who argue that such research holds promises of ending a great deal of human suffering and others who condemn such research as involving the abortion of a potential human life. If any answer to the ethical debate surrounding this particular aspect of stem cell research exists, it is a hazy one at best. The question facing manyRead More Embryonic Stem Cell Research: How does it affect you? Essay1557 Words   |  7 Pages Embryonic Stem Cell Research: How does it affect you? nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;nbsp; Embryonic stem cell research is widely controversial in the scientific world. Issues on the ethics of Embryonic Stem (ES) cell research have created pandemonium in our society. The different views on this subject are well researched and supportive. The facts presented have the capability to support or possibly change the public’s perspective. This case study is based on facts and concernsRead MoreControversy in the Use of Embryonic Stem Cells Essay1030 Words   |  5 Pagescan the use of stem cells be so controversial?†, one may ask. If the stem cells are donated out of free will or were going to be destroyed anyway, how can putting them to better use be controversial? Sure, a potential life must be destroyed to save a life, but only before one can tell that it is a human. Should the use of stem cells for medical research and use be regulated? These questions and more will be discussed and pondered throughout this paper. A stem cell is defined as a cell that can changeRead MoreStem Cell Research Needs to Be Funded Essay1555 Words   |  7 Pagesinsulin shots. With the development of stem cell research, and the more controversial embryonic stem cell research, every one of these instances could not only be cured, but prevented, within the next half century. In fact, diseases that are predicted to be treated by means of stem cell research are figured to now plague the likes of 100 million Americans. Looking at the arguments dealing with stem cell research, it is evident that the advantages of stem cell research greatly outweigh the disadvantages

Assessment for Special Education Standardized Testing

Assessment for special education is foundational for the success of identification, placement, and programming for children with special needs. Assessment can range from the formal--standardized, to the informal:--teacher-made assessments. This article will cover formal instruments for measuring students intelligence, achievement (or academic ability) and function. Testing to Assess Whole Districts or Populations Standardized testing is any testing which is given to large numbers of students under standard conditions and with standardized procedures. Usually, they are multiple choice. Today many schools administer a standardized achievement test to prepare for their states annual NCLB assessment. Examples of a standardized achievement tests include the California Achievement Test (CAT); Comprehensive Test of Basic Skills (CTBS), which includes the Terra Nova; Iowa Test of Basic Skills (ITBS) and Tests of Academic Proficiency (TAP); Metropolitan Achievement Test (MAT); and Stanford Achievement Test (SAT.) These tests are normed, which means the results are compared across ages and grades statistically so that a mean (average) for each grade and age are created which are the Grade Equivalent and Age Equivalent scores that are assigned to individuals. A GE (Grade Equivalent) score of 3.2 represents how a typical third-grade student in the second month performed on the previous years test. State or High Stakes Testing Another form of standardized testing is the state assessment required by No Child Left Behind (NCLB). These are usually administered during a strictly regimented window in late winter. Federal law only permits 3% of all students to be exempted because of disabilities, and these students are required to take an alternate assessment, which can be simple; or dizzyingly convoluted. Individual Tests for Identification Individualized intelligence tests are usually part of the battery of tests a school psychologist will use to evaluate students when referred for evaluation. The two most commonly used are the WISC (Wechsler Intelligence Scale for Children) and the Stanford-Binet. For many years the WISC has been considered the most valid measure of intelligence because it had both language and symbol based items and performance-based items. The WISC also provided diagnostic information, because the verbal part of the test could be compared to the performance items, to show a disparity between language and spatial intelligence. The ​Stanford-Binet Intelligence Scale, originally the Binet-Simon Test, was designed to identify students with cognitive disabilities. The scales focus on language narrowed the definition of intelligence, which has been to some extent broadened in the most recent form, the SB5. Both the Stanford-Binet and WISC are normed, comparing samples from each age group. Individualized achievement tests are useful for assessing a students academic abilities. They are designed to measure both pre-academic and academic behavior: from the ability to match pictures and letters to more advanced literacy and mathematical skills. They can be helpful in assessing needs. The Peabody Individual Achievement Test (PIAT) is an achievement test which is administered individually to students. Using a flip book and a record sheet, it is easily administered and requires little time. The results can be very helpful in identifying strengths and weaknesses. The PIAT is a criterion based test, which is also normed. It provides age equivalent and grade equivalent scores. The Woodcock-Johnson Test of Achievement is another individualized test which measures academic areas and is appropriate for children from the ages of 4 to young adults to 20 and a half. The tester finds a base of a designated number of consecutive correct answers and works to a ceiling of the same incorrect consecutive answers. The highest number correct, minus any incorrect responses, provide a standard score, which is quickly converted into a grade equivalent or age equivalent. The Woodcock-Johnson also provides diagnostic information as well as grade level performances on discrete literacy and mathematical skills, from letter recognition to mathematical fluency. The Brigance Comprehensive Inventory of Basic Skills is another well-known, well-accepted criterion-based and normed individual achievement test. The Brigance provides diagnostic information on reading, math and other academic skills. As well as being one of the least expensive assessment instruments, the publisher provides software to help write IEP goals based on the assessments, called Goals and Objective Writers Software. Functional Tests There are several tests of life and functional skills. Rather than reading and writing, these skills are more like eating and talking. The best known is the ABLLS (pronounced A-bels) or Assessment of Basic Language and Learning Skills. Designed as an instrument for assessing students specifically for Applied Behavioral Analysis and discrete trial training, it is an observational instrument that can be completed through an interview, indirect observation, or direct observation. You can purchase a kit with many of the items required for certain items, such as naming 3 of 4 letters on letter cards. A time-consuming instrument, it is also meant to be cumulative, so a test book goes with a child from year to year as they acquire skills. Another well known and reputable assessment is the Vineland Adaptive Behavior Scales, Second Edition. The Vineland is normed against a large population across ages. Its weakness is that it is comprised of parents and teachers surveys, which as indirect observations, have the weakness of being susceptible to subjective judgments. Still, when comparing language, social interaction and function at home with typically developing same-aged peers, the Vineland provides the special educator with a view of what the students social, functional and pre-academic needs are.

Should Daily Fantasy Sports Games Be Considered Forms Of...

Should Daily Fantasy Sports Games Be Considered Forms of Gambling? Approximately 80% of Americans gamble at least once per year, in the amount of approximately $500 billion in 2013 (Aziz). Gambling has long held a tradition in America and is now becoming a ubiquitous industry. In recent years, as the gambling industry evolves with technological advancements, the growth of online sports wagering has created widespread concerns beyond those of traditional casino gambling. Legality of real sports betting, which includes betting on actual teams, players, or scores, is determined at the state level, with only four states (Delaware, Montana, Nevada, and Oregon) deciding it is legal to gamble on real life sports. However, online daily†¦show more content†¦In contrast, a game of skill is a game where the outcome is determined by the â€Å"a learned and developed ability, technical expertise, and knowledge† (LaMance). Games of skill are determined by mental or physical ab ilities that affect the outcome. If determined to be games of chance, all forms of fantasy sports games would become illegal in all states except Delaware, Montana, Nevada, and Oregon. It is necessary, before determining whether DFS games are games of chance or games of skill, to investigate how these online fantasy sports websites operate. DFS games allow fantasy â€Å"owners† to choose specific athletes based on their prediction of the performance of those athletes. The fantasy owners then compete against other owners in leagues, with the winners receiving monetary winnings. Each owner’s athletes accumulate points based on the athletes’ in-game performances. The owner of the team that has the most points by the end of the league, whether it be a day, week, or season competition, takes home the winnings. These winnings can be used to enter into new leagues or be deposited in the owner’s bank account. After one analyzes how online DFS games work, one can see that online fantasy sports websites are

An Examination Of Paranoid Personality Disorder - 862 Words

An Examination of Paranoid Personality Disorder Introduction Paranoid personality disorder is a mental disorder that is classified as a â€Å"Class A† or â€Å"abnormal behavior.† This means that individuals with a paranoid personality disorder are overtly arrogant, mistrustful, suspicious of others, driven, industrious, and even successful in solitary careers, unromantic, typically high-minded and severely observant towards the external environment (Akhtar, 1990). The first descriptive case study of paranoid personality disorder began in 1893 when leading French psychiatrist Magnan distinguished paranoid psychoses into two types: chronic delusional state of systematic evolution and delusional states of the degenerates (Akhtar, 1990). He divided the latter category into three subtypes: paranoia associated with mental defect, chronic delusional states with a good long-term prognosis, and the delusional states of degeneracy (Akhtar, 1990). According to Magnan, the short-lasting, paranoid developments emanated from a constitutional degeneracy or a fragile personality that showed individual thinking, hypochondria, undue sensitivity, referential thinking, and suspiciousness (Akhtar, 1990). Thus, the reason I chose this topic because I knew a neighbor diagnosed with paranoid personality disorder. This tragic event happened during 1992 and in Atlanta, Ga. I recalled that my neighbor was a very difficult individual to be friends with. For instance, he acted suspicious and unfriendlyShow MoreRelatedEssay Paranoia825 Words   |  4 Pagesbehavior, then why dont we fear our own thought processes? Persons with paranoia disorder are not aware that they are in fear of their own brains, but in some respect fear of oneself and what ones brain can create is exactly what persons with paranoia disorder experience. Everyone experiences small doses and bouts of paranoia on nearly a daily basis, but not everyone exists on its affects. Those with paranoia disorder deal with a constant nagging that they cannot control because it tends to controlRead MoreCoun 646 Research Paper4382 Words   |  18 PagesEffects of Vulnerability Factors on Paranoid Personality Disorder Felicia Flemming-Brown COUN 646: Psychopathology and Counseling Liberty University Abstract Paranoid Personality Disorder (PPD) is one of the most commonly diagnosed personality disorders with debilitating implications for individuals diagnosed; yet there is limited research regarding the etiology and genetic and environmental vulnerability factors available. The paper will provide a brief synopsis of PPD as well as evaluatingRead MoreBorderline Personality Disorder ( Borderline )1361 Words   |  6 Pages Borderline Personality Disorder is named borderline personality disorder because at one point in history they considered this disorder to be on the â€Å"borderline† between neurosis and psychosis. Borderline personality disorder is a severe mental disorder that impacts an individual’s behavior, relationships, and mood. The disorder usually begins during adolescence or young adulthood. People with BPD have a tendency of rapid change in attitude or feelings toward others because they cannot regulateRead MoreComplex Integrated Psychiatric Disorders1475 Words   |  6 PagesRunning head: COMPLEX DISORDERS Complex Integrated Psychiatric Disorders Kathleen Owens, MSN, FNP-C University of Cincinnati â€Æ' Complex Integrated Psychiatric Disorders Psychiatric mood disorders of such as Bipolar are often complex to diagnosis. Bipolar I is differentiated from Bipolar II by a history of at least one manic episode in a person’s life, with Bipolar II being diagnosed and characterized by a history of major depression with at least one episode of hypomania (Sadock, Sadock,Read MoreParanoia, By Dito Montiel And Starring Liam Hemsworth, Harrison Ford And Many More2232 Words   |  9 Pages Paranoia personality disorder can be a very difficult mental condition to live with. In fact, some people with this condition generally have a hard time trusting and have difficulties getting along with others. They don’t entrust in people and are actually surprised if someone shows loyalty. They are constantly suspicious of others around them and contemplate every action. This can lead to the destruction of every professional and personal relationship they have. In the end however, having thisRead MoreWhat Is Schizophrenia?2036 Words   |  9 Pages It can be straightforwardly acknowledged by auditory hallucinations, paranoid or bizarre illusions, dislocated speech or thinking aptitude pursued by social or occupational dysfunction. The warning signs initiate untimely in the adulthood. The disease is recognized to affect about 1% of the human population with about 2 million patients from the United States unaided. Schizophrenia is also known as split personality disorder and it affects men extra recurrently in contrast to women. A number ofRead MoreEvaluation And Evaluation Of Ms. Tyler s Mental Health Status Essay1838 Words   |  8 PagesThese noted observations along with her history, physical examination, and collateral information from family and friends of her history will help to determine her Mental Status. Lab test would also need to be administered to check for substance use, and any chemical level changes within the body that could cause hallucinations or delusion. The next assessment would be the MMPI-2, The MMPI-2 Assessment Test is designed to assess personality traits and psychopathology. It is compiled of clinical scalesRead MoreShould Marijuana Be Legalized? Essay1033 Words   |  5 Pagesextremely depressed in the long run. Another specific aim was to examine whether there is an association between cannabis and schizoaffective disorder. Many fallacies about cannabis exist, but civilians have the idea that if you smoke cannabis you can start seeing things or even picture yourself as someone else. I believe many first time smokers are extremely paranoid. All of the rumors they hear about cannabis and the idea of being arrested makes yourself not enjoy this medicine, and that is how mostRead MorePsychological Evaluation Of John Nash1158 Words   |  5 PagesNash became sexually active when he met his current wife Alicia while she was a Graduate student of his at MIT. Alicia is now pregnant. J. Nash reports no history of sexual abuse. Medical History: J. Nash could not recall his last physical examination and denied any medical issues. Educational History: J. Nash could not recall many memories from his early educational and undergrad years however is evident that J. Nash was a gifted overachiever. John Nash arrived at Princeton University as aRead MoreMental Illness And Substance Abuse901 Words   |  4 Pagesfor the addiction counselor to properly understand both the differences between acute primary psychiatric disorders and any underlying psychiatric symptoms, caused by alcohol and other drugs. Sometimes the addiction needs to be treated first in order for the mental illness to be properly identified and successfully treated. Also addiction counselors need to understand mental health disorder treatments. Clients with co-occurring substance abuse and mental health illness problems may benefit from substance

Difficulties in Learning English Grammar Free Essays

string(26) " force among L2 learners\." International Journal of Instruction e-ISSN: 1308-1470 ? www. e-iji. net July 2011 ? Vol. We will write a custom essay sample on Difficulties in Learning English Grammar or any similar topic only for you Order Now 4, No. 2 p-ISSN: 1694-609X DIFFICULTIES IN TEACHING AND LEARNING GRAMMAR IN AN EFL CONTEXT1 Abdu Mohammed Al-Mekhlafi PhD. , College of Education, Sultan Qaboos University, Oman rayan3@gmail. com Ramani Perur Nagaratnam PhD. , Ministry of Manpower, Oman The role of grammar instruction in an ESL/EFL context has been for decades a major issue for students and teachers alike. Researchers have debated whether grammar should be taught in the classroom and students, for their part, have generally looked upon grammar instruction as a necessary evil at best, and an avoidable burden at worst. The paper reports a study undertaken to investigate the difficulties teachers face in teaching grammar to EFL students as well as those faced by students in learning it, in the teachers’ perception. The study aimed to find out whether there are significant differences in teachers’ perceptions of difficulties in relation to their gender, qualification, teaching experience, and the level they teach in school, thus providing insights into their own and their students’ difficulties. Mean scores and t-test were used to interpret the data. The main findings are reported with implications. Key Words: English language teaching, instruction, EFL grammar instruction, teaching, difficulties in grammar instruction INTRODUCTION The English teacher is often portrayed as an â€Å"unattractive grammar monger whose only pleasure in life is to point out the faults of others† (Baron, 1982, p. 226). For the most part, within the classroom, any mention of grammar causes the student moments of discomfort and sometimes even terror. Many teachers have tried to make grammar teaching a non-threatening, imaginative and useful activity within the English curriculum. A summary of this paper was presented at the 54th World Assembly of the International Council on Education for Teaching (ICET) on ‘Maintaining Strategic Agility: Managing change and assuring quality in education for teaching’, 14-17 December 2009, Muscat, Oman. 70 Difficulties in Teaching and Learning Grammar†¦ Previous studies on students’ and teachers’ attitudes and perceptions of grammar instruction in the context of language teaching and learning suggest a disparity between students and teachers. While students favour formal and explicit grammar instruction and error correction, teachers favour communicative activities with less conscious focus on grammar (e. g. , Brindley 1984; Kumaravadivelu 1991; Leki 1995; Schultz 1996, 2001; Spratt 1999). Rationale for the present study The foregoing review of literature shows that practicing teachers are faced with a range of options for grammar instruction in their classrooms. There are, however, many types of difficulties faced by students and teachers with regard to grammar instruction in an ESL/EFL context. Identifying such difficulties and being consciously aware of them would help teachers find ways of overcoming them and provide effective grammar instruction. There has, however, been little investigation of the difficulties faced by EFL teachers and Aran learners in the Gulf region with regard to grammar instruction. The teachers employ theoretically recommended methods without necessarily taking into account their own and their learners’ potential difficulties. They may not be conscious of difficulties which are serious and may thus hinder students’ learning of English grammar, and do not choose the method of instruction that would pose fewer difficulties and problems to their learners. It is in this context that the present study was undertaken to capture valuable insights into how EFL school teachers in Oman perceive students’ as well as their own difficulties with grammar instruction. The study reported here aims to address this need by presenting the difficulties of a cross section of school EFL teachers in Oman as well as their perceptions of their students’ difficulties in this regard. It also aims to add to the knowledge base in this area. REVIEW OF LITERATURE Attitudes towards grammar instruction In teaching grammar, three areas have to be considered: grammar as rules, grammar as form, and grammar as resource. For many L2 learners, learning grammar often means learning the rules of grammar and having an intellectual knowledge of grammar. Teachers often believe that this will provide the generative basis on which learners can build their knowledge and will be able to use the language eventually. For them, prescribed rules give a kind of security. International Journal of Instruction, July 2011 ? Vol. 4, No. 2 Al-Mekhlafi Nagaratnam 71 A better approach is perhaps to see grammar as one of many resources that we have in language which helps us to communicate. We should see how grammar relates to what we want to say or write, and how we expect others to interpret what our language use and its focus. According to Widdowson (1990: 86), † . . . grammar is not a constraining imposition but a liberating force: it frees us from a dependency on context and a purely lexical categorization of reality. Given that many learners – and teachers – tend to view grammar as a set of restrictions on what is allowed and disallowed in language use – ‘a linguistic straitjacket’ in Larsen-Freeman’s words (2002: 103) – the conception of grammar as something that liberates rather than represses is one that is worth investigating. According to Morelli (2003), students perceived themselves as having a better attitude towards grammar instruction in context, while performing slightly better after having experienced the traditional grammar instruction. Elkilic and Akca (2008) reported generally positive attitudes of students studying English grammar at a private primary EFL classroom towards studying grammar. In particular, however, a little over 50% of their subjects claimed to enjoy grammar very much and only about 10% reported finding some difficulty in learning and remembering grammar. Student expectations Student expectations of traditional, explicit grammar teaching have been confirmed by many teachers (cf. Borg, 1999a, b). Burgess and Etherington (2002:440-441) also conclude that teachers believe that explicit teaching of grammar is favoured by their students because of expectations and feelings of insecurity. Since the 1970s, attention has shifted from ways of teaching grammar to ways of getting learners to communicate, but grammar has been seen to be a powerful undermining and demotivating force among L2 learners. You read "Difficulties in Learning English Grammar" in category "Essay examples" In terms of motivation and learner success with languages, grammar has been seen to be a problem and to stand in the way of helping learners to communicate fluently. The hard fact that most teachers face is that learners often find it difficult to make flexible use of the rules of grammar taught in the classroom. They may know the rules perfectly, but are incapable of applying them in their own use of the language. Teachers’ recognition of this process (i. e. , of transferring declarative knowledge about grammar into procedural knowledge) as a problem for many of their students has been reported by Burgess and Etherington (2002:442). Haudeck International Journal of Instruction, July 2011 ? Vol. 4, No. 2 72 Difficulties in Teaching and Learning Grammar†¦ as reported that many learners have difficulty in internalising grammar rules, although these have been taught intensively (1996, cited in European Commission, 2006). The use of grammatical terminology Metalinguistic discussion (i. e. , the use of grammatical terminology to talk about language) is seen by Stern (1992:327) as one of the characteristics of explicit grammar teaching. Acc ording to Burgess and Etherington (2002: 444), teachers believe that their students see grammatical terminology as useful and that its use does not present a particular difficulty for students. Descriptive grammars acknowledge the fact that language is dynamic and its use is constantly changing, although not in major ways. The problem for ESL/EFL learners, however, is that there is a time-lag between the awareness of such changes and their acceptance as the proper use of the language. As Morelli (2003:33-34) has observed, â€Å"Grammar can be taught traditionally or contextually, but student perception should be considered by teachers in the decision-making process. Students need to feel confident that educators have met their needs . . . nd educators should be willing to consider the attitudes and perceptions of students when making decisions about how to teach grammar. † METHOD Purpose The study reported here aims to investigate the difficulties of a cross section of school EFL teachers in Oman as well as their perceptions of their students’ difficulties with regard to grammar instruction. Research questions The study aimed to answer the following questions: 1. What are EFL teachers’ perceptions of the difficulties of students and teachers with regard to grammar instruction in an EFL context? 2. Are there any differences in teachers’ perceptions between the difficulties faced by teachers and those faced by students? 3. Do these perceptions of difficulties vary according to the teachers’: †¢ Gender, †¢ Level taught, †¢ Qualifications, and †¢ Experience? International Journal of Instruction, July 2011 ? Vol. 4, No. 2 Al-Mekhlafi Nagaratnam 73 4. Are there any significant differences in teachers’ perceptions due to the type of difficulty? Limitation of the study The present study is limited to: †¢ EFL teachers teaching English in Omani Basic Education schools, and †¢ The use of questionnaire as the research instrument. Nevertheless, the responses are valuable in themselves, indicating the general difficulties that students and teachers face with regard to grammar instruction in an EFL context. Research design The study was mainly quantitative in design, using a questionnaire and the subjects responded to each statement on a five-point Likert-type attitude scale (from 5 for ‘strongly agree’ to 1 for ‘strongly disagree’). The respondents also provided background information on gender, qualification, teaching experience and the level they teach, for creating their profile in terms of variables. The data was analyzed (t-test and ANOVA) using the SPSS. The research instrument The questionnaire used in the present study, which comprises 20 statements, was the one employed by Burgess and Etherington in their study (2002: 451452) (See ANNEXURE – I for the questionnaire used in the present study). Subjects Only one broad geographical context was chosen for the study, namely Oman, in order to be context-specific and be able to make a close connection between teachers, their assumptions and their practical experience. It is believed that the subjects fairly represented the context of EFL teaching at different levels in Omani schools. Besides, the sample size was 90, more than the minimum number required for making useful statistical analyses according to Cohen and Manion (1994:77). The profile of the subjects in terms of the four variables is given below in Table 1: International Journal of Instruction, July 2011 ? Vol. 4, No. 2 74 Difficulties in Teaching and Learning Grammar†¦ Table 1. Profile of Respondents to the Study Instrument Variable Gender Level they teach Categories within the variable Male Female Grades 1-4 Grades 5-10 Grades 11-12 Master’s Degree Bachelor’s Degree Diploma ? years 5 ? 10 years 10 years No. of respondents in each category 39 51 17 31 42 8 76 6 27 41 22 Total (N) 90 90 Qualification 90 Experience 90 RESULTS AND DISCUSSION With regard to the first research question whether there are difficulties faced by students and teachers with grammar instruction, Table 2 (ANNEXURE – II) shows an overall mean of 3. 51 on a five-point scale, the means for individual stateme nts ranging from 2. 97 to 4. 10, thus indicating teachers’ general agreement with most of the statements in the survey questionnaire (See Fig. below). This suggests that, in the perceptions of teachers, there are difficulties faced by teachers as well as students with regard to grammar instruction in an EFL context. Fig. 1. Teachers’ Perceptions of Difficulties with EFL Grammar International Journal of Instruction, July 2011 ? Vol. 4, No. 2 Al-Mekhlafi Nagaratnam 75 With regard to the second research question about the differences between students and teachers in the difficulties faced, Table 3 shows that there is a statistically significant difference at the level of p ; 0. 01 in the perceptions of teachers and students, with students experiencing difficulties to a greater extent than teachers, which is understandable. The overall mean for students’ difficulties as perceived by the teachers was 3. 58, while the overall mean for teachers’ difficulties wa s 3. 23 (Table 3 below). Table 3. Teachers’ Perceptions of Teachers’ and Students’ Difficulties with EFL Grammar (N = 90) Statement Teachers’ Difficulties Students’ Difficulties as perceived by the Teachers Mean 3. 331 3. 5779 SD . 58484 . 42214 t Sig. (2-tailed) 5. 225 . 000 The third research question is about the differences in perception of difficulties in terms of the four teacher variables: gender, level taught, qualification, and teaching experience. With regard to gender, a comparison of the overall mean response for male (3. 508) and female teachers (3. 510) (See Fig. 2 below) shows that they are quite nearly the same and that there is no statistically significant difference at the level of 0. 5 in their perceptions about the difficulties (Sig. : . 978) (Table 4 in ANNEXURE – II)). This suggests that gender does not play a significant role in the teachers’ perceptions when it comes to articulating their own difficulties as we ll as those of their students with English grammar instruction. Fig. 2. Teachers’ Perceptions of Difficulties with EFL Grammar according to Gender With regard to the level taught, Table 5 (ANNEXURE – II) shows that teachers teaching at different levels have similar perceptions about their wn and their International Journal of Instruction, July 2011 ? Vol. 4, No. 2 76 Difficulties in Teaching and Learning Grammar†¦ students’ difficulties with English grammar instruction, with a slightly higher mean for teachers of Grades 1-4 (3. 58) than the means for teachers of the other two levels, which are nearly the same (3. 49 and 3. 5) (See Fig. 3 below). Table 5 also shows that there is no statistically significant difference at the level of 0. 05 in terms of this variable (Sig. : . 686). Fig. 3. Teachers’ Perceptions of Difficulties with EFL Grammar according to Level Taught With regard to teachers’ qualifications, Table 6 (ANNEXURE – II) shows a slightly higher overall mean for teachers with a diploma qualification (3. 78) than the overall means for teachers with higher qualifications, viz. bachelor’s (3. 46) or master’s degree (3. 49) (See Fig. 4 below). The results also show that there is no statistically significant difference at the level of 0. 05 in terms of this variable (Sig. : . 211 – Table 6). Fig. 4. Teachers’ Perceptions of Difficulties with EFL Grammar according to Qualifications With regard to teachers’ experience, it does not seem to be a significant variable with regard to their perceptions of their own and their students’ difficulties with English grammar instruction, as Table 7 (ANNEXURE – II) shows (See Fig. 5 below). The results also show that there is no statistically significant difference at the level of 0. 05 in terms of this variable (Sig. : . 869 – Table 7). International Journal of Instruction, July 2011 ? Vol. 4, No. 2 Al-Mekhlafi Nagaratnam 7 Fig. 5. Teachers’ Perceptions of Difficulties with EFL Grammar according to Experience The foregoing discussion is based on the overall mean score obtained for the difficulties in general and for each of the four teacher variables considered in the present study. With regard to the fourth research question, a detailed analysis of the results provides interesting and valuable insigh ts into teachers’ perceptions of different types of difficulties for students and teachers themselves and their concerns about classroom application of grammar teaching principles. The results are discussed with respect to difficulties categorized in terms of the themes listed in Table 8 below: Table 8. Statements in the Questionnaire Categorised according to Themes Theme Explicit grammar teaching The transfer of declarative knowledge into procedural knowledge The use of grammatical terminology Error correction Problem-solving activities The use of authentic texts for grammar instruction The use of spoken and written communicative activities Statement(s) 3, 4, 5, 13 1, 17, 18 14, 19 15, 16 2, 20 6, 7, 8, 9, 10, 11, 12 17, 18 Explicit grammar teaching The dichotomies of unconscious/conscious learning and inductive/deductive teaching methods are both sometimes equated with the dichotomy between implicit and explicit instruction. Attitudes to inductive and deductive methods were investigated through statements concerning explicit presentation of grammar by teachers, students finding form-function matches for themselves, and the constraints in using either of the two methods. International Journal of Instruction, July 2011 ? Vol. 4, No. 2 78 Difficulties in Teaching and Learning Grammar†¦ Statement 3 (My students expect teachers to present grammar explicitly) and Statement 13 (A lack of explicit grammar teaching leaves my students feeling insecure) produced a mean score of 3. 61 and 3. 38 respectively (Table 2 ANNEXURE – II), supporting the view that students, in teachers’ perception, prefer explicit grammar teaching. This is not surprising, as students are known to expect traditional, explicit grammar instruction (e. g. , Borg, 1999a, b). The responses in the present study indicate that this expectation of students still remains, especially at the school level. Responses to Statement 5 (My students prefer to find matches between meaning and structure for themselves), however, produced a mean score of 3. 59 (Table 2 – ANNEXURE – II), which is very close to the mean score for students’ expectation about explicit teaching of grammar. This perception of students’ preference for an inductive method of learning grammar on the part of the same responding teachers is surprising. With regard to the same statement, the difference in mean between males and females seems to be higher than for the other statements (Table 4 – ANNEXURE – II). A follow-up interview with teachers might have provided more specific information and thrown light on their understanding of explicit and implicit methods of teaching grammar. With regard to Statement 4 (My students prefer to learn grammar from onesentence examples), which links to explicit grammar teaching, responding teachers produced the lowest mean score (2. 97) of all statements in the questionnaire (Table 2 – ANNEXURE – II). In terms of experience, however, there seems to be some significant difference at the level of 0. 5 in favour of teachers with more than 10 years of experience (Table 7 – ANNEXURE – II). Declarative vs procedural knowledge Statement 1 (My students find it difficult to transfer their grammatical knowledge into communicative language use), designed to identify teachers’ beliefs about the possible transfer of declarative knowledge (i. e. , knowledge about grammar) into procedural knowledge (i. e. , ability to use that knowled ge in actual communication), produced a mean score of 3. 81 (Table 2 ANNEXURE – II). This indicates that responding teachers recognise this process of transfer of one kind of knowledge into another as a problem for a large number of their students. This gap between students’ grammatical knowledge and communicative ability is not surprising to teachers, who often find that most of their students can recall grammatical rules accurately and perform very well on discrete-point grammar International Journal of Instruction, July 2011 ? Vol. 4, No. 2 Al-Mekhlafi Nagaratnam 79 exercises, but fail to achieve such grammatical accuracy in actual communication. This fact is corroborated by the responses to Statements 17 and 18 (My students find it difficult to improve the accuracy of their grammatical knowledge within a totally communicative writing/speaking activity), which produced a mean score of 4. 10 and 3. 73 respectively (Table 2 – ANNEXURE – II). In terms of teacher qualifications, teachers with a diploma agree strongly (mean of 4. 33) that their students find it difficult to transfer their grammatical knowledge into communicative language use. The mean for this statement for teachers with higher qualifications is lower (Table 6 – ANNEXURE – II). The use of grammatical terminology The use of grammatical terminology in the EFL classroom is seen as a necessary part of the explicit method of teaching grammar. When students and teachers talk about grammar (i. e. , in meta-linguistic discussion), which is one of the characteristics of explicit language teaching (Stern 1992: 327), they need to use grammatical terms. Two statements (14 19) sought to explore teachers’ perceptions of how their students feel about the use of grammatical terminology. Statement 14 (My students find grammatical terminology useful) and Statement 19 (My students find it difficult to use grammatical terminology) produced a mean score of 3. 82 and 4. 07 respectively (Table 2 – ANNEXURE – II). This indicates that, in the responding teachers’ perception, their students see grammatical terminology as useful, but find difficulty in using the terms to be of a greater magnitude. Interestingly, the usefulness of grammatical terminology seems to be linked to the students’ preference for explicit grammar instruction. The difference in mean between teachers of Grades 1-4 and 11-12 on the one hand (mean of ? ) and those of Grades 5-10 (mean of 3. 4), however, seems to be higher with regard to their perceptions of the usefulness of grammatical terminology to their students. That is, teachers of the lowest and highest levels think that their students find grammatical terminology more useful than those of the middle grades. There is a sig nificant difference at the level of 0. 05 in terms of the level taught with regard to the usefulness of grammatical terminology (statement 14) (Table 5 – ANNEXURE – II). In terms of teacher qualifications, teachers with a diploma agree very strongly (mean of 4. 0) that their students find it difficult to use grammatical terminology and the majority of teachers surveyed, who have a bachelor’s International Journal of Instruction, July 2011 ? Vol. 4, No. 2 80 Difficulties in Teaching and Learning Grammar†¦ degree, also seem to show a high level of agreement with regard to the same statement (mean of 4. 04). The mean for this statement for teachers with higher qualifications is lower (Table 6 – ANNEXURE – II). Error Correction Teachers generally tend to believe that errors of form committed by EFL learners should be corrected even when communicative goals are intended. This need for correction of form even within a communicative context, either spoken or written, may arise from a concern for grammatical accuracy in students’ communicative output or for avoiding fossilization of errors in their interlanguage. Statements 15 and 16 aim to capture teachers’ perceptions in this regard. Statement 15 (Teachers find it difficult to correct student errors of grammar within a written communicative context) and Statement 16 (Teachers find it difficult to correct student errors of grammar within a spoken communicative context) produced a mean score of 3. 26 and 3. 7 respectively (Table 2 ANNEXURE – II). It may be inferred from the results that the responding teachers experience more difficulty in correcting their learners’ spoken communication than written. Problem-solving techniques Problem-solving techniques in relation to grammar teaching are inductive techniques that require learners to find form-function matches by themselves. (e. g. , Hall and Shepheard, 1991). Responses of teachers surveyed in the present study produced a mean score of 3. 58 for Statement 2 (My students are motivated by problem-solving techniques for learning grammar), showing a link to responses to Statement 5 bout students’ preference for finding matches between meaning and structure for themselves. Surprisingly, however, the same responding teachers produced a mean score of 3. 60 for Statement 20 (My students are frustrated by problem-solving techniques for learning grammar) (Table 2 – ANNEXURE – II). A possible interpretation could be that teachers, while recognising the motivational potential of problem-solving techniques, also observe their students’ frustrating experience with such techniques, possibly because they are too ‘challenging’ for the learners to cope with. Another interpretation could be that teachers’ responses to Statement 2 are based on their theoretical assumption about what these techniques could do to the learners, while those to Statement 20 could be based on teachers’ assessment of the ground reality. International Journal of Instruction, July 2011 ? Vol. 4, No. 2 Al-Mekhlafi Nagaratnam 81 With regard to the statement about students being motivated by problemsolving techniques for learning grammar (Statement 2), there is also a significant difference at the level of 0. 5 between males and females in their perceptions (Table 4 – ANNEXURE – II). The use of authentic texts for grammar instruction Authentic texts are texts that are not produced artificially for the purpose of language teaching, but are used for genuine purposes in the real world, like newspaper articles and recipes. By implication, these texts are contextualised and communicatively complete in themselves. They focus is on conveying real meaning rather than on form. Decontextualised examples of language, on the other hand, are one-sentence examples usually found in EFL textbooks and grammar practice books. They illustrate grammatical forms and structures in context-free sentences and are generally associated with the explicit method of teaching grammar. The use of texts illustrating authentic communication for presenting grammar is generally seen as posing problems to teachers and students alike. Students’ problems with their use arise from difficulties of variety of structures Statement 7), culture (Statement 8), vocabulary (Statement 9), and implicit form-function matches (Statement 10), besides an overall difficulty in handling grammar presented within authentic texts (Statement 6). Teachers’ difficulties with authentic texts include those arising from the amount of time needed for using them (Statement 11) and producing suitable tasks from such texts (Statement 12). According to the responding teachers’ perceptions, stud ents experience greater difficulties from vocabulary (Mean=3. 52), variety of structures (Mean=3. 49) and finding form-function matches (Mean=3. 3) than from handling from presented within authentic texts (Mean=3. 33) and culture (Mean=3. 26). Statements 11 and 12 relating to teachers’ difficulties in using authentic texts produced a mean score of 3. 03 and 3. 09 respectively (Table 2 – ANNEXURE – II), which indicates a lower perception of teachers of their own difficulties than those of students. The use of spoken and written communicative activities Statements 17 and 18 refer to the possible difficulties students might have in improving the accuracy of their grammatical language within totally communicative activities. Responding teachers produced a mean score of 4. 10 and 3. 73 for the two statements respectively. In fact, the highest mean score of International Journal of Instruction, July 2011 ? Vol. 4, No. 2 82 Difficulties in Teaching and Learning Grammar†¦ all scores for the survey questionnaire (4. 10) was obtained for Statement 17 (My students find it difficult to improve the accuracy of their grammatical knowledge within a totally communicative writing activity) (Table 2 ANNEXURE – II). The results indicate that, in teachers’ perceptions, totally communicative activities, whether written or spoken, pose great difficulties to students for learning grammar and improving grammatical accuracy, writing activities proving more challenging than spoken ones. It might be inferred that the teachers surveyed might have a serious concern about the lack of sufficient focus on form in purely communicative activities or tasks for developing students’ grammatical knowledge. Practising language as communication in real-life tasks might not give sufficient opportunities for students to improve their grammatical knowledge. In terms of teacher qualifications, teachers with a diploma agree very strongly (mean of 4. 67) that their students find it difficult to improve the accuracy of their grammatical language within a totally communicative writing activity and the majority of teachers surveyed, who have a bachelor’s degree, also seem to show a high level of agreement with regard to the same statement (mean of 4. 01). The mean for this statement for teachers with higher qualifications is lower (Table 6 – ANNEXURE – II). CONCLUSION Generally speaking, in teachers’ perceptions, both teachers and students invariably face serious difficulties with regard to EFL grammar instruction, students facing them to a greater extent than teachers. It is obvious that EFL teachers consider these difficulties quite serious, which suggests that serious attention needs to be paid to them. There may be generally recommended ways of teaching EFL grammar (for example, the implicit method), but it would not be proper to adopt them universally without looking at the possible difficulties that might go with those methods suggested. While a less favoured method might pose fewer problems and hence be more effective, a more favoured method might be less effective owing to greater difficulties or problems in implementing it. The difficulties may also be influenced by the context in which a particular method is used. It is, therefore, necessary to make a detailed study of such difficulties faced by teachers and students in specific contexts, take appropriate steps to overcome them, and adapt the method to suit the actual teaching and learning International Journal of Instruction, July 2011 ? Vol. 4, No. 2 Al-Mekhlafi Nagaratnam 83 environment. This is not to suggest ‘diluting’ a sound approach or method, but only to plan mediating or supplementary tasks to help learners tide over the difficulties. IMPLICATIONS The findings of the present study point to the following implications: 1. EFL Curriculum and material developers should show an understanding of learners’ and teachers’ difficulties, and provide sufficient guidance and help in the curriculum document and the teachers’ book showing how the potential difficulties could be addressed in planning their classroom activities. Teachers may be given examples of mediating tasks, which would mitigate the difficulties. 2. As Morelli (2003: 33-34) has pointed out, students need to be taught grammar through various methodologies and approaches to cater to their individual styles of learning, and educators should consider students’ attitudes and perceptions when making decisions about how to teach grammar. 3. EFL teachers would do well to understand and address their learners’ concerns in planning their lessons and classroom activities, and use supplementary materials, if necessary, to help learners cope with the difficulties. 4. Both in-service and pre-service training programmes should be planned in such a way that student-teachers and practising teachers articulate the potential and actual difficulties and discuss ways of overcoming or at least coping with them. The database relating to teaching English as a foreign language, including the difficulties of learners and teachers with regard to grammar instruction, should be enriched by more detailed research and analysis, which would enable generalizations across the gulf countries. International Journal of Instruction, July 2011 ? Vol. 4, No. 2 84 Difficulties in Teaching and Learning Grammar†¦ REFERENCES Baron, D. (1982). Grammar and good taste: Reforming the American language. New Haven, NJ: Yale University Press. Borg, S. (1999a). The use of grammatical terminology in the second language classroom: a qualitative study of teachers’ practices and cognitions. Applied Linguistics, 20 (1): 95-126. (cited in Burgess and Etherington, 2002) Borg, S. (1999b). Teachers’ theories in grammar teaching. ELT Journal, 53 (3): 157-167. (cited in Burgess and Etherington, 2002). Brindley, G. (1984). Needs Analysis and Objective Setting in the Adult Migrant Education Program. NSW Adult Migrant Education Service, Sydney. Burgess, J. and Etherington, S. (2002). Focus on grammatical form: explicit or implicit? System, 30: 433-458. Cohen, L. and Manion, L. C. (1994). Research Methods in Education. London: Routledge. Elkilic, G. and Akca, C. (2008). Attitudes of the Students Studying at Kafkas University Private Primary EFL Classroom towards Storytelling and Motivation. Journal of Language and Linguistic Studies, 4(1): 1-22. European Commission (2006). The Main Pedagogical Principles Underlying the Teaching of Languages to Very Young Learners. Final Report of the EAC 89/04, Lot 1 Study: Edelenbos, P. , Johnstone, R. and Kubanek, A. Hall, N. nd Shepheard, J. (1991). The Anti-Grammar Grammar Book. London: Longman. Kumaravadivelu, B. (1991). Language learning tasks: teacher intention and learner interpretation. ELT Journal, 45 (2): 98-107. Larsen-Freeman, D. (2002). The Grammar of Choice. In E. Hinkel and S. Fotos (Eds. ). New Perspectives on Grammar Teaching in Second Language Classrooms. Mahwah, New Jerse y: Lawrence Erlbaum Associates. Leki, I. (1995). Good writing: I know it when I see it. In In D. Belcher and G. Braine (eds. ) Academic Writing in a Second Language. Norwood, NJ: Ablex Publishing. International Journal of Instruction, July 2011 ? Vol. , No. 2 Al-Mekhlafi Nagaratnam 85 Morelli, J. A. (2003). Ninth Graders’ Attitudes toward Different Approaches to Grammar Instruction. Unpublished Dissertation. The Graduate School of Education, Fordham University, New York. Schultz, R. (1996). Focus on form in the foreign language classroom: students’ and teachers’ views on error correction and the role of grammar. Foreign Language Annals, 29(3): 343-364. Schultz, R. (2001). Cultural differences in student and teacher perceptions concerning the role of grammar instruction and corrective feedback. USAColombia. The Modern Language Journal, 85(ii): 244-258. Spratt, M. 1999). How good are we at knowing what learners like? System, 27:141-155. Stern, H. H. (1992). Issue s and Options in English Language Teaching. Oxford: Oxford University Press. Widdowson, H. G. (1990). Grammar and nonsense and learning. In H. G. Widdowson, Aspects of language teaching, pp. 79-98. Oxford: Oxford University Press. International Journal of Instruction, July 2011 ? Vol. 4, No. 2 86 Difficulties in Teaching and Learning Grammar†¦ ANNEXURE – I RESEARCH INSTRUMENT – QUESTIONNAIRE STUDENT AND TEACHER DIFFICULTIES WITH GRAMMAR These are questions about how students and teachers deal with grammar in the classroom. Please indicate how far you agree or disagree with these statements. If you agree strongly, mark a 5 on the scale; if you strongly disagree, mark a 1 on the scale. No. Statement SA 1 My students find it difficult to transfer their grammatical knowledge into communicative language use. 2 My students are motivated by problem-solving techniques for learning grammar. 3 My students expect teachers to present grammar points explicitly. 4 My students prefer to learn grammar from one-sentence examples. 5 My students prefer to find matches between meaning and structure for themselves. My students find it difficult to handle grammar presented within authentic texts. 7 My students find authentic texts difficult because of the wide variety of structures which appear. 8 My students find authentic texts difficult because they are too culture bound. 9 My students find authentic texts difficult because of the vocabulary used. 10 My students cannot find form-function matches in authentic texts withou t explicit direction from teachers. 11 Teachers find the use of authentic material too time-consuming. 12 Teachers find it difficult to produce tasks of a suitable level from authentic texts. 3 A lack of explicit grammar teaching leaves my students feeling insecure. 14 My students find grammatical terminology useful. 15 Teachers find it difficult to correct student errors of grammar within a written communicative context. 16 Teachers find it difficult to correct student errors of grammar within a spoken communicative context. 17 My students find it difficult to improve the accuracy of their grammatical language within a totally communicative writing activity. 18 My students find it difficult to improve the accuracy of their grammatical language within a totally communicative speaking activity. 9 My students find it difficult to use grammatical terminology. 20 My students are frustrated by problem-solving techniques for learning grammar. A N D SD International Journal of Instruction, July 2011 ? Vol. 4, No. 2 Al-Mekhlafi Nagaratnam 87 ANNEXURE – II Table 2. Teachers’ Perceptions of Difficulties with EFL Grammar (N = 90) Statement 1. My students find it difficult to transfer their grammatical knowledge into communicative language use. 2. My students are motivated by problem-solving techniques for learning grammar. 3. My students expect teachers to present grammar points explicitly. 4. My students prefer to learn grammar from one-sentence examples. 5. My students prefer to find matches between meaning and structure for themselves. 6. My students find it difficult to handle grammar presented within authentic texts. 7. My students find authentic texts difficult because of the wide variety of structures which appear. 8. My students find authentic texts difficult because they are too culture bound. 9. My students find authentic texts difficult because of the vocabulary used. 10. My students cannot find form-function matches in authentic texts without explicit direction from teachers. 11. Teachers find the use of authentic material too time-consuming. 12. Teachers find it difficult to produce tasks of a suitable level from authentic texts. 13. A lack of explicit grammar teaching leaves my students feeling insecure. 14. My students find grammatical terminology useful. 15. Teachers find it difficult to correct student errors of grammar within a written communicative context. 16. Teachers find it difficult to correct student errors of grammar within a spoken communicative context. 17. My students find it difficult to improve the accuracy of their grammatical language within a totally communicative writing activity. 8. My students find it difficult to improve the accuracy of their grammatical language within a totally communicative speaking activity. 19. My students find it difficult to use grammatical terminology. 20. My students are frustrated by problem-solving techniques for learning grammar. Overall Mean 3. 8111 3. 5778 3. 6111 2. 9667 3. 5889 3. 3333 3. 4889 3. 2556 3. 5222 3. 4333 3. 0333 3. 0889 3. 3778 3. 8222 3. 2556 3. 5730 4. 1000 3. 7333 4. 0667 3. 6000 3. 5090 SD . 93490 . 97125 1. 04607 1. 49494 . 94684 1. 03858 1. 01941 1. 03382 1. 07293 1. 02825 1. 05415 1. 16739 . 97816 1. 5937 1. 25027 . 83785 . 90006 . 99210 . 87152 1. 08927 7. 71887 Table 4. Teachers’ Perceptions of Difficulties with EFL Grammar according to their Gender (Males: N=39; Females: N=51) Statement 1 2 3 4 5 6 7 8 9 10 11 12 Gender Male Female Male Female Male Female Male Female Male Female Male Female Male Female Male Female Male Female Male Female Male Female Male Female Mean 3. 8718 3. 7647 3. 2308 3. 8431 3. 7436 3. 5098 3. 1282 2. 8431 3. 7949 3. 4314 3. 2821 3. 3725 3. 5128 3. 4706 3. 2051 3. 2941 3. 5128 3. 5294 3. 3846 3. 4706 3. 0769 3. 0000 3. 1282 3. 0588 SD . 86388 . 99173 1. 6281 . 80926 . 96567 1. 10223 1. 47219 1. 51489 . 95089 . 92206 1. 02466 1. 05756 . 79046 1. 17223 1. 10452 . 98578 . 99662 1. 13759 1. 09100 . 98697 1. 10940 1. 01980 1. 19603 1. 15606 F 1. 357 4. 942 1. 447 . 032 . 068 . 095 9. 319 . 295 1. 240 . 600 . 062 . 107 t . 536 3. 105 1. 051 . 895 1. 828 . 408 . 194 . 403 . 072 . 391 . 341 . 278 Sig. (2-tailed) . 593 . 003 . 296 . 373 . 071 . 684 . 847 . 688 . 943 . 697 . 734 . 782 International Journal of Instruction, July 2011 ? Vol. 4, No. 2 88 Difficulties in Teaching and Learning Grammar†¦ Statement 13 14 15 16 17 18 19 20 Overall Gender Male Female Male Female Male Female Male Female Male Female Male Female Male Female Male Female Male Female Mean 3. 3333 3. 4118 3. 9231 3. 7451 3. 3590 3. 1765 3. 5385 3. 6000 4. 0769 4. 1176 3. 7179 3. 7451 3. 8974 4. 1961 3. 4359 3. 7255 3. 5077 3. 5100 SD . 98230 . 98339 1. 28523 1. 24649 1. 34726 1. 17823 . 82226 . 85714 . 98367 . 84017 .88700 1. 07412 . 94018 . 80049 1. 16517 1. 02134 6. 67887 8. 50930 F . 018 . 105 1. 363 . 174 . 023 1. 454 . 201 2. 494 1. 604 t . 375 . 662 . 684 . 342 . 212 . 128 1. 626 1. 254 . 028 Sig. (2-tailed) . 708 . 510 . 496 . 733 . 833 . 898 . 108 . 213 . 978 Table 5. Teachers’ Perceptions of Difficulties with EFL Grammar according to the Level taught Statement 1 Level 1-4 5-10 11-12 Total 1-4 5-10 11-12 Total 1-4 5-10 11-12 Total 1-4 5-10 11-12 Total 1-4 5-10 11-12 Total 1-4 5-10 11-12 Total 1-4 5-10 11-12 Total 1-4 5-10 11-12 Total 1-4 5-10 11-12 Total 1-4 N 17 31 42 90 17 31 42 90 17 31 42 90 17 31 42 90 17 31 42 90 17 31 42 90 17 31 42 90 17 31 42 90 17 31 42 90 17 Mean 3. 8824 3. 5484 3. 9762 3. 8111 3. 5882 3. 2903 3. 7857 3. 5778 3. 7059 3. 5161 3. 6429 3. 6111 2. 7647 3. 4516 2. 6905 2. 9667 3. 7059 3. 6774 3. 4762 3. 5889 3. 1765 3. 3871 3. 3571 3. 3333 3. 6471 3. 4839 3. 4286 3. 889 3. 6471 3. 2903 3. 0714 3. 2556 3. 7059 3. 5484 3. 4286 3. 5222 3. 7647 SD 1. 05370 1. 09053 . 71527 . 93490 1. 00367 . 97275 . 92488 . 97125 1. 04670 . 99569 1. 10036 1. 04607 1. 52190 1. 43385 1. 47314 1. 49494 . 77174 . 79108 1. 10956 . 94684 1. 01460 1. 02233 1. 07797 1. 03858 1. 16946 1. 06053 . 94075 1. 01941 . 99632 . 93785 1. 09082 1. 03382 1. 26317 1. 09053 . 99125 1. 07293 1. 20049 F 1. 970 Sig. .146 2 2. 394 .097 3 .213 .809 4 2. 593 .081 5 .557 .575 6 .242 .785 7 .274 .761 8 1. 943 .149 9 .413 1. 116 .663 . 332 10 International Journal of Instruction, July 2011 ? Vol. 4, No. 2 Al-Mekhlafi Nagaratnam 9 Statement 11 12 13 14 15 16 17 18 19 20 Overall Level 5-10 11-12 Total 1-4 5-10 11-12 Total 1-4 5-10 11-12 Total 1-4 5-10 11-12 Total 1-4 5-10 11-12 Total 1-4 5-10 11-12 Total 1-4 5-10 11-12 Total 1-4 5-10 11-12 Total 1-4 5-10 11-12 Total 1-4 5-10 11-12 Total 1-4 5-10 11-12 Total 1-4 5-10 11-12 Total N 31 42 90 17 31 42 90 17 31 42 90 17 31 42 90 17 31 42 90 17 31 42 90 17 31 41 89 17 31 42 90 17 31 42 90 17 31 42 90 17 31 42 90 17 31 42 90 Mean 3. 3871 3. 3333 3. 4333 2. 8824 3. 0968 3. 0476 3. 0333 3. 1176 3. 1290 3. 0476 3. 0889 3. 5294 3. 0645 3. 5476 3. 3778 4. 0000 3. 3871 4. 0714 3. 8222 3. 0588 3. 5161 3. 429 3. 2556 3. 6471 3. 7419 3. 4146 3. 5730 4. 2941 4. 0323 4. 0714 4. 1000 3. 6471 3. 6774 3. 8095 3. 7333 4. 3529 3. 9355 4. 0476 4. 0667 3. 5294 3. 5806 3. 6429 3. 6000 3. 5824 3. 4871 3. 4951 3. 5090 SD . 91933 1. 02806 1. 02825 1. 05370 1. 10619 1. 03482 1. 05415 1. 21873 1. 14723 1. 18841 1. 16739 1. 17886 . 99785 . 83235 . 97816 1. 22474 1. 22956 1. 23748 1. 25937 1. 39062 1. 17958 1. 24100 1. 25027 . 93148 . 68155 . 89375 . 83785 . 77174 . 87498 . 97262 . 90006 1. 27187 . 90874 . 94322 . 99210 . 70189 . 81386 . 96151 . 87152 1. 12459 1. 14816 1. 05510 1. 08927 7. 94466 8. 51652 7. 09156 7. 71887 F Sig. .230 .795 049 .953 2. 509 .087 2. 968 .057 1. 056 .352 1. 443 .242 .499 .609 .233 .792 1. 287 .281 .072 .931 .378 .686 Table 6. Teachers’ Perceptions of Difficulties with EFL Grammar according to their Qualifications Statement 1 Qualification MA BA Diploma Total MA BA Diploma Total N 8 76 6 90 8 76 6 90 Mean 3. 5000 3. 8026 4. 3333 3. 8111 3. 6250 3. 5395 4. 0000 3. 5778 SD 1. 30931 . 89472 . 81650 . 93490 . 91613 . 99921 . 63246 . 97125 F 1. 394 Sig. .253 2 .630 .535 Interna tional Journal of Instruction, July 2011 ? Vol. 4, No. 2 90 Difficulties in Teaching and Learning Grammar†¦ Statement 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 Qualification MA BA Diploma Total MA BA Diploma Total MA BA Diploma Total MA BA Diploma Total MA BA Diploma Total MA BA Diploma Total MA BA Diploma Total MA BA Diploma Total MA BA Diploma Total MA BA Diploma Total MA BA Diploma Total MA BA Diploma Total MA BA Diploma Total MA BA Diploma Total MA BA Diploma N 8 76 6 90 8 76 6 90 8 76 6 90 8 76 6 90 8 76 6 90 8 76 6 90 8 76 6 90 8 76 6 90 8 76 6 90 8 76 6 90 8 76 6 90 8 76 6 90 8 76 6 90 8 75 6 89 8 76 6 Mean 3. 5000 3. 5921 4. 0000 3. 6111 3. 3750 2. 9605 2. 5000 2. 9667 3. 7500 3. 5526 3. 8333 3. 5889 2. 6250 3. 4079 3. 3333 3. 3333 3. 2500 3. 4605 4. 1667 3. 4889 3. 5000 3. 2237 3. 333 3. 2556 3. 1250 3. 5000 4. 3333 3. 5222 3. 3750 3. 4079 3. 8333 3. 4333 2. 7500 3. 0526 3. 1667 3. 0333 3. 5000 3. 0132 3. 5000 3. 0889 3. 2500 3. 4079 3. 1667 3. 3778 3. 1250 3. 8947 3. 8333 3. 8222 3. 3750 3. 2237 3. 5000 3. 2556 3. 5000 3. 5200 4. 3333 3. 5730 4. 5000 4. 0132 4. 6667 SD 1. 06904 1. 03509 1. 26491 1. 04607 1. 40789 1. 50058 1. 64317 1. 49494 1. 38873 . 91498 . 75277 . 94684 1. 30247 . 96854 1. 36626 1. 03858 1. 16496 1. 01247 . 75277 1. 01941 1. 06904 1. 02760 1. 21106 1. 03382 1. 24642 1. 05198 . 81650 1. 07293 1. 18773 1. 03509 . 75277 1. 02825 1. 58114 1. 00525 . 98319 1. 05415 1. 30931 1. 13717 1. 37840 1. 6739 1. 58114 . 86684 1. 47196 . 97816 1. 80772 1. 16137 1. 60208 1. 25937 1. 68502 1. 18433 1. 64317 1. 25027 1. 19523 . 77738 . 81650 . 83785 . 75593 . 91642 . 51640 F . 467 Sig. .629 .586 .559 .366 .694 2. 108 .128 1. 596 .209 .272 .762 2. 348 .102 .484 .618 .345 .710 1. 029 .362 .240 .787 1. 363 .261 .173 .842 2. 757 2. 407 .069 . 096 International Journal of Instruction, July 2011 ? Vol. 4, No. 2 Al-Mekhlafi Nagaratnam 91 Statement 18 19 20 Overall Qualification Total MA BA Diploma Total MA BA Diploma Total MA BA Diploma Total MA BA Diploma Total N 90 8 76 6 90 8 76 6 90 8 76 6 90 8 76 6 90 Mean 4. 1000 3. 6250 3. 7632 3. 5000 3. 333 4. 0000 4. 0395 4. 5000 4. 0667 3. 8750 3. 5658 3. 6667 3. 6000 3 . 4563 3. 4933 3. 7750 3. 5090 SD . 90006 1. 40789 . 92186 1. 37840 . 99210 . 75593 . 90097 . 54772 . 87152 1. 35620 1. 08733 . 81650 1. 08927 10. 98619 7. 29186 7. 44983 7. 71887 F Sig. .244 .784 .798 .453 .299 .742 1. 582 .211 Table 7. Teachers’ Perceptions of Difficulties with EFL Grammar according to their Experience Statement 1 Exp. (yrs) ? 5 ; 5 ? 10 ; 10 Total ? 5 ; 5 ? 10 ; 10 Total ? 5 ; 5 ? 10 ; 10 Total ? 5 ; 5 ? 10 ; 10 Total ? 5 ; 5 ? 10 ; 10 Total ? 5 ; 5 ? 10 ; 10 Total ? 5 ; 5 ? 10 ; 10 Total ? 5 ; 5 ? 0 ; 10 Total ? 5 ; 5 ? 10 ; 10 Total ? 5 ; 5 ? 10 N 27 41 22 90 27 41 22 90 27 41 22 90 27 41 22 90 27 41 22 90 27 41 22 90 27 41 22 90 27 41 22 90 27 41 22 90 27 41 Mean 3. 5556 3. 9250 3. 9130 3. 8111 3. 4444 3. 5500 3. 7826 3. 5778 3. 4444 3. 8000 3. 4783 3. 6111 3. 2222 3. 1500 2. 3478 2. 9667 3. 7407 3. 5000 3. 5652 3. 5889 3. 2963 3. 4000 3. 2609 3. 3333 3. 4074 3. 5250 3. 5217 3. 4889 3. 1481 3. 2000 3. 4783 3. 2556 3. 8519 3. 3000 3. 5217 3. 5222 3. 3333 3. 4500 SD 1. 12090 . 91672 . 66831 . 93490 . 84732 . 95943 1. 12640 . 97125 . 97402 1. 01779 1. 16266 1. 04607 1. 52753 1. 45972 1. 40158 1. 49494 . 81300 1. 13228 . 2777 . 94684 1. 17063 . 98189 1. 00983 1. 03858 1. 24836 . 93336 . 89796 1. 01941 . 81824 1. 11401 1. 12288 1. 03382 1. 06351 1. 11401 . 94722 1. 07293 1. 03775 1. 06096 F 1. 457 Sig. .239 2 .778 .462 3 1. 185 .311 4 2. 772 .068 5 .525 .593 6 .153 .859 7 .121 .886 8 .733 .484 9 2. 189 . 214 .118 . 808 10 International Journal of Instruction, July 2011 ? Vol. 4, No. 2 92 Difficulties in Teaching and Learning Grammar†¦ Statement 11 12 13 14 15 16 17 18 19 20 Overall Exp. (yrs) ; 10 Total ? 5 ; 5 ? 10 ; 10 Total ? 5 ; 5 ? 10 ; 10 Total ? 5 ; 5 ? 10 ; 10 Total ? 5 ; 5 ? 10 ; 10 Total ? 5 ; 5 ? 10 ; 10 Total ? ; 5 ? 10 ; 10 Total ? 5 ; 5 ? 10 ; 10 Total ? 5 ; 5 ? 10 ; 10 Total ? 5 ; 5 ? 10 ; 10 Total ? 5 ; 5 ? 10 ; 10 Total ? 5 ; 5 ? 10 ; 10 Total N 22 90 27 41 22 90 27 41 22 90 27 41 22 90 27 41 22 90 27 41 22 90 27 41 22 89 27 41 22 90 27 41 22 90 27 41 22 90 27 41 22 90 27 41 22 90 Mean 3. 5217 3. 4333 2. 8889 3. 0750 3. 1304 3. 0333 3. 3333 3. 0750 2. 8261 3. 0889 3. 3704 3. 2750 3. 5652 3. 3778 3. 4815 3. 8500 4. 1739 3. 8222 3. 1481 3. 2500 3. 3913 3. 2556 3. 6667 3. 5000 3. 5909 3. 5730 4. 0741 4. 1000 4. 1304 4. 1000 3. 6667 3. 8250 3. 6522 3. 7333 4. 0370 4. 0500 4. 1304 4. 0667 3. 4074 3. 000 3. 6522 3. 6000 3. 4759 3. 5250 3. 5201 3. 5090 SD . 99405 1. 02825 1. 25064 . 99711 . 91970 1. 05415 1. 14354 1. 11832 1. 26678 1. 16739 . 92604 1. 01242 . 99206 . 97816 1. 36918 1. 23101 1. 11405 1. 25937 1. 43322 1. 14914 1. 23359 1. 25027 . 87706 . 87706 . 73414 . 83785 1. 03500 . 74421 1. 01374 .90006 1. 03775 . 84391 1. 19121 . 99210 . 70610 . 90441 1. 01374 . 87152 1. 18514 1. 06699 1. 02730 1. 08927 9. 44364 7. 20399 6. 48558 7. 71887 F Sig. .377 .687 1. 182 .311 .639 .530 1. 935 .151 .232 .794 .321 .727 .024 .976 .304 .739 .083 .921 .612 .545 .140 .869 International Journal of Instruction , July 2011 ? Vol. 4, No. 2 How to cite Difficulties in Learning English Grammar, Essay examples