What Is Childhood Onset Schizophrenia Psychology Essay

What Is Childhood Onset Schizophrenia Psychology Essay The number of people with schizophrenia in Canada in 2004 was estimated at 234,305or 1% of the population. The probability of individuals developing schizophrenia is higher for those that have the illness existing in their family history. Men and women are affected equally, but among the individuals who have schizophrenia, the male population is more likely to experience the illness at an earlier age than the female population. On average, males tend to experience symptoms of schizophrenia at the age of 18, compared to females who experience the illness at the average age of 25. Furthermore schizophrenia in Canada in 2006-2007 was one in 100 Canadians suffers from schizophrenia and another one in 100 suffers from bipolar disorder, or manic depression; 8% of adults will experience major depression at some point in their lives, while 12% of the population is affected by anxiety disorders. The onset of most mental illness occurs during childhood, adolescence and young adulthood. One out of every five Canadians will have a mental health problem at some point in his or her life. What is Childhood Onset Schizophrenia? Childhood schizophrenia is the onset of triggers before full flange schizophrenia is diagnosed this usually happens between the ages of 17 to 25. Having an initial onset before age 14 or after age 30 is unusual. Childhood schizophrenia is more common in males then females. Childhood-onset schizophrenia (COS), particularly when diagnosed prior to the age of 13, is considered to be especially rare and severe (Torrey, 2001). It has been estimated that COS occurs in 1 in 10,000children. Of all schizophrenic disorders, only 0.1 to 1% manifest prior to age 10, increasing to 4% by age 15 (Dulmus Smyth, 2000). As with other schizophrenic spectrum disorders, COS is much more rare and more severe than its adult-onset counterpart. Why the onset of schizophrenia occurs in this specific age group is unknown. Schizophrenia is a chronic mental illness that affects the brain. It is a psychotic disorder which involves delusions, hallucinations and a loss of contact with reality. This makes it very d ifferent for a person who suffers from schizophrenia to differentiate between what is real and what is not real. However, it is currently believed that most cases of COS are attributable to some form of brain disease with genetic roots. The genetic roots are especially prominent, as nearly 50% of children with COS have at least one first degree relative with schizophrenia or a schizophrenic spectrum disorder (Thaler, 2000). It was initially thought that the age at which psychotic aspects of COS developed was associated with the onset of puberty. In females, the development of secondary sex characteristics has been shown to be associated with the onset of psychosis, but the same is not true for males (Jacobson Rapoport, 1998). Childhood schizophrenia symptoms are different than those associated with adult schizophrenia. Schizophrenia in children doesnt start suddenly, adults schizophrenia happens in episodes and it occurs relatively suddenly. But this almost never happens with a childs case of onset schizophrenia. Likewise in adults when they lose interests in pleasurable things children exhibi t the same symptoms they begin to lose interest in their friends or activities and they may start to display strange behavior like running out of the house in the middle of the night undressed these signs and symptoms have been reported by parents who have children diagnosed with COS. Causes Although it is unclear whether schizophrenia has a single or multiple underlying causes, evidence suggests that it is a neurodevelopmental disease likely involving a genetic predisposition, a prenatal insult to the developing brain, and stressful life events. The role of genetics has long been established; the risk of schizophrenia rises from 1 percent with no family history of the illness, to 10 percent if a first degree relative has it, to 50 percent if an identical twin has it. Prenatal insults may include viral infections, such as maternal influenza in the second trimester, starvation, lack of oxygen at birth, and untreated blood type incompatibility. Studies find that children share with adults many of the same abnormal brain structural, physiological, and neuropsychological features associated with schizophrenia. The children seem to have more severe cases than adults, with more pronounced neurological abnormalities. This makes childhood-onset schizophrenia potentially one of t he clearest windows available for research into a still obscure illness process. How Does It Affect Them? Childhood schizophrenia has a philosophical effect on a childs ability to function effectively in all aspects of life- family relationships, school, social life etc. The onset of schizophrenia in early childhood years usually leads to disruption in a childs education. Child with schizophrenia often experience difficulty maintaining focus in class. Because of their environmental factors, they may feel as if they are being targeted by other students this is a state of delusion as well as figment of the imagination. A child who suffers from the onset of schizophrenia may need to have a teachers assistant who can provide them with the positive support while they are in school in order to function. Genetic predisposition: A genetic predisposition, a prenatal insult to the developing brain, and stressful life events. The role of genetics has long been established; the risk of schizophrenia rises from 1 percent with no family history of the illness, to 10 percent if a first degree relative has it, to 50 percent if an identical twin has it. Prenatal insults may include viral infections, such as maternal influenza in the second trimester, starvation, lack of oxygen at birth, and untreated blood type incompatibility. Studies find that children share with adults many of the same abnormal brain structural, physiological, and neuropsychological features associated with schizophrenia. The children seem to have more severe cases than adults, with more pronounced neurological abnormalities (NIMH, 2009). Experts now agree that schizophrenia develops as a result of interplay between biological predisposition (for example, inheriting certain genes) and the kind of environment a person is exposed to. These lines of research are converging: brain development disruption is now known to be the result of genetic predisposition and environmental stressors early in development (during pregnancy or early childhood), leading to subtle alterations in the brain that make a person susceptible to developing schizophrenia. Environmental factors later in life (during early childhood and adolescence) can either damage the brain further and thereby increase the risk of schizophrenia, or lessen the expression of genetic or neurodevelopmental defects and decrease the risk of schizophrenia. In fact experts now say that schizophrenia (and all other mental illness) is caused by a combination of biological, psychological and social factors, and this understanding of mental illness is called the bio-psycho-so cial model (Chiko, 1995). Children who dont receive medication treatment may not have a positive support system they may possibly have a much greater chance of experiencing hardship throughout life. Because medication would help stabilize a childs triggers from becoming worst as well as strengthen their cognitive functioning for a better outcome in life. The cognitive functioning is related to the types of symptoms experienced. Individuals with higher intelligence experience more positive symptoms, while those with lower intelligence experience more negative symptoms (Gonthier Lyon, 2004). Children who dont take medication for schizophrenia will have a difficult time creating optimistic coping strategies to help them with their adversities they may be encountering. Children who have received early medication interventions have a more likelihood of developing a stronger ability to deal with COS because of the early interventions they have receive (Gonthier Lyon, 2004). Treatment: Treatments that help young patients manage their illness have improved significantly in recent decades. As in adults, antipsychotic medications are especially helpful in reducing hallucinations and delusions. The newer generation atypical antipsychotics, such as olanzapine and clozapine, may also help improve motivation and emotional expressiveness in some patients. They also have a lower likelihood of producing disorders of movement, including tardive dyskinesia, than the other antipsychotic drugs such as haloperidol. However, even with these newer medications, there are side effects, including excess weight gain that can increase risk of other health problems. Children with schizophrenia and their families can also benefit from supportive counseling, psychotherapies, and social skills training aimed at helping them cope with the illness. They likely require special education and/or other accommodations to succeed in the classroom. The medication interventions that are available for COS are treatment based. Treatment for schizophrenia through medication is pharmacological therapy. Pharmacological treatment usually takes form of neuroleptic drugs and antipsychotics. Children who are taking this medications need greater care; not only because of the side effects but because there is a negative association between the dose administered and the patients level of social functioning. The most commonly used medications that are prescribed to children are: the antipsychotics risperidone Risperdal and olanzapine (Zyprexa (Nicholson, 2000). Antipsychotic drugs, like virtually all medications, have unwanted side effects along with their beneficial effects. During the early phases of antipsychotic drug treatment, patients may be troubled by side effects such as drowsiness, restlessness, muscle spasms, tremor, dry mouth, or blurring of vision. Most of these can be corrected by lowering the dosage or can be controlled by other medications. Different patients have different treatment responses and side effects to various antipsychotic drugs. A patient may do better with one drug than another (Nimh, 2007). The long-term side effects of antipsychotic drugs may pose a considerably more serious problem. Tardive dyskinesia (TD) is a disorder characterized by involuntary movements most often affecting the mouth, lips, and tongue, and sometimes the trunk or other parts of the body such as arms and legs. It occurs in about 15 to 20 percent of patients who have been receiving the older, typical antipsychotic drugs for many years, but TD can also develop in patients who have been treated with these drugs for shorter periods of time. In most cases, the symptoms of TD are mild, and the patient may be unaware of the movements (Nimh, 2007). Antipsychotic medications developed in recent years all appear to have a much lower risk of producing TD than the older, traditional antipsychotics. The risk is not zero, however, and they can produce side effects of their own such as weight gain. In addition, if given at too high of a dose, the newer medications may lead to problems such as social withdrawal and symptoms resembling Parkinsons disease, a disorder that affects movement. Nevertheless, the newer antipsychotics are a significant advance in treatment, and their optimal use in people with schizophrenia is a subject of much current research (Nimh, 2007). However an children who has received medication treatment based interventions will have the ability to better cope with tribulations. Counter Argument: There are parents who support COS without the use of medication intervention. These caregivers believe in a more holistic approach to dealing with COS. The holistic approach includes: the childs caregivers, school as well as doctor and community; they can implement strategies to help a childs successes without the use of medications. It takes a village to raise a child this means if the child has a great support system surrounding them it can be possible for them to do well without the use of medication. From an ecological perspective if the risks in a child/youth life overpower the positive factors the child/youth are at a greater destitution of environmental events and transitions over the course of life. Some would agree with this point because a youth can build up a natural resilience to cope with their dilemmas. This in fact can be stronger than youth who have been exposed to early interventions. Because they have learned to either fight or flight when it comes to difficulties they may face. Youth are able to demonstrate the fight or flight theory when it comes to adjusting to their context without any major downfalls, they can better become accustomed when adapting to lives trials and tribulations. Many families choose to support their child who has been diagnosed with COS with cognitive therapy. Cognitive therapy with COS patients involves education about schizophrenia, including treatment options, social skills training, relapse prevention, basic life skills training, and problem solving skills and strategies (AACAP, 2001). Social skills and basic life skills training can overlap, as children learn the age-appropriate skills necessary to function in their environment. This often includes communication skills such as eye contact, assertiveness and self-advocacy training, conversation skills, coping strategies, and basic self-care skills, such as grooming and hygiene, cooking, basic money management skills, and vocational training (Dulmus Smyth, 2000). Many of these skills should be taught within an educational setting and worked into a systematic classroom curriculum (Gonthier Lyon, 2004). This continues into early school age, when impairments in attention and behavior begin to manifest, affecting school performance. Because of these impairments, it is often the childs teacher who first notices early problems (Brown, 1999). The real onset of schizophrenia consists of four phases through which children continue to cycle corrosion increases with each cycle. Nevertheless more or less 10 year after initial cycle the acute phases tend to diminish. The first phase of COS is the prodromal phase, which involves some type of functional deterioration prior to the onset of psychotic symptoms. This can include social withdrawal, isolation, bizarre preoccupations, deteriorating self-care skills, and physical complaints, such as changes in sleeping patterns or appetite. These changes can occur swiftly or the childs abilities may steadily decrease over time (DeCesare, Pellegrino, Yuhasz, 2002). Amount of time during a one-month period: delusions, hallucinations, disorganized speech, grossly disorganized or catatonic behavior, or negative symptoms including flat affect, deficiency of speech, or lack of resolve (American Psychiatric Association [APA], 2000, p. 312). Duration of these symptoms may be shorter if they respond well to treatment. Only one of the aforementioned symptoms is necessary if delusions are bizarre or hallucinations include a voice keeping up a running commentary on the persons behavior or thoughts, or two or more voices conversing with each other (p. 312). In addition, the person must show a deterioration of social, occupational, and self-care functioning. With children this can include the failure to achieve expected levels of interpersonal, academic, or occupational achievement (p. 321). Symptoms must be present for at least 6 months. There is, on average, a 2-year delay between the onset of psychotic symptoms and a diagnosis of COS (DeCesare et al., 20 02). Several studies have been completed examining the suitability of the adult DSM-IV criteria for child and adolescent onset schizophrenia (Hollis, 2000; NIMH, 2001; Schaeffer Ross, 2002). These have found that there is a high degree of consistency between the two disorders in terms of symptoms, anatomical findings, physiological changes, and genetic presentation. One commonly recognized difference between the child- and adult-onset types is that, in children, psychosis develops gradually, without the sudden psychotic break seen in adults (Rapaport, 1997). Also, it should be noted that the poor functioning found in children with COS is more a result of failure to acquire skills rather than deterioration of skills, as is found in adult schizophrenics (Gonthier Lyon, 2004). Late-onset Schizophrenia Just like there is early onset schizophrenia that begins early in childhood, there is also late onset schizophrenia. Late schizophrenia is a range of clear as beginning after the age of 40 or 45. Its accurate occurrence is unclear, but not rare. It seems possible; clinically late-onset schizophrenia is similar to the earlier onset variety except for having a predominance of females affected. Having more schizoid and paranoid delusion and more visual, tactile, and olfactory smell hallucinations, and having fewer negative symptoms or thinking disorders (Torrey, 2001). Symptoms of late schizophrenia are similar to those in early-onset schizophrenia, especially paranoid type. To diagnose LOS, the patient should meet the DSM-III-R (2) criteria for schizophrenia (including duration of at least 6 months), with the additional requirement that the onset of symptoms (including the prodrome) be at or after age 45. The prototypical patient is a middle-aged or elderly person who functioned moderately well through early adulthood (despite some premorbid schizoid or paranoid personality traits) and who exhibits persecutory delusions and auditory hallucinations and shows some improvement in positive symptoms with low-dose neuroleptic therapy, yet has a chronic course (Harris, 2000). Effects of Medication on Cognition in Late-Onset Schizophrenia It can be argued that some of the neuropsychological deficits in schizophrenic patients may be due to the effects of medication. There is evidence that anticholinergic drugs can interfere with cognitive functioning, especially learning and attention (21, 62). Typically, learning impairment is associated with higher anticholinergic dosage or acute change in anticholinergic medication regimen. In terms of the reported effects of neuroleptic drugs on cognitive and psychomotor functions in patients and normal controls, there has been some variability and inconsistency in the literature (34). In general, sedative phenothiazines have been found to depress psychomotor function and sustained attention, but higher cognitive functions are relatively unaffected. In the majority of studies of schizophrenic patients, both cognitive function and attention improved with neuroleptic treatment, in parallel with clinical recovery. In general, the studies of neuropsychological effects of neuroleptic th erapy have not been addressed specifically in older schizophrenic patients. Childhood onset schizophrenia is persistent; it affects all areas of development and functioning. The symptoms vary significantly from one person to another making it difficult to determine what symptoms are core or identifying features. Childhood psychoses such as pervasive developmental disorder is very similar to childhood onset schizophrenia it is difficult to identify the difference between the two disorders because the characteristic overlap this makes it difficult when it comes to diagnosing a child who can be potentially be suffering from one of the two disorders. Conclusion Such a disease, which disorders the senses, perverts the reason and breaks up the passions in wild confusion-which assails man in his essential nature-bring down so much misery on the head of its victims, and is productive of so much social evil-deserves investigation on its own merits, by statistical as well as other methodsà ¢Ã¢â€š ¬Ã‚ ¦. We may discover the causes if insanity, the laws which regulate its course, the circumstances by which it is influenced, and either avert its visitations, or mitigate their severity; perhaps in a later age, save mankind from its inflictions, or if this cannot be, at any rate ensure the sufferers early treatment.

Process Essay - How to Write a Good Essay :: Process Essays

Process Essay - How to Write a Good Essay I present the following; boiled down into the form of a list it may be easily understood by all teachers of writing, even those whose first name is for all intents and purposes "Coach." 1. Get a sheet of paper. This law is thought by some to have been superceded by the advent of computer technology. However, it is still an important first step in that it leads to the following: 2. Sit at a desk with the paper on it, scribbling senseless doodles, silly faces, and, if you are so inclined, the name of an object of affection surrounded by hearts, flowers, and, again if you are so inclined, barbed wire. 3. Start feeling guilty for wasting so much time and begin staring off into space waiting for the muse to start blowing you kisses or for inspiration to shoot a lightning bolt through the top of your head. 4. Hum. 5. Begin tearing pieces of the paper off and put them in your mouth. Chew. Swallow if necessary. 6. Now that you are ready to write your first draft, turn on your computer and/or word processor and begin cruising the Internet or wiping dust off of your screen with the aforementioned paper or your thumb, whichever is more convenient. 7. Remember that you've done no research. Go to the shelf and pick up a volume of the World Book Encyclopedia, preferably "P-R." "Q" always has some interesting topics in it. 8. Finally settle--after combing through a few more volumes--on something to do with Wombats. 9. Remember that the instructor actually gave you a list of possible topics from which to choose. 10. Search in vain for the list of possible paper topics your instructor gave you from which to choose. 11. Call up your friend who is also taking the class and beg her for the list. 12. Meet for coffee. Forget about the list. 13. Call her the next day and ask her to just read a few of the topics over the phone to you. 14. Listen in horror as she says: "You did know this paper is due tomorrow, didn't you?" 15. Go to the library. 16. Research by checking out randomly selected books on vaguely related topics. 17. Highlight like mad. 18. Look at the stack of books for a good long while.

Developmental Reading

â€Å"The Different Learning Styles of the Selected Freshmen Education Students at Villaflores College, Tanjay City Negros Oriental SY: 20011-2012† ____________________________________________________________ __________________ A Baby Thesis Presented to Mr. Percival T. Tolomia, M. A. ED In Partial Fulfillment of the requirement in ED. STRAT 8 (Developmental Reading October 2011 CHAPTER 1 THE PROBLEM AND ITS SCOPE Introduction We choose this topic because we want to know how the freshmen students cope up with their everyday lessons with their learning styles. Recognizing which style is your preferred one is not to suggest that one is better than other, rather it serves to help you work out strategies when a certain teaching methods don’t suit your style and to challenge you to develop in all areas. Basically, once you identify your preferred style(s), take advantage of your strengths and work to develop your weaker areas. Each person has their own type of learning style. A learning style is a method in which each of us utilizes to better understand material. A preferred learning style is a style in which the person can learn best, reflecting their strengths and weaknesses of the individual. In order to understand material we take it all in with our senses, through sight, sound, touch, smell or taste. Multiple Intelligence theory maintains that there are at least seven learning styles (â€Å"intelligences†): interpersonal, intra-personal, body/kinesthetic, visual/spatial, mathematical/logical, verbal/linguistic and musical/rhythmic (Lazear, D. 1991). For the purposes of this paper I will simplify the seven categories into three main categories in which people best learn information: auditory, visual and tactile/kinesthetic. Most people possess the ability to use all three learning styles but learn best using one specific learning style. Statement of the Problem The study aimed to identify the different learning styles preferred by the selected Freshmen Education students of Villaflores College, Tanjay City for School Year 2011-2012. Specifically the study seeks the answer to the following questions: . What is the profile of our student/respondents in relation to: *age; *gender; *address; *size of the family; *educational attainment of parents; 2. What are the different learning styles used by the freshmen education students? 3. To what extent do the learning styles help the students cope up with their everyday lessons? 4. Is there a significant relationship between the learning styles of the students/respondents and their academi c performance? Significance of the Study This work has significance to the following: Students. If they know their learning styles and can articulate their needs, they can go on to address these needs with appropriate assistance. Teachers. When they identify key elements of individual learning styles, they can match instruction and materials with those individual differences providing students with a method for learning that can lead to their improved achievement and increased ability to exercise control over their own program. Moreover knowledge of learning styles would also enable them to assist students with a program that will fit the pupils learning styles strengths. Parents. Parental influences are normally more accepted by students in their formative years, parent’s knowledge of their children’s learning styles would help them in the follow-up of their children’s learning styles. Department of Education (DepEd). The result of the study will provide DepEd the insights on how to improve teaching based on students individual learning styles. Researchers. They should further their queries on the effectiveness of learning style-based instruction so that students can be provided with opportunities to improve their academic performance. Scope and Limitation of the Study The study was conducted in Villaflores College, Tanjay City with the freshmen Education students from the regular classes as respondent. Definition of Terms – Important terms in this study are defined either conceptually on operationally for a clearer understanding of its contents. Department of Education – The government agency tasked to give the basic education in the elementary, secondary and tertiary level. Freshmen Education Students – These refer to the students of Villaflores College enrolled in the Freshmen level in the Regular classes for the School Year 2011-2012. Learning Styles – Refer to the different approaches or ways of learning. It is a student’s consistent way of responding to and using stimuli in the context of learning, Villaflores College – A private school in Tanjay City. It is where the respondents of this study are enrolled in. Cognitive Theory – suggests that individuals process information differently on the basis of either acquired or inherent traits. Many researchers investigated the variables of field dependence and independence, global and analytic, simultaneous and successive, and left-right-preferred processing. As they conducted studies to determine the student’s characteristics that appeared to be more or less responsive to environmental THEORETICAL FRAMEWORK OF THE STUDY The concepts and theories gathered based on readings from books and the internet are used as basis for determining the theoretical framework of the study. Learning styles are biologically and developmentally set of personal characteristics that make the identical types of instruction affective for some students and ineffective to other. Though initially conceived as an outgrowth of practitioner’s observations this learning styles model traces its roots to two distinct learning theories. Cognitive Style Theory Cognitive Theory suggests that individuals process information differently on the basis of either acquired or inherent traits. Many researchers investigated the variables of field dependence and independence, global and analytic, simultaneous and successive, and left-right-preferred processing. As they conducted studies to determine the student’s characteristics that appeared to be more or less responsive to environmental emotional sociological and psychological stimuli, they found out that selected variables often clustered together. Indeed relationships appeared to exist between learning persistently, in quiet and bright light, in formal setting arrangements and with little or no intake, and being and analytic left processor (Dunn, Bruno, Sklar and Beaudry, 1990); (Dunn, Cavanaugh, Elerle and Zenhausern, 1982). Similarly, young people who often requested breaks while learning and who learned more, easily in soft lighting, with sound in the environment, seated formally, and with snacks, often revealed high scores as right processors. Field dependence versus field independence correlated in many ways with global versus an analytic cognitive and, again, seemed to elicit the same clustering as right- and left- preferences students did. In some cases, more attributes allied themselves with global/right tendencies than with their counterparts. Thus, although global/rights often enjoyed working with peers and using their tactual strengths, analytic/left did not reveal the reverse nor did the sociological or perceptual characteristics evidences consistent similarities. The Theory of Multiple Intelligences Howard Garner conceived the theory of multiple intelligences. He identified eight (8) different ways to demonstrate intellectual ability. The types of multiple intelligences are: Visual or Spatial Intelligence (Picture Smart) – learning visually and organizing ideas spatially. Seeing concepts in action in order to understand them. The ability to â€Å"see† things in one’s mind in planning to create a product or solve a problem. This type of intelligence is sensitive of representing ideas visually, creating mental images, noticing visual details drawing and sketching . And has the ability to create visually and visualize accurately. Verbal or Linguistic (Word Smart) – learning through the spoken and written word. This intelligence was always valued in the traditional classroom and in the traditional assessments of intelligence and achievement. This type of intelligence is sensitive of speaking, writing, listening and reading. And has the ability to speak effectively. Mathematical or Logical (Number Smart or Logic Smart) – learning through reasoning and problem solving. Also highly valued in the traditional classroom, where students were asked to adopt to logically sequenced delivery of instruction. This type of intelligence is sensitive of finding patterns, making calculations forming and testing hypothesis, using scientific method and deductive and inductive reasoning. And has the ability to work effectively with numbers and reason effectively. Bodily or Kinesthetic (Body Smart) – learning through interaction with one’s environment. This intelligence is not the domain of â€Å"overly active† learners. It promotes understanding through concrete experience. This type of intelligence is sensitive to activities requiring strength, speed, flexibility, hand-eye coordination and balance. And has the ability to use the hands to fix or create and use the body expressively. Musical (Music Smart) – learning through patterns, rhythms and music. This includes not only auditory learning, but the identification of patterns through all the senses. This type of intelligence is sensitive to listening, singing, playing an instrument. And has the ability to create and analyze music. Intrapersonal (Self Smart) – learning through feelings, values and attitudes. This is deductively affective component of learning through which students place value on what they learn and take ownership for their learning. This type of intelligence is sensitive to setting goals, assessing personal abilities and liabilities and monitoring one’s own thinking. And has the ability to meditate, reflect, exhibits self-discipline, maintain composure, and get the most out of oneself. Interpersonal (People Smart) – learning through interaction with others. Not the domain of children who are simply â€Å"talkative† or â€Å"overly social†. This intelligence promotes collaboration and working cooperatively with others. This type of intelligence is sensitive to noticing and responding to other people’s feelings and personalities. And has the ability to work with people and help people identify and overcome problems. Naturalist (Nature Smart) – learning through classification, categories and hierarchies. The naturalist intelligence picks up on subtle differences in meaning. It is not simply the study of nature; it can be used in all areas of study. This type of intelligence is sensitive to identify and classify living things and natural objects. And has the ability to analyze ecological and natural situations and data and to work in natural settings. Existential (Spirit Smart) – learning is seeing the â€Å"big picture† â€Å"Why are we here? † â€Å"What is my role in the world? † â€Å"What is my place in my family, school and community? † This intelligence seeks connections to real world understanding and application of new learning. CONCEPTUAL FRAMEWORK OF THE STUDY The study assessed the preferred learning styles among the freshmen college students in Villaflores College. The study examined the profile of the students respondents and the significant relationship of the preferred learning styles and their profile. The variables and their relationship are shown in the conceptual framework. The diagram further shows two interactive arrows toward the socio-economic variable and learning styles strengths and weaknesses to show dynamism and interrelationship of the different components. The identified learning styles strength or weaknesses will be the basis for an enrichment plan for teaching strategies compatible to the learning styles of the freshmen college students of Villaflores College. The enrichment plan will address the teaching strategies compatible to the learning styles of the students. Review of Related Literature and Studies Related Literature Everybody has strengths, although a parents strengths tend to differ from those of the other parents, from those of their offspring and from those of their own parents. Thus, mother and father often learn differently from each other and also from their children. Nevertheless, parents commonly insist that children study and do their homework as they themselves did when they were young. That approach is not likely to be effective for at least some of the siblings because within the same family, different individuals usually learn in diametrically opposite ways. Learning style then is the way by which each learner begins to concentrate on, process and retain new and difficult information. That interaction occurs differently for every individual. To identify a person’s learning style pattern, it is necessary to examine each individual’s multidimensional characteristics to determine what is most likely to trigger each student’s concentration, maintain it, respond to his or her natural processing style, and lead to a long-term memory (Dunn, Dunn and Perrin, 1994). There are many models to identifying learning styles. One of these is the widely known learning style model of Dunn and Dunn. This learning style uses the three main sensory receivers- Vision, Auditory, and Kinesthetic to determine the dominant learning style of the learners. Its main strength is that it is quite simple, which appeals to a lot of people. The learner may prefer one style of learning for one task, and a combination of others for one task. However, one or more of these styles are dominant. This dominant style defines the best way for a person to learn and perceive information. Some hints for indentifying the different learning styles are: . Visual Learners. These types of learners can learn fast when they see, watch and observed what has to be learned. They easily visualize faces and places by using their imagination. They seldom get lost in new surroundings. They learn better with charts, demonstrations and other visual materials. They pay better attention to lectures if they watch them. b. Auditory Learners. These types of learners do better and can retain information by listening to lectures, tapes and discussions. They remember information by forming the sound of words rather than by reading silently. . Kinesthetic Learners. These learners do best while touching and moving. They tend to lose concentration if there is little or no external stimulation of movement. When listening to lectures they may want to take notes. When reading, they like to scan the material first and focus on the details. They like to draw pictures, diagrams or doodle things. Related Studies One goal of educational research is to discover a method of instruction which enables teachers to teach students effectively and efficiently in the classroom. Researchers have faintly provided knowledge on how children perceive, interact with and respond to the learning environment. But, within the educational reform arena of the 1980’s, a renewed interest styles emerged. Ebert in 1994 conducted a study learning style profile of vocational students. A multi-stage, cluster sampling of students enrolled in vocational education program in Pennsylvania was identified. The Learning Style Profile developed and distributed by the NASSP (1986) was administered to 580 students enrolled in randomly selected vocational education programs. Learning Styles Profiles of students for each program and a composite profile were established. Learning styles of vocational education students enrolled in these selected programs were found to be similar to that of the national population. The popular notion that the vocational education students differ from non-vocational education students based on their inaccurate learning style. If differences exist between vocational and non-vocational education students then the difference is the result of something other than learning style. Students enrolled vocational education programs could be taught using the same methods and with the same expectations as students enrolled in non-vocational education programs. Teachers should employ methods of instructions which address a variety of learning styles and be prepared to assist students to use knowledge of learning styles to facilitate learning. RESEARCH METHODOLOGY Research Design The study utilized the descriptive method of research. It described the different learning styles of students. It further examined present conditions as far as learning styles and profiles of the student/respondents are concerned. Research Respondents There were a total of 164 freshmen education students who serve as respondents of these study, 116 students from Bachelor of Elementary Education and 48 from Bachelor of Secondary Education. Fortunately, the researchers were able to retrieve all the questionnaire forms within the allotted span of time. Research Environment Villaflores College is located in Legaspi St. Tanjay City with the land area of 3 hectares. There are more than 8 buildings with beautiful flowers around which provide a strong facade of greenery and foliage. Research Instruments The VAK Learning Style Self-Assessment Questionnaire was used as the research instrument in gathering of data with some modifications. It contains two major parts: (1) Profile of freshmen college students. It asked for the respondent’s age, gender, family monthly income, size of the family, available learning media at home , and parents’ educational attainment; (2) Preferred learning styles of the freshmen education students. Research Procedure The researcher asked permission from Mr. Percival Tolomia Ed. Strat 8 instructor to conduct this study. After the permission was granted the researchers started the admission of the questionnaires to the freshmen education students in Villaflores College. After retrieving the questionnaire forms, the researchers examined the raw data and made necessary preparations and tabular presentations. Statistical Treatment of Data The preparation of the data matrices was done using the following statistical tools, viz: 1. Sloven’s Formula In sampling, the formula for getting the number of respondents is: n= _______ N_______ 1+ Ne2 Where: n= is the sample size N= is the population size e= is the margin of error 2. Percentage To convert the raw data into percentile score, frequencypercentage was used. The formula is: P= __f__ x 100% N Where: P= Percentage F= frequency N= number of items 3. Weighted Mean To determine the extent of preference of the pupils’ learning styles, the weighted mean was used. The formula reads as follows: Xw = _? (xw)_ ?w Where: XW (read:x bar sub w) is the symbol for the weighted mean. X is the value term W is the weight ? (xw) is the sum of the products of X and W ?w is the sum of weights

Project Management Wembley Stadium - 3222 Words

Lina Varnelyte @00379698 Project management 08/12/2014 Table of Contents Page 1. Introduction 3 2. Executive summary 3 3. Wembley Vision/Mission 3 4. Aims and objectives 4 5. Stakeholder Management and Communication 4 6. Performance Measurement and Management Quality 7 7. Planning and Scheduling 8 8. Constrains and Risks 10 9. Recommendation 11 10. References 13 Introduction Wembley stadium is a great stadium which has been awarded internationally. It was opened in 2007 after long delays of the project. The final cost of the project was  £757 million ( £918 million in 2014 sterling). It is a big stadium thatShow MoreRelatedAnalysis Of Wembley Stadium Project Management1454 Words   |  6 PagesA project is a temporary endeavour that creates a unique result. Time, budget, resources, and performance specifications, to meet requirements made by stakeholders, limit a project (Project Management Institute, 2013, pg.3). 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