Gifted Students In The Kingdom Of Saudi Arabia Education Essay

Gifted Students In The Kingdom Of Saudi-Arabian-Arabian Arabia Education EssayIntroductionMaking proper(a) stipulation for intelligent school-age childs is significant for the acquire and growth of ones society. They ar considered as valu up to(p) future resources. In the socio-economic class 1998, the interest in supporting clever children in the Kingdom of Saudi Arabia grew. They bind established political programs in which they were able to identify dexterous children. The popular judicatory for Gifted Students (GAGS) was established in Saudi Arabias Ministry of Education in the year 2000. (Bondagjy, 2000). in that respect has been non enough research and infractment in the field of introduction of invest children in Saudi Arabia. jibe to Al-Ghamdi, 2007, at that place atomic number 18 very hardly a(prenominal) programmes for smart students in the Kingdom of Saudi Arabia that was run by the Ministry of Education. The programmes that do exist are new and in t ake of evaluation and further development in order to provide maximum benefit for smart students. The Saudi Arabian government believe that the gifts and talents of the unripened people in the country are nurtured.At the present time, in Saudi Arabia, capable students who have superfluous characteristics or abilities qualify for provision at the highest levels of services.Since 1999, the Ministry of Education in the Kingdom of Saudi Arabia has demonstrated a strong interest in its gifted students by baffleting in place programmes that are developed special ally for these students however, these programmes are rare and new. Therefore I feel it is necessary to carry out an in-depth study of the present state of gifted education, unwrap out what is available and identify the strengths and weaknesses of what is being offered.Objectives of the studyFrom the outset, it is ac friendshipd that the concept of giftedness and its identification is highly complex. As Gubbins (2002) point s out, people all over the instauration are still asking questions about how we assess and nurture peoples abilities. Whilst in that respect are centres around the world reduceing on research and development on gifted education, there are also experts (Borland, 2005) who question the whole concept of identification of gifted students and recommend that what is needed is gifted education without labelling a assembly as gifted. Borland, however, states that there is agreement amongst experts that high achieving or high-ability students are among those who are the most ill- dispensed when curriculum and instruction are non differentiated.This study aims to make a contribution to the on-going debate in aspects of gifted education. It also hopes to add to the research literature by studying the nature of gifted education in Saudi Arabia, which has a different cultural social and educational background to m any(prenominal) other countries where gifted programmes exist.More special( prenominal)ally, the aims of this study areto explore the effectiveness and any possible weaknesses of gifted programmes in Saudi Arabia, by essaying the perspectives of all parties involvedto draw conclusions about the Saudi programmes and make recommendations based on the schooling collectedto make suggestions based on what is cognise about gifted programmes in other countries.As previously stated, the study also aims to provide an over see of world(prenominal) literature on gifted education by reviewing gifted education programmes and the range of methods employ in other countries.The research questionsBased on the aims joint in the previous section, the following specific research questions have been formulatedHow does the Ministry of Education in Saudi Arabia define gifted students?How does the Ministry identify and support gifted students?What is the nature of programmes for gifted students in the Ministry of Education in the Kingdom of Saudi Arabia?How effective are th ese programmes in call of making provision in terms of the educational methods and resources for gifted students?In 1969 the Saudi cabinet first recognized the necessity of identifying gifted students -Nafea et all (1992), but no actual steps had been taken for action. Between the years 1990 and 1996, King Abdul Azizs urban center of Science and Technology, with collaboration from the Ministry of Education and the General Presidency for Girls Education, produced a project for extensive national research. The project highborn identification and care for Gifted Students (Bondagjy, 2000) and consisted of three main aimsTo design a programme for identification of gifted students.To design amelioratement programme models for mathematics and science curriculum.To square away Saudi society about the importance of the identification of gifted pupils and provision for their educational needs.Regarding identification of gifted students, the project employs seven methods, which areTeache rs nomination mellowed academic carry throughmentHigh achievement in scienceHigh achievement in mathematics.IQ tallyTorrance test for creativity thinkingWechsler IQ test.In 1998, a project (identify and car programme for gifted students) designed for identifying gifted students in the kingdom of Saudi Arabia was implemented by the Ministry of Education (Alwasruh, 2005). This programme consists of four unitsIdentification of gifted students.Care and enrichment programmes for gifted students.Training, planning and organization.Finance and administration services.This project was a very significant one in that it would serve the purpose of identifying and supporting gifted children of the kingdom. Therefore, it represents a landmark in the history of gifted education in Saudi Arabia. It provided the Ministry of Education with the opportunity to start special programmes for gifted students.Gifted Students Care Centres in Saudi ArabiaThe gifted students Care Centres are establishments charged with the task of offering educational, social and psychological care for gifted students. Such centres are supervised by the General Administration for Gifted Students. The administration body which controls each of these centres includes a Centre Director, assistants, teachers, behavioural specialists, laboratory technicians, learnedness sources specialists and general support technicians. The Kingdom of Saudi Arabia, at the time of writing this thesis, has 31 Care Centres for boys and 20 for girls (MOE, web, 2007).Care Programmes for Gifted Students in the Schools of the Kingdom of Saudi ArabiaThe General Administration for Gifted Students emphasises that all students should be provided with equal opportunities, so that their abilities may be identified and their gifts and talents developed. In order to achieve this goal, the General Administration for Gifted Students provides a programme to train teachers so as to achieve this purpose.The teachers duties include the in troduction of a complete gifted programme prepared by the General Administration for Gifted Students. These programmes start at the beginning of every school term. Among the responsibilities of the teacher is the use of modern methods which garter to improve students skills of leadership, social and scientific research skills, as well as improving the parents knowledge about the importance of provision for gifted students. The duties of teachers also include the liaison between the assorted Care Centres of Gifted Students.The number of schools that have had benefited from this programme, between the years 2002 and 2004 was 264 boys schools and 97 girls schools (Alwasruh, 2005).Support for Gifted EducationThe Foundation provides funds and support to students in the half dozen main centres for gifted education of the Ministry of Education of Saudi Arabia. These centres are located in Riyadh, Jeddah, Taif, Madinah, Dammam, and Al-Hassa. They scarper on identifying gifted children a nd providing them with enriched educational activity. They also assist in the teaching of the whole community about the nature of giftedness and about the role that talents and talented people entrust play in the future of the Kingdom of Saudi Arabia.Additionally, the Foundation is committed to providing training for all those who interact with the gifted children (KACFG, web, 2007).The KACFG is the first and the biggest foundation to support the education of the gifted and talented in the Saudi Arabia, as it supplies programmes and support with substantial funding.Literature ReviewThis chapter provides a pervasive review of literature relevant to the identification of and provision for gifted students. The contents of this review cook up the basis for the empirical work and the subsequent analysis. It starts with an examination of a range of commentarys and conceptions of giftedness. Theories and research relating to various aspects of gifted education are reviewed, accompanied by a critical analysis of various points of view on the complex and contested conceptions of giftedness which provide a theoretical framework for this study.In this section literature on methods of identification of gifted students is reviewed, which will be followed by a review literature on aspects of provision of educational opportunities that will trouble and/or enrich the larn of the gifted students. It could be begd that development accurate methods of identification is critical in determining the nature of provision. For example, Gubbins (1995) believes that identifying gifted and talented students is not in force(p) about answering the question, who are they? but it must also address the question, how do we find them? and what do we do when we find them?The bring of identification may differ from one programme to other. In roughly programmes, the solely means used for identification is the use of standardized tests. In others, the standardized test is provided one o f the factors in the identification process and in addition to test scores, nominations and recommendations of teachers, parents, staff, and even self-nomination are used (Blackshear 1979 Denton and Postlehwaite, 1984 LPS 1995). ( check spelling of of Post..)Bondagjy (2000) believes that a single test to determine general ability may not be sufficient and that subject specific tests may need to be usedStandardized tests of intelligence service offer a good base for staff to identify potential capability, including that of some pupils whose performance is otherwise undistinguished as poor. In a few schools the tests are used in isolation without reference to individual aptitudes in specific areas of the curriculum, either as a short cut for selecting pupils for special enrichment courses, or for determining the composition of teaching groups of. This is less useful than if combined with a subject-specific test. (Bondagjy, 2000, p.20)Standardised tests are used widely by the supporte rs of the theories of a one-dimensional view of ability, which go back to the first theories of intelligence, such as Spearmans theory ( date) mentioned in the previous section, which has been received with enthusiasm and also with scepticism and rejection. The arguments against this single-dimension view of ability (based on general intelligence that consists of areas that are highly cor cogitate with each other and that are mainly intellectual and tested using IQ tests) led to the concept of multi-dimensional theories of ability, such as that of Renzulli, (1978) Gardner (1983,1993), Sternberg (2000) and others. The multi-faceted theories of giftedness are viewed by many to be more inhibit to define and identify high ability. These authors along with Mihaly Csikszentmihalyi, ( date ) and Benjamin hot flash (1985) have all made compelling arguments for a much broader conception of giftedness. Chongde Tsingan, (2003) describes the contribution to the more liberal conceptions of g iftedness asMany western theories of intelligence focus on its physiological or cognitive components. However, Howard Gardners theory of multiple intelligences (1983, 1993), Robert Sternbergs triarchic theory of intelligence (1985) and Stephen Cecis bioecological theory of intelligence (1996) are much broader in scope. They combine and extend aspects of the biological, hierarchical and contextual views of intelligence which include interactions between mental processes, contextual influences and multiple abilities. (p.)The following section provides greater detail of the specific models of identification of giftedness and associated views on high ability, which have informed the nature of data collection in the present study.Saudi Arabia has conducted research to find out the best approach to gifted education, but of course for females who are severely restricted in the subjects they are allowed to study, these moves are somewhat academic. An interesting survey of computer use in Ar abic countries was made by a Jordanian, Subhi (1997). He recommended that gifted pupils records should be computerised for easier monitoring of their progress, and he has designed a programme to help this. The problem, he found though, is that although there are computers in Jordanian schools, there are very few of them and the teachers do not generally know how to use them.It looks as though most, if not all, Arab countries are willing to recognise and help the gifted, and several have made forays into out-of-school activities, but the overall outcome is still difficult to define.Some authors (such as Sternberg et al., 1986, Ziegler and Heller, 2000) believe that a consensus is yet to be reached on what is meant by the term (gifted), and yet multiple efforts have been made to establish criteria for this, which include components such as motivation, creativity, task commitment, and problem solving. However, in the flesh(predicate) talent is described by Renzulli (1999a, p.4) as exc eptional ability to select and achieve difficult goals that fit ones interests, abilities and social contexts. In his view, personal talent is a capability developed in the field of self-management that is concentrated by the individual in the direction of selected outcomes that contain well-being, happiness, personal consanguinitys, hobbies as well as career achievements. He proposes that personal talent can be referred to as a range where those in the centre of this continuum can be explained as personally competent, while those at the high end of the range can be categorized as personally talented.On the other hand, Masten et al. (2002) argue that resilient individuals learn how to overcome obstacles in order to achieve their anticipated goals, and that this can be described as personal talent. Also, Bland et al. (1994) refer to specific characteristics of resilience as an indicator of exceptional abilities and talent regarding children from poor backgrounds. In this regard, Mar ker et al. (1996) propose that numerous of the principles of distinguishing curriculum for gifted and talented learners support the development of personal talent. They refer to learning environments that foster independence, flexibility and high mobility as being potentially more promising for fostering personal talents than the more traditional teacher-centred classrooms that concentrate on lectures with academic content. However, some researchers regret the fact that research on giftedness has been somewhat biased, having mainly concentrated on IQ-related abilities that address academic skills, and by-passing or simply ignoring other basic skills such as vocational skills (Bals, 1999), practical intelligence in everyday life (Sternberg, 2000), and, most importantly, social skills (Persson, 1997). Motivation is another issue that has been the focus of research with regard to gifted children. harmonise to Sternberg (2000), some theories depict motivation as an assisting internal f actor in the expansion of giftedness. unmatchable of these theories is Gages dynamic theory of giftedness which depicts motivation, volition and self-management as interpersonal catalysts that help convert gifts into talents. However, these theories have failed to provide counsellor in assisting youths of high ability to develop motivation. For this reason, some researchers (for example, Colangelo et al. 2000 Alrasheed, 2001) believe that talented students should be identified and given tasks at a higher level than the normal school curriculum. Renzulli (1999b) is of the opinion that gifted students should be producers of knowledge rather than mere consumers of quick information. He believes that specific programmes and services for the talented and gifted are the only solution to allow them to live up to their potential. This idea is further supported by Reis et al (1995) who argues that it is not fair to make a gifted child sit in a classroom where learning something new will not happen until the second half of the year.Historical review of school guidance in the KSAInitially, in 1981, the Ministry of Education established the General Directorate of Guidance and Counselling. Since that time, guidance and counselling has become formalized and recognized as a profession, and counsellors have been appointed to deal with psychological, social, educational, and vocational problems and deliver preventive counselling (Ministry of Education KSA, 1999). It should be mentioned here that the model for and practice of guidance and counselling in SaudiArabian schools was derived from western sources, mainly the United States. More than two decades have passed since the guidance and counselling programme was established in Saudi schools. Its development has progressed at a slow rate and, currently, it faces various problems. The major difficulty relates to the definition of the role and function of the school counsellor (Al-Gamdi, 1999) which is un deport to questi ons, teachers, parents, students and school counsellors themselves. Due to this problem, counsellors have found themselves overly involved in paperwork and administrative tasks and duties not related to school counselling. Additionally, counsellors often complain about lack of support and cooperation from others involved in the counselling service, especially parents (Al-rebdi, 2000). In this situation, if school counsellors in Saudi Arabia are to provide part services for students, their role must be clearly be. It is also necessary for those involved in counselling to have a clear view of what counsellors should and should not do. Added to this, counsellors must choose carefully how they spend their time and energy. As the role and functions of the school counsellors become clearer, they should be able to respond better to the needs of their students. Furthermore, in 1981, following decree number 216/k issued by the Ministry of Education, the Social Educational Administration wa s replaced by the Student Guidance and Counselling Service, and guidance and counselling in Saudi schools became formalised. That same year, the name was changed again to the General Administration for Guidance and Counselling (Ministry of Education, 1999).The responsibilities of this administration are as follows1- To plan, prepare and develop the programme and services of guidance and counselling.2- To provide professional staff who are capable of delivering such services to all students at various stages of education.3- To provide students with the appropriate care applicable to their ages and their psychological, educational and social needs.4- To assist students to develop their capabilities, potentialities and talents, to allow them to face their problems and to help them feel comfortable with themselves and with the community in which they live.5- To attain a high standard of mental health in a way that reflects the targets and goals sought by educational guidance in general (Ministry of Education, 1999).Saleh (1987) pointed out that, due to the immediate need for professionals to monitor and guide the counselling service in schools, the Ministry of Education sought personnel from among the existing social education supervisors to act as the supervisors counselling and guidance programmes in addition to carrying out their normal duties. The Ministry of Education also sought personnel from within the existing teaching force, provided they had the relevant experience, to work temporarily as counsellors in schools. To meet the need for school counsellors in all schools, the General Administration for Guidance and Counselling allowed those with a Bachelors degree in psychology, social work or sociology to perform the role of the school counsellor until enough trained professional counsellors could be provided. In order to meet the need for trained full-time counsellors to work in schools, universities in Saudi Arabia were requested to offer guidance and co unselling programmes at masters level. Statistical information for the year 2000 shows that there were 229 counselling supervisors and 3381 school counsellors overall (Ministry of Education, 2000). By 2003, the number of counsellors had increased rapidly toabout 4000(Al-Rebdi, 2004). The Ministry of Education (1999) defined the term counselling as the interactive process though which the counsellor assists the student to understand himself and recognise his capabilities and potentialities and gives him a more enlightened approach to his problems and how to face them. Counsellors also help students to enhance their responsible behaviour and to show conformity with their community.Counselling gifted studentsLandau (1990) noted that gifted students might become isolated and alienated. Moreover, Rogers (1983) pointed out that in an egalitarian system children not only lack the opportunity for confirmation and social acceptance, but they also often lack the freedom to learn. The need for confirmation and steamy support is well known in the literature which focuses on giftedness and talent (Csikszentmilalyi et al., 1993 Kelley, 1999 Stednitz, 1995). Donna (1999) suggests that teachers and counsellors need to encourage minority students to consider a teaching career in general and gifted student education in particular. Ford (1995) however, believes that from an historical point of view, the counselling of gifted students has not been an important part of educational and counselling discourse. He points out that misconceptions and stereotypes of gifted students as being immune to social, emotional, and academic problems have contributed to the lack of counselling for these students, and in cases where counselling is available it is only limited to academic, assessment and placement issues.According to Ford, the fact that more children are entering school with serious personal and academic problems should entail an expansion in the responsibilities and roles of couns ellors to meet the needs of all children who seek guidance and assistance. But nonetheless according to Alrasheed, (2001) the limited availability of counselling services has failed to meet the enormous need for counselling services and research regarding gifted individuals. In this respect he endeavoured to provide counsellors, classroom teachers and educationalists as well as parents with advice regarding the catch of the academic and social needs of gifted and talented students. Persson (2005) considers mentorship as a possible solution to aid the immediate psychological and intellectual needs of gifted individuals, particularly received mentorship. According to Person, mentorship could be direct or indirect by cooperating with the student to find a mentor of his choice, given the fact that not all gifted students would be likely to choose their counsellors to be their mentors. Person expresses the conviction that mentorship is the only viable counselling solution in an egalitar ian context, which lacks recognition and particular provision for gifted individuals. Ford (1995) outlines the goal of counselling as that of promoting healthy self-concepts and ensuring psychological growth. Bearing that in mind, counsellors must have an awareness and understanding of the many issues that hinder gifted students and affect their psychological, social and emotional well-being. He recognises the role of counsellors in ensuring that such students remain in gifted programmes once identified and placed.Finally the concept of counselling needs to be defined within a context where it is not a task assigned merely to a particular group. Instead, as Brown et al. (1992) suggest the task has grow from an initial concern with educational and vocational guidance to the remediation and prevention of personal, interpersonal, vocational and educational concerns. Consequently, according to Persson (2005), the aim of the intervention is for the individual to gain an understanding of self and context, in which case individual differences become a sensitive and even problematic issue, particularly in cases where gifted individuals are involved.Research occupationThere have been few programmes for gifted students offered in the Kingdom of Saudi Arabia. Even though there has been programmes existing, it is new and is for further evaluation to be able to develop it more for the students. It has been believed that if there has been more developed programmes for gifted children then they will be more enhanced and so, benefiting the country.The Kingdom of Saudi Arabia have put up programmes for gifted students but is new and rare. There has been studies regarding the support of the authorities in the schools on how to support gifted students.The research questionsBased on the aims furnish in the previous section, the following specific research questions have been formulatedHow does the Ministry of Education in Saudi Arabia support gifted students?Does the authoritie s in the schools help in the development of the programmes?How do we determine the effectiveness of the programmes with the school counsellor, principal, and teachers help?Sub-questionsTwo sub-questions will also be exploredDo the teacher, student counsellor and principal who work with gifted students have special qualifications?What is the level and nature of the response of gifted students to these programmes?Research DesignThe design of the study is intended to determine first, the relationship of the roles of student counsellor, teachers, and principals to the performance of the gifted students second, the effectiveness of the programmes in developing the capacity of the gifted students.Instrumentation and Data CollectionThe researchers visited the Insert name of University Library or City Library for journals, articles and studies needed for the research paper. The researchers gathered time-series data from different physical training institutions to assure of its validity and consistency.The primary data will be gathered using quantitative method, as this is best useful with questionnaires. The use of quantitative method will be appropriate for the research because the results in the questionnaires consist of numerical information, in general based from the ratings included in the questions. Quantitative methods are used to provide reference to numeric calculations and are often used with questionnaires that have a specific goal and a target to achieve. This is helpful in the research, and its instigation in the process needs to be further culminated so that the problem is solved with efficacy and precision.In gathering data, the researcher would like to clear certain ethical issues that might hinder the processing of data. First, confidentiality will be kept at all costs. As the main reason why questionnaires will be used in the research is for the respondents to feel secure and to be assured that their answers will not be related to who they are. The re may be instances wherein the respondent will divulge information that will be detrimental to the company, or to its competitors, depending on the case. Hence, there is a better chance at more responsive respondents if they can be assured of their confidentiality.Second, the Data Protection Act will be followed at all costs. The compliance with the act will be transparently said to the respondents so that they are further assured that anything they say in response to the questions asked them will only be used for the benefit of the research and not in any other practices. It should also be clear to the researcher that any information regarding the respondents cannot be released to anyone who is not immediately connected with the research unless permission from the subject respondent has been secured beforehand.Third, the research must always bear in mind the objectives of the study and never stray away from them. A researcher who has no definite purpose in doing the research is go ing nowhere and is exerting effort in a research that is not delimited properly and punctually. The purpose of the research is explicitly stated at the beginning of the research and is implied in every step of the identification of the research so as to not delineate the researcher from his goals.Lastly, the researcher must opt to practice objectivity. As the researcher, he is expected to keep an broad-minded approach to the topic, keeping from his mind and personal bias in the subject matter or on the people involved. The reason for doing research is to test existing information, validate, prove or disprove existing ideas, or to test the limits of a certain prospect. Given this simple definition, it is clearly seen that in no form is the personal opinions of the researcher expected to hinder in the subject. Any act that might be biased or subjective will hint of the researchs failure to achieve its goals.Planned Method of AnalysisThe researchers plan to analyze the different test conducted through constant evaluation of the gifted students and how they perform. There will be a weekly evaluation in terms of how the programmes and the role of the authorities, and the effect of it to their performance. The performance in the field will be evaluated by the gifted students progress and development. final stageThis study adds to a growing body of literature that reinforces the importance of examining the programmes for gifted students adopted by the Ministry of Education in the Kingdom of Saudi Arabia for further development. There is no, to the researchers knowledge, research that investigates such programmes. This study is identified as being the first study at the level of a doctorate research project which evaluates the gifted programmes in the Ministry of Education from the point of view of the students, the schools and the workers in such programmes. The study further attempts to use the most effective methods of collecting information, which the researcher obtained data in the form of questionnaires, interviews, observation and documentation. The mixed methods employed in the research made it possible to triangulate both qualitative and quantitative research. Further to these methods, the study used the most popular electronic program (SPSS) to gather and analyse the data as well as to design the tables and diagrams.The study focuses on the research questions at every stage of the research, either theoretically or practically. The researcher also oversaw the validity and procedural aspects of the questionnaire through sitting with students and workers when they answered the questions in order to clarify any ambiguity and confusion on their behalf. In general, the results of the study agree with many of the theoretical studies mentioned in chapter two. Finally, this is a serious explorative study, which has

Purpose of Phenomenological Research

Purpose of Phenomenological ResearchUnderstanding the meaning of peoples lived experiences is the localise of phenomenology (McConnell-Henry, Chapman, Francis, 2009). Phenomenology is the philosophy or method of inquiry whereby all truths are soundless through self awareness (Dictionary.com Unabridged, 2006). Ascribed from the words phenomenon and logos, an implied meaning of phenomenology is the logical interpretation of a phenomenon. Phenomena refer to all observed occurrences that are mute in our minds. Whereas logos is the valet ability to think and express thoughts clearly into words (Vivilaki Johnson, 2008). In the mind, phenomena are interpreted logically through the use of logos (Vivilaki Johnson, 2008) to enhance meaning and understanding of lifes experiences (Bryne, 2001).MethodPhilosophical BasePhenomenology foot be controled as atheoretical in that it may not use a pre-selected theoretical framework (Mapp, 2008 Munhall, 2007). The epistemological and ontological theoretical basics of phenomenology have been established for decades by various philosophers with different methods (Mapp, 2008). Therefore, a entire understanding of the theoretical underpinnings of phenomenology is essential when establishing the methods for a phenomenological research study. When qualitative tecs apologize their methods using the phenomenologist they ascribe to, this foundation allows the unique ability of examining the world from a obvious phenomenological perspective. Thus, the philosophy and theory of the method itself guide the study when phenomenology is the theoretical framework (Munhall Chenail, 2008).From a phenomenological viewpoint, the subjective experience of each someone is examined for meaning and understanding, and not quantified into statistical data. While the scientific method has centered on the discovery of cognition with little regard for the meaning of life experiences (Bryne, 2001), phenomenological studies are rising to provide dis cernment into life experiences, vocalizationicularly those surrounding health (Vivilaki Johnson, 2008).The three schools of thought related to phenomenology include Husserlian, Heideggerian, and Dutch/Urecht. Edmond Husseri, a mathematician, philosopher, and Father of phenomenology, believed the researcher should contain their beliefs and experiences through a process called transcendental consciousness or bracketing to objectively understand and describe the essence of a participants lived experience (Hunter, 2004 Mapp, 2008). The descriptive approach use in Husserlian phenomenology to explain phenomena is further delineated by aforefrontt-garde Manen (1990) into two forms, immediate and intermediate. The beginning form refers to the immediate lived experience and the second form is symbolic and refers to a negociate description much(prenominal) as text or art works, revealing greater analysis (van Manen, 1990).In contrast to Husseri, Martin Heidegger, a pupil of Husseri, mes hed hermeneutics with phenomenology by chance due to his early theological background. He believed the researcher used previous beliefs and experiences to interpret the participants experience. Heidegger contended that existence-in- the-world made it virtually impossible to bracket beliefs because the researchers prior knowledge, or fore-structure, would despatch understanding the meaning of lived experiences(Mapp, 2008 McConnell-Henry, et al., 2009). There are two features in the interpretative approach used in Husserlian phenomenology. One part points to what the lived experience reveals and the other part points out the meaning of something already interpreted such as art work or text (van Manen, 1990).Both philosophical views, descriptive and interpretative were used with the Dutch/Urecht school of thought (Mapp, 2008 McConnell-Henry, et al., 2009). The philosopher, van Manen, believed the terms descriptive and interpretative could be used interchangeably. He seemingly concur red with the argument that all description is at long last interpretation (van Manen, 1990). Each of the three philological underpinnings for phenomenology may overlap their theoretical base and generate confusion. This is no surprise thrustn that the meaning of the lived human experiences is respective(a) with an endless range of inquiries(Hunter, 2004).Key AssumptionsPhenomenology is supported by a number of key assumptions (Munhall, 2007 Orb, 2000).Each person involved in the research study volition be referred to as participants.Participants are willing to speak openly and truthfully about their experiences.The phenomenological question is a meaning question that is clear and easily understood by the participant.The therapeutic imperative of nursing (advocacy) takes precedence over the research imperative (advancing knowledge) if conflict develops.The ethical system of deontological (people are not to be case-hardened as means) reflects qualitative nursing.The researcher wi ll continually inform the participant, renegotiate, and ask permission as unexpected changes occur during the study to reflect process consenting.The researcher will make no attempts to engage in problem solving.It is possible for the researcher to discover and understand the participants perception and derive meaning of their lived experience.The researcher acknowledges both beliefs, biases, assumptions, or presuppositions that may that may hinder the veracity of the study.The researcher is an active medium for the voice of their participants without altering their life experiences.The sample is adequate and appropriate reflecting chroma and replication.The researcher will not generalize study results.Appropriate Situations for UsePhenomenology is widely used in various areas of research that deal with humanexperiences such as nursing, psychology, sociology and education (McConnell-Henry, et al., 2009). Several phenomenological nursing research studies were examined. In one study, Clarke (2009) used a reflective diary to provide transparency, self-development, and clarification of her thoughts and feelings as a novice researcher. Another study conducted by Koch (1994) examined the rigor involved in a study of elderly patients who were victims of negligence. A study on spiritual heraldic bearing for the ill patients without religious affiliation identified several implications for policy change to affect current nursing practice and the educational preparation of nurses (Creel, 2007). Research on experienced emergency nurses stressed the importance of knowledge and experience as key to intuition (Lyneham, Parkinson, Denholm, 2008). The final study cited the experience of advance beginner nurses assiduous in psychiatric facilities with limited educational preparation and the need for change in the educational arena (Waite, 2006).Each of the studies examined were useful in communicating how participants view the world as they experience the studied phenomeno n (Munhall, 2007). The results of the studies are most useful when the researcher allows the data to speak to the reader (van Manen, 1990). Most important, the phenomenology studies create hope. In addition, these studies can be used to liberate us from long held beliefs that cut-off the voice of a persons lived experience (Munhall, 2007).Sample Research QuestionsThe questions in phenomenology research are meaning questions and distant problem questions, they are not designed to be solved. Instead, the questions allow significance and understanding of phenomena. Phenomenological questions are never closed out with a correct event. These questions await open to provide new meaning and insight to those who hope to benefit from the response (van Manen, 1990).Phenomenological questions are questions of wonder that resonate in the heart of the researcher whereby the researcher lives the question and becomes the question by questioning over and over again until the question reveals the essence of its nature. In contrast, empirical research allows statistical data to answer the question for masses of people with no regard for the unique lives of participants. The question in phenomenological research focuses on the phenomenon studied and what the experience is really like for the participant. The knowledge derived from the simple question, what is it like? not only helps participants think and talk about their experiences, but it pulls the reader into the phenomenological description and instills wonder about the phenomena revealed and aids understanding of human experiences (van Manen, 1990).Formulating the research question has some similarities to empirical methods in that the research question is formulated according to the chosen philosopher and the aim of the study. For example, if Heidegger is the philosopher, then the question will focus on being in the world. As an example, the question would reflect the experience the being is in and ask What does it mea n to be a human being and have this experience (Munhall, 2007)? According to Munhall (2007), it is imperative that meaning be the primary focus of the study.Sample questions that focus, reflect meaning, and understanding of the phenomenon are as addressed (McConnell-Henry, et al., 2009 Munhall, 2007 van Manen, 1990).What is/are meaning(s) in this experience or phenomenon?What is being described here?What is it like to be a person having this experience?What is it like for those surrounding the person?How is the phenomenon reflected and manifested in human relationships?What is the evolving meaning(s) that surrounds the phenomenon over time and how does this manifest itself in human experience?What is the nature of the lived experience?What does it mean to be a . . . ?What does this . . . mean to you and what do you mean to this . . . ?What does this really mean?Data AnalysisMost Common MethodsUnlike empirical research, there is no method of procedures that are quickly understood and mastered when conducting phenomenological research (Munhall, 2007). Phenomenology with its emphasis on understanding the lived experience does not lend itself to specific steps in an effort to protect the veracity of the phenomenon (Groenewald, 2004). description of methods are not designed to be linear procedural steps, but rather a way to understand the approach to phenomenological research (Munhall, 2007 vanManen, 1990). According to van Manen (1990), methods cannot be fixed, but as questions arise during the research, methods may be either discovered or invented.Munhall (2007) purposed a two-fold purpose for developing a phenomenological method of inquiry. Her first intent was to aide students and colleagues in various efforts such as novice researcher understanding, preparation for dissertation proposals, institutional review board approval, and grant applications. Secondly, she wanted qualitative research established with the same credibility and respect as the scientific m ethod (Munhall, 2007).Munhall (2007) derived her analysis method from the work of van Manen. Themain philosophical difference between Munhall and van Manen is that Munhall views phenomenological research as a problem solving agent that can effect change in policy and practice. In addition, she believes phenomenological research results can augment the capacity for caring and compassion, and enhance awareness of unknown and erroneous information (Munhall, 2007).An overview of the methods for phenomenological inquiry and data analysis described by Munhall (2007) is compared to the different phenomenological approaches. Table 1 depicts the similarities of three common methods, descriptive/interpretative (van Manen, 1990), descriptive (Waite, 2006), and interpretative hermeneutics (Crist Tanner, 2003).How Results Are Usually PresentedResults are written in a narrative format and condensed into a summary of major interpretations. The narrative should reflect the most meaningful aspect o f the research study that could shed light on the problem studied and potentiate social change. Participants are generally asked to read the summary to verify the meaning of their lived experiences. Understanding the lived experiences of the people in the world in which they live can have powerful implications for issues such as non-adherent behaviors (Munhall, 2007). Munhall (2007) purports that non-adherent behavior results from not understanding the patient and the meaning of a behavior to the patient.Findings from phenomenology studies should be disseminated to give voice to the lived experiences of the participants (Munhall, 2007). The thrust of phenomenology is to give birth to the ideas of others (Vivilaki Johnson, 2008). Phenomenological research studies are rooted in caring about the experiences of participants and the desire to make a difference. The question upon the fulfilment of the study is So what? These studies command interventions for change that are viable and d esigned to make a difference (Munhall, 2007).

How Alcohol Prohibition Was Ended :: essays research papers

You saved the veryfoundation of our Government. No man can tell where wewould have gone, or to what we would have fallen, had notthis repeal been brought about. -Letter to the VCL, 1933This is a story about a small, remarkable group of lawyerswho took it upon themselves, as a self- appointedcommittee, to propel a revolution in a drug policy therepeal of the 18th Amendment. In 1927, nine prominentNew York lawyers associated themselves below theintentionally-bland name, "Voluntary Committee ofLawyers," declaring as their purpose " to preserve the odourof the Constitution of the United States by bringingabout the repeal of the so-called Volstead Act and theEighteenth Ammendment." With the modest platform theythus commanded, reinforced by their significant stature inthe legal community, they undertook first to draft andpromote repeal resolutions for local and state barasssociations. Their success culminated with the AmericanBar Association calling for repeal in 1928, a fter scores ofcity and state bar associations in all regions of the countryhad spoken unambiguously, in words and ideas cultivated,shaped, and sharpened by the VCL. As it moody out, thissuccesswas but prelude to their stunnung achievementseveral years later. Due in large to the VCL"s extraordinarywork, the 18tg Amendment was, in less than a year,surgically afflicted from the Constitution. Repeal was areality. The patient was well. People could drink. Here ishow it happened. Climaxing decades of gathering hostilitytowards salloons and moral outrage over the generaldegeneracy said to be catamenia from bottles and kegs, theCocstitution of the United States had been amended,effective 1920, to progibit the manufacture and sale of"intoxicating liquors." the Volstead Act, the federal statuteimplementing the prohibitionamindmint, progibitedcommerce in beer as well. At first prohibition was popularamong those who had suppored it, and tolerated by theothers. But before long, un mistakable grumbling was heardin the cities. To meet the uninterrupted demand for alcohol,there sprang up bathtub ginworks and basement stills, tightand distinguishable illegal supply networks, and speakeasiessecret, illegal bars remembered chiefly today as where, forthe first time, women were seen smoking in public.Commerse in alcohol plunged underground, and soon fellunder the control of thugs and gangsters, whoseorganizations often acquired their merchandise legally inCanada. Violence aften settled commercial differences-necessarily, it might be said, as suppliers and distributorswere denied the services of lawyers, insurance companies,and the civil courts. On the local level, widesspreaddisobedience of the progibition laws by otherwiselaw-abiding citizens produced numerous arrests. Courtswere badly clogged, in large part because nearly alldefendents demanded jury trials, confident that a jury of

The Attack on Pearl Harbor :: World War II WWII WW2

The Nipponese planned a surprise attack on Pearl Harbor and enamored at 755 A.M. on December 7th, 1941. This attack led to President Franklin Roosevelt asking Congress for a Declaration of War. This was the event that led to the coupled States entering World War II.The United States was mad at Japan for invading Manchuria in 1931. We were worried about the Japanese military. That is why President Roosevelt move our Pacific Fleet to Pearl Harbor. After many months of talking, the Japanese broke off negotiations with the United States on December 6, 1941. We had made an offer to them and they never replied to the offer. The U.S. knew that the Japanese were probably going to attack us soon. We didnt know where the attack would be. Most military officers thought it would be in the South Pacific. They were partly proper(ip) and wrong. Nobody really thought the Japanese would attack our fleet at Pearl Harbor in the east even though we knew it was possible for an aircraft a ircraft carrier attack to hit there.The Japanese secretly sent a large naval fleet toward Pearl Harbor. It was the largest fleet of its type in history. The purpose of the commissioning was to wipe out the U.S. Pacific Fleet so the Japanese could continue to take control of the South Pacific area. Our fleet was the only real threat to their military plan.When the Japanese planes left the aircraft carriers to attack Pearl Harbor they were detected by our radar operators. The radar operators assumed they were either a large root word of birds or some U.S. planes out on a training mission. The first attack by the Japanese started at 755 am. Our ships were lined up next to each other. This made them easy targets for the Japanese pilots. In just a short period of time, five of our eight destroyers were sunk and the rest earnestly damaged. A second wave of Japanese planes also attacked Pearl Harbor. They continued to attack our ships and also attacked our airfields. One type of ship they didnt sink was our aircraft carriers. They looked for them notwithstanding never found them. They were out doing some training missions. The Japanese attack at Pearl Harbor destroyed 188 airplanes.

Anorexia Essay -- essays research papers fc

"Anorexia Nervosa"     Bizarre, devastating, and baffling are three words that describe the anorexia nervosa ailment. By definition, anorexia nervosa is an ingest disorder in which a normal-weight person diets and becomes significantly underweight, yet, still feeling fat, continue to starve themselves. The term "anorexia nervosa" literally means nervous lose of appetite. nation with the disorder are suppressing a strong desire to eat, because they are afraid of becoming fat. Anorexia is characterized by extreme starvation that leads to a disastrous loss of weight. Anorexia nervosa affects a large number of people today in the world, and does not discriminate against anybody. Its victims can be overweight, thin, y give awayh, old, or either sex although, its primary victims are young girls between the age of thirteen and nineteen. This disorder has become more and more common around the world today. It has populated many college campuses, and it is spreading. Recent studies show that to the highest degree 20% of college women suffer from anorexia or bulimia (bulimia is a eating disorder similar to anorexia), and the statistic increases to about 50% when so called "fad" bulimics and anorexics are included (Baker 9). This disease takes ordinary, often truly beautiful people and drives them to starvation for no apparent reason whatsoever. They do not even seem to realize the extreme peril that comes with not eating a balanced diet. These young people lose so much weight that it makes them extremely fragile and sometimes causes death.      Death was very near to a girl named Patti, who suffered through anorexia for more than two years. She ate nothing but two cream-filled cookies a day for more than seven weeks. The starting signal cookie was breakfast and lunch, and the second was for her main meal. When she decided that these two cookies had too much fat in them, she proceeded to scrape off t he cream filling from both(prenominal) of the cookies to decrease her fat intake. But still that was too much fat, so she cut down to one cookie without the filling. She now gets fed intravenously in her arm to get nourishment in the hospital. She is being fed against her will to save her life. But of course not all cases of this disorder are instead as severe or dramatic as this, yet all cases should be helped, because they can take a... ... is also accompanied by the National experience for Anorexia Nervosa and Associated Disorders (ANAD). These groups are paving the way to make these disorders easier to cure. They provide family therapy, psychotherapy, and hypnosis. Since there are so many philosophies about treating anorexia nervosa, exploring for a suitable therapist is suggested.      This terrible, bizarre disorder has became more popular in the past few decades, but there are newer and better ways of treating it. There are no general answers to why pe ople become anorexic and why when on the brink of death they continue to starve themselves, but they need to know that there is help out there and they are wanted. With thecontinued investigation of anorexia, we will undoubtedly come up with better and better ways to treat it.BibliographyBaker, C. The Perfect Trap College-age Women and consume      Disorders. Copyright Catherine Baker.Pirke, K.M., and Ploog,D. eds.(1984) The Psychobiology of      Anorexia Nervosa. Springer-Verlag Berlin Heidelberg           New York Tokyo.

Child Labour :: essays research papers

Our Efforts and Experiences Part - IIn all the civilized societies all over the world constitution of kid labour is condemned as a social evil but the fact is the system is prevelent on a large scale in a country like India. It is noticed that, in recent times our society is showing some signs of awareness about this social evil. This is the first part of the oblige giving details about the efforts undertaken in and around Ahmedpur for eradication of this system.Since past 12 years I am take oning on various issues cerebrate to inelegant areas through Peoples Institute of Rural Development and Rachanatmac Sangharsha Samiti (Maharashtra). To generate employment for enhance labour through employment guarantee aimis our sustained and major activity. While working with farm labour during 1988-90 I was exposed to the issue of Child Labour. When I saw the children working as child or boned Labour in agriculture, I could realise the intensity of this issue.Agriculture is a main so urce of employment for labour in rural areas. Child Labour working in farms, or as a bonded labour or as a herdsman has an adverse impact on the employment of adult people. When dialogue was initialed with farm labour on this issue. They narrated that when child works as a Child Labour he/she actually supports the family. They receive that child provides something to eat to a family. This is a general feeling among the rural masses about Child Labour. The common understanding among this labour class is to a greater extent working pass means more income for a family. But this calls still could not decide, whose hands these should be? They are not understanding that small hands are depriving of big hands from employment. The difficult life they are living and ignorance of these farm labour is responsible for such type of their attitude towards their own children. It do us realised that there is a need of structural changes in the society and we resolved to work for structural chang es. In the society and we resolved to work for structural changes. In the initial period neither we had any plan nor a concrete stralgy to deal with the situation. We decide to have a dialogue with farm labour on this issue. Already we were discussing with them about employment minimum wages, equal wages for equal work, laws for the profection of a farm labour etc.

Richard Wilbur Essay -- Biography

It is true that the poet does not directly address his neighbors but he does address a great coition of persons who dwell at the back of his mind, a congress of all those who have taught him and whom he has admired that constitute his grand audience and his better self (Richard Wilbur, National Book Foundation). Richard Wilbur spoke this famous quote at his National Book Award speech in 1957. to a greater extent of the events in Wilburs life transitioned to his betrothal of this award, but he did not know what bearing his life was going in at the time. From the events in his too soon childishness learning how to write from his mother give care grandfather and great-grandfather, to his later becoming a universe War II veteran and getting a pipeline from Harvard University, and everything in-between, Richard Wilbur spent the rest of his life creating a breathtaking assortment of poems which galacticly connected to his early(a) life. Richard Wilburs birth and early life led to his beginning spark of interest in writing at a young age when he met his grandfather and great-grandfather. He was born on March 1st, 1921 in New York City, New York (Haralson 759). Richard lived in North Caldwell, New Jersey for the rest of his pastoral childhood with his middle-class family (Gioia). They resided on a large property and they did not have many neighbors (Gioia). He enjoyed wandering off to random places on the property with his brothers, and he enjoyed the nature, which inspired some of his later poetry (Gioia).Wilburs maternal grandfather and his great-grandfather were both editors and Wilbur began to acquire a love for journalism stronger than his love for painting give care his father (Richard Wilbur, Poetry Foundation). He enjoyed the company of his grandfather and gre... ...people trust more about the life in which they live everyday. His poems connected to his life, e.g. the poems about nature in The Beautiful Changes connected to his life on a large property and its connections to his time on the battlefield. Wilbur closed out his National Book Award acceptance speech by saying Writing poetry, then, is an unsocial route of manufacturing a thoroughly social product. Because he must shield his poetry in its creation, the poet, more than other writers, will write without recognition. And because his product is not in great demand, he is likely to look on honors and distinctions with the feigned indifference of the wallflower. Yet of course he is pleased when recognition comes for what better proof is on that point that for some people poetry is still a useful and necessary thing -- like a shoe (Richard Wilbur, National Book Foundation). Richard Wilbur Essay -- narrativeIt is true that the poet does not directly address his neighbors but he does address a great congress of persons who dwell at the back of his mind, a congress of all those who have taught him and whom he has admired that constitute his ideal audie nce and his better self (Richard Wilbur, National Book Foundation). Richard Wilbur spoke this famous quote at his National Book Award speech in 1957. Many of the events in Wilburs life transitioned to his acceptance of this award, but he did not know what direction his life was going in at the time. From the events in his early childhood learning how to write from his maternal grandfather and great-grandfather, to his later becoming a World War II veteran and getting a degree from Harvard University, and everything in-between, Richard Wilbur spent the rest of his life creating a breathtaking assortment of poems which largely connected to his early life. Richard Wilburs birth and early life led to his first spark of interest in writing at a young age when he met his grandfather and great-grandfather. He was born on March 1st, 1921 in New York City, New York (Haralson 759). Richard lived in North Caldwell, New Jersey for the rest of his pastoral childhood with his middle-class family (Gioia). They resided on a large property and they did not have many neighbors (Gioia). He enjoyed wandering off to random places on the property with his brothers, and he enjoyed the nature, which inspired some of his later poetry (Gioia).Wilburs maternal grandfather and his great-grandfather were both editors and Wilbur began to acquire a love for journalism stronger than his love for painting like his father (Richard Wilbur, Poetry Foundation). He enjoyed the company of his grandfather and gre... ...people think more about the life in which they live everyday. His poems connected to his life, e.g. the poems about nature in The Beautiful Changes connected to his life on a large property and its connections to his time on the battlefield. Wilbur closed out his National Book Award acceptance speech by saying Writing poetry, then, is an unsocial way of manufacturing a thoroughly social product. Because he must shield his poetry in its creation, the poet, more than other writers, wi ll write without recognition. And because his product is not in great demand, he is likely to look on honors and distinctions with the feigned indifference of the wallflower. Yet of course he is pleased when recognition comes for what better proof is there that for some people poetry is still a useful and necessary thing -- like a shoe (Richard Wilbur, National Book Foundation).