The Coming of Age Theme in Alice’s Adventures in Wonderland, by Lewis C

Many have compared life to a journey over the course of which, one experiences many tumultuous changes and transitions. On this journey, the human body continually undergoes a developmental pattern of physical, mental, and social modifications. Even in the realm of literature, fictional characters inevitably follow this fate. In literature, the stage between childhood innocence and adulthood transforms characters, this is frequently referred to as "coming of age". Because all humans experience this transition, it establishes "coming of age" as a timeless universal literary theme. Among such "coming of age" novels is Lewis Carroll’s tale about a seven-year-old Victorian girl named Alice. In the novel, "Alice’s Adventures in Wonderland", Alice falls into the curious world of Wonderland. Alice assuages and manages inter-conflicts, such as her identity. Through the confusion, experimentation, and uncertainties of the Wonderland between childhood and adulthood Alice realize s in her unconscious state that she is changing from simple child into a young woman. Although the novel is notorious for its satire and parodies, Alice’s Adventures in Wonderland main theme is the transition between childhood and adulthood. Moreover, Alice’s adventures illustrate the perplexing struggle between child and adult mentalities as she explores the curious world of development know as Wonderland. From the beginning in the hallway of doors, Alice stands at an awkward disposition. The hallway contains dozens of doors that are all locked. Alice’s pre-adolescent stage parallels with her position in the hallway. Alice’s position in the hallway represents that she is at a stage stuck between being a child and a young woman. She posses a small golden key to ... ... 2007. 70-93. Print. Carroll, Lewis. Alice’s Adventure in Wonderland and Through the Looking-Glass and What Alice Found There. New York: The modern Library, 2002. Print Conchita, Charly Carlyle Ph.D. â€Å"Alice’s (& Lady Gaga’s) Sense of Self in Wonderland: A Psychoanalytic Formulation.† nymphobrainiac.wordpress. 5 March 2010. Web. May 2015. Pool, Daniel. What Jane Austin Ate and Charles Dickens knew .New York: Touch Stone. 1993. Print. Rooy, Lenny de. Lenny’s Alice in Wonderland site. Web. 1 May 2015. Vallone, Lynne. Notes. Alice’s Adventures in Wonderland and Through the Looking-Glass and What Alice Found There. By Lewis Carroll. New York: The Modern Library Classics, 2002.245-252. Print. Walker, Stan. "An overview of Alice's Adventures in Wonderland." Literature Resource Center. Detroit: Gale, 2010. Literature Resource Center. Web. 4 May 2015.

Metacognition knowledge and academic achievement of university students Essay

In general, metacognition is thinking about thinking. More specifically, Taylor (1999) defines metacognition as â€Å"an appreciation of what one already knows, together with a correct apprehension of the learning task and what knowledge and skills it requires, combined with the agility to make correct inferences about how to apply one’s strategic knowledge to a particular situation, and to do so efficiently and reliably. † The more students are aware of their thinking processes as they learn, the more they can control such matters as goals, dispositions, and attention. Self-awareness promotes self-regulation. If students are aware of how committed (or uncommitted) they are to reaching goals, of how strong (or weak) is their disposition to persist, and of how focused (or wandering) is their attention to a thinking or writing task, they can regulate their commitment, disposition, and attention. To increase their metacognitive abilities, students need to possess three kinds of content knowledge: declarative, procedural, and conditional. Declarative knowledge is the factual information that one knows; it can be declared—spoken or written. Procedural knowledge is knowledge of how to do something, of how to perform the steps in a process. Conditional knowledge is knowledge about when to use a procedure, skill, or strategy and when not to use it; why a procedure works and under what conditions; and why one procedure is better than another. Metacognition affects motivation because it affects attribution and self-efficacy. When students get results on tests and grades on assignments (especially unexpected results such as failures), they perform a mental causal search to explain to themselves why the results happened. When they achieve good results, students tend to attribute the result to two internal factors: their own ability and effort. When they fail, they might attribute the cause to these same internal factors or they might, in a self-protective rationalization, distance themselves from a sense of personal failure by blaming external causes, such as an overly difficult task, an instructor’s perverse testing habits, or bad luck. This tendency to attribute success to ability and effort promotes future success because it develops confidence in one’s ability to solve future unfamiliar and challenging tasks. The converse is also true. Attributing failure to a lack of ability reduces self-confidence and reduces the student’s summoning of intellectual and emotional abilities to the next challenging tasks; attribution theory also explains why such students will be unwilling to seek help from tutors and other support services: they believe it would not be worth their effort. In addition to blaming failure on external causes, underachievers often â€Å"self-handicap† themselves by deliberately putting little effort into an academic task; they thereby protect themselves from attributing their failure to a painful lack of ability by attributing their failure to lack of effort. The tasks that students need to perform vary not only among disciplines but among instructors in the same discipline. An effective strategy for preparing for a multiple choice test in biology is different from what is needed to prepare for a history exam with an essay that asks students to synthesize information from several chapters. Yet students often employ the same strategy—and sometimes the least effective strategy—for studying for very different kinds of tests. Furthermore, many students who perform badly misinterpret the tasks. Students need to understand the task accurately in order to use the most effective strategies. Research Question: The basic aim of the study was to identify the relationship between meta-cognitive knowledge and academic achievement of university students. Methods: To analysis and interpretation of data and Survey was planned to collect data from University of education (UE) and Govt. College University Lahore (GCU). Twenty five (25) students were collected of UE and Twenty five (25) students from GCU randomly. Metacognitive Awareness Inventory (MAI) was used to measure meta-cognitive knowledge. This inventory consisted of six components i. e. Planning, monitoring, evaluation, declarative knowledge, conditional knowledge and procedural knowledge but researcher selected three components i. e. declarative knowledge, conditional knowledge, and procedural knowledge. Responses were collected on three point scale i. e. Yes, no and to some extent. Scores of these components were used to compare Metacognitive knowledge of UE and GCU students. Analysis of data was presented in the form of Tables. Null hypothesis: There is no difference b/w the metacognition knowledge and academic achievement of students. Alternative hypothesis: There is difference b/w the metacognition knowledge and academic achievement of students. Ho: ? 1 = ? 2 Ha: ? 1 ? ?2 Table 1. 1 Comparison of mean scores of UE students and mean score of GCU students on component of Meta cognitive knowledge (Declarative Knowledge) by Independent samples t-test. University of Education (n=25) Govt. College University (n=25) t-value Mean SD Mean SD 6. 21 1. 63 6. 52 1. 23 .749 The result of independent samples t-test was conducted to compare mean scores of UE students and mean score of GCU students on component of Meta cognitive Knowledge (Declarative Knowledge). The value of t (48) = . 749 is not significant at ? =0. 05. This means that mean scores of UE students and means score of GCU students are not different on component of Meta cognitive Knowledge (Declarative Knowledge). Fig 1. 1 Bar chart shows comparison of mean scores of UE students and means score of GCU students on component of Meta cognitive knowledge (Declarative Knowledge). Table 1. 2 Comparison of mean scores of UE students and mean score of GCU students on component of Meta cognitive knowledge (Conditional Knowledge) by Independent samples t-test. University of Education (n=25) Govt. College University (n=25) t-value Mean SD Mean SD 2. 98 .87 3. 10 1. 08 .430 Table 1. 2 shows the result of independent samples t-test. Independent samples t-test was conducted to compare mean scores of UE students and mean score of GCU students on component of Meta cognitive Knowledge (Conditional Knowledge). The value of t (48) = . 430 is not significant at ? =0. 05. This means that mean scores of UE students and mean score of GCU students are not different on component of Meta cognitive Knowledge (Conditional Knowledge). Fig 1. 2 Bar chart shows comparison of mean scores of UE students and means score of GCU students on component of Meta cognitive knowledge (Declarative Knowledge). Table 1. 3 Comparison of mean scores of UE students and mean score of GCU students on component of Meta cognitive awareness (Procedural Knowledge) by Independent samples t-test. University of Education (n=25) Govt. College University (n=25) t-value Mean SD Mean SD 4. 16 1. 01 3. 76 1. 109 1. 328 Table 1. 3 shows the result of independent samples t-test. Independent samples t-test was conducted to compare mean scores of UE students and mean score of GCU students on component of Meta cognitive Knowledge (Procedural Knowledge). The value of t (48) = 1. 328 is not significant at ? =0. 05. This means that means scores of UE students and means score of GCU students are same on component of Meta cognitive Knowledge (Procedural Knowledge). Fig 1. 3 Bar chart shows comparison of mean scores of UE students and means score of GCU students on component of Meta cognitive knowledge (Declarative Knowledge). Table 1. 4 Comparison of mean scores of UE students and mean score of GCU students on component of Meta cognitive knowledge by Independent samples t-test University of Education (n=25) Govt. College University (n=25) t-value Mean SD Mean SD 13. 38 2. 83 13. 30 2. 60 .104 Table 1. 4 shows the result of independent samples t-test. Independent samples t-test was conducted to compare mean scores of UE students and mean score of GCU students on component of Meta cognitive by Independent samples t-test. The value of t (48) = . 104 is not significant at ? =0. 05. This means that mean scores of UE students and mean score of GCU students are same on component of Meta cognitive by Independent samples t-test. Fig 1. 4 Bar chart shows comparison of mean scores of UE students and means score of GCU students on component of Meta cognitive knowledge (Declarative Knowledge). Table 1. 5 Comparison of mean scores of academic achievement and Meta cognitive knowledge of both universities student’s by Independent samples t-test UE & GCU Low Achiever (n=25) High Achiever (n=25) t-value Mean SD Mean SD Declarative knowledge 5. 08 1. 49 7. 33 0. 78 4. 64 Procedural Knowledge 2. 46 0. 72 3. 46 0. 72 3. 48 Conditional Knowledge 3. 50 1. 07 4. 77 0. 44 4. 0 Meta-cognitive knowledge 11. 04 2. 18 15. 54 1. 09 6. 6 Table 1. 5 shows the result of independent samples t-test. Independent samples t-test was conducted to compare mean scores of academic achievement and Meta cognitive knowledge of both universities student’s by Independent samples t-test. These results show that mean scores of Metacognitive knowledge and academic achievement of both universities student’s are different. Procedure: To fulfill the above mentioned purpose instrumentation, data collection methods and procedures for analysis of data were used. The study was descriptive in nature as it addressed the prevailing situation of using meta-cognitive knowledge in daily life by students. The target population for this study was the students of UE and GCU Lahore. The researcher selected sample by using convenient sampling technique from the students of UE and GCU Lahore. Fifteen items wee included in the questionnaire taken from meta-cognitive awareness inventory. After the selection of sample and development of the questionnaire, the questionnaires were distributed. The questionnaire was administered personally by the respondent and filled questionnaire collected back. The return rate of the questionnaire was 100% due to personal administration. To analyze the data means standard deviations, independent sample t. test, was calculated. Results: 1. The mean score of Meta-cognitive knowledge (declarative knowledge) of University of Education are same from mean score of Govt. College University. Because the value of t is not significant at ? =0. 05. 2. The mean score of Meta-cognitive knowledge (conditional knowledge) of University of Education are same from mean score of Govt. College University. Because the value of t is not significant at ? =0. 05. 3. The mean score of Meta-cognitive knowledge (procedural knowledge) of (UE) are same from mean score of (GCU) because the value of t is not significant at ? =0. 05. 4. The mean score of Meta cognitive Knowledge and mean score of academic achievement are different among both universities. Because the value of t is significant at ? =0. 05.

Life Choices And Genuine Happiness - 1275 Words

Albert Hanono Professor Armando Mastrogiovanni ENG 2800 20 April 2016 Life Choices and Genuine Happiness The word â€Å"dystopia† is an interesting word; composed of both Greek words â€Å"dys† and â€Å"topia,† meaning bad and place. In this world, we struggle to be perfect, when it is very rarely accomplished, and in actuality, it is one under horrible circumstances. On the other hand a â€Å"utopia† is composed of both Greek words â€Å"uo† and â€Å"topia,† meaning no and place. In this world, however, everything is unflawed and picture-perfect. One way to have a utopia may be if everyone in a society followed the ideas of Socrates, however, in Socrates’ own lifetime, the laws were corrupt and used against him. Socrates believed that there is no significance of life in a dystopian society and that is why in Plato’s â€Å"Crito,† Socrates allowed his approaching death to go out without a struggle. Instead of having an effortless escape, Socrates accepted his fate of death with ease. One of the most major components of any society is the law. Laws can be defined as â€Å"the principles and regulations established in a community by some authority and applicable to its people, whether in the form of legislation or of custom and policies recognized and enforced by judicial decision.† (dictionary.com) Socrates had been unjustly sentenced in the eyes of Crito and many of Socrates’ friends, however, Socrates held a very strong inclination to abide to the laws in any and every possible way, â€Å"In the first place didShow MoreRelatedThe Effects Of Enhanced Personal Responsibility And Choice1526 Words   |  7 Pagesresponsibility and choice† on a group of residents who were living in a decision-free nursing home environment. 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The Father Of The Computer - 941 Words

Introduction Living in today’s age it’s easy to forget that â€Å"technology† didn’t always mean mobile phones, televisions, laptops, internet etc. For thousand years, it was the means by which people secured food and shelter. Along with the language, religion and social culture technology is a part of our life. The history of technology begins with the Stone Age together with need of expanding exploring agriculture, industrialisation, transportation, medicine, warfare and computers. We can write for hours about technologies but let’s have a look closer on one of the topics. Computers have become a big part of our everyday live. The definition of computer was first used in 1613 and it was describing a human who performed calculations of†¦show more content†¦For a short time he attended King Edward VI Grammar School in Totnes, but his health forced him back to private tutors for a time. Babbage then joined 30-student Holmwood academy. This were he found his love to mathematics. He moved to Cambridge College to develop his mathematical skills. Disappointed in the mathematical introduction in the college formed with two other colleagues an Analytical Society. In 1812 he was transferred to Peterhouse in Cambridge where he was top mathematician there but surprisingly did not graduate with honours. Instead received degree without examination. Later life After school Babbage worked as a mathematitian.He was also elected as a Fellow of the Royal Society and played important part in the foundation of Astronomical Society in 1820.This is also the time where found passion in calculating machinery. In 1824 won the Gold Medal of the Royal Astronomical Society for invention of an engine for calculating mathematical and astronomical tables (Difference Engine). In 1828 he occupied the Lucasian chair of mathematics at Cambridge and he took an important role in the establishment of the Association for Advancement of Science and the Statistical Society. He also attempt to reform the scientific organizations calling upon government and society to give more money to scientific effort. Remaining life spend on constructing analytical machine. He isolated himself filling in

The Influence of Defendant Gender and Crime Types towards...

INTRODUCTION The influence of defendant gender and crime types towards juror decisions. Jury trials play a centrally important role in the law, therefore it is crucial for the juror to stay neutral in making decision. However, several research shows that stereotyping is one of the most debatable issues related to juries’ decision (Bornstein Greene, 2011). In refer to Bornstein and Greene (2011), the stereotype that females and males generally labelled in specific crime be likely to be true in the largest sense. Thus, the significance of this study is to examine the effect of stereotype in defendant gender and crime types on the juror decision. McCoy and Gray (2007) examined the impact of defendant gender and relationship to victim on†¦show more content†¦Based on observation, both studies fail to proof the existence of stereotyping when the participant link the gender factor and the nature behaviour of the specific crime itself- violent or sneaky. There are also several limitations to the current study that must be noted such as the use of individual juror judgments, rather than jury decisions. A second limitation is the use of a written summary instead of a more realistic stimulus. Therefore, the purpose of this study was to confirm either there is a link between defendant gender and crime types which are the assault and shoplifting case with its probability to guilty on the juror decision. Briefly, there were 1049 undergraduate students of psychology participated in this study and all of them were instructed to read a one page article of a crime case which telling the defendant as a male or female and his or he r crime either assault or shoplifting. After that, they are required to answer survey on the rate of defendant likelihood to be guilty. The hypothesis of this study is that female defendant will be perceived as more likely to be guilty than male in shoplifting case and male will look more guilty in assault crime. 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Hca/240 Appendix D Free Essays

Suppose you are tasked with confidentially interviewing members of a retirement community to see who may be at risk for cardiovascular disease. At the same time, you are asked to help educate the retirement community about what they can do to control their risk of developing a cardiovascular disease. Use the template below to design an interview form you would be able to take to members of the retirement community (age 60 and up). We will write a custom essay sample on Hca/240 Appendix D or any similar topic only for you Order Now Refer to Ch. 7 of the text, and this week’s articles on cardiovascular health. Remember—you will come into contact with seniors from all walks of life, so write questions that are direct, yet friendly. Apply judgment when writing questions; you cannot possibly cover all forms of cardiovascular disease with one 10-question interview. Finally, imagine you are actually conducting the interviews within a retirement community when one interviewee says her sister has been diagnosed with a particular cardiovascular disease. She wants you to explain what must be done to treat the disease because her sister did not understand the doctor’s explanation. Complete the interview and case study below.Post your response to the Individual forum. Part 1: Interview Form Cardiovascular Disease Interview Checklist for Symptoms and Signs of Cardiovascular Disease ?1. Do you have swelling of the ankles on a regular basis?. ?2. Do you suffer from shortness of breath?. ?3. Do you suffer from abdominal pain or sensitivity to touch in that area? ?4. Do you feel pressure in your chest, neck, or arms?. ?5. Do you have cold sweats on a regular basis?. ?6. Do you have high blood pressure?. ?7. Do you feel fatigued or tired a lot?. ?8. Have you ever been diagnosed with a rapid heart beat?. ?9. Have you ever been diagnosed with an enlarged heart? 10. Do you ever feel like there is so much pressure on your chest that you could suffocate? Risk Factor Discussion Prompts 1. Do you or have you ever smoked in the past? If so for how long? 2. Do you exercise on a regular basis? 3. Do you have a history of high blood pressure? 4. Is there a history of cardiovascular disease in your family? 5. (OPTIONAL) Add a conversation-starting sentence that would lead to a discussion of what individuals can do to decrease the impact of risk factors for cardiovascular disease. Part 2: Case Study An interviewee named Mattie has been telling you all about her sister.Mattie’s sister is a delicate, 72-year-old great-grandmother. She recently had an ultrasound that revealed an aneurysm near her heart. Mattie’s sister did not understand the doctor’s explanation clearly enough to share details with Mattie. Explain to Mattie what her sister is likely to go through when she is treated for her aneurysm. Your sister will be started on medication to help slow the growth but it will eventually have to be repaired. The doctor will monitor your sister by doing ultrasound or MRI’s twice a year to see if it is growing. If the aneurysm appears to be growing or leaking they will have to do surgery. She has a How to cite Hca/240 Appendix D, Papers

Data Security Considerations in Healthcare Interoperability free essay sample

Moving to the cloud brings numerous advantages to the hospital in different ways. However, health records are sensitive data there for data security is a challenge for the healthcare industry. These health records are more valuable communication tools which support clinical decision-making.We have concern patients’ privacy as well as the confidentiality of the health records. In this digitalize world devices like tablets, smartphones and varies of web-enabled uses in our daily life which are kept on expanding also impacts to our daily life routine. If the hospital needs to implement new technology, then they have to consider health data are safer and accessible in order to treat patients.Storing health data on the cloud become a trend in the modern world because cloud-based storage providers have highly secured infrastructure and they are liable for the protection of the data.Cost Management: According to this hospital facility and it’s scale they have to involve for more on data security, storage, disaster recovery and etc. We will write a custom essay sample on Data Security Considerations in Healthcare Interoperability or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page It will be a large investment for the hospital and the maintenance cost will be very high. But If they get service from cloud-storage expert providers they can save a large amount of money. They can get the service by paying a service charge.Security: Reputed cloud services providers have highly secured sufficient infrastructure to store data in the cloud. We can encrypt our data before uploading as it is a good idea enough to be on the safe side. To make sure that our data remains safe from hackers, we can write a small script that reads the file in binary and encrypts it with a secret key that only we know. When we wish to download it back, we will have to use the same key to decrypt it. There will be an agreement which tells the cloud providers’ liability of data privacy and security and if something went wrong on cloud providers side they are liable to claim for the organization(Hospital).Flexible with varies of features: Hospital can discuss with the cloud-provider for further improvement of varies of features and facilities that would be helpful for further improvement of cloud services.Disaster Recovery: There will be no huge risk at all with the cloud storage, business continuity is more important to the healthcare sector. Cloud collaboration and information-sharing between providers and patients are essential for timel y diagnosis and quality of care. Real Time and Remote Access: Doctors will be able to share files in real-time as well as remotely to consult with other specialists and their colleagues with zero compromises on patient privacy by using a secure cloud-based file sharing. This enables healthcare providers to improve their response times through efficient and safe collaboration.