A Position Paper on Immigration

A Position Paper on Immigration Immigration is a topic that is discussed in coffeehouses, at the break room water fountain, in the boardrooms, and at the highest level of government. Why, we ask is this, such a widely discussed topic? I believe the answer will vary from person to person. I believe the primary reason is centered on cost. There are those who argue, that the cost of supporting immigrants, is burdening our state budget. The cost of supporting their health care needs, public schooling, and public assistance needs, far out weigh the benefit of there being here. Then there are those who point to Ellis Island and a statue, at the base of that statue is inscribed, "Give me your tired, your poor, your huddled masses yearning to breathe free". They believe that America was founded on the sweat and toil of immigrants.The Alien Payoff, a reading by Paul Glastris, touches on all of the controversial arguments that have been highlighted in all of the places mentioned in my first sentence.Dormitory room in Ellis I slandGlastris starts the reading by depicting the life of Francisco Castro, a Mexican immigrant. Castro works in the Los Angeles Produce Market, eleven hours a day, six days a week. I believe that Glastris selected Castro because he may represent our perception of a Mexican immigrant. That image is "laborer", physical toil, long hours doing what a native-born worker would not. I agree with Glastris' assessment of cheap labor translating to lower food cost to consumers. Glastris highlights a landmark report by the National Academy of Sciences/National Research Council, this report concludes, the actual effect of immigrations' impact on our economy is "not that great", "The cost to native-born workers are small, and so are the benefits," (Richard Freeman - Economist, Harvard University). The report acknowledges the substantial cost...

How to Use Fois in French Idioms

How to Use Fois in French Idioms The French word fois  means time or instance and is used in many idiomatic expressions. Learn how to say at the same time, just in case, think twice before doing something and more with these idiomatic expressions using   fois. la foisthe time; the instance une foisonce, one timedeux fois, trois fois, etc.twice, three times, etc.une fois, deux fois, trois fois, adjugà ©Ã‚  ! (auction)Going, going, gone!une / deux fois par semaine / anonce / twice a week / yearune fois tous les deux jours / semainesonce every other day / weekdeux / trois fois moins detwo / three times lessdeux / trois fois plus detwice / three times more / as muchdeux / trois fois sur cinqtwo / three times out of five2 fois 3 font 62 times 3 equals 6 la foisat the same time; all at onceautant de fois queas often as; as many times asbien des foismany timescent fois annoncà ©often proclaimedcent fois mieuxa hundred times bettercent fois pirea hundred times worsecent fois rà ©pà ©tà ©often repeatedcent fois tropa hundred times too; far toocette fois-cithis timecette fois-lthat timedes fois (informal)sometimesdes fois que (informal)just in case;  there might beencore une foisonce more; once again; one more timelautre foisthe other dayla dernià ¨re foisthe last timela premià ¨re foisthe first timela seule foisthe only timela toute premià ¨re foisthe very first timemaintes foismany timespeu de foisrarely; a few timesplusieurs foisseveral timessi des fois... (informal)if perhaps...une nouvelle foisonce againune seule foisonly once; only one timeavoir cent / mille fois raisonto be absolutely rightavoir trois fois riento have hardly any money; to have hardly a scratchà ªtre deux / trois fois grand-pà ¨re / grand-mà ¨reto be a grandfather /grandmother two / three timesfaire deux choses la foisto do two things at oncefrapper quelquun par deux foisto hit someone twicepayer en plusieurs foisto pay in several installmentspayer en une seule foisto pay all in one go, make a single paymentprà ©fà ©rer cent fois faire (Je prà ©fà ©rerais faire...)to much rather do (Id much rather do...)sy prendre / en deux fois pour faire quelque choseto take two attempts to do something / tries to do somethingsy prendre / en plusieurs fois pour faire quelque choseto take several attempts to do something / tries to do somethingy regarder deux fois avant deto think twice beforey regarder plusieurs fois avant deto think very hard beforeÇa va pour cet te fois.Ill let you off this time. / Just this once.Cest bon pour cette fois.Ill let you off this time. / Just this once.Cest trois fois rien  !Dont mention it!Encore une fois non  !How many times do I have to tell you no!Il à ©tait une fois...Once upon a time...Il y avait une fois...Once upon a time...Je te lai dit cent fois.If Ive told you once, Ive told you a hundred times.Non mais, des fois  ! (informal)1) Do you mind! How dare you!2) You must be joking!Revenez une autre fois.Come back some other time.Tu me diras une autre fois.Tell me some other time.Une fois nest pas coutume. (proverb)Just the once wont hurt.Une fois que (quelque chose aura lieu), on peut / je vais ...Once (something has happened), we can / Im going to ...

The Importance of Higher Education Article Example | Topics and Well Written Essays - 250 words

The Importance of Higher Education - Article Example More so, I also think that this is a noble way of rewarding people who worked hard at school. This helps to motivate different people and I also think that it helps to maintain quality standards in the workplace. I also strongly believe that higher education is important as a result of the fact that people generate more knowledge through extensive reading and research. People who have attained high levels of education can brainstorm various situations and they are also capable of solving problems on their own. Through acquiring higher education, the incumbent individuals can scan the situation and try to find solutions to the problems that may be presented. In some cases, theoretical knowledge can be applied to certain situations. Problem-solving skills in an organization are very important since we operate in a dynamic environment. Educated people are likely to anticipate change and suggest measures that can be implemented to address the change compared to less educated individuals.  

Emotionally intelligent leaders and their impact on followers' Essay - 2

Emotionally intelligent leaders and their impact on followers' performance and well-being A critical review of the literature and reflection for practice - Essay Example Sometimes it requires being calm in situations that are very intense and so the leader must do. He should remain calm so that the employees working under him or her could attain the goals given to them. Goleman (1996) believed that there were 5 major components to emotional intelligence. They were self-awareness, self-regulation, motivation, empathy and social skills. The more a leader will look to control and monitor these elements the more his emotional intelligence would be and the chances of employees performing better would be higher. Goleman (1996) described being self aware means to know how one’s emotions and behavior will affect others. Horn (2013) & Mortiboys (2005) believe that if a leader is self aware of his situation in an organization then it has a very positive impact on the employees. A self aware leader would always know the mission of his project and will always make guidelines accordingly. When employees know what the mission of their organization or project is then it automatically becomes easy to follow directions. Following directions laid by the team leader most often leads to success as the project is designed and led by him or her. Gotshal (2007) believes that the reason for failure of 60% of business in the USA is the reason because the mission of the company and its projects are not well dictated by the leader. Employees are able to perform better with a leader who is self aware of himself. A self aware leader will always know what the company is in the market for and how to achieve what it has set foot on. A self aware leader looks to guide the employees on consistent basis. Collins (2011), Jennings (2012), Badaracco (1989) & Crandall (2007) believe that a leader who is self aware of himself also makes all the goals of the project clear so that it becomes easy for the employees to achieve them. Employees perform better when they know how and what to get within a period of time. A self aware leader sets realistic

US Role in the ME Assignment Example | Topics and Well Written Essays - 500 words

US Role in the ME - Assignment Example decades been involved in affairs of the Middle East with the aim of ensuring stability, democracy, and fostering economic relationships with countries in this region. However, the main aim of the US involvement and influence does not seem to be stability or democracy, but rather, control of the rich oil resource from this region (Shah). The US or any other Western super power should not be directly involved in the affairs of the Middle East and the Gulf region because their involvement is for their own economic benefit but not for the persons living there. This so sought of stability is meant to perpetuate status quo which is good for America and other western super powers but it is very bad for other very many Middle Easterners who have to pay the price. In the so called stability involves worthless civil wars, wars between countries, represses free thought, struggle for freedom, and self determination. There is totally no growth or development, no achievement opportunities and no benefits accruing for the masses whose situation is thought of as stable. As long there is no disturbance as the Americans want, the Middle Eastern continue to live in oppression and poverty, and they are stable (Levy). Evidence – just as Africa, the Middle East is a region very rich in human and natural resource and yet it is the second most backward region after Africa simply because of the interference and unwanted involvement of the west. The citizens of these regions can not oppose bad rule in the stable nations as perceived by the U.S and the west since they actions would be seen to be disturbing the peace and yet, they continue to languish in abject poverty. The West have put corrupt Arab leaders in power and supported the overthrowing of those leaders that they have considered as unfavorable so as to maintain their superiority, influence and control over the region. In addition, this has served to put the population of these countries at bay and in return those leaders

Collaborative Learning Heterogeneous Versus Homogeneous Grouping

Collaborative Learning Heterogeneous Versus Homogeneous Grouping As EFL teachers we are concerned with two main issues in language learning. The first issue addresses the skills students should acquire in EFL classes as a result of teaching-learning experiences. Such skills are often measured by students achievement. The second issue takes account of the strategies EFL teachers use to help students acquire such skills and in turn increase their achievement. Writing is a skill which requires efforts from both the student and the teacher. It is one of the four language skills which is given emphasis in second language learning (Inggris 2009). Writing is one of the skills which need to be mastered by the learners. They learn different genres of writing like descriptive, expository, recount and narrative based on the prescribed syllabus of their providers. Language learning involves learning the language code as well as the culture (appropriate ways of thinking and acting) associated with the language (Becket Gonzales 2004). Students writing abilities are affected by the type of instructions teachers use within their classroom practices. Writing is one of the productive skills that learners are expected to achieve in order to ensure their communicative competence. While learning writing, students are supposed to get involved in many activities that enable them to produce a piece of writing at the end. They can be engaged for example in class discussions, act in role playing or get involved in peer editing. While engaged in classroom activities students build up experience and have more practice that may finally give the chance to reach a proper product of writing. In teaching writing, teachers strive hard to find strategies to facilitate increasing students achievement. There are many methods adopted by the teachers in teaching EFL writing in the classrooms. One of the methods recommended in teaching writing is the incorporation of cooperative learning (Kagan 2002). In ability grouping, students are grouped in a variety of more flexible ways so that they spend some portion of a school day in heterogeneous groups and some portion in homogeneous groups. (Grady et al 2007). In most EFL classes, some learners perform better beyond grade-level, others struggle with target language, while another great part of the class falls somewhere in between. In their effort to meet the needs of such a diverse students, educators tend to assign pair and group work with students of different ability levels finding ways to involve all students in the activities. These ways could include communicative and cooperative tasks to allow scaffolding of less advanced students. In this classroom environment advanced level learners act as a bridge to facilitate the learning process and lower level classmates exhibit a willingness to cross that bridge (Sean, 2002.   As a general rule, it would seem reasonable to suggest that classroom harmony might better be achieved in a group of motivated students who are allowed to participate and cooperate. Statement of the problem Teachers and educators seem to have struggled for decades to find answers to questions about heterogeneous and homogeneous grouping: Does anyone benefit from each? Is anyone harmed by each? Who benefits (or is harmed) the most? Why? Are there alternatives to these two types grouping? The answers are not always clear-cut and often depend on whom you ask and what learning outcomes are considered important. To many educators, grouping is considered a sensible response to academic diversity. To others, the practice has harmful unintended consequences and should be abandoned. Indeed, research, logic, and emotion often clash when debating the topic of grouping. But what do we really know? Consequently, this study aims to investigate the effect of homogeneous grouping versus heterogeneous grouping on EFL students achievement in writing in the hope that it may settle the argument on which is better for both high and low achievers. Homogeneous grouping can be defined as dividing students into small groups which include students of the same ability or level for example high achievers together and low achievers together . While heterogeneous grouping can be defined as dividing students into groups that include mixed or different levels, high and low achievers together. Theoretical Framework Cognitive growth springs from the alignment of various perspectives as individuals work to attain common goals. Both Piaget and Vygotsky saw cooperative learning with more able peers and instructors as resulting in cognitive development and intellectual growth (Johnson, et al., 1998). The assumption of behavioral learning theory is that students will work hard on tasks that provide a reward and that students will fail to work on tasks that provide no reward or punishment. Cooperative learning is one strategy that rewards individuals for participation in the groups effort. A review of the literature on cooperative learning shows that students benefit academically and socially from cooperative, small-group learning (Gillies, 2002). Cooperative learning can produce positive effects on student achievement (Cohen, 1986; Davidson, 1989; Devries Slavin, 1978; Johnson Johnson, 1989; Okebukola, 1985; Reid, 1992; Slavin, 1990). Academic benefits include higher attainments in reading comprehension, writing (Mathes, Fuchs, Fuchs, 1997) and mathematics (Ross, 1995; Whicker, Nunnery, Bol, 1997) and enhanced conceptual understanding and achievement in science (Lonning, 1993; Watson, 1991). Social benefits include more on-task behaviors and helping interactions with group members (Burron, James, Ambrosio, 1993; Gillies Ashman, 1998; McManus Gettinger, 1996), higher self-esteem, more friends, more involvement in classroom activities, and improved attitudes toward learning (Lazarowitz, Baird, Bolden, 1996; Lazarowitz, Hertz-Lazarowitz, Baird, 1994). According to Slavin (1987), there are two major theoretical perspectives related to cooperative learning motivational and cognitive. The motivational theories of cooperative learning emphasize the students incentives to do academic work, while the cognitive theories emphasize the effects of working together. Motivational theories related to cooperative learning focus on reward and goal structures. One of the elements of cooperative learning is positive interdependence, where students perceive that their success or failure lies within their working together as a group (Johnson, Johnson, Holubec, 1986). From a motivational perspective, cooperative goal structure creates a situation in which the only way group members can attain their personal goals is if the group is successful (Slavin, 1990,). Therefore, in order to attain their personal goals, students are likely to encourage members within the group to do whatever helps the group to succeed and to help one another with a group tas k. There are two cognitive theories that are directly applied to cooperative learning, the developmental and the elaboration theories (Slavin, 1987). The developmental theories assume that interaction among students around appropriate tasks increases their mastery of critical concepts (Damon, 1984). When students interact with other students, they have to explain and discuss each others perspectives, which lead to greater understanding of the material to be learned. The struggle to resolve potential conflicts during collaborative activity results in the development of higher levels of understanding (Slavin, 1990). The elaboration theory suggests that one of the most effective means of learning is to explain the material to someone else. Cooperative learning activities enhance elaborative thinking and more frequent giving and receiving of explanations, which has the potential to increase depth of understanding, the quality of reasoning, and the accuracy of long term retention (Johnson, Johnson, Holubec, 1986). Therefore, the use of cooperative learning methods should lead to improved student learning and retention from both the developmental and cognitive theoretical bases. Several studies have examined the effects of cooperative learning methods on student learning. Humphreys, Johnson, and Johnson (1982) compared cooperative, competitive, and individualistic strategies and concluded that students who were taught by cooperative methods learned and retained significantly more information than students taught by the other two methods. Sherman and Thomas (1986) found similar results in a study involving high school students taught by cooperative and individualistic methods. In a review of 46 studies related to cooperative learning, Slavin (1983) found that cooperative learning resulted in significant positive effects in 63% of the studies, and only two studies reported higher achievement for the comparison group. Johnson, Maruyama, Johnson, Nelson, and Skon (1981) conducted a meta-analysis of 122 studies related to cooperative learning and concluded that there was strong evidence for the superiority of cooperative learning in promoting achievement over competitive and individualistic strategies. Johnson and Ahlgren (1976) examined the relationships between students attitudes toward cooperation, competition, and their attitudes toward education. The results of the study indicated that student cooperativeness, and not competitiveness, was positively related to being motivated to learn. Humphreys, Johnson, and Johnson (1982) also found that students studying in a cooperative learning treatment group rated their learning experience more positively than did students in competitive and individualistic treatment groups. In a study involving elementary and secondary students Wodarski, et al., (1980) found that 95% of the elementary students enjoyed the cooperative learning activities and that they had learned a lot about the subject. Cooperative learning has its roots in the theories of social interdependence, cognitive development, and behavioral learning. Some research provides exceptionally strong evidence that cooperative learning results in greater effort to achieve, more positive relationships, and greater psychological health than competitive or individualistic learning efforts (Johnson, Johnson, Holubec, 1994( Social interdependence theory views cooperation as resulting from positive links of individuals to accomplish a common goal. The Gesalt psychologist Kurt Koffka proposed in the early 1900s that although groups are dynamic wholes the interdependence among members is variable. Kurt Lewin (1948) stated that interdependence developed from common goals provides the essential essence of a group. This interdependence creates groups that are dynamic wholes. The power of the group is such that a change in any member or subgroup directly changes any other member or subgroup. Within cognitive development theory, cooperation must precede cognitive growth. According to Emmer and Gerwels (2002) some research on cooperative learning has addressed instructional components. In a number of studies students have been taught interaction skills, such as how to question or to help each other so that they did not give answers but facilitated each others thinking (Fuchs, Fuchs, Kazdan, Allen, 1999; Gillies Ashman, 1996, 1998; Nattiv, 1994; Webb, Troper, Fall, 1995). And, when students are taught such skills, positive outcomes such as increased intrinsic motivation, liking for school, and self-esteem can result (Battistich, Solomon, Delucchi, 1993). Homogeneous grouping Homogeneous grouping has been proposed and implemented as a potential solution to meet the needs of the mixed ability classes, suggesting that students of different abilities can be gathered in groups of same ability thereby facilitating instruction (Slavin, 1987). This kind of grouping is based on the pedagogical principle that the teacher has the advantage of focusing instruction at the level of all the students in the particular group (Ansalone, 2000). It is assumed that teachers of mixed ability classes can increase the pace and raise instruction level for high achievers whereas low level students can enjoy individual attention. So, advanced pupils are taught more difficult concepts while low achievers deal with simple and fewer things. Proponents of homogeneous grouping opine that it is an excellent means of individualizing instruction. Achievement is considered to increase as teachers adjust the pace of instruction to students needs. Kulik and Kulik (1982) and Slavin (1987) carried out meta-analyses of studies at the elementary school level, finding benefits of within-class ability grouping. Both low ability students and more advanced ones placed in separate groups, benefited from instruction addressed to their level. More recently, Mulkey et al (2005) found that same ability grouping has persistent instructional benefits for both high and low level students. Marsh (1987) supports HG as a way of coping with mixed ability classes assuming that grouping children homogeneously enables those in lower ability groups to profit with respect to self-evaluation by being isolated from advanced peers. Furthermore, Allan (1991) supports that pupils model their behaviour after the behaviour of similar ability children who are coping well with their school work. The supporters of homogeneous grouping conclude that research fails to support that homogeneous grouping doesnt accomplish anything (Loveless, 1998). Although teachers of mixed ability classes seem to have positive attitudes towards homogeneous grouping (Scherer, 1993, Mulkey et al, 2005), the last quarter of the 20th century witnessed severe criticism of ability grouping. It has been declared that this type of grouping stigmatizes lower ability students, offering them inferior instruction. Several researchers argue that homogeneous grouping does not guarantee that all advanced or all weak students are alike. Matthews (1997) conducted a relevant research with students in grades 6 through 8 finding that gifted students are considerably more diverse than they are homogeneous. They vary in their degrees of advancement, their abilities, their learning styles and interests, their test-taking skills, and their social/emotional development. So, gathering advanced children of the mixed ability classes together in one group may not be the wisest solution to the problem. Ability grouping may decrease the self-esteem and aspirations of low ability children and therefore decelerate their academic progress. Welner and Mickelson (2000) carried out quite an extensive research review finding that low ability children are exposed to lowered expectations, reduced resources and rote learning. Childrens self-concept is affected and expectations are internalized (Ireson and Hallam, 1999, Gamoran, 1987). This implies that students of low ability in mixed ability classes are provided with low expectations if placed in same ability groups causing them feelings of inferiority. This is confirmed by Ansalone (2001) and Hallinan (1994) who demonstrated that children assigned to lower ability groups, are exposed to less and more simplified versions of the curriculum whereas high ability groups have broader and more challenging material covered. In this sense, Oakes (1992) and Wheelock (2005) support that educational benefits in mixed ability settings are not provided b y homogeneous grouping but rather by a challenging curriculum and high expectations. Research has accumulated evidence indicating that schooling tends to increase individual differences (Van der Veer and Valsiner, 1991). Homogeneous grouping seems to add more opportunities to advanced learners who are usually middle-class or upper-middle-class children, depriving pupils who already suffer from socio-economic segregation, or those who are learning less fast. Kozo seems to agree that homogeneous grouping damages not only low but also high-ability students as the latter who are usually the affluent children are not given any opportunities to learn the virtues of helping others or learning about unselfishness (Scherer, 1993). It is inferred that grouping students homogeneously for instruction on the mixed ability classes is one more advantage conferred on those who already enjoy many. Heterogeneous grouping Cooperative learning Heterogeneous grouping, that is gathering children of varying abilities in same groups has been proposed by many researchers as an effective strategy to promote academic development of students having diverse background knowledge and abilities. Brimfield, Masci and Defiore (2002) believe that all students deserve an academically challenging curriculum (p.15). So, our goal is to find a way to engage all pupils of the mixed ability classroom in the lesson irrespective of their abilities. The authors point out that by creating mixed-ability groups, we send the compelling message that everybody is expected to work at the highest possible level as high and low ability students deal with the same challenges. Disadvantaged pupils are at reduced risk of being stigmatized and exposed to a dumped-down curriculum in a mixed-ability setting. Teachers expectations for all pupils are maintained at higher levels and less able students have opportunities to be assisted by more able peers. It is assumed that heterogeneous grouping provides pupils access to more learning opportunities. Johnson and Johnson (1987) recommend assigning children of high, medium, and low abilities in the same group maximizing the heterogeneous make up of each group. Such ability diversity within the same group creates an effective learning environment (Manlove and Baker, 1995) providing learning opportunities for low-level students as well as opportunities to more advanced children to provide explanations to others revising, consolidating and using some things they have encountered before. The teachers can use cooperative tasks among high and low achievers of mixed ability groups or pairs in order to promote task engagement of all students in the mixed ability class as advanced children can provide explanations and guidance in carrying out a task. Cooperative tasks among high and low achievers are valued by the sociocultural theory of Vygotsky (1978). Pupils of mixed ability classes differ at their competence level and prior linguistic experiences. Vygotsky supports that children who are exposed to books and other out-of-school factors which contribute to linguistic development i.e .prior knowledge of English from private institutional instruction, are expected to have already run through a large part of their ZPD. On the other hand, pupils with poor literacy opportunities i.e. without prior knowledge of English may possess a larger Zone of Proximal Development (Van der Veer and Valsiner, 1991). So, they may benefit greatly from peer interactions which are likely to help low level students reach higher levels of performance. In this framework, Lyle (1999) showed that both low and high achieving students value the opportunity to work together as all pupils believed that they benefited. It was concluded that peer interactions can facilitate literacy development especially of low ability students. In this vein, Guralnick (1992) points out that social competence acquired in group work affects the elaboration of all students cognitive competencies, implying that both low and advanced learners of mixed ability classes may gain from such settings. The role of peer learning as contributing to language development has also been emphasized by Mize, Ladd and Price (1985) Webb (1989), Jacob et al (1996) and Slavin (1996). Rogoff (1993) refers to childrens social sharing of their cognition through interaction. When pupils participate in collective activities, they guide each others efforts. According to Tudge and Winterhoff (1993) advanced children give constant feedback through conversation forcing peers to strive for reaching higher levels of performance. Various studies have indicated a positive correlation between cooperative learning and achievement in mixed ability classes. For example, Walters (2000) asserts that cooperative learning is suitable for teachers dealing with increasingly diverse classrooms as it easily accommodates individual differences in achievement. Accordingly, Fulk and King (2001) support that class-wide peer tutoring improves all students learning. They add that serving in the role of tutor seems to be particularly beneficial for improving the self-esteem of students with low achievement while they may, for example, grade their partners reading. Therefore, it appears that CL may satisfy the needs of a mixed ability class. Studies conducted by Pica and Doughty (1985), Porter (1986), and Cotterall (1990) indicate that learners of different abilities produce more in mixed ability pair and group work by helping one another to overcome cognitive obstacles. This conclusion is consistent with Urzuas (1987) finding that the mixed ability children in the observational study conducted, appeared to have developed a sense of power in language through the process of working with trusted peers i.e. writing and revising. The benefits of cooperative learning are more tangible when it comes to written work. ODonnell et al (1985) found that involvement in cooperative dyads can improve the quality of students performance on a written task. Weak students of mixed ability classes can use advanced learners as sources of information, commenting on and critiquing each others drafts in both oral and written formats (Liu and Hansen, 2002). Rollinson (2005:25) attributes this phenomenon to the possibility that peer audiences are more sympathetic than the more distant teacher audience. Peer review groups are also favoured by Huot (2002) and Inoue (2005) and Cotterall and Cohen (2003) who showed the positive effects of scaffolding in mixed ability settings Cooperative activities such as group investigation are likely to encourage shy and low performance students since they have the advantage of requiring the participation of all group or pair members to carry out a task, allowing each member to do something according to ones abilities. Review of Literature Ability grouping can be carried out between-class or within-class (Dukmak 2009). Between-class ability grouping refers to a schools practice of forming classrooms that contains students of similar ability. Within-class grouping refers to a teacherà ¢Ã¢â€š ¬Ã… ¸s practice of forming groups of students of similar ability within an individual class (Gamoran, 1992; Hollified, 1987) An extensive research has been conducted on ability grouping suggesting that academically, high-achieving students achieve and learn more when they are grouped with other high-achieving students (Gentry Owens, 2002; Grossen, 1996; Hollified, 1987; Page Keith, 1996). In mixed-ability grouping it is difficult to provide an adequate environment for teaching to everyone. Since students differ in knowledge, skills, developmental stage, and learning rate, one lesson might be easier for some students and more difficult for the others (Slavin, 1987b). In ability grouping, high-achieving students view their own abilities more realistically and feel that they are appropriately challenged with their peers (Fiedler, Lange, and Wine-Brenner, 2002). Mixed-ability grouping is based on cooperative learning which demonstrates positive success related to students achievement. In this type of grouping, students work collaboratively to successfully achieve a desired educational outcome and develop a greater understanding and respect for individual differences. All forms of diversity within the learning environment are embraced (Felder Brent, 2001; Freeman, 1993; Saleh, Lazonder, DeJong, 2005). Moreover, in a mixed-ability, teachers respond to the individualized needs of all learners (Kulik Kulik, 1992). The most compelling argument against ability grouping is the creation of academic elites a practice which goes against democratic ideals (Slavin, 1987a). Johnson and Johnson (1999) and Johnson, Johnson and Smith (1998) say that cooperative learning has five basic elements. The elements are positive interdependence, individual accountability, promotive interaction, appropriate use of social skills, and periodic processing of how to improve the effectiveness of the group (Johnson Johnson 1999 ).When these elements are properly implemented, the research has shown that group collaboration in the classroom can increase learning and achievement, social skills, self-esteem, and attitudes toward classmates and school (Slavin, 1990 as cited in Webb, Nemer Zuniga 2002). Placing students in teams or cooperative learning groups has many advantages. It helps to build a students communication skills, can help increase tolerance and the acceptance of diversity, promotes higher level reasoning, promotes increased generation of new ideas, promotes greater transfer of information from one situation to another, increases retention, builds teamwork ski lls, reduces stress, and increased willingness to attempt challenging tasks (Baker Campbell, 2005; Huss, 2006; Lin, 2006; Payne Monk-Turner, 2006; Patrick, Bangel, Jeon 2005; Kim 2004; Vaughn, 2002; Johnson Johnson, 1999; Johnson, Johnson Smith, 1998; Slavin, 1996). The cooperative learning experience also [gives] students the opportunity to review and learn information that they did not understand before the cooperative learning activity (Webb, 2002). According to Lin (2006, ), research has concluded that cooperative learning is the top ranked teaching model that promotes greater higher-order thinking, problem solving, and achievement. Students can remember 75-90% of materials when they learn it in cooperative learning situations (Lin, 2006). In a survey of college students after an experiment involving group work, Payne and Monk-Turner (2006) found that 90% of students favored group work and that 90% learned from their group members. Since 1924, 168 studies have been conducted that compare cooperative learning to competitive and individual learning. These studies have shown that cooperative learning yields higher academic achievement than individual and competitive learning (Johnson, Johnson Smith, 1998). Cooperative learning groups are also said to be particularly beneficial to low academic achieving students and students of color (Huss, 2006; Vaughn, 2002). Cooperative learning groups appear to be successful for many reasons. Students become an instrumental part of the group when they feel their efforts will contribute to the success of the group (Baker Campbell, 2005). Students are successful and learn in cooperative learning groups because [they] learn by doing rather than listening (Payne, Monk-Turner, Smith 2006 ) and because they are actively using the material and information (Zimbardo, Butler, Wolfe, 2003). Cooperative learning also strengthens students social interactions, it gives them the desire to achieve, [to develop] more positive interpersonal relationships, and [have] greater psychological health than competitive or individualistic learning efforts (Johnson, Johnson, Holubec, 1994 as cited in Morgan, 2003, ). Cooperative learning can teach students that (a) that knowledge can be, or should be, shared with fellow students; (b) that differences in opinion can be rationally negotiated even under conditions of test pressur es; and (c) that cooperative learning procedures can be enjoyable and productive (Zimbardo et al., 2003, ). These types of lessons enable students to learn how to work well with others. The interdependent relationships that develop within a group help to facilitate the groups success. Everyone feels the goal of the group will be met if everyone achieves their individual goals (Vaughn, 2002; Morgan, 2004). According to Morgan (2004), group members should also be aware of the fact that a single group member can affect how and/or if the goal is achieved. The cooperative learning experience is most effective when the participants work well together and they successfully achieve their goal. There are many characteristics to successful teams. Some of these characteristics include open communication, effectively listening, open-mindedness, clear roles, an established leader, clearly defined tasks, teamwork where everyone works together and contributes, there are well developed attainable goals (Payne, Monk-Turner, 2006; Baker Campbell, 2005), and a timeline (Payne Monk-Turner, 2006). In a classroom, there are also many things a teacher can do to help insure the success of a group activity. The teacher should provide strong guidance (Payne Monk-Turner, 2006; Baker Campbell, 2005), model the desired behavior, provide immediate feedback, and reward desired behavior (Lin, 2006; Baker Campbell, 2005). The teacher can also use checks and balances to monitor productivity, employ various problem solving strategies (Friend Cook, 2007), leng then the amount of time the group spends together, provide proper group behavior training, establish ground rules (Mitchell, Reilly, Bramwell, 2004) and allow group members rate each other (Lin, 2006). If the teacher monitors, provides rewards and allows the students to rate each other, it may reduce the effects of a slacker and keep students from getting a grade they do not deserve (Payne Monk-Turner, 2006). Students that slack off can demotivate hard working students and give them a negative feeling about group work (Ashraf, 2004). Many studies have been conducted that demonstrate the success of teaming. Robert Slavin has conducted extensive research on the implementation of cooperative learning models in schools. He has examined the effects schools becoming complete cooperative learning centers on their academic achievement. He has found many successful situations where lower performing schools were transformed because they converted to a cooperative learning format (Slavin, 1999 22-23). Payne and Monk Turner (2006) conducted a study that examined how students felt about teams. In this study, they assigned students to groups, gave them an assignment, and then asked them how they felt about the assignment after the group project was completed. They found that 90% of the students had a favorable experience, 90% of the students learned from their group members, and 85% of the students felt they learned teaming skills that could be transcended into business. Baker and Campbell (2005) conducted a study in which stu dents were placed in groups and observed that the students who worked in groups, as opposed to working individually, were more successful because they had more access to knowledge, they felt pressured to succeed to keep the group from failing, and the various personalities helped alleviate the stress of the problems. For example a member often told jokes to help lesson the tension. Additionally, members often provided positive reinforcement and motivation. Placing students in groups to take tests is another way to use cooperative learning and group work. Morgan examined the benefits and nonbenefits of college students completing exams using cooperative learning groups. She concluded that The increased depth of understanding, the feelings of support, respect for others contributions, and the clarification of information produced more students with a greater awareness of the material and more developed social skills to be contributing members of teams (Morgan, 2004 ). The understanding of successful cooperative learning group models not only affects groups in grade school; it also affects groups in jobs and college. According to Payne, Monk-Turner, and Smith (2006) employers want college graduates that have developed teamwork skills. Miglietti (2002) says that group work is commonly used in the workplace and employers want to hire people with these skills. Furthermore, these skills can be learned when student

Personal Responsibility of Macbeth in Spakespeares Macbeth :: essays research papers

Let me ask just one question, have you ever heard anyone say something, that deep down it is known that, that is not right? Of course, everyone has been in that circumstance. Just because someone ‘tells’ you to do something does not mean that the deed gets done, right? If someone ‘told’ me to murder a lot of people, I’m not going to do it. The same follows for Macbeth. In the novel Macbeth written by William Shakespeare the main character, Macbeth, is told that he will become King. The only logical way to become king (in his own mind) is to kill the existing one, King Duncan. Lady Macbeth, Macbeth’s wife, has no uncertainty at all, in fact she wants him to become king more than he does, and tells him to murder Duncan to obtain this position. As one can see Macbeth not only knows what he is doing, but he knows what he is doing is wrong. Macbeth was not an unintelligent individual. In fact before he was crowned king, he was the thane of Cawdor. The novel insinuates that Macbeth was having uncertainties, â€Å"and cursed thoughts.† (2.1.8) To paraphrase lightly, the novel states, when Macbeth arrives at Inverness, Lady Macbeth overrides all of her husbands’ objections, and persuades him to kill the king that night. Telling us that he knew what he was doing was wrong! All he needed was a little persuading. Not only does Macbeth kill the king, but he stabs him in his sleep, along with all his chamberlains’ men. Also we know that he is fully aware of his wrong- doing is he had supernatural portents, like a vision of a, â€Å"bloody dagger of the mind/ a false creation.† (2.1.38-39) Macbeth pre- meditated this murder, and all the ones to come. Every human is born with a subconscious thought process known as your common sense. Not to kill is one of them. Yes, killing took place a lot more in that era, but it does not make it right to do so, but Macbeth’s greed took precedence over all these peoples’ lives, in fact, when Macbeth speaks to himself he states that his life is that of a â€Å"fruitless crown,† (3.1.62) or having no heir to the throne. Macbeth not only killed the king and his chamberlain’s men, but also Banquo, Banquo’s son Fleance, Lady Macduff, all the Macduff children.

Analyzing and Interpreting Data Essay

BIMS management team has been facing a major dilemma of high turnover and extremely low employee morale. BIMS management team has asked Team B to help identify the main cause of the high turnover and low morale and propose an acceptable solution that will result in a decrease of both. Data Collection Conclusion In the past few months we at BIMS have learned, thru the drop in employees that the company’s employee morale was dwindling. So, to help the company boosts the employees’ morale and company image, we decided as a whole in management by collecting data from those that are directly responsible for or affected by the issues, the research should lead them to some resolution to fix the problems we are facing with the turnover in employees. We gave surveys to 449 staff members. The survey collected information on attitudes, opinions, and levels of satisfaction from the staff. We used the levels used nominal, ordinal, and interval levels of measurement for the questions. 449 employees were given surveys, and only 78 turned in the survey, which was less than 18% of the employees. The surveys had flaws and they were biased, causing them to not contain enough input to implement any changes. Summarizing and presenting conclusion Based on the conclusions represented in the collected data of the survey used by management, the findings conclude the overwhelming dissatisfaction of a majority of the employees surveyed. This survey is based on a smaller sample of the entire employee base and represents only those that took part in the process and cannot conclude the entire impact of how all employees feel regarding their employer and how they are ultimately treated in their own minds of fairness. The data gives the management team a look into how their employees feel, what is causing them to consider leaving the company and offers an insight into what the management team can do in order to help  change the perceptions of those that feel negative about any portion of the company. Most employee satisfaction surveys lend the company a well-constructed look into the pulse of their workplace and record proof of dissatisfaction throughout the company, allowing the owners or managers to fix the problems and institute p roductive changes in the area of concern (T. Englander, Employee Surveys, Sept. 1988). Another survey with questions as to why employees are leaving is suggested. Hypothesis Statement Upon the reviews the company has submitted another test asking employees why they are leaving. This survey allows the company to come up with a hypothesis statement and testing. A hypothesis is a statement about a population (Lind, & Marchal, 2011). The company wants to decrease turnover and improve morale. This makes our hypothesis statement if the employee turnover is decreased than the employee morale will increase. Data from the company is then used to check the reasonableness of this statement (Lind, & Marchal, 2011). The survey can identify the areas of greatest concern to the resigning employees. If we look at question 11 that asks employees the primary reason that led them to decide to quit, this could create a hypothesis statement of employees who resigned, did so because they did not like their supervisor. Five Step Hypothesis test The hypothesis test was performed on question 11. Question 11 asks what the primary reason for leaving the organization is. After all the responses were collected 78 out of 78 responses were gathered. Of the 78 responses the two reasons that scored the highest explaining why BIMS employees were leaving the organization was 45% answered their supervisor while 24% were not satisfied with their pay. The null hypothesis would be Ho: = 45 and the alternate would be HÃŽ ±: ≠  45. Testing mean with known variance sample size 78 population variance 0.932281 Mean 2.205128 Null Hypothesis: 45 Type I error 0.05 Z value -391.92 P value (1tail) 1 P value (2tail) 2 Testing The decision was to perform a hypothesis test on question 11 because this gave us the best insight as to why BIMS employees were choosing to leave the organization or had low morale. We decided to use a percentage test to calculate the responses given by BIMS employees for leaving the organization. Below you can see that each question was broken down by percentage of how each employee responded. We took the responses from each question totaled them and then divided them by the number of employees that responded which was 78. The percentages can then be put into a pie chart to create a visual impact. With the attached pie chart it gives BIMS management a clear picture of their employees feelings towards the specific questions asked. For example, most of the employees who answered the survey did not like their supervisor. Interpret Results The results show patterns of dislike toward the management in place and  financial incentive paid to employees. With 45% of all employees surveyed stating their immediate supervisor is not liked, Team B believes it best to introduce management training in an effort to ease the unfavorable tension from the almost half surveyed employees. With limited participation from the employee population, the group cannot strongly encourage change, because of an inconclusive response and varying degrees of discrepancies. Decision Team B used the statistical data obtained from the employee survey results to rule out certain attributes as to why the employees are leaving the company at a faster rate recently. The data points to dissatisfaction in pay and leadership quality. The group believes the decisions made by management have led to a higher quitting rate than ever before, while shift times were ranked very low as a reason for leaving. The survey supports evidence that suggests changes do need to be made in management, and employee departure is relevant to the decisions that have been being made over the past few months. The results also report pay structures need to be addressed, and the company must recognize and be willing to conform to industry standards as far as pay is concerned. Conclusion After processing the small amount of returned surveys completed, the analysis team concludes the returns are far too small to positively make concrete adjustments to many of the possible problems that may be causing employees to quit the company. The team recommends management training with a focus on supervisor’s morale boasting methods in order to help identify those that are not happy with the current management process that takes place. The analyst also reports a need to look into pay increases at the entry levels of the company and make adjustments in an effort to increase productivity and company morale. The team encourages the company to insert a new independent anonymous survey into every employee’s paycheck in hopes of a greater return of data needed to positively make the right changes and implement the changes to keep a happier and healthier work environment. Reference Lind, D., & Marchal, W. (2011). Basic statistics for business & economics (Revised/Expanded ed.). Boston. McGraw-Hill. Englander, Todd, Employee Surveys, Incentive 1988, Sept. pg. 150

Free Essays on I Know What You Did Last Summer

*I Know What You Did Last Summer* By: Lois Duncan By reading the book and then watching the movie I have to wonder if the producers of the movie ever read the book because the two are nothing alike. Here are all the things that are alike and different from the book to the movie. - The book started out at Julie’s house and the movie started out at Helen’s beauty pageant. - Then they all went to the ocean to party a little and Julie wasn’t wearing her pink shirt like she was in the book. - In the movie there was a character that wasn’t in the book and the book had two character’s that weren’t in the movie. - The person that the four teens ran over wasn’t a little boy it was a groan man. - This man wasn’t riding a bike but the kid in the book was. - In the book the teens called 911 from the nearest phone booth and in the movie they didn’t call anyone they just dumped the body into the water. - This Max guy wasn’t in the book but him and Barry got into a little fight at the fishing docks and Barry cut Maxi’s face with a big hook. - Max gets murdered at the fishing docks where he works. - In the book Barry got shot in the back on the field at the University. In the movie some guy, the same guy that murdered Max tried to run down Barry with a car and he ended up in the hospital. - When Barry was in the hospital in the movie anyone could go to visit him but in the book there was this big thing about only allowing family to visit him. - Over the summer after the accident Ray went to California but in the movie he worked at the fishing docks all summer long. - In the book the kid that they hit, his name was David Gregg and in the movie his name was David Egan. - Ray and Julie want to David Gregg’s house in the book and in the movie Helen and Julie went. - In the movie the girls didn’t stay long at the house but in the book Ray and Julie stayed long enough to have some Ice Tea. - Melissa wasn’t... Free Essays on I Know What You Did Last Summer Free Essays on I Know What You Did Last Summer *I Know What You Did Last Summer* By: Lois Duncan By reading the book and then watching the movie I have to wonder if the producers of the movie ever read the book because the two are nothing alike. Here are all the things that are alike and different from the book to the movie. - The book started out at Julie’s house and the movie started out at Helen’s beauty pageant. - Then they all went to the ocean to party a little and Julie wasn’t wearing her pink shirt like she was in the book. - In the movie there was a character that wasn’t in the book and the book had two character’s that weren’t in the movie. - The person that the four teens ran over wasn’t a little boy it was a groan man. - This man wasn’t riding a bike but the kid in the book was. - In the book the teens called 911 from the nearest phone booth and in the movie they didn’t call anyone they just dumped the body into the water. - This Max guy wasn’t in the book but him and Barry got into a little fight at the fishing docks and Barry cut Maxi’s face with a big hook. - Max gets murdered at the fishing docks where he works. - In the book Barry got shot in the back on the field at the University. In the movie some guy, the same guy that murdered Max tried to run down Barry with a car and he ended up in the hospital. - When Barry was in the hospital in the movie anyone could go to visit him but in the book there was this big thing about only allowing family to visit him. - Over the summer after the accident Ray went to California but in the movie he worked at the fishing docks all summer long. - In the book the kid that they hit, his name was David Gregg and in the movie his name was David Egan. - Ray and Julie want to David Gregg’s house in the book and in the movie Helen and Julie went. - In the movie the girls didn’t stay long at the house but in the book Ray and Julie stayed long enough to have some Ice Tea. - Melissa wasn’t...

Learn About the Organ Systems in the Human Body

Learn About the Organ Systems in the Human Body The human body is made up of several organ systems that work together as one unit. In the pyramid  of  life  that organizes all of the elements of life into categories, organ systems are nested between an organism and its organs. Organ systems  are the groups of organs that are within an organism. Ten major organ systems of the human body are listed below along with the major organs or structures that are associated with each system. Each system depends on the others, either directly or indirectly, to keep the body functioning normally. Once you a feeling confident in your knowledge of the organ system, try a simple quiz  to test yourself. Circulatory System Dorling Kindersley / Getty Images The main function of the circulatory system is to transport nutrients and gasses to cells and tissues throughout the body. This is accomplished by the circulation of blood. Two components of this system are the cardiovascular and lymphatic systems. The  cardiovascular  system is comprised of the heart,  blood, and  blood vessels. The beating of the heart drives the cardiac cycle which pumps blood throughout the body. The  lymphatic  system is a vascular network of tubules and ducts that collect, filter and return lymph to blood circulation. As a component of the immune system, the lymphatic system produces and circulates immune cells called lymphocytes. The lymphatic organs include the  lymph vessels, lymph nodes, thymus, spleen, and tonsils. Digestive System comotion_design / Getty Images The digestive system breaks down food polymers into smaller molecules to provide energy for the body. Digestive juices and enzymes are secreted to break down the carbohydrates, fat, and protein in food. The primary organs are the mouth, stomach, intestines, and rectum. Other accessory structures include the teeth, tongue, liver, and  pancreas. Endocrine System CHRISTIAN DARKIN / SCIENCE PHOTO LIBRARY / Getty Images The endocrine system regulates vital processes in the body including growth, homeostasis, metabolism, and sexual development. Endocrine organs secrete hormones to regulate body processes. Major  endocrine structures include the  pituitary gland, pineal gland, thymus, ovaries, testes, and  thyroid gland. Integumentary System The integumentary system protects the internal structures of the body from damage, prevents dehydration, stores fat, and produces vitamins and hormones. The structures that support the integumentary system include skin, nails, hair, and sweat glands. Muscular System Oliver Burston / Getty Images The muscular system enables movement through the contraction of muscles. Humans have three types of muscles: heart muscle, smooth muscle, and skeletal muscles.  Skeletal muscle is made up of thousands of cylindrical muscle  fibers. The fibers are bound together by  connective tissue  that is made up of  blood vessels and nerves. Nervous System Science Picture Co / Getty Images The nervous system monitors and coordinates internal organ function and responds to changes in the external environment. The major structures of the nervous system include the  brain,  spinal cord, and  nerves. Reproductive System DEA PICTURE LIBRARY / Getty Images The reproductive system enables the production of offspring through sexual reproduction  between a male and female. The system is comprised of male and female reproductive organs and structures which produce sex cells and ensure the growth and development of offspring. The major male structures include the testes, scrotum, penis, vas deferens, and prostate. The major female structures include the ovaries, uterus, vagina, and mammary glands. Respiratory System LEONELLO CALVETTI / Getty Images The respiratory system provides the body with oxygen via a gas exchange between air from the outside environment and gases in the blood. The major respiratory structures  include the lungs, nose, trachea, and bronchi. Skeletal System SCIEPRO / Getty Images The skeletal system  supports and protects the body while giving it shape and form. The major structures include 206  bones, joints, ligaments, tendons, and cartilage. This system works closely with the muscular system to enable movement. Urinary Excretory System Stocktrek Images / Getty Images The urinary excretory System removes wastes and maintains water balance in the body. Other aspects of its function include regulating  electrolytes in body fluids and maintaining normal pH of the blood. The major structures of the urinary excretory system include the  kidneys, urinary bladder, urethra, and ureters.

Assignment built around the outputs of the 16PF5 questionnaire and Essay

Assignment built around the outputs of the 16PF5 questionnaire and Belbin Self Perception Inventory - Essay Example I opted for the latter as it suited my requirements. Along with my studies, I gained experience related to the course. The most valuable experience was my 3-month stint with a US hospital in the operations and maintenance of their essential building systems. I also received an exposure to diverse backgrounds and culture, thereby enriching my experience. My greatest challenge was to obtain a job that would help me work on environmental protection. I did find one as a design engineer after the completion of the diploma. My role was to improve the way the buildings operate and I derived immense satisfaction in this role. Then came another turning point when, along with the engineering background, I wanted to equip myself with managerial abilities and hence decided to pursue a Masters course in building services engineering management. However, due to financial constraints, I have not been able to complete this course yet. Challenges provide us strength and hence, when my job was termina ted in 2009 at a contracting firm, I seized the opportunity in a government initiative and enrolled myself at the Project Management Programme. This was precisely what I was keen to pursue – learn the techniques in the management of projects. Buildings are essentially projects and this complimented my background in engineering. At each stage – when I was learning and when I had to take vital decisions – I gained immensely. While the formal learning was in the technology, I also acquired the ability to effectively communicate and negotiate. I acquired time management skills, team dynamics and I also learned to work with minimum supervision. At each stage of transition, I gained more confidence not just in my abilities in the job, but also to make the right decisions for my career. I did not have any major transitions in job as all the jobs were related. This made adaptation to the next job easier as in each job I worked in planning, designing

The wrong girl Assignment Example | Topics and Well Written Essays - 1000 words

The wrong girl - Assignment Example Matt is surprised that he feels so passionately about Anna considering that he only met her a few weeks ago. Matt is pleased with himself for expressing his thoughts, so he decides to take a break by walking away to get a bite to eat. Matt completely forgets about the email that he had written for Anna. It turns out there was nothing much to eat at home, so he went out to the local burger restaurant. Matt is stressed out from his long day, so when he gets back home he wants to just sit in his room and chill. However, as soon as he walks into his room he tries to save his email for Anna but accidentally clicks the â€Å"send† button. Matt is immediately horrified with himself for what he has done because he was not ready to tell Anna how her felt about her yet. Matt spends a long time at his computer trying to undo his mistake, but he realizes that there is now nothing he can do about it. Matt did want to express his true feelings to Anna, but not like this. He wanted to do it in a romantic way that truly showed he cared about her. His email was very direct, and Anna may not like that. After spending a couple of hours fretting about his mistake, Matt decides that he has no choice but to delete the email. However, that only means one thing: he must delete the email from Anna's email account. Matt immediately packs up his things and sets out for Anna's house. He has never been to her house before, but he has a fairly good idea of where it is. The street that Anna lives on is dimly lit, with only one flickering light way off in the distance providing any sort of path along the roadside. Matt finally comes to what he believes to be Anna's house. He sees that the gate is locked, so he attempts to climb the fence. However, he gets the fright of his life when a huge dog begins to bark so loud that all the neighbors can hear it. Matt is concerned that someone might mistake him for a burglar, so he backs off for a while. It seemed a shame to come all this way only to turn back now. Matt has a light bulb moment about how to distract the dog. He still has some leftover hamburger from before, so he tosses it far away from the fence, giving himself long enough to climb over and make his way through a window. Having conquered the dog, the challenges don't stop there for Matt. He guesses that Anna's bedroom must be upstairs. However, Anna's grandmother is sleeping in the living room just in front of the stairs. He cannot seem to get past without disturbing her. Matt decides to take his shoes off so he can be as quite as possible. He manages to tiptoe his way up the stairs without getting noticed. Once up the stairs, Matt quickly locates Anna's room and finds the computer switched on. Once Matt logs onto Anna's email account, he has little difficulty deleting the email. However, just as he is doing this, Matt hears Anna's voice coming up the stairs. This sends Matt into a panic, as he is not sure how to explain himself for being in Anna's house, le t alone her bedroom! There is no place to hide, so Matt has no choice but to stand there like a man and accept the consequences. As Anna opens the door, Matt has a look of shock and horror on his face because he thinks he is about to be exposed. To his surprise, Anna does not seem to mind he is there; in fact, she walks straight up to Matt and plants a kiss on his cheek. Matt is consumed by a mix of emotions, but most of all he cannot believe what is really happening.