Training and Development Essay Example for Free

Training and Development Essay Introduction Training and development is an integral part of a company’s success. It ensures a motivated and educated workforce by delivering them new insights and developments on their work. Throughout my career in sales and in the fashion and modeling industry, I have been dealing with various trainings and development programs. I have developed sales training methods for several sales companies. I have trained aspiring models on projection, poise and public speaking. Most recently, I have mentored my team of professionals in my image consulting business to deliver the best possible image solutions to our clients. As a team leader, mentor and teacher, I am constantly evaluating past training strategies and looking for new opportunities to create and develop training methods for my team. I follow simple steps or model in designing and developing a training coursework. First, I do training needs assessment of my team. When assessing I do one-on-one interview or pass around a piece of paper where they write topics that they think can help them improve the way they do their job. I assess their current skills and industry knowledge, and benchmark it against the standards of the company or what that company expects them to do. I then design the training and set verifiable objectives and evaluation methods. When designing trainings, I like to inject fun and contact. I learned early on that good sales leaders take their sales team seriously by making sure there is a balance between control and fun within the team to promote creativity and high-sense of motivation (Forsyth, 1999, 64). I always see to it that I include various topic-related games where they can pick some learning from. I also always encouraged everyone to speak and share their own experiences from the field. Work Experience – Pyramide USA Pyramide USA is an American company and a global leader in the climbing wall industry. One of their products is Poolside Climbing Wall from AquaClimb. As the Lead Sales Team Trainer, I trained the entire sales team in sales and presentation. I was responsible for marketing AquaClimb through branding, advertising, database marketing, direct marketing, events or trade shows, international marketing, internet marketing, market research, and all public relations-related efforts. I decided what trainings to do based on my deliverables for the company. In line with my responsibilities, I trained my sales team in the following areas: lead generation, customer presentation and product demonstration, sales closing, events management, and professional image as part of selling customer confidence in the company brand. The first big training I did for the company was about the product that we were going to sell. We went through the detail of the sales pitch, the product benefits and the company support for dealers. We tackled the specifics of the product feature, as far as installation of the product and safety precautions for the customers. We also did costing and sales mark-up estimates, as well as lead generation. These were all-important because AquaClimb was new to the market. After the product and sales presentation, I asked each of them to prepare their own sales pitch based from the training and present to me for critiquing.   This was part of my evaluation of the training’s efficacy. But, I like to create balance so I asked the participants to rate the training as well, about content, delivery, and my competence on the subject. We composed action steps where my team, in a group of two, discussed how they plan to use the learning in selling the product.   After that big training, I made it a point to conduct weekly 30-minute Marketing Task Force Training to cover selling, customer service, motivational training, events management and personality development. Apart from that, I made it a point to schedule sales calls twice a week with 2-3 individuals from the team. I also coordinated sales department teambuilding with the company’s human resources manager. Together, we designed a weekend team building retreat that increases employee motivation and focus. We covered important parts of management such as employee loyalty, trust, internal conflict resolution, and team goal achievement by fun games and group activities. At the start of the training, we leveled off expectations of the participants and explained objectives. At the end, we gave out evaluation questionnaire forms to measure employee satisfaction and learning. AquaClimb’s distribution is through a worldwide authorized dealer network, which I helped develop from the get go through the AquaClimb Dealer and Agent Programs. The program aimed to set up the dealer support network to foster and continue strong customer relations with all past and current customers. I coordinated with the Director of Customer Service with the design and implementation of Customer Service training about the use and delivery of service using the 24-hour live support program. We evaluated the training based on number of customer requests of complaints handled each staff and compared it with the previous data before the network installation. I provided customer feedback to Director of Operations on AquaClimb products, including but not limited to strengths, weaknesses, opportunities and threats in the relevant marketplace. Feedbacks were from customer service reports, market surveys, and dealers’ evaluation of AquaClimb product and services.   Lastly, the sales training I helped developed with the company can was measurable through the increase in sales. For this, I consolidated monthly sales report and sales trends and presented those to Director of Sales. Work Experience – Charles Mason Inc. Charles Mason Inc. afforded me a worthwhile experience of organizing and staging special events for the company from 1997 to 2000. As the Special Events Coordinator, I was in charge of coordinating all aspects involved in planning and carrying out large-scale corporate events and meetings and direct supervision of a team comprised of 10 Assistant Coordinators. As part of producing grandiose and stylish events, I developed basic interior design coursework and events management for my team to equip them with necessary skills in running events. Specifically, I trained all the assistant coordinators in flower and lighting design. I held a 3-day design workshop for my team where they learned basic flower decoration and lighting effects. I developed the workshop through extensive research on the subject and interviews with flower shop owners, and events lights operators. As part of the training evaluation, I asked them to apply what they learned with whatever current projects we are handling, by sharing creative ideas and brainstorming. I measure transfer to evaluate my staff. For instance, I know the training worked because on several occasions I let my team handle the event design with me as supervising director only, and they were able to produce elegant designs for the show. Work Experience – Model Quest Inc. Model Quest Inc., a national model and talent scouting company, landed me a job in New York as a Sales Specialist / Training Coordinator between 2000 and 2004. My primary job responsibilities were to coordinate all aspects of public relations events and model search shows, in national and international locations. I provided industry training and techniques to prospective clients and consistently sold more than 1,000 training sessions each event which enabled the company to triple profits within the first three months of business. Because of my significant contribution to the company’s financial interests, I served as a Keynote Speaker and Teacher for the company, where I conducted all the training and development for all the prospective models. My own experiences as a model helped me to develop three separate training modules for aspiring models. The first module is an orientation on the fashion industry, the industry standards for models, and how Model Quest is going to prepare them for success. The second module consists of: make-up and grooming, public speaking (including diction, pronunciation and voice modulation) and social etiquette. The third module is about poise, projection, stage presence, runway modeling, photo posing, body language and photo session. I take in 10-20 participants in each workshop that usually lasts for about 1-2 months. The workshop varies from lectures to hands-on exercises depending on the set objectives. Training the candidates to be international models is fun and enjoyable. Yet, it is also challenging and the rewards come when those models get modeling contracts, knowing that my training helped launched their exciting careers. Work Experience – Tear Sheet Magazine My work with Tear Sheet Magazine, the insiders guide to the modeling and fashion industry, led me back to sales and advertising. As the Sales Associate/ Advertising Writer, I sold magazine advertising space to corporate and fashion advertisers, wrote and published instructional type articles on style trends and image tips in my monthly column. I also trained new sales representatives on sales, and presentation strategies.  My training designs consisted of one-on-one mentoring on handling individual accounts, and classroom training on sales presentations and goals. For the individual accounts, I covered the basics on the magazine’s rate cards, magazine’s circulation and readership, and customized sales pitch. For the classroom training, I focused on motivation and goal setting, presenting, discussed different types of competitors and their advantages and disadvantages, and how to handle common objections. I evaluated the training based on sales growth and account reten tion. Work Experience – Leslie Wayne Image Consulting Because of my extensive exposure in fashion, modeling, personality development and sales, and as an industry professional myself, I decided to start my own image consulting business, the Leslie Wayne Image Consulting (LWIC). I set up a â€Å"team of professionals including experienced wardrobe stylists, photographers, makeup artists, hairdressers, licensed cosmetologists who are acknowledged of techniques and product secrets that were educated by the world’s top beautifiers in action. Together, we provide the marketplace a one-stop shop of image improvement, nutrition and wellness, fashion and style, as well as wedding consultancy services.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   My travels and experiences onset have improved my natural flare for fashion and artistic eye. It also helped me gain intimate knowledge of the fashion and beauty industries. I mainly train my team to provide clients with products and methods that deliver. I created different phases for my Comprehensive Training for Image Consultants. I wanted to set a standard way of consulting for the company that everyone can carry out. The first phase of my training is about physical or aesthetics consultation. I coached my team to do Image Analysis or Makeover Consulting, Fashion Styling or Wardrobe Consulting, and Makeup Analysis. I did the coaching in classroom type discussing the how-to’s first, then we move to reviewing of random individuals based on image projection, wardrobe review, make-up consult. I also helped them with the scripts that they should say when giving feedback. The second phase is about public speaking and social graces consultation. Here I coached them about the public speaking including vocal communications, nonverbal communications and etiquette. Here we covered topics ranging from voice, grammar, and diction, body language, business etiquette, social graces and dining. Most of these trainings are workshops and exercises. The third phase of my program is service excellence where I coach them to go the extra mile when servicing clients and to listen, respond to the clients, offer friendly, professional, individual advice. As part of this, I mentor my team in coordinating with our strategic partners such as photographers, wedding coordinators, florists and caterers who refer their clients to us for an image consult. I also started the Train the Trainers Workshop in my company. I recognize that an image consultant needs to have good training skills. The workshop is open to anyone in my team interested to be trainers. I usually conduct lecture-type training every 2 months for individual and group consult. I also bring two people with me to watch and aid me in training our corporate clientele who hire us to present seminars on topics such as corporate power dressing, communication and presentation skills for new supervisors, and more. All my trainings are evaluated based on feedback from my team and client satisfaction survey done after the consult. The survey consists of questions about service satisfaction and relevance of the consult. Under my leadership and training expertise, my image consulting team is now known as a trendsetter who is skilled in bringing out the best in our clients. I know my training works because we get more clients and we know from our clients testimonials that we help them feel more confident. The increase in our client base every year is proof that I am doing well with my training program.          References    Forsyth, P. (1999). Everything you need to know about marketing. London: Kogan Page Ltd.

Dual Trapezoidal Fuzzy Number and Its Applications

Dual Trapezoidal Fuzzy Number and Its Applications Jon Arockiaraj. J, Pathinathan.T, Revathy.S Abstract: In this paper, we introduce Convergence of ÃŽ ±-Cut. We define at which point the ÃŽ ±-Cut converges to the fuzzy numbers it will be illustrated by example using dual trapezoidal fuzzy number and Some elementary applications on mensuration are numerically illustrated with approximated values. KeyWords: Fuzzy number, ÃŽ ±-Cut, Dual trapezoidal fuzzy number, Defuzzification. Introduction: Fuzzy sets have been introduced by Lotfi. A. Zadeh (1965). Fuzzy numbers were first introduce by Zadeh in 1975.There after theory of fuzzy number was further studied and developed by Dubois and Prade, R.Yager Mizomoto, J.Buckly and Many others. Since then many workers studied the theory of fuzzy numbers and achieved fruitful results. The fuzziness can be represented by different ways one of the most useful representation is membership function. Also depending the nature and shape of the membership function the fuzzy number can be classified in different forms, such as triangular fuzzy number, trapezoidal fuzzy number etc. A fuzzy number is a quantity whose values are imprecise, rather than exact as is the case with single valued number. Fuzzy numbers are used in statistics computer programming, engineering and experimental science. So far fuzzy numbers like triangular fuzzy number, trapezoidal fuzzy numbers, pentagonal, hexagonal, octagonal pyramid and diamond fuzzy numbers have been introduced with its membership functions. These numbers have got many applications like non-linear equations, risk analysis and reliability. In this paper, we introduce Dual trapezoidal fuzzy numbers with its membership functions and its applications. Section one presents the introduction, section two presents the basic definition of fuzzy numbers section three presents Dual trapezoidal fuzzy numbers and its applications and in the final section we give conclusion. 2. Basic Definitions Definition 2.1: (Fuzzy set) A fuzzy set A in a universe of discourse X is defined as the following set of pairs A= {(x,  µA(x)): xX} Here  µA(x) : x is a mapping called the degree of membership function of the fuzzy set A and  µA(x) is called the membership value of xX in the fuzzy set These membership grades are often represented by real numbers ranging from [0, 1]. Definition 2.2: (Fuzzy Number) A fuzzy set A defined on the universal set of real number R is said to be a fuzzy number if its membership function has satisfy the following characteristics. ( i) ÃŽ ¼A (x) is a piecewise continuous (ii) A is convex, i.e.,  µA (ÃŽ ±x1 + (1-ÃŽ ±) x2) ≠¥ min ( µA(x1),  µA(x2)) É  x1 ,x2R É  ÃŽ ±[0,1] (iii) A is normal, i.e., there exist xo R such that  µA (xo)=1 Definition 2.3: (Trapezoidal Fuzzy Number) A trapezoidal fuzzy number represented with four points as A = (a b c d), Where all a, b, c, d are real numbers and its membership function is given below where a≠¤ b≠¤ c≠¤ d  µA(x)= 3. DUAL TRAPEZOIDAL FUZZY NUMBER Definition 3.1: (Dual Trapezoidal Fuzzy Number) A Dual Trapezoidal fuzzy number of a fuzzy set A is defined as ADT= {a, b, c, d (ÃŽ ±)} Where all a, b, c, d are real numbers and its membership function is given below where a≠¤b≠¤c≠¤d  µDT(x) = where ÃŽ ± is the base of the trapezoidal and also for the inverted reflection of the above trapezoidal namely a b c d Figure: Graphical Representation of Dual Trapezoidal fuzzy Number 3.2 DEFUZZIFICATION: Let ADT= (a, b, c, d, à °Ã‚ Ã¢â‚¬ ºÃ¢â‚¬Å¡) be a dual trapezoidal fuzzy number .The defuzzification value of ADT is an approximate real number. There are many method for defuzzification such as Centroid Method, Mean of Interval Method , Removal Area Method etc. In this Paper We have used Centroid area method for defuzzification . CENTROID OF AREA METHOED: Centroid of area method or centry of gravity method. It obtains the centre of area (X*) occupied by the fuzzy sets.It can be expressed as X* = Defuzzification Value for dual trapezoidal fuzzy number: Let ADT= {a, b, c, d (ÃŽ ±)} be a DTrFN with its membership function  µDT(x) = Using centroid area method +dx+++dx = + + + + + = = = ++ dx+++dx = = = c + d – a b Defuzzification = = = 3.3 APPLICATION In this section. We have discussed the convergence of à °Ã‚ Ã¢â‚¬ ºÃ¢â‚¬Å¡-cut using the example of dual trapezoidal fuzzy number. CONVERGENCE OF ÃŽ ±-CUT : Let ADT = {a, b, c, d, (à °Ã‚ Ã¢â‚¬ ºÃ¢â‚¬Å¡) } be a dual trapezoidal fuzzy number whose membership function function is given as  µDT(x) = To find à °Ã‚ Ã¢â‚¬ ºÃ¢â‚¬Å¡-cut of ADT .We first set à °Ã‚ Ã¢â‚¬ ºÃ¢â‚¬Å¡ [0,1] to both left and right reference functions of ADT. Expressing X in terms of à °Ã‚ Ã¢â‚¬ ºÃ¢â‚¬Å¡ which gives à °Ã‚ Ã¢â‚¬ ºÃ¢â‚¬Å¡-cut of ADT. à °Ã‚ Ã¢â‚¬ ºÃ¢â‚¬Å¡= à ¢Ã¢â‚¬ ¡Ã‚ ¨ x l= a+ (b-a) à °Ã‚ Ã¢â‚¬ ºÃ¢â‚¬Å¡ à °Ã‚ Ã¢â‚¬ ºÃ¢â‚¬Å¡= à ¢Ã¢â‚¬ ¡Ã‚ ¨ x r =d-(d-c) à °Ã‚ Ã¢â‚¬ ºÃ¢â‚¬Å¡ à ¢Ã¢â‚¬ ¡Ã‚ ¨ Aà °Ã‚ Ã¢â‚¬ ºÃ¢â‚¬Å¡DT= [a+ (b-a) à °Ã‚ Ã¢â‚¬ ºÃ¢â‚¬Å¡, d-(d-c) à °Ã‚ Ã¢â‚¬ ºÃ¢â‚¬Å¡] In ordinary to find à °Ã‚ Ã¢â‚¬ ºÃ¢â‚¬Å¡-cut, we give à °Ã‚ Ã¢â‚¬ ºÃ¢â‚¬Å¡ values as 0 or 0.5 or 1 in the interval [0, 1] .Instead of giving these values for à °Ã‚ Ã¢â‚¬ ºÃ¢â‚¬Å¡. we divide the interval [0,1] as many continuous subinterval. If we give very small values for à °Ã‚ Ã¢â‚¬ ºÃ¢â‚¬Å¡, the à °Ã‚ Ã¢â‚¬ ºÃ¢â‚¬Å¡-cut converges to a fuzzy number [a, d] in the domain of X it will be illustrated by example as given below. Example: ADT = (-6,-4, 3, 6) and its membership function will be  µDT(x) = ÃŽ ±- cut of dual Trapezoidal fuzzy Number à °Ã‚ Ã¢â‚¬ ºÃ¢â‚¬Å¡ = (x l + 6)/2 Xl = 2à °Ã‚ Ã¢â‚¬ ºÃ¢â‚¬Å¡-6 à °Ã‚ Ã¢â‚¬ ºÃ¢â‚¬Å¡ = (6 xr)/3 Xr = 6-3à °Ã‚ Ã¢â‚¬ ºÃ¢â‚¬Å¡ ADTà °Ã‚ Ã¢â‚¬ ºÃ¢â‚¬Å¡=[ 2à °Ã‚ Ã¢â‚¬ ºÃ¢â‚¬Å¡-6, 6-3à °Ã‚ Ã¢â‚¬ ºÃ¢â‚¬Å¡ ] When à °Ã‚ Ã¢â‚¬ ºÃ¢â‚¬Å¡=1/10 then ADTà °Ã‚ Ã¢â‚¬ ºÃ¢â‚¬Å¡ = [-5. 8 , 5.7] When à °Ã‚ Ã¢â‚¬ ºÃ¢â‚¬Å¡=1/102 then ADT =[-5.98 , 5.97] When à °Ã‚ Ã¢â‚¬ ºÃ¢â‚¬Å¡=1/103 then ADTà °Ã‚ Ã¢â‚¬ ºÃ¢â‚¬Å¡ = [-5.998 , 5.997] When à °Ã‚ Ã¢â‚¬ ºÃ¢â‚¬Å¡=1/104 then ADTà °Ã‚ Ã¢â‚¬ ºÃ¢â‚¬Å¡=[-5.9998 , 5.9997] When à °Ã‚ Ã¢â‚¬ ºÃ¢â‚¬Å¡=1/105 then ADTà °Ã‚ Ã¢â‚¬ ºÃ¢â‚¬Å¡=[-5.99998 , 5.99997 ] When à °Ã‚ Ã¢â‚¬ ºÃ¢â‚¬Å¡=1/106 then ADTà °Ã‚ Ã¢â‚¬ ºÃ¢â‚¬Å¡=[ -5.999998 , 5.999997 ] When à °Ã‚ Ã¢â‚¬ ºÃ¢â‚¬Å¡=1/107 then ADTà °Ã‚ Ã¢â‚¬ ºÃ¢â‚¬Å¡=[ -5.9999998 , 5.9999997, ] When à °Ã‚ Ã¢â‚¬ ºÃ¢â‚¬Å¡=1/108 then ADTà °Ã‚ Ã¢â‚¬ ºÃ¢â‚¬Å¡=[ -5.99999998 , 5.99999997 ] When à °Ã‚ Ã¢â‚¬ ºÃ¢â‚¬Å¡=1/109 then ADTà °Ã‚ Ã¢â‚¬ ºÃ¢â‚¬Å¡=[ -5.999999998 , 5.999999997] When à °Ã‚ Ã¢â‚¬ ºÃ¢â‚¬Å¡=1/1010 then ADTà °Ã‚ Ã¢â‚¬ ºÃ¢â‚¬Å¡=[-6 , 6] When à °Ã‚ Ã¢â‚¬ ºÃ¢â‚¬Å¡=1/1011 then ADTà °Ã‚ Ã¢â‚¬ ºÃ¢â‚¬Å¡=[-6 , 6] When à °Ã‚ Ã¢â‚¬ ºÃ¢â‚¬Å¡=1/1012 then ADTà °Ã‚ Ã¢â‚¬ ºÃ¢â‚¬Å¡ =[-6 , 6] When à °Ã‚ Ã¢â‚¬ ºÃ¢â‚¬Å¡=1/1013 then ADTà °Ã‚ Ã¢â‚¬ ºÃ¢â‚¬Å¡ =[-6 , 6 ] †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..etc When à °Ã‚ Ã¢â‚¬ ºÃ¢â‚¬Å¡=1/10n as n →∞ then the à °Ã‚ Ã¢â‚¬ ºÃ¢â‚¬Å¡-cut converges to ADTà °Ã‚ Ã¢â‚¬ ºÃ¢â‚¬Å¡=[-6, 6 ] Figure: Graphical Representation of convergence of à °Ã‚ Ã¢â‚¬ ºÃ¢â‚¬Å¡-cut When à °Ã‚ Ã¢â‚¬ ºÃ¢â‚¬Å¡=2/10 then ADTà °Ã‚ Ã¢â‚¬ ºÃ¢â‚¬Å¡= [ -5.6,5.4 ] When à °Ã‚ Ã¢â‚¬ ºÃ¢â‚¬Å¡=2/102 then ADTà °Ã‚ Ã¢â‚¬ ºÃ¢â‚¬Å¡= [ -5.96,5.94 ] When à °Ã‚ Ã¢â‚¬ ºÃ¢â‚¬Å¡=2/103 then ADTà °Ã‚ Ã¢â‚¬ ºÃ¢â‚¬Å¡=[ -5.996,5.994 ] When à °Ã‚ Ã¢â‚¬ ºÃ¢â‚¬Å¡=2/104 then ADTà °Ã‚ Ã¢â‚¬ ºÃ¢â‚¬Å¡=[ , -5.9996,5.9994 ] When à °Ã‚ Ã¢â‚¬ ºÃ¢â‚¬Å¡=2/105 then ADTà °Ã‚ Ã¢â‚¬ ºÃ¢â‚¬Å¡=[ , -5.99996,5.99994 ] When à °Ã‚ Ã¢â‚¬ ºÃ¢â‚¬Å¡=2/106 then ADTà °Ã‚ Ã¢â‚¬ ºÃ¢â‚¬Å¡=[ , -5.999996,5.999994 ] When à °Ã‚ Ã¢â‚¬ ºÃ¢â‚¬Å¡=2/107 then ADTà °Ã‚ Ã¢â‚¬ ºÃ¢â‚¬Å¡=[-5.9999996, 5.9999994 , ] When à °Ã‚ Ã¢â‚¬ ºÃ¢â‚¬Å¡=2/108 then ADTà °Ã‚ Ã¢â‚¬ ºÃ¢â‚¬Å¡=[ , -5.99999996,5.99999994 ] When à °Ã‚ Ã¢â‚¬ ºÃ¢â‚¬Å¡=2/109 then ADTà °Ã‚ Ã¢â‚¬ ºÃ¢â‚¬Å¡=[ , -5.999999996,5.999999994 ] When à °Ã‚ Ã¢â‚¬ ºÃ¢â‚¬Å¡=2/1010 then ADTà °Ã‚ Ã¢â‚¬ ºÃ¢â‚¬Å¡=[ , -6,6 ] When à °Ã‚ Ã¢â‚¬ ºÃ¢â‚¬Å¡=2/1011 then ADTà °Ã‚ Ã¢â‚¬ ºÃ¢â‚¬Å¡=[ -6,6 ] When à °Ã‚ Ã¢â‚¬ ºÃ¢â‚¬Å¡=2/1012 then ADTà °Ã‚ Ã¢â‚¬ ºÃ¢â‚¬Å¡=[ -6,6 ] When à °Ã‚ Ã¢â‚¬ ºÃ¢â‚¬Å¡=2/1013 then ADTà °Ã‚ Ã¢â‚¬ ºÃ¢â‚¬Å¡=[ -6,6] †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦etc When à °Ã‚ Ã¢â‚¬ ºÃ¢â‚¬Å¡=2/10n as n →∞ then the à °Ã‚ Ã¢â‚¬ ºÃ¢â‚¬Å¡-cut converges to ADTà °Ã‚ Ã¢â‚¬ ºÃ¢â‚¬Å¡=[ -6,6 ] Simillarly, à °Ã‚ Ã¢â‚¬ ºÃ¢â‚¬Å¡=3/10n,4/10n,5/10n,6/10n,7/10n,8/10n,9/10n,10/10n upto these value n varies from 1to ∞ after 11/10n,12/10n†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..100/10n as n varies from 2 to ∞ and101/10n,102/10n†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. as n varies from 3 to ∞ and the process is goes on like this if we give the value for à °Ã‚ Ã¢â‚¬ ºÃ¢â‚¬Å¡ it will converges to the dual trapezoidal fuzzy number[-6,6] From the above example we conclude that , In general we have { K/10n} if we give different values for K as n- varies upto to ∞ if we give as n tends to ∞ then the values of ADTà °Ã‚ Ã¢â‚¬ ºÃ¢â‚¬Å¡ converges to the fuzzy number[a,d] in the domain X. 3.4 APPLICATIONS In this section we have numerically solved some elementary problems of mensuration based on arithmetic operation using defuzzified centroid area method 1.Perimeter of Rectangle: Let the length and breadth of a rectangle are two positive dual trapezoidal fuzzy numbers ADT = (10cm, 11cm, 12cm,13cm) and BDT = (4cm, 5cm,6cm,7cm) then perimeter CDT of rectangle is 2[ADT+BDT] Therefore the perimeter of the rectangle is a dual trapezoidal fuzzy number CDT = (28cm, 32cm,36cm,40cm) and its membership functions  µDT(x) = The Perimeter of the rectangle is not less than 28 and not greater than 40 .The perimeter value takes between 32 to 36. Centroid area method: X* = = = = = 34 The approximate value of the perimeter of the rectangle is 34 cm. 2.Length of Rod: Let length of a rod is a positive DTrFN ADT = (10cm,11cm,12cm, 13cm). If the length BDT = (5cm, 6cm , 7cm, 8cm), a DTrFN is cut off from this rod then the remaining length of the rod CDT is [ADT(-)BDT] The remaining length of the rod is a DTrFN CDT = (2cm, 4cm, 6cm, 8cm) and its membership function  µDT(x) = The remaining length of the rod is not less than 2cm and not greater than 8cm.The length of the rod takes the value between 4cm and 6cm. Centroid area method: X* = = = = = 5 The approximate value of the remaining length of the rod is 5cm. 3.Length of a Rectangle: Let the area and breadth of a rectangle are two positive dual trapezoidal fuzzy numbers ADT=(36cm,40cm,44cm,48cm) and BDT=(3cm,4cm,5cm,6cm) then the length CDT of the rectangle is is ADT(:)BDT. Therefore the length of the rectangle is a dual trapezoidal fuzzy number CDT=(6cm,8cm,11cm,16cm) and its membership functions  µDT(x) = The length of the rectangle is not less than 6cm and not greater than 16cm .The length of the rectangle takes the value between 8cm and 11cm. Centroid area method: X * = = = = 10.38 The approximate value of the length of the rectangle is 10.38cm. 4. Area of the Rectangle: Let the length and breadth of a rectangle are two positive dual trapezoidal fuzzy numbers ADT=(3cm,4cm,5cm,6cm) and BDT=(8cm,9cm,10cm,11cm) then the area of rectangle is ADT(.) BDT Therefore the area of the rectangle is a dual trapezoidal fuzzy number CDT= (24cm, 36cm, 50cm, 66cm) and its membership functions  µDT(x) = The area of the rectangle not less than 24 and not greater than 66.The area of the reactangle takes the value between 36 and 50. Centroid area method: X * = = = = 44.167sq.cm 4.CONCLUSION: In this paper, we have worked on DTrFN .We have define the Convergence of ÃŽ ±-Cut to the fuzzy number. We have solved numerically some problems of mensuration based on operations using DTrFN and we have calculated the approximate values. Further DTrFN can be used in various problem of engineering and mathematical science. 5. References [1] Sanhita Banerjee, Tapan Kumar Roy Arithmetic Operations on Generalized Trapezoidal Fuzzy Number and its Applications TJFS: Turkish Journal of Fuzzy Systems (eISSN: 1309–1190) An Official Journal of Turkish Fuzzy Systems Association Vol.3, No.1, pp. 16-44, 2012. [2] Bansal. A., (2010), some non- linear arithmetic operations on triangular fuzzy number (m, ÃŽ ±, ÃŽ ²), Advances in Fuzzy Mathematics, 5,147-156. [3] G. J. Klir, Bo Yuan, Fuzzy Sets and Fuzzy logic, Prentice Hall of India Private Limited, (2005). [4] C. Parvathi, C. Malathi, Arithmetic operations on Symmetric Trapezoidal Intuitionistic Fuzzy Numbers, International Journal of Soft Computing and Engineering, 2 (2012) ISSN: 2231-2307. [5] T. Pathinathan, K. Ponnivalavan, Pentagonal fuzzy numbers, International journal of computing algorithm, 3 (2014) ISSN: 2278-2397. [6] Bansal Abhinav, Trapezoidal Fuzzy Numbers (a, b, c, d); Arithmetic Behavior, International Journal of Physical Mathematical Sciences, ISSN: 2010-1791. [7] T. Pathinathan, K. Ponnivalavan, Diamond fuzzy numbers, International scientific Publications and consulting services journal of fuzzy set valued analysis http://www.ispacs.com/journals/jfsva/2014/jfsva-00220 [8] D. Dubois, H. Prade, Operations on Fuzzy Numbers, International Journal of Systems Science, 9 (6) (1978) 613-626. http://dx.doi.org/10.1080/00207727808941724.

Nature of Logic Essay -- Philosophy Philosophical Logic Thinking Essay

Nature of Logic   Ã‚  Ã‚  Ã‚  Ã‚  The nature of logic and critical thinking go hand in hand. A person must use logic during the critical thinking process. However, each person’s logic may depend on his/her perceptual process or their perceptual barriers. No person can ever fully understand their own perceptual process in its entirety. The reason being is that no person knows all of their perceptual barriers. Without knowing all of the barriers, how is a person able to determine the process in which they perceive things? While a person may know or assume some of their perceptual barriers, some of their perceptual barriers will never be uncovered because they may not know they even exist. They may not even know that they exist because the perceptual barrier is so strong that it will never be known to them, that it, in fact, is a barrier at all. This alone could be a potential barrier.   Ã‚  Ã‚  Ã‚  Ã‚  Aside from not being able to identify all of a person’s perceptual barriers, each situation that comes about where a critical thinking process may be utilized can call for a different process. For example, a person may use an entirely different perceptual process while at their place of employment than they would in their home. Even then a person may utilize a different process depending on the situations that occur on any given day. However, the way we think can be determined by the way we were raised and the way we currently are living. Many factors come into play that can cause percept...

Logic: An Empirical Study of A Priori Truths :: Logical Philosophy Philosophical Essays

Logic: An Empirical Study of A Priori Truths ABSTRACT: I distinguish a priori knowledge from a priori truths or statements. A priori knowledge either is evident or is derived from evident premisses by means of correct reasoning. An a priori statement is one that reflects features of the conceptual framework within which it is placed. The statement either describes semantic relations between concepts of the framework or it characterizes the application of the framework to experience and the world. An a priori statement is not necessarily part of anyone’s a priori knowledge. I also distinguish empirical knowledge from empirical statements. Both statements and theories are empirical if they are designed to characterize features of experience and the world. Knowledge is empirical if it fits experience; thus, one must check to see whether it fits. We do not obtain knowledge of logical systems by rational insight of evident truths and careful deductions from evident truths. Adequate logical systems are developed by trial and e rror. Logical knowledge is empirical knowledge that is not generally a priori. It is empirical knowledge of (some) a priori truths and principles of our conceptual systems. Logical systems are empirical theories of these truths and principles. 1. A Priori Knowledge and A Priori Truths In reflecting on our knowledge of logic, I was puzzled because logical knowledge seems to have incompatible characteristics. This knowledge has some claim to a priori status, but logical systems are also developed and "tried out" to capture linguistic practice. Can an a priori body of knowledge have an empirical character? To answer this, we must consider what it is to be a priori. A priori knowledge has traditionally been conceived to be the product of insight and reasoning. Some truths are simply evident to someone who understands them and reflects on them. These truths are known to be such without being checked in experience. Other a priori knowledge is inferred by evidently correct reasoning (this is deductively correct reasoning) which begins from a priori knowledge. That a priori knowledge which is not evident must be obtained by chains of reasoning which ultimately begin with evident premisses. A priori knowledge is the knowledge which Hume claimed to be "either intuitively or demonstratively certain." (An Inquiry Concerning Human Understanding) It isn’t clear what there is about the objects of a priori knowledge that makes a priori knowledge possible. If we have a faculty of rational insight, on what does it "operate"?

What is Punishment

According to Krauth, (1996), punishment usually involves the deliberate incision of ache, misery or the removal of rights and/or freedom. Basically, these actions are definitely wrong. However, our society/community are using these methods particularly in law-breaking issues to maintain peace and order. The community gives punishment to avoid crimes and violence. The people are encouraged to be vigilant and to disclose any information pertinent to the occurrence of violent offenses (Krauth, 1996). Krauth, (1996) cited that a number of communities in some parts of the world have attempted to develop community-based crime prevention strategies as supplemental action for the government’s efforts in giving punishment. Basically, punishment of offenders in society is a wide context, thus to narrow the context this review will cover only the role and effect of punishment in shaping the behavior of an individual; i. e. parenting and learning strategies which summarizes the studies conducted by Ballantine, J. (2001), Moeller (2001), and Hill (1990). On the other hand, in the report of Hyman and Zelikoff (1987), the issues regarding the worst result of punishment to an individual i. e. trauma is also reviewed. In follow up to this, Bartol (1995) identifies the possible bad result of punishment i. e. aggression. The report concerning the theories of behavior in accordance to learning behavior were further discussed in the paper of Slavin (1995), Kounin (1970), Skinner (1974), Thorndike (1912) and Pavlov, (1927). During our childhood days, our parent usually imposed punishment to us if we got mistakes. Actually, this punishment affects our development as a child. It could have either positive or negative effects. And of the negative effects of it is aggression (Bartol 1995). With this regard, this review of literature also seeks to realize why people permit the legitimation of this type of infiltration. Thus, it evaluates the reason behind why discipline relies on punishment and negative consequences to improve child’s behavior. Punishment also affects the education and learning behavior of a child, thus we will also cover issues of punishment in school setting. Review In the study conducted by Ballantine, J. 2001; p. 46), he argued that parents usually give punishment to their children just to discipline them. However, parents should be cautious in giving punishment. This might cause physical, emotional and mental problems or this may also results to rebellious behavior or worst a trauma. Research has long proven that the parenting styles adopted by parents often have a gre at impact on the development of the child (e. g. Ballantine, J. 2001; p. 46). Ballantine, J. (2001; p. 46) stated that there are three basic parenting styles i. e. authoritative, authoritarian and permissive styles. Basically, Ballantine, J. (2001) stated that authoritarian parents tend to control their offspring. Also, they are very demanding and have high expectations for their children. But also, they tend to be less responsive to their children’s needs. They rely very heavily on punishment. Authoritative parents, on the other hand, though also very demanding, gain the favor of their children by being highly responsive as well. They have clear definitions on the limitations and freedom of their children. They are also very supportive and give out punishment but explain the reasons for the action. Permissive parents are the opposite of authoritarian parents. They require les of their children but still is very responsive to them, they are often very lenient and don’t, if possible give out punishments. The uninvolved parents are also opposite of authoritative parents. As the name suggests, they are really uninvolved with their children. Often, they are very apathetic to the happenings in their children’s lives. They put a very high risk on their children since they do not put a defined line on what they expect of their children. Parenting styles differ and have profound effects in child development. According to Ballantine, J. (2001; p. 46), parenting styles that involve punishment trigger aggression in children, and then the aggression in children continue on to their own children, thus, resulting in an endless and vicious cycle. But just what is aggression? According to Bartol (1995; p. 184), aggression is a â€Å"behavior perpetrated or attempted with the intention of harming another individual physically or psychologically (as opposed to socially) or to destroy an object† (p. 184). According to Moeller (2001), agreement to Bartol (1995; p. ), defines aggression as an act to that has intent to harm another object or person. Aggression as effect of punishments can either be physical or psychological (Bartol 1995; p. 2 and Moeller, 2001). Many factors point to a child’s aggression, one of which is parenting styles adopted by parents. Actually, if the child is constantly exposed to excessive punishments, it is most likely that the child would be inclining to aggres sive behavior. Punishment is actually a form of aggression that can very well make the child inclined to aggression himself. If the child is repeatedly treated aggressively or punished excessively by his parents would most likely resort to aggression later on. As shown in the study of Hill (1990; pp. 70-77), punishment is also observed in schools or in any learning situation. Hill (1990; pp. 70-77) claimed that reliance on such measures i. e. punishment have negative effects on the learners. In all styles of teaching and classroom management, there are proper ways of carrying out the strategies so that the ends to these styles may be met (Hill 1990; pp. 70-77). In the case of assertion as added by Meyer, A. 1990), there are positive and negative methods of reinforcing these strategies. As students’ behavior vary, the teachers’ delicate role is to determine which would work best for the particular students. Basically, Meyer, A. (1990) stated that learners will react differently to situations, and if every positive method does not work out with them, then negative reinforcement is called for. T his is not to become unfair to the students. This is just to show them that there are regulations to be observed and authorities to be respected, as that virtue will better prepare them for life outside the confines of the school. There is no perfect way of teaching and classroom management. There are only receptive teachers who are attuned to individual students’ needs, thus a successful implementation of the assertive style of teaching and classroom management (Meyer, A. 1990). In the report of Hill (1990; pp. 70-77) on an incident in preschool in which punishment was used to help children learn to obey rules. One of the punishment procedures was to write the name of the offending child on the board the first time non-compliance with rules occurred. The goal is impressive in that it make the most of learning time, but there were some unintentional depressing side effects. In this case, a child told to his parents the list of names of â€Å"bad kids† in the class, and the child also described how they were being reprimanded. The child also told to her parents that these kids had their names written on the board. In relation to this, the child asked his parents if being with the kids would make him become one of them. From the child’s story, the mother decided to visit the school where she found a group of 5 and 6 year olds trying not to speak or move. As the parent observed, the teacher was diligently using rewards and punishment to mould the behavior of children. But every time a child giggled or laugh extremely or spoke without permission, another name went on the board. As the result, most of boys who came from families of lower socioeconomic background are found on that board (Hill 1990; pp. 70-77). From the results of the study of Hill (1990; pp. 70-77), it appears evident that what the child had absorbed from their punishment experiences, either vicariously or literally, was to spotlight on the manners that the teacher found unpleasant. The children tend to avoid such behavior at all costs, even if it is annoying just to impress the teacher instead of attending to the learning activities. As part of the giving punishment in shaping the behavior of the child, classroom management as stated by (Slavin, 2005; p. 1) in his paper should be observed. One characteristic of effective classroom management introduced by Slavin is that it involves a clear, specific plan of classroom rules and procedures that would guide performance (Slavin, 2005; p. 1). There was also a reward and punishment system observed. According to the teachers in the report of (Slavin, 2005; p. 1), every student was treated without bias but recognition was given to the most deserving and punishment was also implemented to address misbehavior. Praise or exemptions from some projects were the usual rewards given to performing students. The usual punishments were extra assignment, reprimand, or in worst case, detention. The purpose of the reward and punishment system was to delineate the acceptable behavior from the unacceptable. Praise i. e. â€Å"catching the students in the act of doing right†, can be a powerful motivator for many students. One strategy for reducing misbehavior in class is to make sure to praise students for behaviors that are incompatible with the misbehavior you want to reduce (Slavin , 2005; p. 1). In relation to this, Kounin (1970; p. 10) justified that the transfer of pupil attention to the child being punished is a usual phenomenon, and almost always results in less attention, rather than more, being paid to the desired learning outcomes. Every so often, the teacher's intent to help a child alter a behavior to one which is more acceptable to both the youngster and his superiors has tragic sequelae. Educators using disciplinary procedures perceived by the child as stringent and unfeeling can cause trauma. According to Hyman and Zelikoff (1987; pp. 1-2), the symptoms of this trauma are often similar to those observed in adults with Post Traumatic Stress Disorders. Symptoms seen in children include somatic complaints, avoidance of school, and sleep disturbances. As Skinner (1974; p. 8) emphasized a behavior which is followed a positive reinforcing motivation or circumstance will result in an increased tendency or probability that the person will repeat such behavior, this concept also operates in the opposite direction wherein the person will have a decreased tendency to do an act from which he or she received a negative reinforcement in the form of punishment. According to Thorndike (1912; p. 164-165), the main business of thought surely is to guide and control action. To make it intelligent, adaptive, efficient, Thorndike’s Law of Effect proposed an alternative means of achieving the same end. Effects, rewards and punishments, were seen as stamping actions â€Å"in† or â€Å"out† and selectively, intelligently, adaptively determining behavior (Pavlov, 1927; p. 25). The effects of a given action thus altered redirected, controlled subsequent conduct and left no place or need for thought or intellect. While Pavlov’s formulations, though different principle from those of Thorndike but similar in goal. Pavlov was likewise interested, not just in a theory of learning but also in the organism’s total behavior, in what was later referring as the principles of adaptive action. Both trial and error learning and conditioning imply adaptation to the environment but this end was achieved in both cases mechanically, non-mentalistically without thought (Pavlov, 1927; p. 25). As part of development in shaping the behavior of an individual Thorndike 1912 reported that the two-factor learning theory in its version accepted Thorndale’s theory of habit formation, essentially unmodified and in doing so, necessarily aligned itself with the thoughtless psychologies or behavior-zoologies (Thorndike 1912; p. 64-165). In admitting fear conditioning and in developing a feedback conception of punishment, the theory disposed itself toward what has become explicit. Now response facilitation as no less a matter of conditioning and meaning change than is response inhibition. And what is more immediately important, this new position, while in some ways just as mechanical and automatic as were the views of Thorndike and Pavlov. The prototype of knowledge in general are hopes and fears, both are internal events and such are assumed to be learned and after learning, to occur in a purely automatic, involuntary manner, these are mechanism and determinism. There is no simple and direct relationship between what an organism learns and what it does. Action is the result of more or less intricate and elaborate processes intervening between the end result of more or less intricate and elaborate processes â€Å"intervening between the end results of learning and the execution of behavior† (Thorndike 1912; p. 64-165). As described in the previous discussions, motivation and reward offers more positive effect in learning than punishment. Punishment normally directs the action to do desired behavior which results to aggression, weak learning and trauma. The incident of trauma from punishment initiated by educators is much greater than one would think. According to the study of Hyman and Zelikoff (1987; p. 11), 40 to 60 percent of college graduates remember an event of extremely retaliatory disciplinary action given by educators. In Unites States over 1,000,000 students were beaten by their teachers in 1980 (Meyer 1990; 30-47). As revealed in the study of Hyman and Zelikoff (1987), an individual that was previously abuse, beaten and punish are prone to become aggressors and criminals. Thus, the community should identify the significant risk factors of aggression and punishment provided by the community itself, the families that comprise the community, schools and academic institutions in the area, and individual backgrounds of the people. Moreover, the family also provides certain risk factors of aggression and punishment contributory to the development of violent attitudes and behaviors among children such as lack of oversight of children’s activities and habits, unfair and severe punishment for any misdemeanors and mistakes, conflicts between parents and children and between siblings, and parental toleration of violent behaviors. Review Synthesis From the given reviews concerning punishments, it is justified that parents, should very well know how to raise their children. Psychologists and researchers often recommend the use of authoritative parenting since it is well-rounded in all parenting aspects but they should be cautious in giving punishments. Since authoritative parents have high expectations of their children, one can expect that a child will be pushed to do the best, and that authoritative parents also reciprocate love and warmth, the child can have feelings of security. Another is that a child can also have the freedom to express his own thoughts and beliefs. The relationship between parenting styles and punishment resulting to aggression is very clear. Authoritative and Permissive parents’ children often resort to aggression since the upbringing of the parents is, faulty, if you may. The resort to aggression can also be triggered by relatively high and constant exposure to aggression by family, peers and the media. Also, the cross-generational aggression can also trigger aggression. It creates an unending cycle of aggression. On the other hand, punishment given to a child in school setting should be observed by the educators to avoid weak learning effectiveness. Positive learning environment or classroom management involves the strategies that teachers implement in preventing and handling misbehavior, using class time effectively, creating an atmosphere that encourages interest and inquiry, and permitting activities that engage students’ minds and imaginations (Slavin, 2005). Teacher should carefully observe the effect of punishments to students. Actually, it is suggested that teacher should use rewards strategy more often than giving punishment. Teachers and students have to work together to sustain positive behaviors and effective atmosphere for learning in order to ensure the successful transmission of knowledge in the classroom.

Patients With Knee Osteoarthritis Health And Social Care Essay

The chief aim in this survey was to mensurate the quality of life ( QOL ) among the patients with diagnostic articulatio genus degenerative arthritis ( OA ) who go toing authorities primary wellness attention clinic. Other than that, this survey besides would wish to happen out the association between socio-demographic and medical position of patients with knee OA and their quality of life. The survey aims should be specific, mensurable, accurate, dependable and seasonableness. In this survey, the aims were mentioned that the QOL is being measured specifically on patients with a certain type of arthritis. The QOL was measured by utilizing 36SF which had been validated in old survey ( Kosinski, 1999 ) . The survey was able to carry on from1st September 2003 boulder clay 30th April 2004. Therefore, this survey aims were suitably defined.3. Theory usedThere is no theory been mentioned in the survey. In this survey, the writers may utilize the quality of life theory. The theory is based on development towards felicity. In other words is, it is the ‘true being ‘ on the construct of human demands. The theory explains that if worlds take more duty for their ain life, they implement the good qualities into usage ; they will go free, happy, powerful and healthy. This is besides known as Maslow ‘s construct of self-actualization. It plays an of import map in mod ern medical specialty particularly in understanding the personal development holding chronic diseases..4. HypothesisIn this survey, there was no mentioning of any hypothesis. However, the void hypothesis that can be suggested is that ‘Patient with articulatio genus OA go toing authorities primary wellness attention clinic has good quality of life in both physical and mental constituent ‘ , wheares the alternate hypothesis could be written as ‘Patient with articulatio genus OA go toing authorities primary wellness attention clinic has hapless quality of life in both physical and mental constituent ‘ .5. Research designThis correlational design cross-sectional survey which was carried out from the 1st September 2003 boulder clay 30th April 2004. This survey qualifies as correlational because the informations collected provide themselves merely to readings about the grade of QOL to which the variables are related to each other. It would merely state us that ther e is a relationship between the OA conditions with HRQOT.6. Sampling methodThe sampling method used was claimed as cosmopolitan sampling, in which all patients with symptoms of articulatio genus OA who attended two different authorities wellness clinics in Hulu Langat, Selangor, Malaysia were taken as sample. In position of the little graduated table survey which merely involved two authorities clinics, the entire patient with OA is besides little. To make a random trying would non be contributing in this instance.7. SampleThrough out the eight months of informations aggregation, merely 213 patients with OA were been registered. The inclusion standards that was laid out – in which all 50 old ages old and above patients that were sing the outpatient authorities wellness clinic, would be the participants. However, the exclusions standards was besides laid that those who were illiterate, who were unable to reply the questionnaire, who needed infirmary admittance, and those who n eeded or those with stationariness or abnormalcy of the lower limb. With the inclusion and exclusion standards, the survey managed to hold 151 participants finishing the questionnaire. In this survey, there was no adverting on how the minimal sample size computation was done. However, for the 1s that were unable to gauge that correlativity, the research workers may be able to utilize a simple comparing of the two proportions as a trial for the footing of gauging the sample size. Using PASS 2000 package, the computation of sample size is- if the proportions of the 2 groups in this survey were expected to be 0.20 and 0.35 ( ? = .05 ; & A ; szlig ; = .20 [ 80 % power ] ) , the minimal sample size of 275 participants is needed ( Delucchi, 2004 ) .8. Technique of informations aggregationTechniques in data-collection allow consistently aggregation of information about objects of survey and the scenes which they occur. In this survey, informations on the medical features and socio-demograp hic of the participants were recorded but did non mentioned where they were recorded. The SF-36 signifier Malay linguistic communication version was either self-administered by the participants or being led face-to-face by an interviewer. Any respondents by household members or friends to the SF-36 signifier were non entertained. It participants unable to understand the questionnaire, the research worker would merely re-read the inquiries. The participants would reply the inquiry harmonizing to their apprehension. Administering written questionnaire is a less expensive informations aggregation technique and it can cut down prejudices due to give voicing inquiry otherwise by different respondents. It gives namelessness to the respondents and permits more honorable response. However, inquiries may be misunderstood by the respondents and every bit mentioned in the survey merely the literates were chosen as participants.9. Measure/instrumentsIn this survey, SF-36 was used to mensurate t he HRQOL. It is a 36-item instrument designed to measure basic wellness constructs. It is relevant to be used across disease, age and intervention groups. It has been validated and a dependable generic instrument that has been used comprehensively to mensurate HRQOL. The Malay version of SF-36 had been translated and validated. It was used in the Malayan National Quality of Life Survey 2000. It measured eight spheres which consisted of physical operation ( PF ) , role-physical ( RP ) , bodily hurting ( BP ) , general wellness ( GH ) , vitality/energy ( VT ) , societal operation ( SF ) , function emotional ( RE ) and mental wellness ( MH ) . The tonss on each sphere ranged from 0 ( lower limit ) to 100 ( upper limit ) . The higher the tonss, indicates the wellness constituents to be better. Since this instruments has been validated and been used in assorted surveies, it is appropriate to utilize it in this survey.10. FindingssThe survey showed that taken as a whole mean tonss were su pra 50.00 in all facets of QOL. There was comparatively lower mark in the spheres related to the physical wellness position as compared to the mental wellness position. The research workers besides run other analysis with the available informations and found that: a. a important negative correlativity between PF and age b. the males had better mark in bulk of the QOL facets, peculiarly in the PF c. patients with no formal instruction scored better in mental wellness constituent particularly in VT and RE. d. patients with co-morbidities shown to hit less than those without co-morbidity in most of the QOL domains particularly in SF. e. The continuance of articulatio genus hurting is negatively correlated with all the QOL facets except RE, and it besides showed to be significantly negative correlated with the RP sphere. f. patients with higher BMI scored lower QOL in SF. g. PF tonss was significantly association with age and gender. h. VT and RE tonss were important association with instruction degrees. Basically, the research workers would wish to reply to the aims that to mensurate the QOL among the patients with diagnostic articulatio genuss OA who go toing authorities primary wellness attention clinic and it showed that the average mark of all the facets of QOL that being studied was above 50.00. Research workers besides had find out some dealingss between the ‘patients with articulatio genus OA ‘ , their socio-demographic and medical position and their quality of life. However, the associations were non portrayed in a table signifier so that the reader would hold a better perceptual experience on the vicarship analysis findings.11. DecisionThe decision in this survey answered the aim of the survey indirectly. It should province that the average mark of all the sphere in QOL was above 50.00 and may advert that the patients had comparatively hapless quality of life in the physical wellness constituents but less on the mental wellness. The research workers mentioned tw o of import forecasters of hapless PF in patient with articulatio genus OA which is female gender and older age, but did non demo how the forecasters were established. The research workers besides claimed that higher BMI patients suffered more hurting – which merely show relationship.12. InterpretationThe reading of informations was non clearly showed in this survey. The statistical analysis method mentioned was appropriate harmonizing to the variables and the aims. However, it is hard to construe the information when the overall bivariate analysis findings were non shown in the literature. The research workers merely mentioned the important findings.13. RestrictionThis survey was carried out to the patient with articulatio genus OA who attended the authorities wellness clinic. Therefore, it can non be inferred to the general population. This is besides suggested by the research workers that a big graduated table community based survey should be conducted to understand more Q OL factors impacting OA patients. The questionnaire was in Malay linguistic communication merely. This is bias towards other patient in different ethnicity. There should be validated multiple linguistic communications questionnaires to be used in this survey. By utilizing questionnaire as instrument of the survey, it had limited the participants to the literates. It would be appropriate to used mix technique to garner more diverse informations.14. Ethical considerationIn this survey, there is no mentioning of consent taken from the patients either verbal or written consent. The research workers of this survey may hold asked for consent but non mentioned here. Harmonizing to a codification of ethical rules by the American Psychological Association, for research workers who deals with human topics have to guarantee that research workers obtain informed consent from all topics, guarantee that topics are protected from injury and uncomfortableness, guarantee that all experimental informations are treated confidentially a nd eventually, the research workers have to explicate the experiment together with the consequences of the survey to the topics.15. Strengths of the Study15.1 Correlational designThe major advantage of this design is that it is typically easy to carry on. This is because it gives associations between studied variables and may propose the possibility of cause. If the two variables are causally related, they must be correlated. So by demoing correlativity, it can be a utile first measure toward showing causing.15.2 Instrument usedThe SF-36 signifier which was used in this survey had been validated and dependable to mensurate HRQOL in diverse groups. Malaysia with 15 other states had participated in interpreting and accommodating SF-36 signifier to analyze HRQOL through the International Quality of Life Assessment Project. Therefore, the findings in the survey can be used to mensurate and compare with surveies done in other states.15.3 The innovator surveyThis is the first published HR QOL survey in patients with diagnostic articulatio genuss OA who attended the authorities wellness clinics done in Malaysia. It can be used as the base of farther surveies spread outing in deepness the QOL in patients with chronic diseases.16. Failing of the Study16.1 Correlational designThe major disadvantage of this design is that it does non give clear input on the existent ground for the associations. It has less control over the variables and the environments and this caused trouble to give alternate accounts. It can non govern out immaterial variables as the causative factors of what is being observed. In this design, when two things are correlated, it does non give chance to straight deduce causing.16.2 Instrument usedAlthough the SF-36 signifier is validated, it is merely in Malay linguistic communication signifier. It had limited the patients that able to take part in this survey.16.3 Unable to deduce findings to the population.The sample size in this survey is unequal for it to be inferred to the population.

Negative Classroom Behaviors Essay

In the classroom there are many opportunities for disruptions to the flow of learning. When the process of education is disrupted it affects learning outcomes and student progress. Educators and students both play a vital role is how smoothly the class is run. In this paper we will examine common disruptions in the classroom and look at carious ways that these disruptions can be resolved productively and efficiently. Through incorporating different discipline and classroom management styles most interruptions to learning can be avoided and the process of education can continue. Disruptions come in many forms and we will look at a few. We will first look at common disruptions in the classroom caused by students and then take a look at those caused by teachers. Yes teachers can be a disruption to the learning process and as we will see sometimes they cause more disruption than their students. It seems that often in today’s society when we think of the typical public school classroom, images of chaotic behavior, chattering students and paper being thrown quickly come to mind. This behavior, while not uncommon should not be the norm, there is a solution. The first three behaviors that we will address is the seemingly ever-present excessive talking, laughter and general outburst. It seems that no matter how many times the lights are turned off, names of students are written on the board, recess or free time taken away students continue to use their voices out of turn in excess ways, making instruction and learning difficult. Often times when students have an outburst in the class or the talking becomes excessive, teachers sometimes give a general knee-jerk reaction.  They may yell at the student who has been consistently talking to â€Å"be quiet or†¦ then some threat of a punishment is given and the student is quiet for a moment and the behavior is likely to happen again and the process continues. Educator Barbara Coloroso believed that students should be taught how to govern themselves accordingly and that whatever actions took place in the classroom they were not only responsible for them but that they were held accountable for them. Barbara guided educators to understand that an important part of education students was to also teach them inner discipline and self control. (Building Classroom Discipline, 11th edition, 2014) In her book Kids Are Worth It: Giving Your Child the Gift of Inner Discipline, Coloroso outlines key ways in which not only parents but also educators can teach children how to have inner discipline. Coloroso suggest that inner discipline be developed as follows; First students must be shown what they have done wrong, then given ownership of the problem hence making them responsible, following this students are guided on ways to solve the problem when appropriate. Finally Coloroso encourages to educators to ensure that during this entire process the dignity of the student is kept in tact. I imagine that by incorporating this strategy into my classroom management and discipline style my students will gain more self-control and become more aware of the consequences behind their actions. In this way, they will be far more likely to think before they act. Likewise I as a teacher will feel better about the way in which I handle disruptions. With the ability to handle each disruption as a possible teaching moment that encourages students to do better, rather than simply pointing out what they did wrong, students will develop a better sense of trust. Likewise by ensuring that in each situation the student is treated with dignity, students are aware of the respect I have for them and this respect become reciprocal. Two other common disruptions in the classroom are that of students who get out of their seats at inappropriate times and who take a long time to get organized, settle down and get started on their work . This not only disrupts learning for the student who gets up but it causes a distraction for those around. Often there are tedious reasons for why students are not in their seats. When asked why have they gotten up, a student may respond  Ã¢â‚¬Å"I was going to sharpen my pencil.† Likewise when asked why have they not sat down and began the warm up they may reply â€Å"I cannot find my pencil.† Educators Harry and Rosemary Wong created a classroom management and discipline theory that creates a way to eliminate many classroom disruptions. The Wong’s theory suggest, that beginning with the first day of class, students be taught that not only the classroom but that the entire school was a place for successful learning. This theory had to be accepted school wide in order to work effectively. In order to achieve that success teachers, students and administrators and support staff, must do their part. The Wong’s suggest that the biggest hindrance to learning is not the behavior of the students but the ineffective manner in which teachers disseminate information regarding the roles, rules, procedures and expectations in the classroom. (Building Classroom Discipline, 11th edition, 2014) Upon introduction to the class, teachers are encouraged to two things. First teachers must go over the roles, expectations and responsibilities of both teacher and student (Building Classroom Discipline, 11th edition, 2014). This is done over a period of several days and may continue through reinforcement throughout the first portion of the school year. In this way students not only understand where they fit in the classroom but they also know how everyone else fits as well. In my own classroom I can visualize my students on their first day. Part of my classroom management style will be to ensure that there is a procedure set in place for most of the foreseeable situations in the classroom. One thing that I will make certain to do, is to make the procedures detailed yet simple to understand and follow. In this way my students will be clear on what to do and when. For example, the student who has wasted ten five minutes of the 15 minute warm up time, will know in the beginning of the school year that sitting down and getting started on the warm-up up within the first three minutes of class is mandatory. If you are not prepared and do not have all of your materials, there are always extras that can be checked out from me and then returned at the end of class. Simple procedures like this will eliminate small disruptions and keep the learning process flowing. The next two disruptions are those students who lack respect for teachers and fellow  classmates along with horseplay in the classroom. Teachers must establish and demand respect in the beginning of the class. Students must know not only what is expected of them, but also what happens when they fall short of those expectations. Educator Craig Seganti teaches teachers how to take charge in the classroom. Taking the Seganti approach in my class will dictate that my students know that I am the authority in the classroom. Establishing this authority by setting the rules along with the consequences of breaking them, and enforcing them from day one will put me in control from the outset. When students see that there is no wavering in the rules, they will take what you are saying seriously. Establishing that the classroom is a place of learning and that anything that disrupts that will have consequences will if not completely eliminate, will certainly minimize disruptions. When teachers and students are disrespected in the classroom it would be good to incorporate civility in the classroom. P.M. Forni was best known for teaching students how to behave civil and with respect n the classroom. By encouraging students to conduct themselves in a way that reflects the â€Å"Golden Rule† students will be far less likely to tease and disrespect their teacher and classmates. (Building Classroom Discipline, 11th edition, 2014). Using these two strategies in the classroom will be of great value in the way the classroom is managed. Finally I want to take a look at three behaviors that are exhibited by teachers that cause disruptions in the classroom and halt the learning process. Disorganization, nagging and the inability to leave whatever you have going on at home, at home can cause the classroom environment to feel unsafe and chaotic (Building Classroom Discipline, 11th edition, 2014). Using a combination of strategies from authorities on classroom management can help with these hindrances to education. First knowing what you want your classroom to look and feel like I a huge help in getting and staying organized. Often times teachers become disorganized because they have lost control of the classroom. By establishing your authority in the classroom as suggested by Seganti, you are less likely to lose control and if this does happen it should be easier to regain. Constant nagging of students over trivial matters of work habits or behavior are not helpful. In the long run you are not taken seriously. Students must know how to behave in the classroom. Ensuring as suggested by Wong that students are crystal  clear on expectations and procedures, teachers will spend much less time nagging and more time teaching. Lastly when teachers are unable to leave their home life separate from their classroom the results can disrupt and devastate a classroom. Teachers must before anything else, know their role. As a teacher you are there to provide a safe learning environment for your students. When your personal life interferes with that, learning outcomes and student-teacher relationships are compromised. In my classroom I imagine that by establishing an initial foundation of authority based on my acknowledgement of my role as teacher and educator, I will be able to create safe, fun and effective learning environment. By creating my classroom management style, revisiting it when necessary and setting up rules and procedures from day one, I will have the freedom to teach without disruptions and my students will be able to achieve all of the learning outcomes that have been set for them. Reference Page 1. C. M. Charles Building Classroom Discipline, Eleventh Edition, 2014