Delivering a Persuasive Speech

Delivering a Persuasive Speech Douglas A. Parker August 13, 2001 |  Amazon Products | |Subject(s):   Language Arts/Reading and Public Speaking |Links of Note | |[pic] | |Overview:  Ã‚   Students need to understand that how they say something and how they physically present |Persuasive Essay Topics  form| | | |themselves are just as important as what they say.By understanding the dynamics involved in effective |Curious Castle Classroom. | | | |persuasive speaking, students will improve their overall confidence in communicating. | | | | |Purpose:   The purpose of this lesson is to improve students’ oral persuasion techniques by understanding |Writing the Persuasive | | | |the appropriate speaking skills.The lesson is presented in second person, making it more meaningful as a |EssayCurious Castle | | | |resource for the students, and easier for the teacher to use as a handout. |Classroom | | | |Objectives:  Ã‚   Students will be able to: | | | | |1) Demonstrate the appropriate classroom public speaking and listening skills (e. . , body language, |[pic]   | | | |articulation, listening to be able to identify specific examples of the speaker's coordination of talking |[pic] | | | |and action) that would be necessary to influence or change someone's mind or way of thinking about a | | | | |topic. | | | |2) Define the elements of persuasion. | | | | |3) Recognize the elements of personal credibility. | | | | |4) Develop methods to analyze other students’ speeches. | | | | |5) Understand outlining main ideas. | | | |6) Create a persuasive speech. | | | | |Resources/Materials:  Teacher-prepared topics for persuasive speeches. | | | | |Assessments:  Ã‚  Ã‚   The Class will assess each speaker's performance in terms of voice and body coordination, | | | | |and in terms of persuasiveness.Each class can develop performance assessments such as rubrics to | | | | |facilitate this process. | | | | |Teacher's Anticipatory Set: | | | | |During class discussion, define and explain how people make decisions based on what they see and hear. | | | |Explain that sometimes we have to use skills to convince others about our positions. Have the students | | | | |recall and list their own experiences trying to convince their friends about something, and then ask them | | | | |to share these with the class. | | | |   | | | | |Activities and Procedures:   Delivering a Persuasive Speech   | | | | |   | | | | |The Procedure | | | | |Pick a proposition that not everyone would agree with such as: â€Å"nuclear power plants are superior energy | | | | |sources. †Ã‚   Write a 6 to 8 – minute speech in outline form to persuade the group. | | | | |The Lesson:  Your Voice and Body are Your Best Tools | | | | |You are a natural persuader! You have done it all your life.Every time you enter a conversation, you | | | | |engage in elementary persuasion techniques. It is true, that any time you make a statement of fact, you | | | | |are asserting its validity and assuming that your listener agrees. | | | | |This speech goes further than a normal conversational assertion: now you have to assume that not everyone | | | | |will agree with you from the start, and it is your job to make them see things your way.The goal of this | | | | |speech is to change someone's mind or way of thinking about a topic. This is not a speech to sell, as you | | | | |do not ask that the listener do anything except to agree with you or to begin to listen to your way of | | | | |thinking. Your message is, of course, very important in this speech, but your voice and body language are | | | | |even more important. Here you will see how your delivery can help. | | | |There are several important aspects of presentation to keep in mind: | | | | |1)  Body language  Ã¢â‚¬â€œ make sure that you have a proper posture. If your shoulders are sagging and your legs | | | | |are crossed, you will not appear as being sincere and peo ple just will not accept your message. | | | | |2)  Articulation  Ã¢â‚¬â€œ articulation means how your total vocal process works. There are several steps to this | | | | |entire process.First, you need air from the lungs, your vocal cords in your larynx must be working, your | | | | |mouth and tongue must be in sync, and you have to make sure that you have got some saliva in your mouth to | | | | |keep things oiled. You should be aware of your physical makeup to be able to understand how you speak. | | | | |3)  Pronunciation  Ã¢â‚¬â€œ pronounce each word. Avoid slang, except to make a point, and do not slur your words. | | | | |Avoid saying, â€Å"you know. | | | | |4)  Pitch  Ã¢â‚¬â€œ pitch refers to the highs and lows of your voice. Whatever you do, avoid a monotone! | | | | |5)  Speed  Ã¢â‚¬â€œ your speed, or pace, is an important variable to control. Between 140-160 words per minute is | | | | |the normal pace for a persuasive speech. Any faster and you may appe ar to be glib; any slower and you | | | | |sound like you are lecturing.If you are not sure about your speed, tape yourself for one minute and then | | | | |replay it and count the number of words you used in the minute! The human ear and brain can compile and | | | | |decode over 400 spoken words per minute, so if you are going too slow your listeners' minds are going to | | | | |start to wander as the brains finds other ways to keep themselves occupied. | | | | |6)  Pauses  Ã¢â‚¬â€œ the pause, or caesura, is a critical persuasive tool. When you want to emphasize a certain | | | | |word, just pause for one second before; this highlights the word.If you really want to punch it, pause | | | | |before and after the word! | | | | |7)  Volume  Ã¢â‚¬â€œ volume is another good tool for persuasive speech, but you should use it with caution. If you | | | | |scream all the way through your speech, people will become accustomed to it and it will lose its | | | | |effectiveness. On the other hand, a few well-timed shouts can liven up the old speech! Try to â€Å"project† | | | | |or throw your voice out over the entire group – speak to the last row. | | | |8)  Quality  Ã¢â‚¬â€œ quality of voice is gauged by the overall impact that your voice has on your listeners. | | | | |Quality of voice is the net caliber of your voice, its character and attributes. Try to keep your vocal | | | | |quality high; it is what separates your voice from everyone else's. | | | | |9)  Variance  Ã¢â‚¬â€œ variance of vocal elements is your most important consideration of all! One of the most | | | | |persuasive speakers in modern history was Winston Churchill.One of his most remarkable qualities was his | | | | |ability to vary the elements of his voice. He would start with a slow, laconic voice and then switch gears| | | | |to a more rapid pace. People were light-headed after listening to him! Even if you have no desire to run | | | | |for political office, you ca n still use the tools of variance. Change your pitch, volume, and speed at | | | | |least once every 30 seconds, if only for just one word. Never go more than one paragraph without a vocal | | | | |variance.This keeps your group locked into your speech, if for no other reason than it sounds | | | | |interesting! Let the words speak for themselves; reflect their nature through your voice. If you use the | | | | |word â€Å"strangle,† say it with a hint of menace in your voice. If you say the word â€Å"heave,† let the group | | | | |feel the onomatopoeic force behind it. If you say the word â€Å"bulldozer,† make it sound like a titan | | | | |earthmover, not like a baby with a shovel. | | | |The Strategy: Appear Rational | | | | |When you are trying to convince someone of something, you must first establish your credibility, or in | | | | |other words, you must sell yourself before you sell your message. If people feel that you are not being | | | | |reasonable or rational, you do not stand a chance. You must be committed to the ideals and goals of your | | | | |speech and what you are saying. Do not use words such as â€Å"maybe† or â€Å"might†- use positive words such as | | | | |†will† and â€Å"must.    | | | | |You are the authority figure in this speech, so you had better supply enough information to prove your | | | | |points so that you can seem knowledgeable, and you had better know your material cold. People can usually | | | | |spot someone who is trying to â€Å"wing† a speech. You should also appear to be truthful -even when you are | | | | |really stretching a point. If you do not appear to be earnest, even if your message is the 100% truth, | | | | |people will doubt your word and tune out your speech. | | | |Lastly, do not be afraid to show a little emotion – this is not a sterile or static speech. Your body and | | | | |voice must match the tone of your words. If your language i s strong, you must present a physical force to | | | | |go along with your delivery. | | | | |The Comments and Goals | | | | |Self-control? | | | | |You cannot sit back and let your words do all of the talking.You must use your total self to deliver your| | | | |message, and this means that you will have to expose a little of your personality to the group. Your group| | | | |will be supportive. | | | | |The Group Reaction | | | | |The group has two major criteria to consider after each member's speech. First, the delivery. Were the | | | | |speaker's body, words, and actions in synchronization and harmony? Did one support the other or was there | | | | |tension between the body and the voice?Secondly, were you persuaded? Why or why not? Discuss what makes| | | | |a persuasive speech work and how the intangibles effect a positive outcome. | | | | |More Information? | | | | |For more information and help with public speaking, contact:   | | | | |http://capital. net/~bps2/   | |

Guidelines for Proposal Writings

When it comes to the human service field grant funding and the funding programs are both very important to the different organizations and agencies. In the paper it will provide the reader with the different definitions of a needs statement, grants or proposals and quantitative and qualitative data. It will also state what the purpose of a needs assessment is. Further along in the paper the basic format for writing a proposal or grant will be explained. There then will be steps explaining why each of the elements is important. How and where do you use quantitative and qualitative data in a proposal will conclude the paper. A need statement sets the framework for the entire proposal, as it will describe a critical set of conditions or a social need affecting people or things in a specific place at a specific time (Carlson& O’Neal- McElrath, 2008). One of the main purposes of a need assessment is to help assist with some agencies planning. A need statement can be the turning point that will help the funder to give thought on a non- profit request. When it comes to developing a need statement the writer has to address the organization purpose and mission statement. Within the need statement it should generally approach what type of clients their specific organization will or already serving. When there is a need for your specific organization you and the organization have to be well supported and have evidence to back it up. The facts can be on the views or trends found in the experience of doing the work (Carlson & O’Neal- McElrath, 2008). The statement should be easy to understand, by keeping it sweet and simple you can accomplish the goal of making sure the reader understand your true need. When stating your agency need the writer has to make sure there are true facts and good sources. Also never assume and use documents that do not have those legitimate facts. Make sure you state who have spoken on your specific topic, also make sure all data are documented, use touching stories of different individuals for an example and give the funder a clear view of the urgency of your request (Carlson & O’ Neal- McElrath, 2008). When using people to provide the different touching stories within the grant, you have to make sure the agency and the specific individual have data to back up the story. By giving the funder a clear view of your need they will then see how urgent your request is for funds for your specific agency. There is a difference between an assessment and a needs assessment in the examination of learning. A regular assessment will move you forward to academic or professional awards which normally will include measurement of the performance, adequacy by an accessor and information that has been gathered. As for the needs statement it may have some similarities but once again it is mainly based off of professional judgment and data. The need assessment methods are limited by the standards of the assessment but it will eventually fall into the trap of assessing only a narrow range of needs (Learning Needs Assessment, 2013). After you have your need assessment and other things such as the mission and vision statement, you then go on to create the grant or proposal. A grant is an award made to an individual or an institution to support the specific costs of the project implementation or continuation (Grant Writing Guidelines, 2013). Every grant has to make a compelling case. The presentation of the grant must be well spoken on as well as the ideas of the organization. The grant should also be clearly organized, well planned and goal oriented. When the grant has these in order the chance of getting accepted is higher. The basic format for writing a standard grant or proposal includes the following: cover letter, proposal summary or abstract, introduction describing the grant seeker or organization, problem statement or need statement, project objectives, methods or design project evaluation, the future funding and project budget (How to Develop and Write A Grant Proposal, 2007). To start the grant you have the cover letter. On the cover letter it will include who the letter will be addressed to at the funding source. The cover will have the mission of the agency and discuss in which ways their project can add asset to the current goals. Also within the cover letter you should limit the paragraphs to no more than four. In a federal or state grant a cover letter is normally not needed unless they ask for one. The cover letter is important in the grant writing process due to it is your chance to let the funder know up front about the agency goals and to let them know the grant will fulfill the requirements. The introduction of the application will let the agency describe their organization and demonstrate that they are qualified for the project at hand (How to Develop and Write a Grant Proposal, 2007). In this section the history of the organization, goals and mission, how significant it is and the accomplishments and any success stories will be inserted. If the agency have received any endorsements, press coverage or previous grants it should be used as a reference with supporting documents. You also will need to speak on the staff and the list of board directors. The summary part is important due to it is the part where the agency can establish their credibility and get their point across (How to Develop and Write a Grant Proposal, 2007). The next section of the proposal would be the need statement. The need statement is important due to it states the problem that you are addressing and the main reason of your proposal. The need statement which was previously discussed covers the areas as follows: recipients, who they are and how they benefit and receive services, social economic cost, the problem at hand with facts to support, stress what gaps exist in addressing the problem that is talked about in the proposal (How to Develop and Write a Grant Proposal, 2007). Also at the end of the need statement you should explain the time frame of the program to the funder and why securing the funds is critical to your organization. The goals and objective is important to the proposal because it states what your organization hope to achieve. It will also help when you use powerful language that will be persuasive to the reader. The agency should always make sure that all goals and objectives are measureable. Also make sure the objective explains who and what you will be serving. The next part of the grant is the program design. This section shows how the project will work and solve the current problem at hand (How to Develop and Write a Grant Proposal, 2007). Within this section you will have to be explicit, and be able to explain why the methods that you have chosen are the best and how they will make your objectives reachable. Within the program design you will state the supplies such as the equipment services required and the resources for this project. An evaluation plan should be a consideration in every stage of the proposal development (How to Develop And Write a Grant Proposal, 2007). Sometimes the evaluation is where some organizations fall short. The evaluation is important to the proposal due to this is the main part where grant reviewers will look. The evaluation states how you will measure your results for your project. You also as an organization have to make sure methods and the objectives are consistent and explain how you will use the findings. The project sustainability is where the grant funder has funded the agency and now wants to see the results through the project sustainability (How to Develop And Write A Grant Proposal, 2007). In the project sustainability section you and the agency should restate the goals or plans for the project that you are trying to promote. You should also as an agency state how funds will continue to flow in the future for the program. Some of the plans for the agency future could be things such as blueprints of how the plans will work, and include the hiring staff and other contractors if needed. The budget section is very important due to this is where you ask for the money for your organization program. The format of the budget should be clear for the funder to understand. In the budget section it will include personal expenses and project expenses. The budget section should always start with a proposal statement. Generally budgets are divided into two categories one being the personnel cost and the second being the non-personnel cost (How to Develop And Write A Grant Proposal, 2007). In the personnel cost this is where the salaries on the employees come in and the health care as well. The non-personnel section will include utilities, equipment and the rental or the cost of leasing you agency building. When writing a grant you will always use quantitative and qualitative data within your research. Quantitative methods will output hard numbers while qualitative methods use descriptive data (Quantitative and Qualitative Evaluation Methods, 2013). Qualitative data can sometimes include audio recordings, photos and other data. Qualitative methods have been used in research to explain specific methods, but can also show examples of the different applications at the same time. Qualitative method can be used in many complex settings for different interactions. Some of the interactions can be among professional groups and different organizations. Qualitative data will help clarify values, language and meanings attributed to people who play different roles in organizations and communities (Qualitative Methods, 2013). Qualitative data are gathered by interviews and observations. The qualitative involve small numbers and can use open ended questionnaires when needed. A strength that qualitative data has is it can gather multiple methods and provide information on more difficult issues. Some of the limitations could be the time it would take to collect the data. Another limitation is it can sometimes be difficult to analyze. As an organization you can collect qualitative data by observation, interviews and focus groups (Quantitative and Qualitative Evaluation Methods, 2013). Quantitative data can be analyzed by using statistical methods. Some census, government statistics can include quantitative evaluations. Quantitative can have strengths and weakness as well as Qualitative did. A strength that it has is data that is usually collected is efficient and easy to analyze. One limitation that is has is sometimes the data can be too large to explain some of the complex that issues that will arise. Within the grant for the organization the quantitative can come in handy when it comes to surveys or questionnaires, post-test, existing databases and statistical analysis. Qualitative data will be used for observations, interviews and non- statistical focus groups (Quantitative and Qualitative Evaluation Methods, 2013). In the paper it provided the reader with the different definitions of a needs statement, grants or proposals and quantitative and qualitative data. It also stated what the purpose of a needs assessment is. Further along in the paper the basic format for writing a proposal or grant was explained. There then were steps explaining why each of the elements of the grant is important. Then to conclude there was how and where you use quantitative and qualitative data in a proposal. With this information provided in the paper the reader would now be able to complete a successful proposal. References Carlson, M., & O'Neal- McElrath, T. (2008). Winning Grants. Step by Step (3rd ed.). San Francisco, California: Jossey- Bass. How to Develop and Write a Grant Proposal. (2007). Retrieved from http://www.mikulski.senate.gov Grant Writing Guidelines. (2013). Retrieved from http://www.web.riverdeep.net Qualitative Methods. (2013). Retrieved from http://www/ncbi.nlm.nih.gov Quantitative and Qualitative Evaluation Methods. (2013). Retrieved from http://www.civicpartnerships.org

Republic Day Essay

Republic Day is one of the three national holidays of India and the greatest festival celebrated in the country. It is celebrated every year on January 26, in New Delhi with great pomp, fanfare and pageant. While in the capitals of the States and other headquarters, it is marked with patriotic fervor. The most spectacular celebrations are marked by the Republic Day Parade that takes place in the capital of New Delhi at Rajpath. It includes march past of the three armed forces, massive parades, folk dances by tribal folk from different states in picturesque costumes marking the cultural unity of India. Further, the streak of jet planes of Indian Air Force, leaving a trial of colored smoke, marks the end of the festival. It was the Lahore Session of the Indian National Congress at midnight of December 31, 1929 – January 1, 1930, that the Tri-Color Flag was unfurled by the nationalists and a pledge was taken that on January 26 every year, â€Å"Republic Day† would be celebrated and that the people would unceasingly strive for the establishment of a Sovereign Democratic Republic India. The professed pledge was successfully redeemed on January 26, 1950, when the Constitution of India framed by the Constituent Assembly of India came into force, although the Independence from the British rule was already achieved on August 15, 1947. It is because of this fact that August 15 is celebrated as Independence Day, while January 26 as Republic Day. The festivity of Republic Day concludes officially with the intriguing Beating Retreat ceremony on the evening of 29th January. This enthralling ceremony is performed by the military, the Indian Air Force, India Navy and India Army in the Raisina Hills, New Delhi, in front of the President of India as the Chief Guest.

REL201 New Testament Essay Example | Topics and Well Written Essays - 500 words

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You can decide the topic whatever you want by those requirements I Essay - 10

You can decide the topic whatever you want by those requirements I posted - Essay Example The painting has recurring rhythmic pattern similar to rhythm as used in jazz. Jazz are unique music in which he various musical elements including the lyric work in tandem to create a unified rhythm. The painter uses rhyming shapes, sizes and color among other design elements to create a unified piece. The painter’s ability to use various design elements ye achieve harmony in the final product is a feature unique to jazz music. The selection of bold colors and a jumbled sound pattern in the painting makes its structure synonymous to that of rock and roll type of music. Just as with any other professional painter, Delaunay uses the various design elements strategically in order to achieve both harmony and emphasis in the painting. However, his choice of the design elements to use makes the painting grab attention, as is the case with the high-pitched rhythm of rock music. Jacques-Louis David portrays his painting genius in the painting as he employs numerous principles of design. Principles of design refer to acceptable set of rules that govern the utilization of the various visual elements that painters use. The design elements include space, color, form and texture among others. A painter uses more than a single design element when creating an artifact as is the case with The Death of Socrates painted by Jacques-Louis David’s painting. The renowned painter therefore observes a number of design principles thus ensuring that the he creates a holistic painting that communicates effectively. Key among the principles is similarity and contrast. The principle of design seeks to enhance the portrayal of a focal point in a painting. Painters always use the various elements similarly. However, too much similarity in the use of the elements makes a painting boring. Jacques-Louis David uses various elements similarly while contrasting others at strategic stages thus creating a cohesive painting. The people in the painting for

Course assignment, question 3-5-8, need assisance Coursework

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The Crucible by Arthur Miller Coursework Example | Topics and Well Written Essays - 1000 words

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Objectives of Accounting Information System, Internal and External Essay

Objectives of Accounting Information System, Internal and External Transactions, Peachtree Exercise - Essay Example In the same manner, changes and improvement in accounting too, are continually being made, in the process of business information. "A systematic record of the daily (and hourly) events of a business leading to the presentation of a complete financial picture is known as accounting, in its elementary stage, as BOOK KEEPING." ----- M.C. Shukla. "Book-Keeping is the science of recording transactions in money or money's worth in such a manner that at any subsequent date, the nature and effect of each transaction, and the combined effect of all the transactions may be clearly understood, so that the accounts prepared at any time from the records thus kept, may show the owner of the books his true financial position"----- L.C. Cropper. Those who invest their capital and devote their efforts in business expect that they will receive a return in the form of profit. Moreover, they employ managers in the business it is the duty of the managers to maximize profit and to minimize losses. In order to maximize profits and to minimize losses there must be proper record of all events and transactions of the business so that at the end of a period, the owner of the business can have knowledge about:- Each and every transaction affects the basic of accounting equation. ... 2. To keep an eye on each and every tangible and intangible asset. 3. To ascertain the working results from the written records of transactions, i.e., whether profit or loss has incurred after a prescribed reasonable period. 4. To ascertain the financial position of the business on the last date or at the end of a period in terms of assets and liabilities. 5. The help and guide the management of the business enterprises to make decisions from the historical data of accounting of the past. 6. To help and guide the management of the business to determine their policies for the current period and for future, in short and long terms. NEED OF BUSINESS RECORDS Those who invest their capital and devote their efforts in business expect that they will receive a return in the form of profit. Moreover, they employ managers in the business it is the duty of the managers to maximize profit and to minimize losses. In order to maximize profits and to minimize losses there must be proper record of all events and transactions of the business so that at the end of a period, the owner of the business can have knowledge about:- 1. The gross profits on purchases and sales of merchandise. 2. The net profit or loss after checking of all paid or accrued expenses, usage of different assets. 3. The cost of assets in detail and total of all assets. 4. The liability of business including accrued. 5. The amount of investment at the end of the period. In a nut-shell the owner can see the report of his business after a certain period at a glance and can judge progress of his business. WHAT IS TRANSACTION Any exchange of values is called "transaction" such as a) Purchase of Merchandise, Land, Building, and Furniture on cash. b) Purchase of Merchandise, Plant, Furniture

Eagles Nest Inc Essay Example | Topics and Well Written Essays - 1250 words

Eagles Nest Inc - Essay Example An investment plan is a future process where a company plans the milestones they want and hope to achieve (Davidson, 2003, p 1). This implementation plan is majorly based on the financial department of the Eagles Nest Inc. Eagle’s Nest Inc is a chain of hotels and motels across the globe. They have over twenty there outlets worldwide which means they have a brand reputation to keep and profits to make to maintain the hotels. The implementation plan is based on their two main ideas of increasing profits that is creating a fitness centre where clients who stay in the hotel can exercise. Secondly, they want to organize some night events to encourage clients to stay in the hotels, enjoy and come back easily and frequently. This article examines the financial implementation plan of Eagles Nest Inc. Overview of the Investment Idea being implemented This implementation plan is for the Eagles Nest Inc. the hotel has a chain of twenty-seven, three stars hotels, and motels worldwide. Th e implementation plan is significant in the generation of ideas for new services in the hotels and motels to generate more profit than before. In addition, the plan is supposed to enhance the hotels image globally. New services that could increase sales include night events and fitness room. Therefore, this implementation plan is majorly for the finance department. Impacts on the Financial Department The financial department is the most affected since news services means more expenditure in the financial department.... Finally, the investment idea will affect negatively the financial department in that commodities like water, electricity, and cleaning detergents will be used more often and in large quantities than before. The investment idea ensures more clients hence more activities and more expenses in the hotels and motels globally. Time Plan Creation of job positions 1 week (duration) Start week 2 Lasts for 1 week No slack Advertisements of job vacancies 1 month Week 10 Week 13 4 days slack Short listing of candidates 1 week Week 14 Week 15 3 days slack First interviews 2 weeks Week 16 Week 17 3 days slack Second interviews 2 weeks Week 18 Week 19 2 days slack Short listing of successful candidates 1 week Week 21 Week 22 5 days slack orientation 1 week Week 30 Week 31 2 days slack Job placement 2 weeks Week 35 Week 37 9 days slack Links and Dependencies Departments must depend on each other for the improvement and implementation of the investment idea. Dependant on Precursor to Creation of job positions Number of available staff. Number of available vacancies. Staff to create the job descriptions. -advertisement placements. -Financial position of the company. Advertisements of job vacancies --job vacancies available. -the media outlet used for advertisement. -short listing of candidates. Short listing of candidates -applications received. -First interviews. -Second interviews. First interviews - Qualifications of applicants. -second interviews Second interviews -Qualifications of applicants. -Interviewers training. -Short listing of successful candidates. Short listing of successful candidates -arrival of short listed candidates. -Competency of the short listed candidates. -orientation.

Romney Care in Massachusetts Research Paper Example | Topics and Well Written Essays - 1750 words

Romney Care in Massachusetts - Research Paper Example A self-governing public power with the name of Commonwealth Health Insurance Connector was established by Romneycare. The role of this connector is to offer private plans of insurance to the residents of Massachusetts. Failing to acquire the insurance coverage subjects the residents to the implication of tax penalties. Tax filers on Massachusetts that could not manage to get enrolled in the plan of health insurance that they could easily afford got deprived of the personal exemption worth $219 upon the income tax. Since 2008, there has been an increase in penalties by increments on monthly basis. This was done in order to make the residents more serious about the implication of penalties and alter their behavior for the better. Before the enactment of Romneycare, number of the uninsured residents of Massachusetts that were qualified for a state or federal health program but were not enrolled anywhere because of indifference, ignorance, or some other reason was between 372000 and 618000. Once Romneycare was enacted, 219000 residents of Massachusetts that were uninsured before acquired the insurance (Tanner). Although the uninsured rate in Massachusetts has lowered up to only 3 per cent, yet 69 per cent people who acquired insurance since the year 2006 happened to obtain the coverage which to much an extent is subsidized by the taxpayers. The plan has actually worked not in accordance with Romney’s requirement of having each and every individual pay to acquire the insurance coverage. As per the notes taken in a report prepared by the Massachusetts Health Connector in February, 2010, Percentage of the 408000 residents of Massachusetts that have acquired the insurance recently and yet pay nothing is sig nificantly above 50 (Turner). Number of people that remained uninsured till the end of year 2008 was about 140000. They were either subjected to penalty or the state considered them too poor to afford the premiums, thus excusing from

Ethical Dilemma Research Paper Example | Topics and Well Written Essays - 1250 words

Ethical Dilemma - Research Paper Example Thus Margaret should choose which is the most important thing for her either her gender roe or own personality. The point of any story, including all the stories depicted in films, is in description of human choice, which eventually leads to either good or bad consequences. However, unlike some common conceptualizations of choice that claim that choice deals with picking between good and bad, real choice (a complicated one) is always about choosing between equally either bad or good possible consequence. This means that each really crucial choice is an exclusion of something crucial. Ethical dilemma requires an exclusion of some morally valuable thing in behalf of another, probably more important value. So the two important values that the leading character Margaret Keane should choose between are her identity (personal interests) and social status (her social identity). On the very beginning of the film Margaret is described as an obedient wife and a good decent mother. She lives an ordinary life of an American housewife of 1950es, when women’s rights weren’t so developed and society didn’t take them seriously. Thus she identifies herself with the gender role of a typical woman she is used to playing. She believes that being a good mother is a part of the gender role, which cannot be separated from being a wife and being an obedient woman. So as far as her maternity is an important moral value for her, the only way she believes she can implement it best for her child is by playing the complete gender role parked on her by society. Although Margaret manages to get divorced with her husband who she cannot live with, she realizes that society doesn’t accept a single mother who has no professional skills in anything. She meets a man who seems to be a nice one, however eventually it turns out that he is a fraud who cashes in on sailing her genius artworks under his own name, keeping Margaret in shadow. Thus opposite value Margaret has is

The Role and Meaning of Jesus Miracles Essay Example for Free

The Role and Meaning of Jesus Miracles Essay Abstract: Jesus has done so many miracles during His life in this Earth. There were hundreds of miracles which served as an eye opener for those people who do not believe in Him. Through those miracles, their spiritual eyes were opened and their ears have heard of the truth that Jesus was the one sent by God to save Humanity and that He deserves all praises and adoration. The miracles also showed that anything is possible with Jesus. There is nothing in which He cannot do. There is none for He can do and accomplish all things if He wants it to happen. The Role and Meaning of Jesus Miracles Jesus ministry started when he was already 33 years old. But even if it started that late, He still has accomplished so many things that brought great changes in the lives of those unbelieving individuals. He did many miraculous things that have made the Israelites and the Pharisees stand in awe of it. Jesus did those miracles to show His Great Power, His Healing Touch and His Great love. His Glory was manifested through his miraculous deeds. Even though, many opposed to what He is doing because according to them it was unlawful, but still it did not stop Him from doing good for the others. Still, He continued doing what is right and what God has planned for the human beings. Many were Jesus’ opponents that time; those were the Sadducees and the Pharisees. They were the great hypocrites of all time. The judged Jesus according to what their selfish hearts and minds dictates. They insulted the greatness and the power of Jesus. They would not believe that Jesus was the mighty King that was promised to save their land. What they perceive was a baby born in a kingdom, born with a crown and sceptre with all the treasures and gold’s of his kingdom. But these were all wrong. God’s plan was different. What he did was to send the Saviour Jesus in this world in the hands of ordinary people, a carpenter and an ordinary woman. What Jesus’ only want is for us to have an abundant health and prosperous life. He does not want us to suffer inequities. He loves us so much that He is willing to do all things just for us, to the extent that He died on the cross just for us. For the redemption and payment for our sins. But before He died and was crucified, He left us with many miraculous things which brought great impacts on our being. One of those many miracles was, Jesus Heals a Crippled Man. In this story, Jesus was on Capernaum when while teaching, their were four men who came near him and brought with them a cripple man. They saw that there many people gathered, so they decided to make a hole in the roof where Jesus was preaching and there they let the crippled man see and be healed by Jesus. Jesus was amazed by the faith of those people who accompanied the cripple man and as well the cripple man himself. Then Jesus commanded the man to stand up and pick up his mat, when the crippled man did it, he was amazed because he can finally walk. Jesus also said to his friends that their sins were already forgiven because of their great faith, many reacted with this. They say, that Jesus does not have any right to forgive only God do. Jesus then told him, that He has every right to say it because He is the Son of God. One time, He also healed a man but this time with a cripple hand. It was during Sabbath, and many Pharisees condemned Jesus for healing during Sabbath, they it is unlawful. For Jesus, it does not matter if it is during Sabbath or not, as long as someone is healed and made good. Days or important dates do not matter as long as you are doing well for others. In this miracle Jesus showed that Great faith is needed for us to be saved and healed. Nothing is more important than having faith. Faith is the substance of things we are expecting and hoping while we do not see those things yet. We have great faith that things will happen, if we are sick, we should have faith in Jesus, that He will heal and cure us from all our sickness. All we have to hold is just faith, even little faith can do great things, it can already move giant mountains and clear our way. Jesus desires to see that faith within us; He cannot do what He wants in our lives, like salvation, healing and prosperity if we do not have that great faith within out hearts. A faith that never waivers, that never ceases or stops but a faith that is firm, that will stand the test of time even great trial, circumstance and travails will come on our way. Jesus desires for us great things in life, that is first we should be saved by His blood and we should believe in Him, that He is the healer and the Messiah which God sent in this Earth for us. Jesus heals a sick woman and made alive a dying girl. In this event, Jesus was at the shore in Galilee when Jairus approached Him and asked His help because his daughter is about to die already. Jesus the immediately responded and went with him. But while Jesus was on His way, He noticed that someone touched His cloak. When He looked around He saw a woman. The women then plead Jesus to heal her because she was having hemorrhage for 12 years already. Immediately, Jesus healed her by just speaking His word. Jesus promised her that all the days of her life; she will be in freedom from diseases and pain. But while Jesus was healing her, many people came into them and told the bad news that Jairus’ daughter already died. They all worried and fret about this. Upon hearing this, Jesus told and encourages Jairus to just believe and have faith to God. When they reached home, Jesus immediately touched the dead girl and utter words of life which was â€Å"Talitha, Koum† meaning, â€Å"little girl get up!† Then immediately the girl was made alive again. Upon seeing this, many were again amazed by what He did. Again, because of their great faith, Jesus has able to manifest His love and did miracle for them. The bleeding woman trusted Jesus so much that she took every chance just to get the attention of Jesus for her to be healed. In the case of Jairus, in the very first place he already sought Jesus help and even if the news came that his daughter already died, Jairus still has the faith and hope to Jesus that He will be able to heal and make alive again his daughter. And Jairus was not wrong. Indeed Jesus touched his daughter and she was made alive again. In these two miracles that Jesus again was made known as an ever healing one. Faith was still the main ingredient why Jesus manifested His Healing and miraculous power to the bleeding woman and to Jairus as well. Jesus heals a Man who was deaf and could hardly talk. In this miracle, a man who was deaf and has a big difficulty in talking was brought by the people believing that He will be healed also by Jesus as what He did to other people. They told Jesus to just touch him. And so, the man was healed. He was then able to hear very clearly and say words with no difficulty anymore. Because of their belief that Jesus was able the man was healed. Upon seeing the miracle happened, they praised Jesus. They said that Jesus is good and that He is such a great one for He has healed many people with all kinds of diseases already. Jesus heals the boy. In this miracle, Jesus handled a boy who was possessed by a demon. Jesus, at first, was upset because they did not immediately brought the boy to her. Jesus asked the condition of the child and then the man who brought the child to Him, asked Jesus if He could help and upon hearing this Jesus immediately reacted. He asked why does those man question if He can, do not they know that anything is possible with Him. He is the Messiah and the Great Mighty God; therefore everything will be done and accomplished by Him. So, Jesus drove away the demon inside the boy’s body. When the disciples saw this, they asked God why they could not do it themselves, then Jesus answered that what they only lack is prayer and faith. Those are just some of the many miracles that Jesus has performed during the three years of his ministry. There are still many of them that showed how great Jesus is. How He healed those people who were seeking Him with all their hearts with great faith, believing that Jesus will be able to free them from all their sickness. The miracles of Jesus manifest His goodness and His everlasting love and concern for us. He does not want us to suffer from anything but give us freedom spiritually and physically. Through the miracles He did, many people came to know and accept Him as Saviour and Redeemer. Doing those miracles was one way of Jesus to tell us that all things are possible if we only just believe and have faith in Him. Jesus came to this world to show how great his love for us is. Jesus even laid down His own life for us through His crucifixion in the Cross. Therefore, because of His goodness; He deserves all our praises and our faith. References: 1. Mark 2: 1-12. Holy Bible New King James Version. Thomas Nelson Publishers. 2. Mark 7: 31-37. Holy Bible Contemporary English Version, Global Edition. 3. Matthew 8: 1-4. Holy Bible Contemporary English Version, Global Edition. 4. Youth Bible. Holy Bible Contemporary English Version, Global Edition. Pages 861-871.

Heart Disease In Women Health And Social Care Essay

Heart Disease In Women Health And Social Care Essay Heart disease is one of the leading causes of mortality in women across the world Rollini. In the United States, cardiovascular disease Carey, specifically coronary heart disease, is the leading cause of death among both men and women [nih coronary heart disease, Rollini]. Death from a cardiac-related event is more common than death from all forms of cancer combined. However, even though more women than men die from coronary heart disease [Carey], heart disease itself is still commonly considered to be a male disease. Historically, medicine has utilized the man as the standard, even when treating women [xhyheri]. Therefore, there is the likelihood that it is under-diagnosed in women. This is because women suffer symptoms and respond to diagnostic testing differently than do men. Women also experience outcomes that are different than those men experience following intervention. Heart disease is a term that is frequently used interchangeably with the term cardiovascular disease. Cardiovascular disease commonly refers to those conditions that involve blocked or narrowed blood vessels that can subsequently lead to heart attack, stroke, or angina. There are other heart conditions that can affect the hearts muscle, beating rhythm, or valves, such as infections, that are also thought of as heart disease [mayoclinic]. Much of heart disease can be treated or prevented by making healthy lifestyle choices, such as a healthy diet, exercise, not smoking, and watching how much one drinks. As of present, few studies specifically examine heart disease in women. Women in fact represent less that 30% of study population in the majority of clinical trials [Rollini]. The research that has been conducted has indicated that women are less likely to be diagnosed or treated as well as men [xhyheri]. Additionally, studies have indicated that women react differently to drugs typically prescribed to cardiovascular disease. Additional research involving women, along with gender-specific analysis is needed. This would include the incorporation of more women into cardiac trials as well as into observiational studies, and the usage of statistical techniques that enable testing for certain sex interactions and provide information about differences in response to treatment that are sex-specific. Heart disease in women Heart disease is the foremost cause of morbidity and mortality in women. However it is often under-recognized by both patients and providers, as women believe that the major killer and therefore the disease they need to be on the lookout for is cancer. Additionally, heart disease is still in large part considered a male disease, and the main emphasis in heart disease research and clinical practice has gnereally focused on men (Stranges). However, a major shift has occurred recently, with greater recognition of the clinical significance of cardiovascular disease in women [1,5 in Stranges]. The realization of the importance of cardiovascular disease in women has also been accompanied by a growing awareness of differences in risk factors, treatment, preventative strategies, and prognosis of the disease [1, 5, 12-15 in Stranges] between the genders. Some cardio-metabolic risk factors are either unique or more prominent in women than they are in men [5]. For instance, preeclampsia is lined to an increased risk of various cardiovascular outcomes later on in life [17]. Additionally such conditions as autoimmune diseases and depression can contribute in a disproportionate way to cardiovascular risk in women [5, stranges]. The prevalence of a number of traditional risk factors are also different for women than they are for men. For example, the prevalence of diabetes mellitus is greater among women in the U.S., primarily as a result of a decrease of level of physical activity as well as a difference in longevity between the genders [2, 5,18 in Stranges]. In fact, type 2 diabetes and impaired glucose tolerance are recognized as very strong risk factors for cardiovascular disease in women [19]. Additionally, type 2 diabetes and impaired glucose tolerance may increase the risk of recurrent cardiovascular events following the first acute myocardial infarction, particularly in women [20 stranges]. Hypertension also tends to be higher in older women, which contributes to the greater morbidity and mortality in women from stroke than in men [2, 21 Stranges]. Additionally, atrial fibrillation is a primary risk factor for ischemic stroke in women [5, 21], which has led to the development of management guidelines designed to prevent stroke in women [22]. Epidemiology Heart disease is one of the leading causes of mortality across the world. In the United States, a woman dies from a heart related episode every minute [Rollini], and despite declining trends seen in many countries over the past 40 years in both men and women, cardiovascular disease is still the leading cause of mortality in both men and women [1-3 stranges]. Cardiovascular disease in fact is the cause of a greater number of deaths than all other chronic conditions combined, including cancer, neurodegenerative and respiratory diseases, and accidents [2]. Approximately 1 in every 3 women (34.9%) in the U.S. has some kind of cardiovascular disease. The percentage for men is slightly higher at 37.6% [zhang]. Approximately 1 in every 2.7 women will die of a cardiovascular disease; this is compared with approximately 1 out of every 4.6 women who will die of cancer [1 in zhang] Although age-adjusted mortality rates of cardiovascular disease are higher in men than in women, the total number of cardiovascular disease related deaths has been consistently higher in women than in men for the past two decades, primarily due to a longer life expectancy as well as a larger proportion of elderly women [1,2 stranges]. Additionally, in the United States more hospitalizations occur for heart failure and stroke in women as compared to men [2] Recent evidence indicates an increasing trend in coronary heart disease mortality in younger women. In U.S. women ages 35 44 years of age, coronary heart disease mortality rates have increased an average of 1.3% each year since 1997 [4]. These trends are most likely driven in part by the obesity and diabetes problem in the U.S., but other contributors include a decrease in physical activity and an increase in the prevalence of hypertension [4]. The escalation in prevalence of large scale cardiovascular disease risk factors in younger adults, primarily hypertension and obesity, as well as the leveling off or possible reversal of cardiovascular mortality trends is happening in the U.S. as well as in areas around the world, including the Mediterranean and Asia. These regions are classically associated with healthier dietary choices and lifestyles (6 -11 stranges] Specific to the disease burden and the specific aspects of cardiobascvular disease in women, the American Heart Association developed evidence-based guidelines specifically for women [12 15 stranges]. The most recent update of these guidelines was published in 2011 [12] and represented a major contribution to the field of cardiovascular disease management. The focus of the guideline shifted from evidence based to effectiveness based, and considered both harms/costs and benefits of preventive intervention [12]. This shift indicates a major evolution from the guidelines revised in 2007, which were based mainly on the clinical benefits of intervention for cardiovascular disease prevention in women [15]. Additionally, the 2011 guidelines introduced ideal cardiovascular health as the lowest risk category, meaning that the presence of ideal levels of cardiovascular risk factors and adoption of a healthy lifestyle is most likely to be associated with favorable outcomes and a nicer quality of life, as well as increased longevity [50]. However, only a very small percentage of U.S. women will be classified as being at ideal cardiovascular health [51]. Differences in short term prognosis and clinical presentation between men and women are evident with cardiovascular disease. Especially in younger women, higher fatality rates have been seen during the 30 days first following an acute cardiovascular event, as compared with younger men [31, 32 stranges]. There has also been an ongoing debate on the reasons cardiovascular disease is managed differently in men and women [33-35], although there has been an improvement in the quality of care and in outcomes for women in recent years who have been hospitalized for cardiovascular disease [36 stranges]. There is some belief that gender disparities are the result of lower awareness of cardiobascular disease risk in women, as well as a delay in emergency services access. However, the gender gap has been reduced over time [37 stranges]. There is still work to be done, though, since very few clinical trials publish results that are sorted by sex. Additionally, researchers frequently utilize historical data in comparing clinical characteristics and treatment in both men and women, and many early trials had an upper cutoff age of 65 years, which excluded many women, since women develop cardiovascular disease on average ten years later than do men. Also of concern is that the demographics of the U.S. and in fact the world are changing, which will mean that practitioners must consider a greater diversity of patients. Added to the well-known classifications of race and geographic origin as well as ethnic origin, there are other facets of diversity that must be considered. These include age, language, literacy, disability, socioeconomic status, religious affiliation, occupational status, and culture. Not only do these factors affect how cardiovascular disease presents and progresses, they also often affect the level of care the individual receives. A report done by the Institute of medicine states that differences in treatment in women do exist even when controlling for such factors as comorbidities and insurance status [52 from mosca]. Pervasive disparities in the treatment of cardiovascular problems are a serious public health issue in the U.S. in spite of the marked declines in mortality that have been observed on a national scale over hthe past several decades. These disparities in particular have an adverse impact on the clinical outcomes and quality of life for African American and Hispanic women, a fact which must be recognized by practitioners. Care that is sensitive to cultural difference includes the revision of healcare delivery to meet the specific needs of a patient population that is incredibly diverse. Tehrefore diversity in this context of healthcare means that all individuals must receive equitable care, regardless of any barriers that may exist [57=59 mosca]. The main cause of these barriers to equitable care includes lack of understanding about patients health beliefs, cultural values, and frequently the inability to communicate symptoms accurately in what to many of these women is a foreign language [53-55 mosca] General guidelines for diagnosis and treatment apply across all groups of women; however, it is important to note that risk factors such as hypertension are more prevalent in African American women. Also, diabetes mellitus is more prevalent in Hispanic women [6 from Mosca]. Most notably, the most coronary heart death rates and the greatest overall cardiovascular disease morbidity and mortality occur in Aftrican American women. This means that mortality from cardiovascular events in these women is more similar to those seen in men than those seen in other groupings of women. This simply underscores tat need for greater preventative efforts in some groupings of women as well as a different approach taken to diagnosis and treatment of cardiovascular disease, an approach more tailored to each specific grouping. Deaths from cardiovascular disease have decreased in all groupings of women. However, Hispanics have the lowest percentage of deaths from cardiovascular events (21.7%) as comared with non-Hispanics (26.3%) [62 mosca]. Hispanics also have a longer life expectancy at 83.1 years compared with the 80.4 year life expectancy for non-Hispanic white women and the 76.2 years for non-Hispanic black women [63 mosca]. This means that cardiovascular complications due to age are a greater consideration for Hispanic women. Age is not only a consideration for Hispanic women, however. The life continuum of women frequently reflects different events that are approached with different levels of stress both physical and mental than those that affect men. These events include such conditions as pregnancy. Therefore, it is important to consider all facets of diversity when practitioners care for women with cardiovascular disease, to avoid a disparity in care [64-66 mosca]. Etiology Cardiovascular disease is largely caused by risk factors such as unhealthy lifestyle choices. Many of the causes for most forms of cardiovascular disease can be treated or prevented by making healthy lifestyle changes. These causes include: Pathophysiology of heart disease It is of utmost importance for the practitioner to recognize that womens hearts are different from mens hearts. Whiel this area of study is somewhat new, it is known that women have smaller herats as well as smaller arteries than men. Researchers from Columbia University and NY Presbyterian also believe that women have a different internal rhythmicity to the pace of their hearts, which in general causes the heart of a woman to beat faster than the heart of a man. The researchers also belive that a womans heart may take longer to relax following each beat. Additinoally, some surgeons have hypothesized that the reason that women have a 50% higher chance of dying during heart surgery as compared to men may be related to a fundamental difference in the way a womans heart works. These differences may also be linked to the fact that women are more likely than are men to die after their first myocardial infarction [Ricciotti]. Approximately 25% of men die in the first year following their f irst myocardial infarctino, compared with 38% of women [Krupa online]. Women are also approsimately twice as likely to experience a second myocardial infarction within 6 years of the first. Additionally, women are approximately twice as likely to die following bypass surgery. From Ricciotti online Heart disease itself therefore affects the hearts of women in different ways than it does men. Following a heart attack, a womans heart is more likely to sustain its systolic function effectively. C. Noel Bairey Merz, the Director of the Womens Heart Center at Cedars-Sinai Heart institute, has suggested that this reflects that cardiovascular disease affects the microvasculature in women, while in men it affects the microvasculature [Krupa]. Conventional research has indicated that the most prevalent form of cardiovascular disease is coronary artery disease, where plaques narrow or block the major arteries of the heart, which in turn cuts off the supply of oxygen to the heart. The duration and severity of the impairment determines the severity of the acute event unstable angina or myocardial infarction can result. This ultimately affecst the hearts ability to pump blood correctly. However, Bairey Merz found that womens hearts were much less likely than were mens to lose the ability to pump blood following a myocardial infarction. Additionally, women were much less likely to present with coronary artery disease that was obstructive. This led Bairey Merz to conclude that in women the oxygen deprivation to the heart and the ensuing damage is more likely to happen when the small blood vessels become dysfunctional, as opposed to the major arteries [Krupa-online]. Bairey Merz further believes this is a major reason why women are misdiagnosed or suffer adverse heart events, beause practitioners typically look for the patterns of cardiovascular disease progression that are present in men as opposed to searching for patterns that are present in women. The Womens Ischemic Syndrome Evaluation (WISE) study concurred and has indicated that women may experience chest pain and abnormal stress testing even when there is no critical, flow limiting lesion (>50% luminal stenosis in a coronary artery) present in one of the major arteries. In this study, 60% of women who underwent coronary angiography did not have a lesion present. Even without experiencing critical blood flow problems, women in the study without lesions experienced persistent symptoms. The persistence of the symptoms, combined with abnormal stress testing results was therefore attributed to endothelial dysfunction and disease affecting the microvasculature. A number of factors may contribute to endothelial dysfunction and disease affecting the microvasculature. Hypertension, LDL cholesterol, diabetes, the chemicals in tobacco, circulating vasoactive amines, and infections can all contribute. Women are not beyond danger regarding plaque and disruption of forward blood flow in the arteries, however. This is primarily because women have smaller coronary arteries than do men, even after correcting for total body surface area [7 Kusnoor]. Therefore, anything that affects flow may prove to be critical. Additionally, women are two times more likely than men to have plaque erosion with subsequent blood clot formation [8 kusnoor]. From Kusnoor online bookmarked Risk Factors From Schenk-Gustaffsen Risk factors for heart disease are roughly the same for both sexes; however, gender specific differences are present (Rollini). There are some unique risk factors that exist for women; older age at presentation is a major risk factor, as women are more likely to suffer from comorbities, including diabetes and hypertension. Given the fact that 6 out of every 10 deaths [schenk] from cardiovascular disease in women can be prevented, it is extremely important to understand the risk factors associated with the disease in women. According to the InterHeart study [2 schenck] there are nine factors that are responsible for 90% of all cardiovascular disease cases. These factors are: Smoking Stress Dyslipidemia Diabetes Hypertension Obesity Poor diet, particularly one that does not include sufficient intake of fruits and vegetables Physical inactivity Consumption of alcohol in excess The same cardiovascular risk factors have been used in risk calculations for the past 40 years, despire increasing knowledge regarding gender differences and the disease. Ridker et al [schenck, find ref] suggested in 2007 to use the Reynolds scoring system for women. This suggestion is based on a 10 year study of data from the Womens Health Study for cardiovascular events in 25,558 women, all over 45 years of age. The conclusion was that this scoring system predicted cardiovascular disease risk in women better than classical scoring systems. Modifiable Diabetes mellitus is one of the most important risk factors, and coronary heart disease mortality is 3 5 times higher in those women who are diabetic as compared to those who are not diabetic. In contrast, the risk is only 2 3 times higher in men who are diabetic. Women also have a 3 5 times higher chance than men of developing cardiovascular disease to begin with [30 schenck]. Higher glucose levels as well as insulin resistance serve to counter the protective effects of estrogen, which places women at this higher risk [Johnson]. Cardiovascular events are the primary cause of death, particularly in type II diabetes. The Nurses Health Study indicated that coronary heart disease mortality in women who have diabetes was 8.7 times higher than non-diabetics [31 schenck]. An additional danger is that women who are diabetic develop cardiovascular disease earlier, at approximately the same age men do. Why this is the case is currently unknown [33]. Diabetes is largely preventable or well- controlled through making healthy dietary and fitness decisions, sometimes in tandem with medication. Cigarette smoking is a very significant risk factors for coronary heart disease in women. Smoking in women prompts more negative cardiovascular and lung consequences than does smoking in men. One potential reason for this may be that the dimensions of the coronary arteries and the lungs are smaller in women than in men; therefore, a woman smoking the same amount as a man would do more damage to her body. Women who are less than 55 years of age have 7 times increase in risk attributable to smoking than do men, and the increase in risk depends on dose. It is undisputable that smoking predisposes the individual to atherosclerosis [24, 25 schenck]. The Nurses Health Study, which examined more than 120,000 haelthy nurses, indicated that only 4 5 cigarettes a day nearly doubled the risk, and 20 cigarettes a day compounded the risk 6 times [26 schenck]. Smoking has declined a bit in men; however smoking in women has not declined at the same rate, particularly in younger women. This can lea d to significant vascular problems later on in life. Further, individuals who are routinely exposed to second hand smoke see a 25% increase in the risk of developing cardiovascular disease. Therefore, it is not simply direct smoking that causes the problem. Additionally, smoking combined with other factors such as use of contraceptives containing estrogen multiplies risk for cardiovascular events and for clot formation [ROllini]. Hormonal contraception is in fact contraindicated for women over 35 years of age who smoke as a result of the multiplied risk. Refraining from smoking lessens the risk of developing heart disease and helps reduce potential cardiovascular risk factors. Alcohol consumption poses a risk for the development of cardiovascular disease. A moderate intake may be protective to the heart, but too much alcohol is harmful [45, 46 schenck]. The type of alcohol consumed is not as crucial as are the drinking patterns. Low to moderate daily intake may be protective, whereas conversely binge drinking can be harmful to the heart. If a patient has already experienced a first myocardial infarction, it is not necessarily a bad thing to continue drinking moderately. However, it is also not necessarily recommended that patients start drinking in search of the protective benefits of alcohol consumption following a first myocardial infarction [schenck]. Light to moderate drinking is defined as defined as one standard drink for women per day and two per day for men. The difference exists because men and women metabolize alcohol differently; specifically women metabolize slower than do men. A standard drink is defined as 12 grams of alcohol; this is equival ent to 15 cl of wine. It is well established that there is an association between LDL cholesterol and an increased risk of cardiovascular disease. Individuals who reduce their LDL cholesterol also reduce their risk for cardiovascular disease. Further, this reduction in combination with raising their HDL cholesterol serves to further reduce risk. A study conducted by the Lipid Research Clinic indicated that low HDL cholesterol in women was the most significant predictor of death from ischemic heart disease [12 schenck]. It has been shown that having low HDL levels affects women more than it does men [16 schenck], so it is important that practitioners encourage the reversal of low HDL. Hypertension is also a risk factor for cardiovascular disease. A meta-analysis that included data from more than 1 million adults ages 40 69 indicated that an increase of 20 mmHg systolic or 10 mmHg diastolic in an individuals normal blood pressure doubles the mortality from coronary heart disease [22 schenck]. There is a 3 times increase in coronary heart disease as well as stroke in women with >185 mmHg systolic when compared to women who are less than 135 mmHg systolic [23 schenck]. The way hypertension is treated is currently the same in both emn and women. Most of the time, pharmacotherapy and lifestyle changes is the preferred treatment. A sedentary lifestyle and obesity pose a significant risk as well. Obesity is more common in women (35.5% ) than in men (32.2%), and 27% of women are obese [1 schenck]. People who are active and regularly exercise their heart muscle are at a much lower risk of developing heart disease. In particular, obese women are more likely to also have metabolic conditions such as polycystic ovarian syndrome or Syndrome X than are lean women, which multiplies risk [Johnson]. Exercise and physical fitness play a big role, and lack of physical activity is a major risk factor for developing cardiovascular disease. One study found that less fit individuals experiences a 4.7 times increased risk of stroke and myocardial infarction, independent of other risk factors [37 schenck]. The beneficial effects of exercise are not as great in women as they are in men; women experience smaller increases in HDL resulting from similar exercises as men [38 schenck]. The Nurses Health Study has indicated though, that two aspects are particularly beneficial to women, namely that brisk walking delivered the same benefits as did vigorous exercise, and women who had previously been sedentary experienced benefits that were similar to those who had exercised earlier in life. This means that it is better to exercise late than to never do so. The recommended amount of exercise is 30 minutes of exercise daily. Diet. A poor diet is a major risk factor for the development of cardiovascular disease. The Mediterranean diet has been shown to have beneficial effects on alleviating cardiovascular disease risk. The diet has a high proportion of fruits and vegetables, and has a positive impact on total cholesterol, LDL cholesterol, blood pressure, and myocardial infarction [47 schenck]. One study of 600 men and women who were randomized into either a group using the Mediterranean diet or a control group indicated that after 27 months a marked difference was found in mortality and morbidity for cardiovascular disease as well as total mortality in favor of the Mediterranean diet [48 schenck]. The mechanisms behind this are multiple, with the recommendation that diet always be combined with other changes to lifestyle, such as exercise or medication. The effects are likely the same in women as in men, but there has not been much gender specific research into why the Mediterranean diet proves beneficial [49, 50 schenck] Depression serves as a risk factor for the development of cardiovascular disease, particularly if the patient is also taking antidepressant medication. Mood in general is a risk factor, particularly if the individual experiences a high level of stress on a consistent basis. As compared to other risk factors, psychosocial variables are much more difficult to define or to measure objectively. Nonetheless, there are several different aspects within the broad definition of psychosocial factors that are currently associated with increased risk of myocardial infarction. These aspects include work and family stress, lack of control, low socioeconomic status, negative life events, and a poor social support system. These aspects, along with depression, affect the risk of ischemic heart disease as well as the prognosis. There are several studies that show a clear correlation between stress and cardiovascular disease. One study indicated that family stress including marital stress increases t he risk of ischemic heart disease [41 schenck]. Another study indicated that work stresses as well as home stresses were more common in those patients who had suffered a myocardial infarction, and that stress represented 30% of the individuals total risk [42 schenck]. Where depression is involved, it has been found that both women and men tend to get more depressed following myocardial infarction [43, 44 schenck]. This increases the risk of a second myocardial infarction. It is important to note regarding depression that more women experience depression than men, and it is therefore a more important risk factor in women. Recent evidence indicates that sleep deprivation and disturbances may be associated with cardiovascular disease, particularly in women [23 stranges]. Three independent studies have indicated an association between increased hypertension and sleep deprivation. This phenomenom occurred only in women [24 26 stranges]. These findings are particularly significant because sleep disturbances and deprivation are more common in women than in men in both developed as well as developing countries [27, 28 stranges] Non-modifiable Genetics. Congenital heart disease is something the individual is born with. However, an individual may also have a genetic predisposition to develop certain cardiovascular problems, as seen through examining family history of heart disease. In the latter, a predisposition does not mean the individual is guaranteed to develop the specific cardiovascular problem they are predisposed to; healthy lifestyle choices such as eating well, not using alcohol to excess, not smoking, and exercising regularly can go a long way toward fighting genetic predisposition. It is interesting to note that simply having a family history of the disease can lead to stress and disruption in mood for some individuals, both risk factors for cardiovascular disease. In one study that examined data collected from 60 women and 31 men who averaged 21.4 years of age it was found that a family history impacts stress responsivity, which can contribute to future heightened cardiovascular disease risk [wright]. Menopause poses a risk for coronary heart disease in women because the reduced production of estrogen leads to worsening of coagulation, vasculature, and the lipid profile. Early menopause in particular is a known risk factor; results of a study utilizing the Womens Ischemic Syndrome Evaluation (WISE) indicate that estrogen deficiency poses a very strong risk factor for coronary heart disease [8, from Rollini] Endothelial dysfunction frequently occurs post-menopause. Its detection can precede more overt diseases such as hypertension and diabetes. One study indicated [13 Rollini] of women without hypertension development of endothelial dysfunction was linked with hypertension. Over the next four years. Another study indicated [14 Rollini] and examining a cohort ofeuglycemic women who were not obese, marked endothelial dysfunction at the baseline was linked with development of diabetes. Also over the next four years. Further, in postmenopausal women with hypertension changes in endothelial function that occur as a result of antihypertensives may be used to identify women who have a better prognosis [15 Rollini]. Metabolic syndrome is a complicated condition that involves hypertension, low HDL levels, elevated LDL levels, abdominal obesity, insulin resistance and elevated triglycerides. Metabolic syndrome has a marked roll in increasing the risk of cardiovascular disease, particularly in menopausal women. Further, there is a strong link between metabolic syndrome and depression. Depression is a commonly known risk factor for cardiovascular disease. Age. As women advance in age, they are more likely to develop cardiovascular disease, and in particular it is more likely that women will have one or more comorbidity associated with cardiovascular disease risk, such as diabetes or obesity. Kidney disease increases the risk of cardiovascular disease in women more than men. Resting heart rate is an independent risk factor for patients who have known cardiovascular disease as well as for those with acute myocardial infarction [133-135, 136-140]. Women possess a lower resting sympathetic output than do men, but after an uncomplicated acute myocardial infarction, women have greater sympathe

Analysis of Student Geometric Thinking and Age Differences

Analysis of Student Geometric Thinking and Age Differences Students Geometric Thinking 8 CHAPTER 1 Introduction In the last 20 years, the perception of learning as internalization of knowledge is criticized and problemized in mathematics education society (Lave Wenger, 1991; Sfard, 2000; Forman Ansell, 2001). Lave and Wenger (1991) describe learning as a process of â€Å"increasing participation in communities of practices† (p.49). Sfard (2000) also emphasized the new understanding of learning as â€Å"Today, rather than speaking about â€Å"acquisition of knowledge,† many people prefer to view learning as becoming a participant in a certain discourse† (p.160). This new perspective in the understanding of learning brings different views to mathematics teaching practice. While the structure of mathematics lessons is organized in the sequence of Initiation- Response-Evaluation (IRE) in the traditional mathematics classrooms, with the reform movement, participation of the students become the centre of the mathematics classrooms (O Connor, 1993; Steele, 2001). Initiating topic or problems, starting or enhancing discussions, providing explanations are the role of the teacher in the traditional classrooms but these roles become a part of students responsibilities in the reform mathematics classrooms (Forman, 1996). Turkey also tries to organize their mathematics curriculum according to these reform movements. With the new elementary mathematics curriculum, in addition to developing mathematical concepts, the goal of mathematics education is defined as enhancing students problem solving, communication and reasoning abilities. Doing mathematics is no more defined only as remembering basic mathematical facts and rules and following procedures, it also described as solving problems, discussing the ideas and solution strategies, explaining and defending own views, and relating mathematical concepts with other mathematical concepts and disciplines (MEB, 2006). Parallel to new understanding of learning, reform movements in mathematics education, and new Turkish elementary mathematics curriculum, students roles such as developing alternative solution strategies and sharing and discussing these strategies gain great importance in mathematics education. Mathematics teachers are advised to create classroom discourse in which students will be encouraged to use different approaches for solving problems and to justify their thinking. This means that some researches and new mathematics curriculum give so much importance to encourage students to develop alternative problem solving strategies and share them with others. (MEB, 2006; Carpenter, Fennema, Franke, Levi Empson, 1999; Reid, 1995). One of the aims of the new mathematics curriculum is that the students stated their mathematical thinking and their implications during the mathematical problem solving process (MEB, 2006). According to new curriculum, the students should have opportunity to solve the problems using different strategies and to explain their thinking related to problem solving to their friends and teacher. Moreover, the students should state their own mathematical thinking and implications during the problem solving process and they should develop problem solving strategies in mathematics classrooms (MEB, 2006). Fraivillig, Murphy and Fuson (1999) reported that creating this kind of classrooms requires that teacher has knowledge about students mathematical thinking. One of the most important studies related to childrens mathematical thinking is Cognitively Guided Instruction (CGI). The aim of this study is to help the teachers organize and expand their understanding of childrens thinking and to explore how to use this knowledge to make instructional decisions such as choice of problems, questions to ask children to acquire their understanding. The study was conducted from kindergarten through 3rd grade students. At the beginning of the study, researchers tried to explore students problem solving strategies related to content domains addition, subtraction, multiplication and division. The findings from this investigation is that students solve the problems by using direct modeling strategies, counting strategies derived facts strategy and invented algorithms. In order to share their findings with teachers, they conducted workshops. With these workshops, the teachers realized that the students are able to solve the problems using a variety of stra tegies. After this realization, they started to listen to their students mathematical explanations, tried to elicit those strategies by asking questions, tried to understand childrens thinking and encouraged the use of multiple strategies to solve the problems in their classrooms (Franke, Kazemi, 2001, Fennema, Carpenter, Franke, 1992). At the end of the study, the students whose teachers encourage them to solve the questions with different strategies and spend more time for discussing these solutions showed higher performance (Fennema, Carpenter, Franke, Levi, Jacobs, Empson, 1996). Similar finding is also observed the study of Hiebert and Wearne (1993). They concluded that when the students solve few problems, spend more time for each problem and explain their alternative solution strategies, they get higher performance. As indicated the new curriculum in Turkey (MEB,2006), the teacher should create a classroom in which students develop different problem solving strategies, share these with their classmates and their teacher and set a high value on different problem solving strategies during the problem solving process. Encouraging the students to solve the problems is important since while they are solving the problems, they have a chance to overview their own understanding and they take notice of their lack of understandings or misunderstandings (Chi Bassock, 1989, as cited in Webb, Nemer Ing, 2006). Moreover, Forman and Ansell (2001) stated that if the students develop their own problem solving strategies, their self confidence will be increase and they ca n build their mathematical informal knowledge. Not only mathematical thinking, but also geometrical thinking has very crucial role for developing mathematical thinking since National Council of Teachers of Mathematics in USA (2000) stated that â€Å"geometry offers an aspect of mathematical thinking that is different from, but connected to, the world of numbers† (p.97). While students are engaging in shapes, structures and transformations, they understand geometry and also mathematics since these concepts also help them improve their number skills. There are some studies which dealt with childrens thinking but a few of them examine childrens geometrical thinking especially two dimensional and three dimensional geometry. One of the most important studies related to geometrical thinking is van Hiele Theory. The theory categorizes childrens geometrical thinking in a hierarchical structure and there are five hierarchical levels (van Hiele, 1986). According to these levels, initially students recognize the shapes as a whole (Level 0), then they discover the properties of figures and recognize the relationship between the figures and their properties (level 1 and 2). Lastly the students differentiate axioms, definitions and theorems and they prove the theorems (level 3 and 4) (Fuys, Geddes, Tischler, 1988). Besides, there are some other studies which examined geometrical thinking in different point of view. For example, the study of Ng (1998) is related to students understanding in area and volume at grade 4 and 5. But, Battista and Clements (1996) and Ben-Chaim (1985) investigated students geometric thinking by describing students solution strategies and errors in 3-D cube arrays at grades 3, 4 and 5. On the other hand, Chang (1992) carried out a study to understand spatial and geometric reasoning abilities of college students. Besides of these studies, Seà §il (2000), Olkun (2001), Olkun, Toluk (2004), Ãâ€"zbellek (2003) and Okur (2006) have been conducted studies in Turkey. Generally, the studies are about students geometric problem solving strategies (Seà §il, 2000), the reason of failure in geometry and ways of solution (Okur, 2006), the misconceptions and missing understandings of the students related to the subject angles at grade 6 and 7 (Ãâ€"zbellek, 2003). In addition to t hese, studies has been done to investigate the difficulties of students related to calculating the volume of solids which are formed by the unit cubes (Olkun, 2001), number and geometry concepts and the effects of using materials on students geometric thinking (Olkun Toluk, 2004). When the studies are examined which has been done in Turkey, the number of studies related to spatial ability is limited. Spatial ability is described as â€Å"the ability to perceive the essential relationships among the elements of a given visual situation and the ability to mentally manipulate one or two elements and is logically related to learning geometry† (as cited in Moses, 1977, p.18). Some researchers claimed that it has an important role for mathematics education since spatial skills contribute an important way to the learning of mathematics (Fennema Sherman, 1978; Smith, 1964) and Anderson (2000) claimed that mathematical thinking or mathematical ability is strongly related with spatial ability. On the other hand, Moses (1977) and Battista (1990) found that geometric problem solving and achievement are positively correlated with spatial ability. So, developing students spatial ability will have benefit to improve students geometrical and also mathematical thinking and it may foster students interest in mathematics. Problem Statement Since spatial ability and geometric thinking are basis of mathematics achievement, then one of the problems for researchers may be to investigate students geometric thinking (NCTM, 2000; Anderson, 2000; Fennema Sherman, 1978; Smith, 1964). For this reason, generally this study will focus on students geometrical thinking. Particularly, it deals with how students think in three-dimensional and two-dimensional geometry, their solution strategies in order to solve three-dimensional and two-dimensional geometry problems, the difficulties which they confront with while they are solving them and the misconceptions related to geometry. Also, whether or not the students use their mathematics knowledge or daily life experiences while solving geometry questions are the main questions for this study. Purpose Statement The purpose of this study is to assess and describe students geometric thinking. Particularly, its purpose is to explain how the students approach to three-dimensional geometry, how they solve the questions related to three-dimensional geometry, what kind of solution strategies they develop, and what kind of difficulties they are confronted with when they are solving three-dimensional geometry problems. Also, the other purpose is to analyze how students associate their mathematics knowledge and daily life experience with geometry. The study attempt to answer the following questions: How do 4th, 5th, 6th, 7th and 8th grade elementary students solve the questions related to three-dimensional geometry problems? What kind of solution strategies do 4th, 5th, 6th, 7th and 8th elementary students develop in order to solve three-dimensional geometry problems? What kind of difficulties do 4th, 5th, 6th, 7th and 8th elementary students face with while they are solving three-dimensional geometry problems? How do 4th, 5th, 6th, 7th and 8th elementary students associate their mathematics knowledge and daily life experience with geometry problems? Rationale Most of the countries have changed their educational program in order to make learning be more meaningful (NCTM, 2000; MEB, 2006). The development of Turkish curriculum from 2003 to up till now can be assessed the part of the international educational reform. Particularly, the aim of the changes in elementary mathematics education is to make the students give meaning to learning by concretizing in their mind and to make the learning be more meaningful (MEB, 2006). In order to make learning more meaningful, knowing how the students think is critically important. For this reason, this study will investigate students mathematical thinking especially geometrical thinking since geometry provides opportunity to encourage students mathematical thinking (NCTM,2006). The result of the international exams such as Trends in International Mathematics and Science Study (TIMSS) and the Programme for International Student Assessment (PISA) and national exams Secondary School Entrance Exam â€Å"Ortaà ¶Ãƒâ€žÃ… ¸retim KurumlarÄ ± Ãâ€"ÄÅ ¸renci Seà §me SÄ ±navÄ ± (OKS)† show that the success of Turkish students in mathematics and especially in geometry is too low. Ministry of National Education in Turkey stated that although international average is 487 at TIMSS-1999, Turkish students mathematics average is 429. Moreover, they are 31st country among 38 countries. When the sub topics are analyzed, geometry has least average (EARGED, 2003). The similar result can be seen the Programme for International Student Assessment (PISA). According to result of PISA-2003, Turkish students are 28th county among 40 countries and Turkish students mathematics average is 423 but the international average is 489. When geometry average is co nsidered, it is not different from the result of TIMSS-1999 since international geometry average is 486 but the average of Turkey is 417 ((EARGED, 2005). As it can be realized from result of both TIMSS-1999 and PISA-2003, Turkish students average is significantly lower than the international average. Since in order to get higher mathematical performance, being aware of childrens mathematical thinking has crucial role (Fennema, Carpenter, Franke, Levi, Jacobs, Empson, 1996). For this reason, knowing students geometric thinking, their solution strategies and their difficulties related to geometry problems will help to explore some of the reasons of Turkish students low geometry performance in international assessment, Trends in International Mathematics and Science Study (TIMSS) and Program for International Student Assessment (PISA), and in national assessment, Secondary School Entrance Exam â€Å"Ortaà ¶Ãƒâ€žÃ… ¸retim KurumlarÄ ± Ãâ€"ÄÅ ¸renci Seà §me SÄ ±navÄ ± (OKS).† As a result, when geometry and being aware of students problems solving strategies and their difficulties when they are solving geometry problems has important roles on mathematics achievement are taken into consideration, studies related to geometry and students geometric thinking are needed. Besides, Turkish students performance in international assessments is considered; it is not difficult to realize that there should be more studies related to geometry. For these reasons, the study will assist in Turkish education literature. Significance of the Study Teachers knowledge about childrens mathematical thinking effect their instructional method. They teach the subjects in the way of childrens thinking and they encourage students to think over the problems and to develop solution strategies. With such instructional method, classes are more successful (Fennema, Carpenter, Franke, 1992). Geometry is one of the sub topic of mathematics (MEB,2006) and it has crucial role in representing and solving problems in other sub topics of mathematics. Besides, geometry has important contribution to develop childrens mathematical thinking. On the other hand, in order to understand geometry, spatial ability is useful tool (NCTM, 2000). Battista et al.(1998), Fennema and Tartre (1985) and Moses (1977) emphasized that there is a relationship between spatial ability and achievement in geometry. Moreover, mathematical thinking and mathematical ability is positively correlated with spatial thinking (Anderson 2000). Since geometry, spatial ability and mathematical thinking are positively correlated, being successful in geometry will get higher mathematics achievement. To increase geometry achievement, the teachers should know students geometric thinking. Particularly, how students solve problems, what kind of strategies they develop, and what kind of difficulties they face with while t hey are solving the problems are important concepts in order to get idea about students thinking (Fennema, Carpenter, Franke, 1992). With this study, the teachers will be informed how children think while they are solving geometry problems especially three-dimensional geometry problems, what kind of strategies they develop to solve them, what kind of difficulties they face with related to geometry problems. Furthermore, university instructors will benefit from this study to have knowledge about childrens geometric thinking and this knowledge may be valuable for them. Since they may inform pre-service teachers about childrens thinking and the importance of knowing childrens thinking while making instructional decisions. As a result, knowing students geometric thinking will benefit to increase their geometry achievement and also mathematical achievement, and consequently, this will help to raise the Turkish students success of the international exams CHAPTER 2 Literature Review Geometry can be considered as the part of mathematics and it provides opportunities to encourage students mathematical thinking. Also, geometry offers students an aspect of mathematical thinking since when students engage in geometry, they become familiar with shape, location and transformation, and they also understand other mathematics topics (NCTM, 2000). Therefore, understanding of students geometrical thinking, their geometry problem solving strategies and their difficulties in geometry become the base for their mathematical thinking. Also, since geometry is â€Å"a science of space as well as logical structure†, to understand students geometrical thinking requires knowledge of spatial ability and cognitive ability (NCTM, 1989, p.48). This chapter deals with some of the literature in four areas related to the problem of this study. The first section of this chapter is related to the van Hiele theory since van Hiele theory explains the level of childrens geometrical thinking (van Hiele, 1986). The second section of this chapter deals with the research studies related to students mathematical and geometrical thinking. The third section is devoted to research studies related to spatial ability. And the last section of this chapter reviews the research related to relationship between spatial ability and mathematics achievement. Section 1: The van Hiele Theory The van Hiele theory is related to childrens thinking especially their geometrical thinking since the theory categorizes childrens geometrical thinking in a hierarchical structure (van Hiele, 1986). According to theory of Pierre and Diana van Hiele, students learn the geometry subjects through levels of thought and they stated that the van Hiele Theory provided instructional direction to the learning and teaching of geometry. The van Hiele model has five hierarchical sequences. Van Hiele stated that each level has its own language because in each level, the connection of the terms, definitions, logic and symbol are different. The first level is visual level (level 0) (van Hiele, 1986). In this level, children recognize the figures according to their appearance. They might distinguish one figure to another but they do not consider the geometric properties of the figures. For instance, they do not consider the rectangle as a type of a parallelogram. The second level is descriptive leve l (level 1). In this level, students recognize the shapes by their properties. For instance, a student might think of a square which has four equal sides, four equal angles and equal diagonals. But they can not make relationships between these properties. For example, they can not grasp that equal diagonal can be deduced from equal sides and equal angles. The third level is theoretical level (level 3). The students can recognize the relationship between the figures and the properties. They discover properties of various shapes. For instance, some of the properties of the square satisfy the definition of the rectangle and they conclude that every square is a rectangle. The fourth level is formal logic level (level 4). The students realize the differences between axioms, definitions and theorems. Also, they prove the theorems and make relationships between the theorems. The fifth level is rigor level (level 4). In this level, students establish the theorems in different postulation sy stems (Fuys, Geddes, Tischler, 1988). As a result, the levels give information about students geometric thinking to the researchers and mathematics teachers. Mathematics teachers may guess whether the geometry problem will be solved by students or not and at which grade they will solve them. Section 2: Children thinking The van Hiele theory explains the students thinking level in geometry. The levels are important but how students think is as important as their thinking level. To ascertain how students think related to mathematics and especially geometry, a number of studies have been conducted (Carpenter, Fennema, Franke, 1996; Chang, 1992; Battista, Clements, 1995; Ãâ€"zbellek, 2003; Olkun, 2005; Ng, 1998; Okur, 2006). Some of these studies are related to mathematical thinking and some of them geometrical thinking. Carpenter et al. (1999) and Olkun (2005) studied childrens mathematical thinking and Chang (1992), Battista and Clements (1995), Ben-Chaim (1985), Olkun (2001), Ãâ€"zbellek (2003), Okur (2006) and Ng, (1998) carried out research studies related to childrens geometrical thinking. An important study related to mathematical thinking has been conduct by Carpenter, Fennema and Franke initiated over 15 years ago in USA and the name of this study is Cognitively Guided Instruction (CGI) which is described as the teacher development program. Cognitively Guided Instruction sought to bring together research on the development of childrens mathematical thinking and research on teaching (Franke, Kazemi, 2001). Carpenter, Fennema and Franke (1996) stated that Cognitively Guided Instruction (CGI) focuses on childrens understanding of specific mathematical concepts which provide a basis for teachers to develop their knowledge more broadly. The Cognitively Guided Instruction (CGI) Professional Development Program engages teachers in learning about the development of childrens mathematical thinking within particular content domains. (Carpenter, Fennema, Franke, Levi, Empson, 1999). These content domains include investigation of childrens thinking at different problem situat ions that characterize addition, subtraction, multiplication and division (Fennema, Carpenter, Franke, 1992). In order to understand how the children categorize the problems, Carpenter et al. (1992) conducted a study. According to this study, Fennema, Carpenter, and Franke (1996) portrayed how basic concepts of addition, subtraction, multiplication, and division develop in children and how they can construct concepts of place value and multidigit computational procedures based on their intuitive mathematical knowledge. At the end of this study, with the help of childrens actions and relations in the problem, for addition and subtraction, four basic classes of problems can be identified: Join Separate, Part-Part-Whole, and Compare and Carpenter et all. (1999) reported that according to these problem types, children develop different strategies to solve them. The similar study has been carried out by Olkun et al (2005) in Turkey. The purpose of these two studies is the same but the s ubjects and the grade level are different. Olkun et al (2005) studied with the students from kindergarten to 5th grade but the students who participated in Carpenters study is from kindergarten through 3rd grade (Fennema, Carpenter, Franke, 1992). Furthermore, CGI is related to concepts addition, subtraction, multiplication and division but the content of the study done in Turkey is addition, multiplication, number and geometrical concepts (Olkun et al, 2005). Although the grade level and the subjects were different, for the same subjects, addition and multiplication, the solution strategies of the students in Olkuns study are almost the same as the students in CGI. But the students in the study of Carpenter used wider variety of strategies than the students in Turkey even if they are smaller than the students who participated in Olkuns study. This means that grade level or age is not important for developing problem solving strategies. On the other hand, there are some studies related to childrens geometrical thinking which are interested in different side of geometrical thinking. Ng (1998) had conducted a study related to students understanding in area and volume. There were seven participants at grade 4 and 5. For the study, she interviewed with all participants one by one and she presented her dialogues with students while they are solving the questions. She reported that students who participated in the study voluntarily have different understanding level for the concepts of area, and volume. She explained that when students pass from one level to another, 4th grade to 5th grade, their thinking becomes more integrated. With regard to its methodology and its geometry questions, it is valuable for my study. On the contrary to Ng, Chang (1992) chose his participants at different levels of thinking in three-dimensional geometry. These levels were determined by the Spatial Geometry test. According to this study, students at lower levels of thinking use more manipulative and less definitions and theorems to solve the problems than high level of thinking. On the other hand, the levels of two-dimensional geometry identified by the van Hiele theory. The results were the same as the three-dimensional geometry. In this case, Chang (1992) stated that the students at the lower levels of thinking request more apparatus and less definitions and theorems to solve the problems. Moreover, for both cases, the students at the higher levels of thinking want manipulative at the later times in the problem-solving process than the students at the lower level of students. The result of this study indicated that using manipulative require higher level of thinking. By providing necessary manipulative, I hope th e students use higher level of thinking and solve the problems with different strategy. Besides of these studies, Ben-Chaim et all. (1985) carried out the study to investigate errors in the three-dimensional geometry. They reported four types of errors on the problem related to determining the volume of the three-dimensional objects which are composed of the cubes. Particularly, they categorize these errors two major types which students made. These major types of errors defined as â€Å"dealing with two dimensional rather than three and not counting hidden cubes† (Ben-Chaim, 1985). The similar study was conducted by Olkun (2001). The aim of this study is to explain students difficulties which they faced with calculating the volume of the solids. He concluded that while students were finding the volume of the rectangular solids with the help of the unit cubes, most of the students were forced open to find the number of the unit cubes in the rectangular solids. Also, the students found the big prism complicated and they were forced open to give life to the organiz ation of the prism which was formed by the unit cubes based on the column, line and layers in their mind, i.e. they got stuck on to imagine the prism readily. (Olkun, 2001). The categorization of students difficulties will be base for me to analyze difficulties related to geometry problems of the students who are participant of my study. Besides of these studies, Battista and Clements (1996) conducted a study to understand students solution strategies and errors in the three-dimensional problems. The study of Battista and Clements (1996) was different from the study of Ben-Chaim (1985) and Olkun (2001) in some respect such as Battista and Clements categorized problem solving strategies but Ben-Chaim and Olkun defined students difficulties while reaching correct answer. Categorization of the students problem solving strategies in the study of Battista and Clements (1996) is like the following: â€Å"Category A: The students conceptualized the set of cubes as a 3-D rectangular array organized into layers. Category B: The students conceptualized the set of cubes as space filling, attempting to count all cubes in the interior and exterior. Category C: The students conceptualized the set of cubes in terms of its faces; he or she counted all or a subset of the visible faces of cubes. Category D: The students explicitly used the formula L x W x H, but with no indication that he or she understood the formula in terms of layers. Category E: Other. This category includes strategies such as multiplying the number of squares on one face times the number on other face.† (Battista Clements ,1996). At another study of Battista and Clements (1998), their categorization was nearly the same but their names were different than the study which has done in 1996. In this study, they categorized the strategies as seeing buildings as unstructured sets of cubes, seeing buildings as unstructured sets of cubes, seeing buildings as space filling, seeing buildings in terms of layer and use of formula. Battista and Clements (1996, 1998) concluded that spatial structuring is basic concept to understand students strategies for calculating the volume of the objects which are formed by the cubes. Students should establish the units, establish relationships between units and comprehend the relationship as a subset of the objects. Actually, these studies are important for my study since they gave some ideas about different solutions for solving these problems. Also, different categorization of students geometry problems strategies will help me about how I can categorize students strategies. Also, In addition to these studies, Seà §il (2000), Olkun (2001), Olkun, Toluk (2004), Ãâ€"zbellek (2003) and Okur (2006) have been conducted studies in Turkey. Seà §il (2000) has investigated students problem solving strategies in geometry and Okur (2006) have studied the reason of failure in geometry and ways of solution. In the study of Ãâ€"zbellek, the misconceptions and missing understandings of the students related to the subject angles at grade 6 and 7. Also, studies has been done to investigate the difficulties of students related to calculating the volume of solids which are formed by the unit cubes (Olkun, 2001) and the effects of using materials on students geometric thinking (Olkun Toluk, 2004). As a result, in order to understand children thinking, several studies has been conducted. Some of them were related to children mathematical thinking and some of them were interested in childrens geometrical thinking. These studies dealt with childrens thinking in different aspects and so their findings are not related to each other. But the common idea is that spatial ability and geometrical thinking are correlated positively. Since spatial reasoning is intellectual operation to construct an organization or form for objects and it has important role to for constructing students geometric knowledge (Battista, 1998). Section 3: Spatial Ability The USA National Council of Teachers of Mathematics (2000)explained that the spatial ability is useful tool to interpret, understand and appreciate our geometric world and it is logically related to mathematics (FennemaTartre, 1985). On the other hand, McGee (1979) describes spatial ability as â€Å"the ability to mentally manipulate, rotate, twist or invert a pictorially presented stimulus object†. Since spatial ability is important for childrens geometric thinking, the development of it has been investigated by several studies. First and foremost study has been carried by Pia