King Richard 1 Essays - House Of Plantagenet, House Of Anjou

King Richard 1 My report is on Richard I, byname Richard the Lion-Hearted. He was born September 8, 1157 in Oxford, England. He died on April 6, 1199 in Chalus, England. His knightly manner and his prowess in the Third Crusade(1189-92) made him a popular king in his own time, as well as the hero of countless romantic legends. He has been viewed less kindly by more recent historians and scholars. Richard was the third son of Henry II and Eleanor of Aquitaine, and he was given the duchy of Aquitaine, his mother's inheritance, at the age of 11 and was enthroned as duke at Poitiers in 1172. Richard possessed precocious political and military ability, he won fame for his knightly prowess, and quickly learned how to control the turbulent aristocracy of Poitou and Gascony. Like all Henry II's legitimate sons, Richard had no filial piety, foresight, or sense of responsibility. He joined his brothers in the great rebellion(1173-74)against his father, who invaded Aquistaine twice before Richard submitted and received pardon. Thereafter, Richard was occupied with suppressing baronial revolts in his own duchy. His harshness infuriated the Gascons, who revolted in 1183 and called in the help of the ?Young King? Henry and his brother, Geoffrey of Brittany, in an effort to drive Richard from his duchy altogether. Alarmed at the threatened disintegration of his empire, Henry II brought the feudal host of his continental lands to Richard's aid, but the younger Henry died suddenly(June 11, 1183)and the uprising collapsed. Richard was now heir to England, and to Normandy and Anjou, and his father wished him to yield Aquitaine to his youngest brother, John. But Richard, a true southerner, would not surrender the duchy in which he had grown up. Richard received Normandy on July 20, and the English throne on September 30. Richard, unlike Philip, had only one ambition, to lead the crusade prompted by Saladin's capture of Jerusalem in 1187. He had no conception of planning for the future of the English monarchy, and put up everything for sale to buy arms for the crusade. Yet he had not become king to preside over the dismemberment of the Angevin Empire. He broke with Philip and didn't neglect Angevin defenses on the Continent. Open war was averted only because Philip also took the cross. Richard dipped deep into his father's treasure and sold sheriffdoms and other offices. With all this, he raised a formidable fleet and an army, and in 1190 he departed for the Holy Land, traveling through Sicily. Richard found the Sicilians hostile, and took Messina by storm(October 4). To prevent the German Emperor Henry VI from ruling their country, the Sicilians had elected the native, Tancred of Lecce, who had imprisoned the late king's wife, Joan of England(Richard's sister), and denied her possession of her dower. By the Treaty of Messina, Richard obtained for Joan her release and her dower, acknowledged Tancred as king of Sicily, declared Arthur of Brittany(Richard's nephew)to be his own heir, and provided for Arthur to marry Tancred's daughter. This treaty infuriated the Germans, who were also taking part in the Third Crusade, and it incited Richard's brother, John, to treachery and rebellion. Richard joined the other crusaders at Acre on June 8, 1191, conquered Cyprus on his way there. While at Limassol in Cyprus, Richard married(May 12)Berengaria of Navarre. Acre fell in July 1191, and on September 7, Richard's brilliant victory at Arsuf put the crusaders in possession of Joppa. Twice Richard led his forces to within o few miles of Jerusalem. But the recapture of the city, which constituted the chief aim of the Third Crusade, eluded him. There were fierce quarrels among the French, German, and English contingents. Richard insulted Leopold V, duke of Austria, by tearing down his banner and quarreled with Philip Augustus, who returned to France after the fall of Acre. Richard's candidate for the crown of Jerusalem was his vassal, Guy de Lusignan, whom he supported against the German candidate, Conrad of Montferrat. It was rumored, unjustly, that Richard connived at Conrad's murder. After a year's unproductive skirmishing, Richard(September 1192)made a truce for three years with Saladin that permitted the crusaders to hold Acre and a thin coastal strip, and gave Christian pilgrims free access to the holy places. Richard sailed home by way of the Adriatic, because of French hostility, and a storm, drove his ship ashore near Venice. Because of the enmity of Duke Leopold, he disguised himself only to

Free Essays on Ethics In Engineering

Ethics is no longer just associated with lawyers and businessmen. Nowadays engineers and scientists have to worry about ethics as much as they have to worry about the completion of their projects. Since many of the projects are used by the public when completed, engineers have to make sure that codes are followed and that all decisions are ethically based. The primary causes of engineering failure are usually considered to be human factors, design flaws, material failures, extreme conditions or environments, and a combination of all of the above. The engineering failures that are caused by human factors and design flaws are either from accidents or most importantly unethical decisions. The following is a case study about an engineering ethics case. In 1986, the city of Pitcher Wyoming wanted to build a new stadium that would accommodate football and other major events. The city formed the Wyoming Woolies Stadium Authority to build, own, and operate the stadium once completed. The authority hired Matrix Engineering Associates to design the site and structure. Matrix Engineering Associates hired sub-consultant SoilTest Geotechnical Engineers to test the soil, supervise borings, and make any design recommendations. Benson-Marquardt Construction Company (BMCO) worked out a deal with the Stadium Authority and was awarded the construction management contract. When SoilTest was hired by Matrix Engineering, the company already had a busy work schedule because of numerous government jobs. Dennis Snead was the on site project engineer for Matrix and was responsible for the day-to-day engineering decisions. The shear size of the project and the fact that it was Dennis’ most responsible field assignment made it all the more challenging for him. Since this was Dennis’ first huge project he was somewhat intimidated by the more experienced construction superintendents on the job. The intimidation that Dennis felt was nothing com... Free Essays on Ethics In Engineering Free Essays on Ethics In Engineering Ethics is no longer just associated with lawyers and businessmen. Nowadays engineers and scientists have to worry about ethics as much as they have to worry about the completion of their projects. Since many of the projects are used by the public when completed, engineers have to make sure that codes are followed and that all decisions are ethically based. The primary causes of engineering failure are usually considered to be human factors, design flaws, material failures, extreme conditions or environments, and a combination of all of the above. The engineering failures that are caused by human factors and design flaws are either from accidents or most importantly unethical decisions. The following is a case study about an engineering ethics case. In 1986, the city of Pitcher Wyoming wanted to build a new stadium that would accommodate football and other major events. The city formed the Wyoming Woolies Stadium Authority to build, own, and operate the stadium once completed. The authority hired Matrix Engineering Associates to design the site and structure. Matrix Engineering Associates hired sub-consultant SoilTest Geotechnical Engineers to test the soil, supervise borings, and make any design recommendations. Benson-Marquardt Construction Company (BMCO) worked out a deal with the Stadium Authority and was awarded the construction management contract. When SoilTest was hired by Matrix Engineering, the company already had a busy work schedule because of numerous government jobs. Dennis Snead was the on site project engineer for Matrix and was responsible for the day-to-day engineering decisions. The shear size of the project and the fact that it was Dennis’ most responsible field assignment made it all the more challenging for him. Since this was Dennis’ first huge project he was somewhat intimidated by the more experienced construction superintendents on the job. The intimidation that Dennis felt was nothing com...

Abba Kovner and Resistance in the Vilna Ghetto

Abba Kovner and Resistance in the Vilna Ghetto In the Vilna Ghetto and in the Rudninkai Forest (both in Lithuania), Abba Kovner, only 25 years old, led resistance fighters against the murderous Nazi enemy during the  Holocaust. Who Was Abba Kovner? Abba Kovner was born in 1918 in Sevastopol, Russia, but later moved to Vilna (now in Lithuania), where he attended a Hebrew secondary school. During these early years, Kovner became an active member in the Zionist youth movement, Ha-Shomer ha-Tsair. In September 1939, World War II began. Only two weeks later, on September 19, the Red Army entered Vilna and soon incorporated it into the Soviet Union. Kovner became active during this time, 1940 to 1941, with the underground. But life changed drastically for Kovner once the Germans invaded. The Germans Invade Vilna On June 24, 1941, two days after Germany launched its surprise attack against the Soviet Union (Operation Barbarossa), the Germans occupied Vilna. As the Germans were sweeping east toward Moscow, they instigated their ruthless oppression and murderous Aktionen in the communities they occupied. Vilna, with a Jewish population of approximately 55,000, was known as the Jerusalem of Lithuania for its flourishing Jewish culture and history. The Nazis soon changed that. As Kovner and 16 other members of the Ha-Shomer ha-Tsair hid in a convent of Dominican nuns a few miles outside of Vilna, the Nazis began to rid Vilna of its Jewish problem. The Killing Begins at Ponary Less than a month after the Germans occupied Vilna, they conducted their first Aktionen. Einsatzkommando 9 rounded up 5,000 Jewish men of Vilna and took them to Ponary (a location approximately six miles from Vilna that had pre-dug large pits, which the Nazis used as a mass extermination area for Jews from the Vilna area). The Nazis made the pretense that the men were to be sent to labor camps when they were really sent to Ponary and shot. The next major Aktion took place from August 31 to September 3. This Aktion was in pretense a retaliation for an attack against the Germans. Kovner, watching through a window, saw a woman dragged by the hair by two soldiers, a woman who was holding something in her arms. One of them directed a beam of light into her face, the other one dragged her by her hair and threw her on the pavement. Then the infant fell out of her arms. One of the two, the one with the flashlight, I believe, took the infant, raised him into the air, grabbed him by the leg. The woman crawled on the earth, took hold of his boot and pleaded for mercy. But the soldier took the boy and hit him with his head against the wall, once, twice, smashed him against the wall.1 Such scenes occurred frequently during this four-day Aktion - ending with 8,000 men and women taken to Ponary and shot. Life did not get better for the Jews of Vilna. From September 3 to 5, immediately following the last Aktion, the remaining Jews were forced into a small area of the city and fenced in. Kovner remembers, And when the troops herded the whole suffering, tortured, weeping mass of people into the narrow streets of the ghetto, into those seven narrow stinking streets, and locked the walls that had been built, behind them, everyone suddenly sighed with relief. They left behind them days of fear and horror; and ahead of them were deprivation, hunger and suffering - but now they felt more secure, less afraid. Almost no one believed that it would be possible to kill off all of them, all those thousands and tens of thousands, the Jews of Vilna, Kovno, Bialystok, and Warsaw - the millions, with their women and children.2 Though they had experienced terror and destruction, the Jews of Vilna were still not ready to believe the truth about Ponary. Even when a survivor of Ponary, a woman named Sonia, came back to Vilna and told of her experiences, no one wanted to believe. Well, a few did. And these few decided to resist. The Call to Resist In December 1941, there were several meetings between the activists in the ghetto. Once the activists had decided to resist, they needed to decide, and agree, on the best way to resist. One of the most urgent problems was whether they should stay in the ghetto, go to Bialystok or Warsaw (some thought there would be a better chance at successful resistance in these ghettos), or move to the forests. Coming to an agreement on this issue was not easy. Kovner, known by his nom de guerre of Uri, offered some of the main arguments for staying in Vilna and fighting. In the end, most decided to stay, but a few decided to leave. These activists wanted to instil a passion for fighting within the ghetto. To do this, the activists wanted to have a mass meeting with many different youth groups in attendance. But the Nazis were always watching, especially noticeable would be a large group. So, in order to disguise their mass meeting, they arranged it on December 31, New Years Eve, a day of many, many social gatherings. Kovner was responsible for writing a call to revolt. In front of the 150 attendees gathered together at 2 Straszuna Street in a public soup kitchen, Kovner read aloud: Jewish youth!Do not trust those who are trying to deceive you. Out of the eighty thousand Jews in the Jerusalem of Lithuania only twenty thousand are left. . . . Ponar [Ponary] is not a concentration camp. They have all been shot there. Hitler plans to destroy all the Jews of Europe, and the Jews of Lithuania have been chosen as the first in line.We will not be led like sheep to the slaughter!True, we are weak and defenseless, but the only reply to the murderer is revolt!Brothers! Better to fall as free fighters than to live by the mercy of the murderers.Arise! Arise with your last breath!3 At first, there was silence. Then the group broke out in spirited song.4 The Creation of the F.P.O. Now that the youth in the ghetto were enthused, the next problem was how to organize the resistance. A meeting was scheduled for three weeks later, January 21, 1942. At the home of Joseph Glazman, representatives from the major youth groups met together: Abba Kovner of Ha-Shomer ha-ZairJoseph Glazman of BetarYitzhak Wittenberg of the CommunistsChyena Borowska of the CommunistsNissan Reznik of Ha-Noar ha-Ziyyoni At this meeting something important happened - these groups agreed to work together. In other ghettos, this was a major stumbling block for many would-be resisters. Yitzhak Arad, in Ghetto in Flames, attributes the parleys by Kovner to the ability to hold a meeting with representatives of the four youth movements.5 It was at this meeting that these representatives decided to form a united fighting group called the Fareinikte Partisaner Organizatzie - F.P.O. (United Partisans Organization). The organization was formed to unite all the groups in the ghetto, prepare for mass armed resistance, perform acts of sabotage, fight with partisans, and try to get other ghettos to also fight. It was agreed at this meeting that the F.P.O. would be lead by a staff command made up of Kovner, Glazman, and Wittenberg with the chief commander being Wittenberg. Later, two more members were added to staff command - Abraham Chwojnik of the Bund and Nissan Reznik of the Ha-Noar ha-Ziyyoni - expanding the leadership to five. Now that they were organized it was time to prepare for the fight. The Preparation Having the idea to fight is one thing, but being prepared to fight is quite another. Shovels and hammers are no match to machine guns. Weapons needed to be found. Weapons were an extremely hard item to attain in the ghetto. Even harder to acquire was ammunition. There were two main sources from which the ghetto inhabitants could obtain guns and ammunition - partisans and the Germans. Neither wanted the Jews to be armed. Slowly collecting by buying or stealing, risking their lives every day for carrying or hiding, the members of the F.P.O. were able to collect a small stash of weapons. They were hidden all over the ghetto - in walls, underground, even under a false bottom of a water bucket. The resistance fighters were preparing to fight during the final liquidation of the Vilna Ghetto. No one knew when that was going to happen - it could be days, weeks, perhaps even months. So every day, the members of the F.P.O. practiced. One knock on a door - then two - then another single knock. That was the F.P.O.s secret password.6  They would take out the hidden weapons and learn how to hold it, how to shoot it, and how not to waste the precious ammunition. Everyone was to fight - no one was to head for the forest until all was lost. Preparation was ongoing. The ghetto had been peaceful - no Aktionen  since December 1941. But then, in July 1943, disaster struck the F.P.O. Resistance! At a meeting with the head of Vilnas Jewish council, Jacob Gens, on the night of July 15, 1943, Wittenberg was arrested. As he was taken out of the meeting, other F.P.O. members were alerted, attacked the policemen, and freed Wittenberg. Wittenberg then went into hiding. By the next morning, it was announced that if Wittenberg were not apprehended, the Germans would liquidate the entire ghetto - consisting of approximately 20,000 people. The ghetto residents were angry and began attacking F.P.O. members with stones. Wittenberg, knowing he was going to sure torture and death, turned himself in. Before he left, he appointed Kovner  as his successor. A month and a half later, the Germans decided to liquidate the ghetto. The F.P.O. tried to persuade the ghetto residents not to go for the deportation because they were being sent to their deaths. Jews! Defend yourselves with arms! The German and Lithuanian hangmen have arrived at the gates of the ghetto. They have come to murder us! . . . But we shall not go! We shall not stretch our necks like sheep for the slaughter! Jews! Defend yourself with arms!7 But the ghetto residents did not believe this, they believed they were being sent to work camps - and in this case, they were right. Most of these transports were being sent to labor camps in Estonia. On September 1, the first clash broke out between the F.P.O. and the Germans. As the F.P.O. fighters shot at the Germans, the Germans blew up their buildings. The Germans retreated at nightfall and let the Jewish police round up the remaining ghetto residents for the transports, at the insistence of Gens. The F.P.O. came to the realization that they would be alone in this fight. The ghetto population was not willing to rise up; instead, they were willing to try their chances at a labor camp rather than certain death in revolt. Thus, the F.P.O. decided to escape to the forests and become partisans. The Forest Since the Germans had the ghetto surrounded, the only way out was through the sewers. Once in the forests, the fighters created a partisan division and performed many acts of sabotage. They destroyed the power and water infrastructures, freed groups of prisoners from the Kalais labor camp, and even blew up some German military trains. I remember the first time I blew up a train. I went out with a small group, with Rachel Markevitch as our guest. It was New Years Eve; we were bringing the Germans a festival gift. The train appeared on the raised railway; a line of large, heavy-laden trucks rolled on toward Vilna. My heart suddenly stopped beating for joy and fear. I pulled the string with all my strength, and in that moment, before the thunder of the explosion echoed through the air, and twenty-one trucks full of troops hurtled down into the abyss, I heard Rachel cry: For Ponar! [Ponary]8 The End of the War Kovner survived to the end of the war. Though he had been instrumental in establishing a resistance group in Vilna and led a partisan group in the forests, Kovner did not stop his activities at the wars end. Kovner was one of the founders of the underground organization to smuggle Jews out of Europe called Beriha. Kovner was caught by the British near the end of 1945 and was jailed for a short time. Upon his release, he joined Kibbutz Ein ha-Horesh in Israel, with his wife, Vitka Kempner, who had also been a fighter in the F.P.O. Kovner kept his fighting spirit and was active in Israels War for Independence. After his fighting days, Kovner wrote two volumes of poetry for which he won the 1970 Israel Prize in Literature. Kovner died at age 69 in September 1987. Notes 1. Abba Kovner as quoted in Martin Gilbert, The Holocaust: A History of the Jews of Europe During the Second World War (New York: Holt, Rinehart and Winston, 1985) 192.2. Abba Kovner, The Mission of the Survivors, The Catastrophe of European Jewry, Ed. Yisrael Gutman (New York: Ktav Publishing House, Inc., 1977) 675.3. Proclamation of the F.P.O as quoted in Michael Berenbaum, Witness to the Holocaust (New York: HarperCollins Publishers Inc., 1997) 154.4. Abba Kovner, A First Attempt to Tell, The Holocaust as Historical Experience: Essays and a Discussion, Ed. Yehuda Bauer (New York: Holmes Meier Publishers, Inc., 1981) 81-82.5. Yitzhak Arad, Ghetto in Flames: The Struggle and Destruction of the Jews in Vilna in the Holocaust (Jerusalem: Ahva Cooperative Printing Press, 1980) 236.6. Kovner, First Attempt 84.7. F.P.O. Manifesto as quoted in Arad, Ghetto 411-412.8. Kovner, First Attempt 90. Bibliography Arad, Yitzhak. Ghetto in Flames: The Struggle and Destruction of the Jews in Vilna in the Holocaust. Jerusalem: Ahva Cooperative Printing Press, 1980. Berenbaum, Michael, ed. Witness to the Holocaust. New York: HarperCollins Publishers Inc., 1997. Gilbert, Martin. The Holocaust: A History of the Jews of Europe During the Second World War. New York: Holt, Rinehart and Winston, 1985. Gutman, Israel, ed. Encyclopedia of the Holocaust. New York: Macmillan Library Reference U.S.A., 1990. Kovner, Abba. A First Attempt to Tell. The Holocaust as Historical Experience: Essays and a Discussion. Ed. Yehuda Bauer. New York: Holmes Meier Publishers, Inc., 1981. Kovner, Abba. The Mission of the Survivors. The Catastrophe of European Jewry. Ed. Yisrael Gutman. New York: Ktav Publishing House, Inc., 1977.

Case stydy Study Example | Topics and Well Written Essays - 500 words

Stydy - Case Study Example This has led to a significant decline in demand in as much as there has been a steady rise in airline services. BA has practically dominated the airline industry in the UK. This is because it is rated as one of the major airlines in the UK with more than 200 destinations distributed in 90 countries. It therefore experience less stiff competition and employs aggressive strategies to provide services to even more customers. BA, through various alliances is very keen to remain on top of competition in the industry as through the alliances, it is able to gather more resources and reach more people through additional destinations. Its products are segmented into different classes in order to be able to serve more customers who fall under different consumer categories. Through the segmentation of classes, BA is able to provide airline services to various groups of customers at different prices, hence having everything for everyone. It therefore remains at the edge of competition as it attracts customers from all sorts of social classes. The airline also engages in a variety of service provisions su ch as mail and freight services and other support services in order to increase customer coverage. Due to its aggressiveness, it is able to dominate the UK airline industry by having more passengers than all its other rivals. The strategies of BA are those that are not focusing on the real market situation. They try to do their business without any preparation for any eventuality. This is shown by the economic downturn that struck the company for close to 3-4 years. Such a strategy is not healthy for such a major airline as it might result to tremendous losses. The strategies of Ryanair can be classified as those that focus on different market situations and make an airline be ready for any eventuality. This is evidenced after the economic downturn that led to other airlines facing their exit from the market but instead,

Comparison between Russian and German Revolutions Essay

Comparison between Russian and German Revolutions - Essay Example However, both of the events lasted for very few years only and ended in fiasco eventually without achieving the targets and goals on the foundations of which the revolts had been raised by the revolutionaries. The following lines aim to discuss the chronicle of incidents leading towards the revolution along with the aftermath of these great events of the world history. The Paper Russian Revolution: Aptly stated as the Bolshevik or October Revolution 1917, the Russian revolution was actually the outcome of the prevailing despotism, nepotism, poverty, social inequality and suppression of the haves-not at the hands of the haves in the early twentieth century Russia. Consequently, the revolution was entirely socialistic in nature that took place on the Marxist-Leninist principles of justice, freedom and equality. Hence, the revolution had essentially been planned and structured against the prevailing socioeconomic discrimination, injustices and inequalities under the imperialist Russian political structure. The despotism, according to the revolutionaries, had patronized the malpractices and exploitation of the deprived strata by the cruel elite stratum. Although the entire Europe had witnessed the same social scheme under despotic rulers, yet the improvements could be witnessed in the western and central parts of the continent after the advent of famous 18th century French Revolution. However, being a separate and farther zone of Europe, Russia could not witness any uplift in the socioeconomic lot of the masses, and her situation was almost similar to that of 18th century France. Consequently, poverty, slavery, serfdom and class discrimination existed in Russia at their full swing even after one and half century of the advent of Industrial Revolution of 1750. The Russian subjects were bound to lead the life of misery, deprivation and lawlessness under Czarsi, where the oily-tongued flatterer courtiers and opportunists like Rasputin and others could have access thro ugh unfair means and nasty activities. â€Å"Under pressure from richer Europe the Russian State swallowed up a far greater relative part of the people’s wealth than in the West, and thereby not only condemned the people to a twofold poverty, but also weakened the foundations of the possessing classes.† (Trotsky 1930, 3) 1 Marxist perspective also played an important part in accelerating the pace of revolution in Russia. Karl Marx (1817-1883) had presented his social conflict theory during the later part of nineteenth century, through which he had communicated to the downtrodden members of society the message of organized struggle for obtaining their rights on the foundations of the hard efforts they made while working in the agricultural fields as well as in industrial zones from dawn to dusk, against which they attainted almost nothing. Marx was of the opinion that the workers, laborers and peasants consumed considerable period of time and energies, but the industria lists and feudal enjoyed lion’s share in the profit of the product. Hence, there was urgent need of the revising of contract between the owners and workers in order to avoid bloody conflict between the two. If the contract freely entered into by the vendors of money in the form of wages and the vendors of their own labor that is, between the employer and the workers were concluded not for a definite and limited term only, but for one’

Reading Aloud Essay Example for Free

Reading Aloud Essay 1. 0 Introduction More than half of our lives today concern about reading ability. Through reading people are being introduce to values and knowledge. People usually read to get a job, as a hobby or to fulfill their dream. Reading always intertwine with literacy and the experiences that one felt via reading often different with each other. Different people have different understanding on text read. Reading materials can be magazines, newspapers, books, research articles, journals and other written form of texts. As long as people can write there will be always a text to read. Moreover, one academic skill that is especially important for school success is reading proficiency (Bernhardt, 2005). For children to succeed academically it is essential that they develop the foundational reading skills that will allow them to obtain knowledge fluidly through text and increased opportunities for learning (Joseph, 2006). Thus, reading proficiency is a fundamental skill which will help students to engage with new input or knowledge. However not all proficient readers have the ability to read fluently. According to Hudson (2009), reading proficiency constitutes of reading for fluency and reading for comprehension: reading for fluency deals with the accurate reading behavior which deals with reading with correct pronunciation. Whereas reading for comprehension deals with reading for understanding a text. Reading fluency is the most important component in reading skills and the numbers of students who can acquire a good reading fluency is not great (Schatschneider, 2006). Most curriculum in schools assumes that all students are literate and they can accumulate knowledge via reading (Rasinski Hoffman, 2003). However not all readers can read a passage fluently even though they can comprehend the passage well (Baker, Smolkowski, Katz, Fien, Seeley, Kame’enui, et al. , 2008). Hence, for years reading fluency was the forgotten stepchild of the reading curriculum because teachers and reading scholars were more interested in moving students as quickly as possible into silent reading, not the level of expressiveness in oral reading (Rasinski et al., 2008). Profoundly according to Elena Lilles et al. (2008) if students struggle with reading fluency, they will consequently struggle with other academic areas. Serious reading fluency problems in school limits success in most academic tasks and promote academic exclusion from intellectually rewarding and challenging educational opportunities (Entwisle, Alexander Olson, 2004). Ellen, Ramp, Anderson Martin, (2007) ask if students capable of comprehending a passage, will they also capable to read the same passage with correct pronunciation? They also explain that if the students can achieve a good level in comprehending a text in English, it does not guarantee that the students can acquire an efficient level in oral reading. As a consequence, students will face problems in using English language orally as medium of communicative language in society. However, students who are struggling to read can be helped through monitoring their oral reading fluency through a suitable reading approach (Schatschneider, 2006). Daly III, Chafouleas Skinner, (2005) has come out with several reading approach. There are 1)reading aloud, where the students need to read aloud a passage given several time before being evaluate by teachers, 2) phrase drill error correction, where the error words are being repeated until the students acquire the phonic sound, 3) performance feedback, where the students need to give feedback on passage that they have read. 4) Listening while reading, where the students need to read the passage aloud in the class and the students who are listening will learn how to pronounce certain words. 5) Folding in flashcard instruction, where the students learn to pronounce a word through flash cards. In conclusion, students should be able to acquire reading proficiency both in fluency and comprehending a reading text. The consequences of lack in reading proficiency could affect their academic performance. As solution reading habits should be implement in school. Students should practice reading in order to prevent them from being a struggle readers. Students who can comprehend a reading text does not mean that they can read the text fluently with correct pronunciation. Reading problem especially in reading fluency can be improved through appropriate intervention which seem to be suitable with the students. Thus, students’ weaknesses in reading a text should be identified in order to enhance their reading proficiency especially in reading fluency 1. 1 Background of the study Malaysia is characterised by a multilingual society where its population is made up of people who come from various ethnic and linguistic backgrounds (Harison, 2010). Thus, Malaysia has different kind of races that use different kind of languages. Malay students will use Malay language to communicate, the Indian students will use Tamil language and the Chinese students will use Mandarin language. Most of the time they will read books that related to their languages because of the need to enhance their reading on their mother tongue (Abdul Rashid, Chew Muhammad Kamarul, 2006). Hence, due to this matter, reading in English might being neglected or being less focused in school. When teacher conducting an oral test to our students, the interference of their mother tongue occurs and that made our students become a struggle reader (Siti Norliana, Roszainora Muthusamy, 2009). Most of the reading activities in Malaysian Secondary Schools focus on understanding a comprehension text which later the knowledge that they comprehend will be used to answer the questions given (KBSM, 2001). Therefore, secondary students reading skills was not optimally being explored. Teachers will ask several students to read aloud and most of the time will be silent reading. Indeed, the students only built their knowledge but they cannot read fluently which most of them having problem related to reading fluency (Siti Norliana, Roszainora Muthusamy, 2009). In order to find a solution for the reading problem related to reading fluency, a precise study on how can we help our Malaysian secondary students become a fluent reader is important to carry out. Reading fluency like has been mention above focused on students’ speed of accurate reading (Hudson et al. , 2005). Thus, this research focused on how we can help struggle readers to enhance their reading fluency. This study used reading aloud approach where the students need to read passage given orally. Reading passages were chosen from the Malaysian secondary English Textbook as the reading materials. CBM was used to measure the accurate reading or the percentages of correct word read during the reading sessions. Accurate reading focuses on 1) words pronounce correctly, 2) words read incorrectly which consist errors of mispronunciations, substitutions, and omissions, 3) three second rule which the words will be counted as an error when the teacher help the students to pronounce it after they hesitate in pronouncing the words for three seconds. Exactly as the guidelines provided by Daly III, Chafouleas Skinner, (2005, p. 78). Thus, the result of this research sought to reveal on how far the reading will aloud approach can improve Malaysian secondary students reading fluency. 1. 2 Problem statement Models of World Englishes has been coined by Professor Braj B. Kachru on 1985 (Phillipson, 2008). This model explains how English widely spread and used worldwide. According to Kachru, B. B. , Kachru, Y. , Nelson, C. L. , (2006), there are three circle models which can classify English as native language (ENL), English as a second language (ESL), and English as foreign language (EFL). The three circles model are: The current sociolinguistic profile of English may be viewed in terms of three concentric circles . . . The inner Circle refers to traditional cultural and linguistic bases of English. The Outer Circle represents the institutionalised non- native varieties (ESL) in regions that have passed through extended periods of colonization . . . The Expanding Circle includes the regions where the performance varieties of the languages are used essentially in EFL contexts. (Kachru, B. B. , Kachru, Y. , Nelson, C. L. , 2006). Concisely, this model explains about three circles which roughly classify three different English learners worldwide. 1) The Inner Circle houses countries, like the United States, United Kingdom, Australia and so on, where English is traditionally the primary or native language (English as Native Language). 2) The Outer Circle comprises countries where English has a long history of institutionalized functions, usually owing to a colonial past, and is used intra-nationally among fellow citizens who are usually bilingual (English as Second Language). Finally, 3) The Expanding Circle consists of countries in which English has no special status, but may be taught as a foreign language (English as Foreign Language) (Rajadurai, 2010). Applied to Malaysia, our country has traditionally been assigned Outer Circle status due to the British colonization. (David Govindasamy 2003). Rajah stated that the independence of Malaya in 1957, however, saw a continuing change in attitude towards the English language, in favor of the Malay language. English continued to be a dominant language. (as cited in Lee Su Kim, Lee King Siong, Wong Azizah, 2010). Competence in English had become a crucial partition in Malaysian society after the independence, carving out for itself a role in the economical areas, in education and placing the society status or standard among Malaysian. (Lee Su Kim, Lee King Siong, Wong Azizah, 2010). In the Malaysian school context, where English is officially stated and taught as a second language, learning English as a second language (ESL) in class always poses many language and cultural obstacles (Melor et al,.2012). Thus, there is a widespread concern among educators about students who not having the ability to read or students who is struggling to read in English (Zulhilmi, 2005). In News Straits Times newspaper dated on 12th February 2006 reported a survey conducted by the National Union of the Teaching Profession (NUTP) on students’ ability to read in English among secondary schools students in Malaysia. From the 70 secondary schools population of 73,858 students were analyzed, and from the analysis there are 34,890 students who could not read in English. What is more shocking is that some of these students are in Form five and having had eleven years of schooling and learning English as a second language yet they failed to achieve the basic skills of reading in English. Thus, students’ reading ability in second language need to be developed so that they can become fluent readers. (Noorliza, 2006). In order for students to succeed in reading fluently the teacher need to focus on enhancing their reading fluency (Baker, 2008). Baker also claimed that acquiring fluency in reading can also be considered important because it is also a part of developing reading ability. One of the ways to help students in enhancing their reading fluency is through reading aloud approach. (Hale et al. , 2007). Thus, this research will show the insight of struggling readers enhancing their reading fluency through reading aloud approach. 1. 3 Rationale of the study Several models of reading development suggest that reading fluency is a one of the most important components of effective reading ( Kuhn Stahl, 2003). Normally, students who are struggling to read will take longer time to develop their reading fluency. Due to this subject matter using reading aloud strategy seem to be an effective and convenient way to help our struggling readers. (Compton, Fuchs, D. , Fuchs, L. S. , Bryant, 2006) Rasinski Padak (2008) claims that reading aloud approach should be an instructional routine in all classrooms, including those for student who experience difficulty in reading. Another advantage of reading aloud, especially for those who find reading difficult, is that it familiarizes students with the style and form of written language. It also provides students with a model of what fluent reading should sound like. (Goering Baker, 2010). Furthermore, Nurazila et al. , (2011) claim that the use of reading aloud approach is less being attempt to be studied by our Malaysian researchers. Indeed, they also stated that this reading approach strengths and weaknesses still need to be investigate deeper. So, the rationales of this study open up the chance to enhance students reading fluency using reading aloud approach. 1. 4 The Purpose and Objective of the study. The purpose of this study is to investigate the reading fluency development of our secondary school students using reading aloud approach. Henceforth, the objectives of this study are: 1. To identify whether reading aloud approach can improve students reading fluency or not 2. To identify whether reading aloud approach has a positive influence on the subjects’ percentages of correct words read during the treatment was given. 3. To identify students common errors in their reading session. 1. 5 Research questions Thus, research questions of this study will be: 1. To what extent does reading aloud approach improve students’ reading fluency? 2. To what extent does reading aloud approach influences the subjects’ percentages of correct words read in each reading sessions during the treatment was given? 3. To what extent does students make errors in their reading sessions? 1. 6 Significance of the study 1. 6. 1. Society level At the society level, this study can help in developing number of peoples who can use English as a second language fluently which can cater jobs requirement as English is being used as second language in Malaysia. This study will also help the new generation equip with proper level English proficiency that can help them face the globalization era which English is widely being used as universal language. 1. 6. 2. School level. This study will help school to improve their students reading abilities in order to gain better result in major examination in English subject. It is also will give an idea on how to save struggle readers in the schools. 1. 6. 3. Teacher At the pedagogical level, this study can assist the teachers in solving problems in reading fluency among the students. Students who are struggling readers could be helped through the approach used in this research which later could help teachers to easily conduct the lesson of the day without facing any problem in teaching and learning session. 1. 6. 4. Students. This research might help the student in enhancing their reading proficiency. Students not only competent in reading to gain comprehension and knowledge but also can convey the knowledge fluently through oral reading using accurate pronunciation, intonation and reading rate. 1. 7 Limitation of the study 1. 7. 1. Time limitation In order to carry out this research, a consistent time management should be taken care of. This study has to be conducted 4 times a week, for 5 weeks. So, a proper supervision of time is needed. However, in school the periodic timetable given and the school’s programs will interrupt the suggested period of the research. 1. 8 Definition of terms 1. 9. 1 Reading fluency Reading fluency is often defined as â€Å"the ability to read rapidly with ease and accuracy and to read with appropriate expression and phrasing. (Grabe, 2008). In this study, reading fluency refers to accurately read the words in one minute without making errors in the reading sessions. 1. 9. 2. 1 Accurate reading. According to Fletcher, Francis, Morris Lyon (2005) accurate reading is the ability to recognize word, how to sound a words which involve the process of pronouncing words correctly with the correct pronunciation. In this research, accurate reading refers to reading a passage accurately without making errors in reading. The errors consist of mispronunciation, substitutions and omission, and three second rules which the words will be counted as an error when the teacher help the students to pronounce it after they hesitate in pronouncing the words for three seconds. 1. 9. 2 Reading aloud approach Rasinski (2003) defined reading aloud as a process of sounding the words in written forms loudly with appropriate facial expression, rhythm and use the correct punctuation marks in the texts read. In this study reading aloud means students need to read passage given orally in front of teacher. Teacher will assist the students through monitoring the students’ reading. Students will be given chances to read the passages repeatedly before the students’ progress in reading were taken. 1. 9. 3 Curriculum Based Measurement Curriculum-based measurement (CBM) is a standardize format for assessing reading fluency in one minute time. (Daly III, Chafouleas Skinner, 2005). In this study, CBM refers to students reading progress in one minute. CBM will show the level of students’ reading fluency gain through reading treatment given for the students. 1. 9. 4 Struggling readers Struggling readers refers to students who fail to recognize words, fail to comprehend various types of text, have little motivation to read and spend less time in reading. (Chard, Vaughn Tyler, 2002). In this research struggling readers refers to students who fail to pronounce a word with correct intonation using appropriate reading speed and students who can comprehend the texts but having difficulties in sounding the words in a text.

leadership :: essays research papers

1. Introduction The current concept of evaluation of information technology makes certain assumptions. These centre in broad terms on the ability of evaluation systems to represent initiatives in ways that allow efficacious judgements to be taken. As a consequence of this assumption, representational faithfulness is assumed to be a primary requirement. Given representational faithfulness, it is assumed, rational decisions can be taken, and evaluation can be used to foster learning within feedback cycles. This assumption is consistent with a particular kind of leadership, which has been termed à ¢Ã¢â€š ¬Ã…“transactionalà ¢Ã¢â€š ¬?. Transactional leadership is based on the premise that leaders clarify the goals of subordinates, and provide rewards and punishments concomitant with performance against goals. Transactional leadership clearly has an important role to play within the modern enterprise but there is an alternative: à ¢Ã¢â€š ¬Ã…“transformationalà ¢Ã¢â€š ¬? leadership (Burns, 1978). Tr ansformational leadership begins with assumptions which differ markedly from transactional leadership, and thereby implies a different approach to evaluation. In broad terms, these assumptions centre on achieving results by stimulating subordinates; rather than through systems of contingent reward. The central question to be pursued in this paper concerns the relevance and implications of transactional and transformational leadership for the practice of information technology evaluation. The next section considers transactional leadership and explains its relationship to evaluation. Limitations of evaluation based upon evaluation and transactional leadership are explored both through the existing literature and through an existing study of the views of a group of Financial Directors of UK FTSE top-500 companies (all quotations used within this paper are taken from McAulay et al, 1997). Transformational leadership is then presented and comments made by the Financial Directors are used to suggest ways in which evaluation can be aligned with this form of leadership. The implicit argument is that familiar problems that are associated with the exercise of evaluation as framed by transactional leadership can be avoided within transformational leadership. The implication of the paper is that the exercise of evaluation should not be understood as an ontological inevitability but as a consequence of context, including the context provided by leadership. 2. Transactional leadership The leaderà ¢Ã¢â€š ¬Ã¢â€ž ¢s role within the transactional view of leadership is one of clarification; leaders clarify the role of subordinates and motivate them through rewards for good performance and punishments for aberrant behaviour. Transactional leadership stresses contract and contingent reinforcement (Bass, 1985). It is underpinned by path-goal theory, which establishes a role for the leader as the person who points out to subordinates the à ¢Ã¢â€š ¬Ã…“paths to successful effortà ¢Ã¢â€š ¬?

Positive and Negitive Effects Computers Have

July 23, 2011ENTRY 1: ME, A WRITER? Attitude: I was never really good at writing. I’ll admit I’m not too thrilled about taking a composition course. This will be a challenge, one that I hope to complete. I’m not looking forward to the long days and nights studying. What I am looking forward to is learning the different techniques and styles. I look at this as an opportunity for me. Inventory: I am an Independent learner, so distance education should be easy for me. Being a Pragmatic I like rules and prefer learning step by step. I have also learned that I am an Abstract learner, so I focus on large ideas, meanings, and relationships. I could properly use a little help with my verbal and social skills. I find myself at a loss of words whenever there is a group conversation. August 4, 2011ENTRY 2: PREWRITING Brainstorm: Ways computers affect my life Positive effects of computers on your personal life: †¢Genealogy †¢Reconnecting with friends †¢Easier/Faster communication †¢Catalog pictures †¢Games †¢Access to information †¢Read the newspaper from all over the world Positive effects of computers on your professional life †¢Training online †¢Job Work faster †¢More affiant †¢Easier access to information †¢Meetings at a company are reduced †¢Manage payroll, accounts receivable, taxes †¢Control inventory Positive effects of computers on your academic life †¢Distance learner †¢Can study day or night †¢More resources to information †¢Video conferences †¢Access to your courses Negative effects of computers on your personal life †¢Spend more time on the computer than with your family Addiction-less interaction with people †¢Faster communication may not be better communication †¢Identity theft Negative effects computers have in your professional life †¢Working from home limits your interaction with colleagues Negative affects computers have in your academic life †¢Less interaction with classmates †¢If your computer crashes you lose your assignments †¢Can be a d istraction for students (playing games etc. ) †¢Plagiarism Thesis: January 12, 2012 ENTRY 3: DRAFTING Evidence: Organization:

Childhood dreams and reality Essay

One of the most difficult problems a young person faces is deciding what to do about a career. There are individuals, of course, who from the time they are six years old â€Å"know† that they want to be doctors or pilots or fire fighters, but the majority of us do not get around to making a decision about an occupation or career until somebody or something forces us to face the problem. Choosing an occupation takes time, and there are a lot of things you have to think about as you try to decide what you would like to do. As for me, I always wanted to be an interpreter and for a while I wanted to be a lawyer. I thought these are interesting and useful professions. My parents have a large library and they taught me to like books. I could spend all night reading books. My favourite subjects in school were German, Literature and History. My favourite German writers are Erich Maria Remarque, Thomas Mann and Hermann Hesse. Once at the class of Literature, our teacher told us that, t ranslated literary works lost much of their beauty. She said that poetry was very hard to translate. From that day on I had a dream. I wanted to read my favourite books in original, so that I would enjoy the real beauty of those books. I wanted to become an interpreter due to some reasons. I imagined myself being an elegantly dressed woman on high hills interpreting at business conferences and taking part in various workshops. I like meeting new people and making new friends. I would love such an occupation. Besides, this profession is very useful because it helps people to understand each other. Now I am a student of the interpreter`s department at Minsk State Linguistic University. Every day we occupy ourselves with different kinds of activities, for example, we make a careful study of grammar, we read different kinds of texts and, thus, we enrich our vocabulary, we translate texts on different topics, such as information technologies, ecological problems, technical manuals and so on. It is an interesting profession because an interpreter meets people from different countries and cultures all the time and has an opportunity to learn much about them. It allows to bridge a gap between different cultures and, to cro wn it all, to broaden our horizons. That`s why I believe, my dream is coming true.

Computers and Education essays

Computers and Education essays During the past two decades, advances in computer technology have ushered in the digital revolution. Computers have changed the way people do business, construct buildings, communicate with one another and receive In the field of education, computers have enhanced the way people teach and learn. This paper examines the advantages and potential difficulties of using computers in the elementary, middle school and high classroom as an educational instrument. Perhaps the biggest challenge faced by educators at this level is overcoming the short attention span of children. This characteristic has been further honed by television. Traditionally, parents and teachers have addressed this problem through educational television programs like Sesame However, education experts have found that children learn best when they are stimulated through participatory learning activities where their minds are constantly stimulated. Towards this, many companies have produced educational software designed to include the children in more In elementary and middle school, websites such as NASA Quest have activities targeted to various grade levels to teach children about space flight. The Exploratorium website maintained by a San Francisco museum is particularly popular among boys who are taught science through demonstrations of sporting activities such as skateboarding. The EcoKids Online! Web page teaches uses games to teach children about energy, wildlife and other environmental issues. In the process, the website also tries to impart strong civic lessons, teaching children about their responsibilities to the environment (Troutner). Under the supervision of a trained teacher, students can find a wealth of educational sites to enhance In older students, many educators report difficulty engaging students in subjects that do not seem relevant to their daily lives. ...

U.S. Teen Pregnancy and Abortion Rates

U.S. Teen Pregnancy and Abortion Rates Preventing teen pregnancy is one of those perennial hot-button issues in the news, and countless sources cite the statistic that 3/4 of a million teens become pregnant each year. But what are the real facts and figures on teenage pregnancy in the U.S.? How current is the data and is teen pregnancy overblown by the media? What are the statistics for teen abortions and teen births? The February 2012 study U.S. Teenage Pregnancies, Births and Abortions, 2008: National Trends by Age, Race and Ethnicity, authored by Kathryn Kost and Stanley Henshaw and released by the Guttmacher Institute draws upon the most current estimates available and provides data on teen pregnancy rates in the United States in 2008 on a national level. Teen pregnancy rates differ from teen birth rates in that pregnancy rates include births, abortions, miscarriages and stillbirths. Current statistics including pregnancy, birth and abortion rates are outlined below. Number of Teenage Pregnancies In 2008, there were approximately 746,500 teen pregnancies involving young women and girls under age 20. The bulk of those pregnancies 733,000 were among teens age 15-19, while girls 14 and younger accounted for 13,500 pregnancies. Teenage Pregnancy Rate Among teens age 15-17, the pregnancy rate was 67.8 pregnancies per 1,000 women or 7% of the population. This rate was the lowest in over 30 years, down 42% from the peak pregnancy rate of 116.9 per thousand in 1990. Among girls 14 and younger, the pregnancy rate declined 62% from a high of 17.5 pregnancies per thousand in 1990 to 6.6 per thousand in 2008. Pregnancy Rate of Sexually Active Teens The pregnancy rate of sexually experienced teens (those who have ever had intercourse) was 158.5 pregnancies per thousand young women age 15-19, which indicates that the overall teenage pregnancy rate includes a significant proportion of teens who have never had sex. That rate reached its peak in 1990 when it was 223.1 per thousand a decline of 29%. Teenage Birth Rate In 2008 the teen birth rate was 40.2 births per 1,000 women, a drop of 35% from the peak rate of 61.8 per thousand in 1991. Teenage Abortion Rate In 2008 the teen abortion rate was 17.8 abortions per 1,000 women, the lowest rate since abortion was legalized. Abortion rates for teens peaked in 1988 at 43.5 per thousand; compared with the 2008 rate, that represents a decline of 59%. Although teen birth and abortion rates have been on a steady decline for more than two decades, in 2006 there was a short-lived increase in both the teenage birth and abortion rate. Both rates resumed their decline according to 2008 figures. Teenage Abortion Ratio The proportion of teen pregnancies that end in abortion (known as the abortion ratio) declined by a third from 1986-2008, from 46% to 31%. Teen Pregnancy Rates Across Racial and Ethnic Groups Although declines were seen among all three groups (white, black, Hispanic), the teen pregnancy rate remains higher among black teens and Hispanic teens as compared to non-Hispanic white teens. For non-Hispanic white teens, the pregnancy rate declined 50% since 1990 (from 86.6 pregnancies per 1,000 to 43.3). Among black women aged 15–19, the pregnancy rate dropped 48% between 1990 and 2008 (from 223.8 pregnancies per 1,000 to 117.0). Hispanic teenagers (of any race), the pregnancy rate fell 37% from its highest level between 1992 and 2008 (from 169.7 per 1,000 to 106.6.) Teen Pregnancy Rates and Racial Disparity When compared to each other, the disparity in teen pregnancy rates across racial and ethnic groups is apparent. Rates among black and Hispanic teens were 2–3 higher than that of non-Hispanic white teens. Among the different groups, in 2008 the pregnancy rate per thousand for young women age 15-19 was: 43.3 for non-Hispanic white teens106.6 for Hispanic teens (of any race)117.0 for black teens Teen Abortion Rates and Racial Disparity A similar disparity exists in teen abortion rates across racial and ethnic groups. Abortion rates among black teens were 4 times higher than that of non-Hispanic white teens; among Hispanic teens, the rate was twice as high. Among the different groups, in 2008 the abortion rate per thousand for young women age 15-19 was: 10.4 for non-Hispanic white teens20.1 for Hispanic teens (of any race)40.8 for black teens Teen Birth Rates and Racial Disparity Likewise, the disparity continues in teen birth rates across racial and ethnic groups. Birth rates among black and Hispanic teens in 2008 were twice the rate of non-Hispanic white teens. Among the different groups, in 2008 the birth rate per thousand for young women age 15-19 was: 26.6 for non-Hispanic white teens70.3 for Hispanic teens (of any race)60.1 for black teens Number of Pregnancies, Births, Abortions and Estimated Miscarriages In 2008 the following numbers for women younger than age 20 were recorded and/or estimated: Total number of pregnancies - 746,530Total number of births - 440,522Total number of abortions - 198,100Total number of estimated miscarriages (including stillbirths) - 107,910 Out of a total population of young women age 15-19 in the U.S. of 10,805,000, roughly 7% of teen girls were pregnant in 2008. Source:Kost, Kathryn and Stanley Henshaw. U.S. Teenage Pregnancies, Births and Abortions, 2008: National Trends by Age, Race and Ethnicity. Guttmacher Institute, Guttmacher.org. 8 February 2012.

Cancer Essay Example | Topics and Well Written Essays - 250 words - 5

Cancer - Essay Example The distinction between the diseases is made after examination of the biopsy or aspirations from the cancerous tissues. When the tissues have Reed-Stenberg cells, the lymphoma shall be referred to as Hodgkin’s but when they are not present, they are called Non-Hodgkin lymphoma (Shankland, Armitage, & Hancock, 2012). Leukemia, which is a cancer that affects the tissues forming the blood, is usually characterized elevated numbers of large white blood cells in the body circulations as well as in the bone marrow. The disease is classified as acute or chronic and further classified as either myeloid (from bone marrow) or lymphocytic (from the lymphocytes). Leukemia occurs in four types; namely acute myeloid leukemia, acute lymphocytic leukemia; chronic myeloid leukemia and chronic lymphocytic leukemia. Acute lymphoid leukemia is mostly seen in children and has immature lymphatic cells. Acute myeloid leukemia is characterized by young myoblasts. Chronic myeloid leukemia is characterized by increased numbers of large WBC (Porth, 2011). As a nurse, this information is vital to me since it helps me understand the occurrence of leukemia thus equip me with the necessary information. The information regarding the pathophysiology, signs, and symptoms predisposing factors help me to manage the patients accurately as well as providing health education regarding the disease