Orange Is The New Black Professor Ramos Blog

Orange Is The New Black Orange Is The New Black Women’s jails are picking up popularity in another manner. â€Å"Orange Is the New Black† made its chief on Netflix in 2013 as a satire show arrangement. It depends on genuine occasions from a book called â€Å"My Year in a Woman’s Prison† composed by Piper Kerman. Despite the fact that this show is crazy, it despite everything centers around the genuine issues, for example, benefit, the hindered, and psychological maladjustment. Numerous arrangement don’t regularly include lady and the jail framework. I think it’s ideal to perceive what might go on in there. Orange Is The New Black has quite recently entered its sixth season, making that 78 scenes. With the creation being in New York, The maker Jenji Kohan has discovered a great deal of crude ability that have had an enormous effect when depicting these characters. Chapman is a principle character to start with who is being condemned to 15 months in Litchfield Prison for criminal connivance and illegal tax avoidance. She is accomplished, white, and a narcissist. Chapman depends on the book writer, Piper Kerman, who was condemned to a woman’s least security jail. The journalists of this show have clarified that specialists have gotten attached to her. Causing her sentence to feel somewhat lighter than the remainder of the detainees. It may be the case that â€Å"white privilege† comes into to play, considering the way that she has been allowed numerous things that those of shading can't get. The detainees see that she is being supported which makes her quality undesirable. She before long attempts to offer some kind of reparation meet with an incredible detainee by giving her a blessing. In any case, so as to make this blessing she needs shea spread. Chapman is acquainted with a character that passes by the name of â€Å"Taysteeâ € . Chapman exchanges a lock of her fair hair for Taystee’s shea margarine with expectations of this confused dramatization finishing. Taystee wears the blondie lock of hair with certainty, as she was searching for another haircut. Taystee’s character is one that a great deal of youthful grieved young ladies can identify with. She has been in and out of the framework for her entire life. She was placed into child care during childbirth and stayed a ward of the court until she was 16. She met a lady name â€Å"Vee† who was an infamous street pharmacist. Taystee consistently needed a mother figure in her life and Vee was the closes thing to that. Taystee wasn’t liberated from the cultivate framework for a really long time as she wound up in adolescent lobby then jail. Obviously the journalists needed to accentuated the way that Taystee lean towards the framework structure instead of opportunity. In any case, in all honesty that’s all she’s known. With such a boisterous life all she needs is to settle down and discover a reason in life like all of us. In jail she has her life set as s he is the custodian and has a closest companion to consistently depend on. Things were fine in her life at that point blast! The journalists needed to make her life additionally upsetting. As Taystee loses her companion to a homicide submitted by a position figure. It seemed as though nobody would get charged for this wrongdoing, obviously nobody would be charged, isn't that so? Have you seen today’s society! Feelings run high inside her friend network. One specific companion, who has psychological well-being issues, takes it to the heart. Now everything’s going haywire in the content! â€Å"Crazy Eyes† otherwise known as Suzanne is her name. Numerous characters in the story give indications of psychological maladjustment. This is a real issue in our framework. Numerous detainees ought to have a place in treatment offices to get the genuine assistance they need. Orange Is The New Black certainly shows the truth of these issues. The on-screen character Uzo Aduba who plays Suzanne works superbly at getting each and every detail right. Suzanne is one of the principle characters who depicts a prisoner that is extremely clever yet needs social aptitudes and can blast out with feeling at any second. She hits herself on the head when she thinks she’s accomplished something incorrectly while over and over saying â€Å"stupid†. Her antipsychotic medicine encourages her however just to a degree. Her mindset is that of a six-year-old, which is the thing that handled her in jail. With jail going wild, Suzanne is placed in an alarming situation by a gatekeeper who attempted to make her battle another detainee. This scene is extraordinary while Suzanne is going crazy attempting to control her feelings. What's more, the result isn't lovely. Suzanne gets included when a homicide happens settling from this circumstance. She doesn’t tell anybody in dread of having the accuse put for her. Be that as it may, would she be able to keep it in for long? She’s gradually losing her psyche from not taking her medicine that can't be given to her because of the way that there is an immense uproar going on. She is left with injury, not comprehending what's in store. It makes you wonder if this truly goes on in there. Do monitors truly mishandle those that are intellectually shaky for their own fulfillment? Since a ton of misuse goes on in this show. With the entirety of the sex, medications, uproars and dramatization going on, it’s no big surprise why this turned out to be such a moment hit on Netflix. Be that as it may, what Piper Kerman needed from this experience is to be a type of backer for woman’s jail. With lady being a quickly developing populace of the jail framework, a lion's share of the female detainees are being abused. Utilizing her benefit to carry some light to the detainment facilities poor conditions, for example, not giving the correct supplies to lady and shackling up the new moms to-be during work and conveyance. I don’t think Piper’s voice is sufficiently boisterous to be heard, however it’s a beginning. Tragic news about this story is that it will be reaching a conclusion. Season 7 will be its last chief in 2019 subsequent to running its course for a long time. Chapman, Taystee, and Suzanne have a total new contort in the up and coming season that will change their lives for eternity. Will you watch it? work refered to: vulture.com By: Gwynne Watkins June 5, 2014 aclu.org By: Monifa Bandele October 23, 2017 tv.avclub.com By: Myles McNutt July 27, 2018 variety.com orangeisthenewblack.fandom.com

Corporate Social Responsability for Supermarkets

This exposition will present investigation of the UK grocery store area and its effects on a wide scope of partners . The obligation regarding purchasing and selling is quickly moving. In today’s rising worldwide network, markets have held onto corporate social obligation as a significant component of their unique job in adding to shared objectives, anyway what's more it improves their ability to the standard. Moreover, exchange looks to set up their own estimations of corporate distinction while simultaneously keep up open and biological qualities and increment their market growth.Corporate social duty of stores can mean various things to various gatherings and divisions. Anyway there is all inclusive understanding that in a worldwide market framework, general stores must assume incredible job by making employments. By acting in mindful way organization must encourage supportable development. (Arrangement, 1999) accordingly, corporate execution must not simply ensure comes ba ck to investors, wages to workers, in addition to products and ventures to customers, in this manner should likewise suit the biological concerns and estimations of consumers.An clarification of food provenance diagram for instance of the impact of CSR, is given underneath indicating the distinction in purchaser decision in various positions in UK grocery stores. So as to show significance of the CSR: % Factors in food and drink buys, by rank, December 2007 Food provenance-UK-March 2008-What do Shoppers Consider Most significant? The discoveries of this line chart, shows the shopper enthusiasm for home developed British food as opposed to remote inception product.The store organized business methodology and the natural battles, to help British produce are the key purposes behind this. This report additionally shows the market rest to a shopper interest for specific items by offering quality food and beverages. UK driving grocery stores just as enterprises require to manage corporate social obligation as some other piece of their food deals. Grocery stores are looked by methods for a triple main concern, to progress modestly, just as being naturally in addition to similarly accountable.The development of deals in social and budgetary development is probably going to proceed. (Freedman, 2000) Why must store be socially dependable? The underlying piece of the Roundtable concentrated on the inquiry of how to portray what a socially mindful organization is, and what a general stores does to be estimated socially capable. Indeed, even before to respond to that question, a couple of individuals may ask, why an enterprise must think about this subject? The answer is attached to globalization. Globalization isn't simply with respect to the world countries, it is the result on appearance of a worldwide common society. Giddens, 1998) The world has been changed because of globalization, in addition to by the success of this the earth in grocery stores. Answers for shopper issues were to be built up inside the free market structure and exchange. The shopper’s impact on UK general stores in food factors at the various social orders estimated by positions in 2007, can be found in the diagram beneath: % Factors in food and drink buys, by rank, December 2007 The UK review in 2007 tried to deliver what is imperative to clients when they pick nourishments. To make extremely understood client inclination, all food positions has been utilized for this section table.Regards customer view of food, the vast majority of customers are eager to pay 10% more for British starting point, natural or some other quality food, contrast with ordinary food (Wealtherel, 2003) The food business faces numerous huge dangers from open analysis of corporate social obligation issues in the flexibly chain. Private norms activity have large amounts of natural ways of life as retailers and brands look to limit the dangers and furthermore react to new requests from society. Th e portrayal of another type of guideline, which brings up issues with respect to mastery in the UK supermarkets.Supermarkets tend to boost benefits and focus on all worries of customer advantage, the premiums of all purchasers required to be considered in today’s UK general store frameworks. Globalization has changed the internal force relations fringe by and inside stores, and in the network all in all. Simultaneously, in the late 1980s, the difference on corporate administration amassed power in the United States and in the United Kingdom, principally in answer to corporate squash, corporate trespassers and destabilized along, with aining just as exchange misdirection and untrustworthiness. Globalization and the souk were set an impact in the hands of the grouped division, anyway open question in the consistency and trustworthiness of companies was notable and across the board. Worries of duty, standard setting, in addition to globalism were center to the debate.It became c lear that grocery stores may no longer regulate the outcomes of their exchange, just by making good on charges and agree to national guidelines. They are probably going to take on better duties regarding regulating their contact on network. Joseph, 2000) Trade itself in a course of advancement, practices and execution to assemble the first expectations of networks and network on it. Simultaneously as innovative powers will carry on to compel general stores to be globally consolidated, law-production and customer request requires to be a lot further in the purchaser field, and act as a socially mindful organization, thusly is getting perpetually trying for grocery stores. A trouble and the test for outstanding markets with the guidelines of CSR, in UK and abroad.Augmented open premium influences the strategy where organizations embrace their proposition. Strategies that demand organization positive and politically right gauges, for example, recruiting an open minorities or purchasing merchandise starting at an exact premise, now and again be sabotaging to its profitability and bit of leeway of items. Normally benefit looking for stores through requesting introduction ought to notwithstanding stand up to the customers. Choosing which advance to take, is selective to every grocery store and relies upon the exchange dispersion which the business is situated.Redefining organization jobs in the general store itself isn't a choice, anyway a need. Organizations will require to modify and make a novel authoritative portrayal for the 21st century. They require to create productivity in the executives, and evident control forms all through their association. (OECD, 2000) Socially obligated general stores need to utilize their laborers worldwide in a business dream and crucial that advances maintainable and upgraded greatness of life for all nations, for all specialists, in spite of their location.Becoming a worldwide consistency is openly sensible and not only an adverti sing matter. Stores are taking on the test by connecting as much as a potential with customer, notwithstanding have the option to positively affect advertising and backing by different divisions of network. Along these lines, despite the fact that corporate social duty changes made by government in both the UK and Europe, general store exchanges despite everything must be concerned. Governments require to create a methodology to structure whatever the exchange and work can arrange circumstances in supermarkets.This requires an assortment of authoritative techniques to be executed in the nation. Clearly there can't be a, one estimation fits all, advance and confirmation in exchange conduct, anyway there is an all inclusive accord that there is a prerequisite for clearness of technique and standards. Notwithstanding the sets of accepted rules that an affirmed technique is unquestionably wishes to be perceived in this district, with the goal that social accomplishment plans can be crea ted in addition to social activity need to turn into the standard.Developing best practices for corporate conduct won't result straight away, anyway by adhering to basic qualities, as a base move in the comparable course toward turning into an obligated social related. (Oecd, 2000) The food business faces numerous noteworthy dangers from open analysis of corporate social obligation (CSR) issues in the flexibly chain. This paper draws upon past research and rising industry patterns to build up a complete structure of gracefully chain CSR in the industry.The system subtleties one of a kind CSR applications in the food flexibly chain including creature government assistance, biotechnology, condition, reasonable exchange, wellbeing and security, and work and human rights. General flexibly chain CSR issues, for example, network and acquirement are additionally thought of. At last, the structure fills in as a far reaching apparatus to help food industry experts and scientists in the evalu ation of vital and operational gracefully chain CSR rehearses.

Body Dysmorphic Disorder and Eating Disorders

Body Dysmorphic Disorder and Eating Disorders July 30, 2019 Tina Chang/Photolibrary/Getty Images More in Eating Disorders Symptoms Treatment Diagnosis Awareness and Prevention People who have anorexia nervosa or bulimia nervosa are concerned about their body shape, size and/or weight, of course, but theres another body image problem with which many people also struggle: body dysmorphic disorder. Body dysmorphic disorder, which affects up to two percent of people in the United States, causes people to become overly concerned with outward appearance and perceived flaws. It may be seen in people with eating disorders, but is a distinctly different issue. Symptoms of Body Dysmorphic Disorder People suffering from body dysmorphic disorder are preoccupied or obsessed with one or more perceived flaws in their appearance. This preoccupation or obsession typically focuses on one or more body areas or features, such as their skin, hair, or nose. However, any body area or part can be the subject of concern. The Diagnostic Statistical Manual of Mental Disorders, Fifth Edition (DSM-V) outlines the following criteria for a diagnosis of body dysmorphic disorder: Preoccupation with one or more perceived defects in appearance that are not noticeable to others and are not truly disfigured.At some point, the person suffering has performed repetitive actions or thoughts in response to the concerns. This may be something like continuously comparing his/her appearance to that of others, mirror checking or skin picking.This obsession causes distress and problems in a person’s social, work, or other areas of life.This obsession isn’t better explained as a symptom of an eating disorder (although some people may be diagnosed with both). Muscle dysmorphia  or a preoccupation with the idea that your muscles are too small is considered a subtype of body dysmorphic disorder. The Relationship to Eating Disorders People with eating disorders such as anorexia nervosa or bulimia nervosa and those with body dysmorphic disorder may both be overly concerned with their size, shape, weight or outward appearance. Those with body dysmorphic disorder may even fixate on areas of their bodies that are similar to fixations seen in anorexia nervosa or bulimia nervosa, such as the waist, hips, and/or thighs. They may also experience similar symptoms such as body checking (like frequent weighing or mirror checks) and excessive exercise. Researchers have estimated that as many as 12 percent of people with body dysmorphic disorder also suffer from anorexia nervosa or bulimia nervosa. However, it is important to note that not everyone with body dysmorphic disorder has an eating disorder. There are people with body dysmorphic disorder who focus solely on specific body parts (like the shape of their nose). Thats different than focusing on weight. A thorough assessment by a mental health professional such as a therapist or psychiatrist is useful to sort out whether or not someone is suffering from an eating disorder, body dysmorphic disorder, or both. Treatment Options The good news is that body dysmorphic disorder can be successfully treated, either through a type of psychotherapy known as cognitive behavioral therapy or with medications, including antidepressants. Any time there are multiple diagnoses involved (as is true in anyone who has both body dysmorphic disorder and an eating disorder), it can complicate treatment. However, research also supports the use of cognitive behavioral therapy in the treatment of eating disorders. If you suffer from both problems, you’ll want to make sure your therapist is familiar with both and can create a customized treatment plan for you. You may also be interested in pursuing treatment with medication through your psychiatrist. It is important to remember that you may need to try different medications or dosages before you find the right fit for you. Always follow your doctor’s recommendations regarding medication and don’t hesitate to ask any questions you may have about them. It is important to note that many people with body dysmorphic disorder pursue surgical treatment options such as plastic surgery or hair implants in order to fix their perceived flaws. There is no evidence that this is helpful in the treatment of the condition, and may actually make it worse.

Geometric Thinking - Free Essay Example

Sample details Pages: 26 Words: 7715 Downloads: 1 Date added: 2017/06/26 Category Statistics Essay Did you like this example? Students Geometric Thinking 8 CHAPTER 1 Introduction In the last 20 years, the perception of learning as internalization of knowledge is criticized and problemized in mathematics education society (Lave Wenger, 1991; Sfard, 2000; Forman Ansell, 2001). Lave and Wenger (1991) describe learning as a process of increasing participation in communities of practices (p.49). Sfard (2000) also emphasized the new understanding of learning as Today, rather than speaking about acquisition of knowledge, many people prefer to view learning as becoming a participant in a certain discourse (p.160). This new perspective in the understanding of learning brings different views to mathematics teaching practice. While the structure of mathematics lessons is organized in the sequence of Initiation- Response-Evaluation (IRE) in the traditional mathematics classrooms, with the reform movement, participation of the students become the centre of the mathematics classrooms (O Connor, 1993; Steele, 2001). Initiating topic or problems, starting or enhancing discussions, providing explanations are the role of the teacher in the traditional classrooms but these roles become a part of students responsibilities in the reform mathematics classrooms (Forman, 1996). Don’t waste time! Our writers will create an original "Geometric Thinking" essay for you Create order Turkey also tries to organize their mathematics curriculum according to these reform movements. With the new elementary mathematics curriculum, in addition to developing mathematical concepts, the goal of mathematics education is defined as enhancing students problem solving, communication and reasoning abilities. Doing mathematics is no more defined only as remembering basic mathematical facts and rules and following procedures, it also described as solving problems, discussing the ideas and solution strategies, explaining and defending own views, and relating mathematical concepts with other mathematical concepts and disciplines (MEB, 2006). Parallel to new understanding of learning, reform movements in mathematics education, and new Turkish elementary mathematics curriculum, students roles such as developing alternative solution strategies and sharing and discussing these strategies gain great importance in mathematics education. Mathematics teachers are advised to create classroom discourse in which students will be encouraged to use different approaches for solving problems and to justify their thinking. This means that some researches and new mathematics curriculum give so much importance to encourage students to develop alternative problem solving strategies and share them with others. (MEB, 2006; Carpenter, Fennema, Franke, Levi Empson, 1999; Reid, 1995). One of the aims of the new mathematics curriculum is that the students stated their mathematical thinking and their implications during the mathematical problem solving process (MEB, 2006). According to new curriculum, the students should have opportunity to solve the problems using different strategies and to explain their thinking related to problem solving to their friends and teacher. Moreover, the students should state their own mathematical thinking and implications during the problem solving process and they should develop problem solving strategies in mathematics classrooms (MEB, 2006). Fraivillig, Murphy and Fuson (1999) reported that creating this kind of classrooms requires that teacher has knowledge about students mathematical thinking. One of the most important studies related to childrens mathematical thinking is Cognitively Guided Instruction (CGI). The aim of this study is to help the teachers organize and expand their understanding of childrens thinking and to explore how to use this knowledge to make instructional decisions such as choice of problems, questions to ask children to acquire their understanding. The study was conducted from kindergarten through 3rd grade students. At the beginning of the study, researchers tried to explore students problem solving strategies related to content domains addition, subtraction, multiplication and division. The findings from this investigation is that students solve the problems by using direct modeling strategies, counting strategies derived facts strategy and invented algorithms. In order to share their findings with teachers, they conducted workshops. With these workshops, the teachers realized that the students are able to solve the problems using a variety of stra tegies. After this realization, they started to listen to their students mathematical explanations, tried to elicit those strategies by asking questions, tried to understand childrens thinking and encouraged the use of multiple strategies to solve the problems in their classrooms (Franke, Kazemi, 2001, Fennema, Carpenter, Franke, 1992). At the end of the study, the students whose teachers encourage them to solve the questions with different strategies and spend more time for discussing these solutions showed higher performance (Fennema, Carpenter, Franke, Levi, Jacobs, Empson, 1996). Similar finding is also observed the study of Hiebert and Wearne (1993). They concluded that when the students solve few problems, spend more time for each problem and explain their alternative solution strategies, they get higher performance. As indicated the new curriculum in Turkey (MEB,2006), the teacher should create a classroom in which students develop different problem solving strategies, share these with their classmates and their teacher and set a high value on different problem solving strategies during the problem solving process. Encouraging the students to solve the problems is important since while they are solving the problems, they have a chance to overview their own understanding and they take notice of their lack of understandings or misunderstandings (Chi Bassock, 1989, as cited in Webb, Nemer Ing, 2006). Moreover, Forman and Ansell (2001) stated that if the students develop their own problem solving strategies, their self confidence will be increase and they ca n build their mathematical informal knowledge. Not only mathematical thinking, but also geometrical thinking has very crucial role for developing mathematical thinking since National Council of Teachers of Mathematics in USA (2000) stated that geometry offers an aspect of mathematical thinking that is different from, but connected to, the world of numbers (p.97). While students are engaging in shapes, structures and transformations, they understand geometry and also mathematics since these concepts also help them improve their number skills. There are some studies which dealt with childrens thinking but a few of them examine childrens geometrical thinking especially two dimensional and three dimensional geometry. One of the most important studies related to geometrical thinking is van Hiele Theory. The theory categorizes childrens geometrical thinking in a hierarchical structure and there are five hierarchical levels (van Hiele, 1986). According to these levels, initially students recognize the shapes as a whole (Level 0), then they discover the properties of figures and recognize the relationship between the figures and their properties (level 1 and 2). Lastly the students differentiate axioms, definitions and theorems and they prove the theorems (level 3 and 4) (Fuys, Geddes, Tischler, 1988). Besides, there are some other studies which examined geometrical thinking in different point of view. For example, the study of Ng (1998) is related to students understanding in area and volume at grade 4 and 5. But, Battista and Clements (1996) and Ben-Chaim (1985) investigated students geometric thinking by describing students solution strategies and errors in 3-D cube arrays at grades 3, 4 and 5. On the other hand, Chang (1992) carried out a study to understand spatial and geometric reasoning abilities of college students. Besides of these studies, Seil (2000), Olkun (2001), Olkun, Toluk (2004), zbellek (2003) and Okur (2006) have been conducted studies in Turkey. Generally, the studies are about students geometric problem solving strategies (Seil, 2000), the reason of failure in geometry and ways of solution (Okur, 2006), the misconceptions and missing understandings of the students related to the subject angles at grade 6 and 7 (zbellek, 2003). In addition to these, studies has been done to investigate the difficulties of students related to calculating the volume of solids which are formed by the unit cubes (Olkun, 2001), number and geometry concepts and the effects of using materials on students geometric thinking (Olkun Toluk, 2004). When the studies are examined which has been done in Turkey, the number of studies related to spatial ability is limited. Spatial ability is described as the ability to perceive the essential relationships among the elements of a given visual situation and the ability to mentally manipulate one or two elements and is logically related to learning geometry (as cited in Moses, 1977, p.18). Some researchers claimed that it has an important role for mathematics education since spatial skills contribute an important way to the learning of mathematics (Fennema Sherman,1978; Smith, 1964) and Anderson (2000) claimed that mathematical thinking or mathematical ability is strongly related with spatial ability. On the other hand, Moses (1977) and Battista (1990) found that geometric problem solving and achievement are positively correlated with spatial ability. So, developing students spatial ability will have benefit to improve students geometrical and also mathematical thinking and it may fost er students interest in mathematics. Problem Statement Since spatial ability and geometric thinking are basis of mathematics achievement, then one of the problems for researchers may be to investigate students geometric thinking (NCTM, 2000; Anderson, 2000; Fennema Sherman, 1978; Smith, 1964). For this reason, generally this study will focus on students geometrical thinking. Particularly, it deals with how students think in three-dimensional and two-dimensional geometry, their solution strategies in order to solve three-dimensional and two-dimensional geometry problems, the difficulties which they confront with while they are solving them and the misconceptions related to geometry. Also, whether or not the students use their mathematics knowledge or daily life experiences while solving geometry questions are the main questions for this study. Purpose Statement The purpose of this study is to assess and describe students geometric thinking. Particularly, its purpose is to explain how the students approach to three-dimensional geometry, how they solve the questions related to three-dimensional geometry, what kind of solution strategies they develop, and what kind of difficulties they are confronted with when they are solving three-dimensional geometry problems. Also, the other purpose is to analyze how students associate their mathematics knowledge and daily life experience with geometry. The study attempt to answer the following questions: 1. How do 4th, 5th, 6th, 7th and 8th grade elementary students solve the questions related to three-dimensional geometry problems? 2. What kind of solution strategies do 4th, 5th, 6th, 7th and 8th elementary students develop in order to solve three-dimensional geometry problems? 3. What kind of difficulties do 4th, 5th, 6th, 7th and 8th elementary students face with while they are solving three-dimensional geometry problems? 4. How do 4th, 5th, 6th, 7th and 8th elementary students associate their mathematics knowledge and daily life experience with geometry problems? Rationale Most of the countries have changed their educational program in order to make learning be more meaningful (NCTM, 2000; MEB, 2006). The development of Turkish curriculum from 2003 to up till now can be assessed the part of the international educational reform. Particularly, the aim of the changes in elementary mathematics education is to make the students give meaning to learning by concretizing in their mind and to make the learning be more meaningful (MEB, 2006). In order to make learning more meaningful, knowing how the students think is critically important. For this reason, this study will investigate students mathematical thinking especially geometrical thinking since geometry provides opportunity to encourage students mathematical thinking (NCTM,2006). The result of the international exams such as Trends in International Mathematics and Science Study (TIMSS) and the Programme for International Student Assessment (PISA) and national exams Secondary School Entrance Exam Ortaretim Kurumlar renci Seme Snav (OKS) show that the success of Turkish students in mathematics and especially in geometry is too low. Ministry of National Education in Turkey stated that although international average is 487 at TIMSS-1999, Turkish students mathematics average is 429. Moreover, they are 31st country among 38 countries. When the sub topics are analyzed, geometry has least average (EARGED, 2003). The similar result can be seen the Programme for International Student Assessment (PISA). According to result of PISA-2003, Turkish students are 28th county among 40 countries and Turkish students mathematics average is 423 but the international average is 489. When geometry average is considered, it is not different from the result of TIMSS-1999 since intern ational geometry average is 486 but the average of Turkey is 417 ((EARGED, 2005). As it can be realized from result of both TIMSS-1999 and PISA-2003, Turkish students average is significantly lower than the international average. Since in order to get higher mathematical performance, being aware of childrens mathematical thinking has crucial role (Fennema, Carpenter, Franke, Levi, Jacobs, Empson, 1996). For this reason, knowing students geometric thinking, their solution strategies and their difficulties related to geometry problems will help to explore some of the reasons of Turkish students low geometry performance in international assessment, Trends in International Mathematics and Science Study (TIMSS) and Program for International Student Assessment (PISA), and in national assessment, Secondary School Entrance Exam Ortaretim Kurumlar renci Seme Snav (OKS). As a result, when geometry and being aware of students problems solving strategies and their difficulties when they are solving geometry problems has important roles on mathematics achievement are taken into consideration, studies related to geometry and students geometric thinking are needed. Besides, Turkish students performance in international assessments is considered; it is not difficult to realize that there should be more studies related to geometry. For these reasons, the study will assist in Turkish education literature. Significance of the Study Teachers knowledge about childrens mathematical thinking effect their instructional method. They teach the subjects in the way of childrens thinking and they encourage students to think over the problems and to develop solution strategies. With such instructional method, classes are more successful (Fennema, Carpenter, Franke, 1992). Geometry is one of the sub topic of mathematics (MEB,2006) and it has crucial role in representing and solving problems in other sub topics of mathematics. Besides, geometry has important contribution to develop childrens mathematical thinking. On the other hand, in order to understand geometry, spatial ability is useful tool (NCTM, 2000). Battista et al.(1998), Fennema and Tartre (1985) and Moses (1977) emphasized that there is a relationship between spatial ability and achievement in geometry. Moreover, mathematical thinking and mathematical ability is positively correlated with spatial thinking (Anderson 2000). Since geometry, spatial ability and mathematical thinking are positively correlated, being successful in geometry will get higher mathematics achievement. To increase geometry achievement, the teachers should know students geometric thinking. Particularly, how students solve problems, what kind of strategies they develop, and what kind of difficulties they face with while t hey are solving the problems are important concepts in order to get idea about students thinking (Fennema, Carpenter, Franke, 1992). With this study, the teachers will be informed how children think while they are solving geometry problems especially three-dimensional geometry problems, what kind of strategies they develop to solve them, what kind of difficulties they face with related to geometry problems. Furthermore, university instructors will benefit from this study to have knowledge about childrens geometric thinking and this knowledge may be valuable for them. Since they may inform pre-service teachers about childrens thinking and the importance of knowing childrens thinking while making instructional decisions. As a result, knowing students geometric thinking will benefit to increase their geometry achievement and also mathematical achievement, and consequently, this will help to raise the Turkish students success of the international exams CHAPTER 2 Literature Review Geometry can be considered as the part of mathematics and it provides opportunities to encourage students mathematical thinking. Also, geometry offers students an aspect of mathematical thinking since when students engage in geometry, they become familiar with shape, location and transformation, and they also understand other mathematics topics (NCTM, 2000). Therefore, understanding of students geometrical thinking, their geometry problem solving strategies and their difficulties in geometry become the base for their mathematical thinking. Also, since geometry is a science of space as well as logical structure, to understand students geometrical thinking requires knowledge of spatial ability and cognitive ability (NCTM, 1989, p.48). This chapter deals with some of the literature in four areas related to the problem of this study. The first section of this chapter is related to the van Hiele theory since van Hiele theory explains the level of childrens geometrical thinking (van Hiele, 1986). The second section of this chapter deals with the research studies related to students mathematical and geometrical thinking. The third section is devoted to research studies related to spatial ability. And the last section of this chapter reviews the research related to relationship between spatial ability and mathematics achievement. Section 1: The van Hiele Theory The van Hiele theory is related to childrens thinking especially their geometrical thinking since the theory categorizes childrens geometrical thinking in a hierarchical structure (van Hiele, 1986). According to theory of Pierre and Diana van Hiele, students learn the geometry subjects through levels of thought and they stated that the van Hiele Theory provided instructional direction to the learning and teaching of geometry. The van Hiele model has five hierarchical sequences. Van Hiele stated that each level has its own language because in each level, the connection of the terms, definitions, logic and symbol are different. The first level is visual level (level 0) (van Hiele, 1986). In this level, children recognize the figures according to their appearance. They might distinguish one figure to another but they do not consider the geometric properties of the figures. For instance, they do not consider the rectangle as a type of a parallelogram. The second level is descriptive leve l (level 1). In this level, students recognize the shapes by their properties. For instance, a student might think of a square which has four equal sides, four equal angles and equal diagonals. But they can not make relationships between these properties. For example, they can not grasp that equal diagonal can be deduced from equal sides and equal angles. The third level is theoretical level (level 3). The students can recognize the relationship between the figures and the properties. They discover properties of various shapes. For instance, some of the properties of the square satisfy the definition of the rectangle and they conclude that every square is a rectangle. The fourth level is formal logic level (level 4). The students realize the differences between axioms, definitions and theorems. Also, they prove the theorems and make relationships between the theorems. The fifth level is rigor level (level 4). In this level, students establish the theorems in different postulation sy stems (Fuys, Geddes, Tischler, 1988). As a result, the levels give information about students geometric thinking to the researchers and mathematics teachers. Mathematics teachers may guess whether the geometry problem will be solved by students or not and at which grade they will solve them. Section 2: Children thinking The van Hiele theory explains the students thinking level in geometry. The levels are important but how students think is as important as their thinking level. To ascertain how students think related to mathematics and especially geometry, a number of studies have been conducted (Carpenter, Fennema, Franke, 1996; Chang, 1992; Battista, Clements, 1995; zbellek, 2003; Olkun, 2005; Ng, 1998; Okur, 2006). Some of these studies are related to mathematical thinking and some of them geometrical thinking. Carpenter et al. (1999) and Olkun (2005) studied childrens mathematical thinking and Chang (1992), Battista and Clements (1995), Ben-Chaim (1985), Olkun (2001), zbellek (2003), Okur (2006) and Ng, (1998) carried out research studies related to childrens geometrical thinking. An important study related to mathematical thinking has been conduct by Carpenter, Fennema and Franke initiated over 15 years ago in USA and the name of this study is Cognitively Guided Instruction (CGI) which is described as the teacher development program. Cognitively Guided Instruction sought to bring together research on the development of childrens mathematical thinking and research on teaching (Franke, Kazemi, 2001). Carpenter, Fennema and Franke (1996) stated that Cognitively Guided Instruction (CGI) focuses on childrens understanding of specific mathematical concepts which provide a basis for teachers to develop their knowledge more broadly. The Cognitively Guided Instruction (CGI) Professional Development Program engages teachers in learning about the development of childrens mathematical thinking within particular content domains. (Carpenter, Fennema, Franke, Levi, Empson, 1999). These content domains include investigation of childrens thinking at different problem situat ions that characterize addition, subtraction, multiplication and division (Fennema, Carpenter, Franke, 1992). In order to understand how the children categorize the problems, Carpenter et al. (1992) conducted a study. According to this study, Fennema, Carpenter, and Franke (1996) portrayed how basic concepts of addition, subtraction, multiplication, and division develop in children and how they can construct concepts of place value and multidigit computational procedures based on their intuitive mathematical knowledge. At the end of this study, with the help of childrens actions and relations in the problem, for addition and subtraction, four basic classes of problems can be identified: Join Separate, Part-Part-Whole, and Compare and Carpenter et all. (1999) reported that according to these problem types, children develop different strategies to solve them. The similar study has been carried out by Olkun et al (2005) in Turkey. The purpose of these two studies is the same but the s ubjects and the grade level are different. Olkun et al (2005) studied with the students from kindergarten to 5th grade but the students who participated in Carpenters study is from kindergarten through 3rd grade (Fennema, Carpenter, Franke, 1992). Furthermore, CGI is related to concepts addition, subtraction, multiplication and division but the content of the study done in Turkey is addition, multiplication, number and geometrical concepts (Olkun et al, 2005). Although the grade level and the subjects were different, for the same subjects, addition and multiplication, the solution strategies of the students in Olkuns study are almost the same as the students in CGI. But the students in the study of Carpenter used wider variety of strategies than the students in Turkey even if they are smaller than the students who participated in Olkuns study. This means that grade level or age is not important for developing problem solving strategies. On the other hand, there are some studies related to childrens geometrical thinking which are interested in different side of geometrical thinking. Ng (1998) had conducted a study related to students understanding in area and volume. There were seven participants at grade 4 and 5. For the study, she interviewed with all participants one by one and she presented her dialogues with students while they are solving the questions. She reported that students who participated in the study voluntarily have different understanding level for the concepts of area, and volume. She explained that when students pass from one level to another, 4th grade to 5th grade, their thinking becomes more integrated. With regard to its methodology and its geometry questions, it is valuable for my study. On the contrary to Ng, Chang (1992) chose his participants at different levels of thinking in three-dimensional geometry. These levels were determined by the Spatial Geometry test. According to this study, students at lower levels of thinking use more manipulative and less definitions and theorems to solve the problems than high level of thinking. On the other hand, the levels of two-dimensional geometry identified by the van Hiele theory. The results were the same as the three-dimensional geometry. In this case, Chang (1992) stated that the students at the lower levels of thinking request more apparatus and less definitions and theorems to solve the problems. Moreover, for both cases, the students at the higher levels of thinking want manipulative at the later times in the problem-solving process than the students at the lower level of students. The result of this study indicated that using manipulative require higher level of thinking. By providing necessary manipulative, I hope th e students use higher level of thinking and solve the problems with different strategy. Besides of these studies, Ben-Chaim et all. (1985) carried out the study to investigate errors in the three-dimensional geometry. They reported four types of errors on the problem related to determining the volume of the three-dimensional objects which are composed of the cubes. Particularly, they categorize these errors two major types which students made. These major types of errors defined as dealing with two dimensional rather than three and not counting hidden cubes (Ben-Chaim, 1985). The similar study was conducted by Olkun (2001). The aim of this study is to explain students difficulties which they faced with calculating the volume of the solids. He concluded that while students were finding the volume of the rectangular solids with the help of the unit cubes, most of the students were forced open to find the number of the unit cubes in the rectangular solids. Also, the students found the big prism complicated and they were forced open to give life to the organization of the p rism which was formed by the unit cubes based on the column, line and layers in their mind, i.e. they got stuck on to imagine the prism readily. (Olkun, 2001). The categorization of students difficulties will be base for me to analyze difficulties related to geometry problems of the students who are participant of my study. Besides of these studies, Battista and Clements (1996) conducted a study to understand students solution strategies and errors in the three-dimensional problems. The study of Battista and Clements (1996) was different from the study of Ben-Chaim (1985) and Olkun (2001) in some respect such as Battista and Clements categorized problem solving strategies but Ben-Chaim and Olkun defined students difficulties while reaching correct answer. Categorization of the students problem solving strategies in the study of Battista and Clements (1996) is like the following: Category A: The students conceptualized the set of cubes as a 3-D rectangular array organized into layers. Category B: The students conceptualized the set of cubes as space filling, attempting to count all cubes in the interior and exterior. Category C: The students conceptualized the set of cubes in terms of its faces; he or she counted all or a subset of the visible faces of cubes. Category D: The students explicitly used the formula L x W x H, but with no indication that he or she understood the formula in terms of layers. Category E: Other. This category includes strategies such as multiplying the number of squares on one face times the number on other face. (Battista Clements ,1996). At another study of Battista and Clements (1998), their categorization was nearly the same but their names were different than the study which has done in 1996. In this study, they categorized the strategies as seeing buildings as unstructured sets of cubes, seeing buildings as unstructured sets of cubes, seeing buildings as space filling, seeing buildings in terms of layer and use of formula. Battista and Clements (1996, 1998) concluded that spatial structuring is basic concept to understand students strategies for calculating the volume of the objects which are formed by the cubes. Students should establish the units, establish relationships between units and comprehend the relationship as a subset of the objects. Actually, these studies are important for my study since they gave some ideas about different solutions for solving these problems. Also, different categorization of students geometry problems strategies will help me about how I can categorize students strategies. Also, In addition to these studies, Seil (2000), Olkun (2001), Olkun, Toluk (2004), zbellek (2003) and Okur (2006) have been conducted studies in Turkey. Seil (2000) has investigated students problem solving strategies in geometry and Okur (2006) have studied the reason of failure in geometry and ways of solution. In the study of zbellek, the misconceptions and missing understandings of the students related to the subject angles at grade 6 and 7. Also, studies has been done to investigate the difficulties of students related to calculating the volume of solids which are formed by the unit cubes (Olkun, 2001) and the effects of using materials on students geometric thinking (Olkun Toluk, 2004). As a result, in order to understand children thinking, several studies has been conducted. Some of them were related to children mathematical thinking and some of them were interested in childrens geometrical thinking. These studies dealt with childrens thinking in different aspects and so their findings are not related to each other. But the common idea is that spatial ability and geometrical thinking are correlated positively. Since spatial reasoning is intellectual operation to construct an organization or form for objects and it has important role to for constructing students geometric knowledge (Battista, 1998). Section 3: Spatial Ability The USA National Council of Teachers of Mathematics (2000)explained that the spatial ability is useful tool to interpret, understand and appreciate our geometric world and it is logically related to mathematics (FennemaTartre, 1985). On the other hand, McGee (1979) describes spatial ability as the ability to mentally manipulate, rotate, twist or invert a pictorially presented stimulus object. Since spatial ability is important for childrens geometric thinking, the development of it has been investigated by several studies. First and foremost study has been carried by Piaget and Inhelder (1967). Piaget et al. (1967) defined the development of spatial ability in young children and the properties of the task they accomplish as they grow up. Piaget divides the development of children into four stages (Malerstein Ahern, 1979). According to the Childs Conception of Space (1967), in the first stage, sensorimotor stage, the children recognize only the shapes, not recognizes differences between the shapes. In the second stage, preoperational stage, children recognize figures different shapes, differentiate lines from curve. In the third stage, operational stage, children understand the X-Y axis. This means that they coordinate the point according to the reference point. And finally, in the fourth stage, formal operational stage, children reach the concept of proportionality for all dimensional relations. In the Childs Conception of Geometry (1960), Piaget and Inhelder connect the spatial ability and geometric understanding. They describe the childrens understanding of conservation, measurement of length, area, and volume. When the children reach stage three, they comprehend the measurement, conversation, area and volume. According to Piaget, understanding of children changes when they grow up, from stage to stage. On the other hand, some researchers claimed that spatial ability does not depend on the age. It depends on learning.) have demonstrated that ability to represent three-dimensional objects with two-dimensional drawings can be learned at any age. As a result, spatial ability is positively correlated with geometry learning. Piaget and Inhelder (1967) claimed that spatial ability develops with increasing age but other researchers do not agree the claim of Piaget (Bishop, 1979; and Presmag, 1989). They demonstrated that spatial ability is not related to age, it is related to function of learning. Section 4: The Relationship between Spatial Ability and Mathematics Achievement Large number of researchers thought that spatial ability has an important role in mathematics learning. Battista (1980), Fennema and Sherman (1977), Fennema and Tartre (1985), Ferrini-Mundy (1987), and Moses (1977) have been carried out studies to explore the relationship between spatial ability, mathematical problem-solving and mathematics achievement. The results of these studies are inconsistent and unclear. The relationship between spatial ability and mathematical achievement are different from one study to another. In the field of mathematics, some mathematicians have claimed that all mathematical tasks require spatial thinking (as cited in Lean Clements, 1981, p.267). Moses (1977) reported that in order to improve students mathematical performance, they should be trained on spatial tasks. The results of several studies supported this claim and they showed that spatial ability and mathematical achievement are positively correlated (Aiken, 1971; Battista, 1980; Fennema Sherman ,1977) and Battista (1990) explained this correlation in the range of .30 to .60. The study of Fennema and Sherman (1977) verified this result and they specified that spatial ability and mathematical achievement are positively related. This means that there is direct proportion between spatial ability and mathematical problem-solving and Smith (1964) confirmed that if a person solve high-level mathematical problem, s/he generally have greater spatial ability than person who cannot solve high-level mathematical problem. N evertheless, Battista (1990) investigated the role of spatial thinking and logical reasoning in high school geometry. According to the results of the study showed that spatial thinking and logical reasoning are significantly related to geometry achievement and problem-solving. Particularly, geometric problem-solving correlated higher with spatial thinking than logical reasoning. But on the other hand, Fennema and Tartre (1985) reported that spatial ability does not guarantee success in problem-solving in their later study. Battista et al. (1982) agreed their findings since after investigating the relationship between spatial ability and mathematics performance, the role of spatial thinking in mathematical performance did not described adequately. It is not known that how important spatial ability is to learn several topics in mathematics. Lean and Clementss studies (1981) supported the findings of Battista et al. Lean and Clements (1981) claimed that there is not any correlation between them. Moreover, Chase (1960) agrees the findings of Lean and Clements and Battista et all. Since Chase found that spatial ability did not have any contribution to the problem-solving ability. As a result, there has been several research related to spatial ability and mathematics achievement. Although some researches claimed that there is positive correlation between spatial ability and mathematics achievement, some of them reported that the relationship between them have not described adequately yet. Summary The aim of this literature review to present the result of earlier studies related to van Hiele theory, childrens thinking, spatial ability and lastly the relationship between spatial ability and mathematics performance. According to van Hiele, there is a hierarchical structure of the levels of childrens thinking and the progress of thinking depends on instruction. On the other hand, Piaget claimed that the progress of thinking develops when the child grows up. Several studies have been conducted to understand children thinking and most of the studies found that geometrical thinking is positively correlated with spatial thinking and spatial thinking is related to mathematical achievement. Since the purpose of study is to explore and assess the students geometrical thinking, these studies are related to my study and I get related information from them in terms of level of geometric thinking of van Hiele Theory, difficulties of students while solving geometry problems and categorization of the strategies to solve geometry problems. CHAPTER 3 Methodology This study is designed to explore and assess elementary students geometrical thinking. Particularly, it is concerned with how students solve the questions related to three-dimensional and two-dimensional geometry, what kind of strategies they develop, and what kind of difficulties they are confronted with when they are solving these kinds of problems. Sampling This study will be conducted in a private elementary school in Istanbul during the fall semester of 2007 and approximately 25 students from this school will be selected. In order to select the school and the students, convenience sampling method will be used. Since I plan to find out students different solution strategies, the criterion of the selection of the students will be mathematics and geometry achievement of the students. To increase variety of students solution strategies, the grade level of the students will be different and the students will be 5th, 6th, 7th and 8th grade students. Instrumentation In order to collect data, approximately 10 questions related to three-dimensional geometry will be asked. These questions have been taken from the articles ( Haws, 2002; Ben-Haim, 1985; Battista, Clements, 1996) and the dissertation (Ng, 1998). The questions were translated from English to Turkish using back translation method. In line with this method, I translated the questions from English to Turkish and one of my friends who is an English teacher translated Turkish version to English. Then I compared the original version of the questions with the translation of my friend. Also, I asked for advice to my advisor and other instructors. In order to select the questions, the important factor is that the students can solve the questions by using more than one solution method. The following questions are examples. In both questions, the possible solution method can be the followings. 1. Counting the cubes by using materials 2. Counting from the figure 3. Counting the layers of the cubes 4. Using the formula of volume of cube Moreover, to realize how students solve the questions, there will be some materials such as base-ten blocks and unit cubes. I provide these materials to make the students solve the problems with different methods. Consequently, while I was selecting the questions, I take care of having more than one solution strategies. Data Collection The data will be collected from approximately 25 students in an elementary school in stanbul in October and November of 2007. . During the data collection period, firstly I will interview with the students teacher. I will want them predict whether their students solve the questions or not, what strategies the students will be use, what kind of difficulties they may confront while they are solving them, and so on. The aim of this interview is to learn how much teachers know students geometric knowledge and thinking. Secondly, I will interview with students one by one. At the beginning of the interview, I will not tell anything to them. I want them think and solve the questions. While they are solving the questions, I will use the think aloud method to clarify students thoughts. Particularly, with think aloud method, I will make the students tell what they think while they are solving a problem. During problem solving process, I will encourage them tell how they find the solution of th e problem and I will ask some prompting questions to get more information about what they think while they are solving the problems. During the interview, if possible, I will videotape or audiotape. If it is not possible, I will take detailed notes. After I analysis the data, if there is some missing part or unclear part, I will interview with the same students again. When I finish the interviews with the students and analyze the data, I will share this information with the teacher and I try to state how much they know their students thinking or geometry achievement expressly. Data Analysis The data analysis mainly based on the study of Battista and Clements (1996) for some questions. In this study, they categorized students strategies for finding the number of cubes in a rectangular prism. In this categorization, there are 5 basic groups and each group has some sub groups. After I get the data, I will match students strategies with these strategies and the problem solving strategies which is presented by Ministry of National Education in Turkey. These strategies are listed below (MEB, 2006): Trial and error Using shapes, tables, etc. Using materials Searching pattern Working backwards Guess Using assumptions Expressing the problem differently Implication Using equations Animation and imagine Also, I will categorize the solution strategies by taking care of whether they use materials or formulas to solve them or not. On the other hand, I will explain the difficulties which the students confronted with while they are solving the questions. At the end of the study, I hope to get different solution strategies of students to categorize them. Since this study is qualitative study, while I am collecting and analyzing the data, I should establish the trustworthiness of the procedures such as voluntary participation and guarantee of anonymity, purposeful sampling, triangulation, prolonged engagement, natural situation, peer debriefing and member checks. The students who will participate in the study will be volunteers. If they did not want to participate in the study, I will not force them even if their geometry achievement is higher. The students will be selected from the elementary school which is convenience for me and they will be selected according to their mathematics and geometry achievement. Most probably, the students will be my students so there will be no problem related to mutual comfort. Also, the identity of the students will be secret. On the other hand, I will get data from different sources by interviewing the teachers and I will share my results with them. So they may control my results. Furthermore, in ter ms of member checking, I will share my interpretations with the students whether I comprehend and interpret their problem strategies or not. The data collection and data analysis part will take approximately 4 months. Limitations The aim of the study is to define students solution strategies and their difficulties. I will plan to categorize students strategies. If students do not solve problems by using different strategies, than I may not get sufficient information. To overcome his limitation, I will choose the participants according to their mathematics achievement and I may make them think over the problems to solve the problems in different way. The other limitation is that if I could not audiotape or videotape the interviews, I may be forced to collect data and analyze the data. Also, in order to provide mutual comfort, I plan to choose participants from the school which I will work. In this way, there will be communication between me and participants before starting interview. References Aiken, L. R. (1971). Intellective variables and mathematics achievement: Directions for research. Journal of School Psychology, 9, 201-212 Anderson, J. N (2000). Cognitive psychology and its application. (5th edition). New York: Worth Publishers. Battista, M.T. (1980). The importance of spatial visualization and cognitive development for geometry learning in preservice elementary teachers. Journal for Research in Mathematics Education, 13(5),332-340 Battista, M.T. (1990). Spatial visualization and gender difference in high school geometry. Journal for Research in Mathematics Education, 21(10),47-60. Battista, M. T. Clements, D. H. (1995). Enumerating cubes in 3-D arrays: Students strategies and instructional progress. A research report. Battista, M. T. Clements, D. H. (1996). Students understanding of three-dimensional rectangular arrays of cubes. Journal for Research in Mathematics Education, 27(3), 258-292. Battista, M. T. Clements, D. H. (1998). Finding the number of cubes in rectangular cube building. Teaching Children Mathematics,4, 258-264 Ben-Chaim, D., Lappan, G., Houand, R.T. (1985). Visualizing rectangular solids made of small cubes: Analyzing and effecting students performance. Educational Studies in Mathematics, 16, 389-409. Bishop, A. J. (1979).Visualizing and mathematics in a pre-technological culture. Educational Studies in Mathematics, 10, 135-146 Carpenter, T. P., Fennema, E., Franke, M. L. (1996). Cognitively guided instruction: A knowledge base for reform in primary mathematics instruction. The Elementary School Journal,97 (1), 3-20. Carpenter, T. P., Fennema, E., Franke, M. L., Levi, L., Empson, S. B. (1999). Childrens Mathematics: Cognitively guided instruction. Portsmouth, NH: Heinemann. Chang, K.Y. (1992). Spatial and geometric reasoning abilities of college students. Unpublished doctoral dissertation, Boston University (UMI No: 9221839). Chase, C. I. (1960). The position of certain variables in the prediction of problem-solving in arithmetic. Journal for Research in Mathematics Education, 54(1), 9-14 EARGED (2003). TIMSS 1999 nc Uluslararas Matematik ve Fen Bilgisi almas Ulusal Rapor. Ankara: MEB. EARGED (2005). PISA 2003 Projesi Ulusal Nihai Rapor. Ankara: MEB. Fennema, E., Carpenter, T.P., Franke, M. L. (1992). Cognitively guided instruction. The Teaching and Learning of Mathematics, 1 (2), 5-9. Fennema, E., Carpenter, T.C., Franke, M.L, Levi, L., Jacobs, V.R., Empson, S.B. (1996). A longitudinal study of learning to use childrens thinking in mathematics instruction. Journal for Research in Mathematics Education, 27 (4), 403-434. Fennema, E. Sherman, J. (1977). Sex related differences in mathematics achievement, spatial visualization and affective factors. American Educational Journal, 14(1),51-71. Fennema, E. Tartre, L. (1985). The use of spatial visualization in mathematics by girls and boys. Journal for Research in Mathematics Education, 16,184-206. Ferrini-Mundy, (1987). Spatial training for calculus students: Sex differences in achievement and in visualization ability. Journal for Research in Mathematics Education, 18 (2), 126-140 Fraivilling, J. L., Murphy, L. A., Fuson, K.C. (1999). Advancing childrens mathematical thinking in everyday mathematics classrooms. Journal for Research in Mathematics Education, 30 (2), 148-170. Franke, M. L., Kazemi, E. (2001). Learning to teaching mathematics: Focus on student thinking. Theory into Practice, 40 (2), 102-109. Forman, E. Ansell, E. (2001). The multiple voices of a mathematics classroom community. Educational Studies in Mathematics, 46. 115-142. Forman, E. (1996) Learning mathematics as participation in classroom practice: Implications of sociocultural theory for educational reform. In Steffe, L., Nesher, P., Cobb, P., Goldin, G. Greer, B. (Eds.) Theories of mathematical learning, pp. 115-130. Mahwah, NJ: Lawrence Erlbaum Associates. Fuys,D., Geddes, D. Tischler, R. (1988). The van Hiele model of thinking in geometry among adolescents. Journal for Research in Mathematics Education. Monograph, Vol. 3, 1-196 Haws, L. (2002). Three-dimensional geometry and crystallography. Mathematics Teaching in the Middle School, 8(4), 215-221 Hiebert, J. Wearne, D. (1993). Instructional task, classroom discourse, and students learning in second grade-arithmetic. American Educational Research Journal, 30 (2), 393-425. Lave, J. Wenger, E. (1991) Situated learning: Legitimate peripheral participation. New York, NY: Cambridge University Press. Lean, G. Clements, M. A. (1981). Spatial ability, visual imagery, and mathematical performance. Educational Studies in Mathematics, 12 (3), 267-299. Malerstein, A. J., Ahern, M. M. (1979). Piagets stages of cognitive development and adult character structure. American Journal of Psychotherapy,23(1), 107-118 MEB (2006). lkretim matematik dersi retim program 6-8.. snflar. Ankara: MEB. Moses, B.E. (1977). The nature of spatial ability and its relationship to mathematical problem solving. Unpublished doctoral dissertation, Indiana University, Bloomington (UMI No: 7730309). National Council of Teachers of Mathematics. (1989). Principles and standards for school mathematics.Reston, VA: Author. National Council of Teachers of Mathematics. (2000). Principles and standards for school mathematics.Reston, VA: Author. Ng, G. L. (1998). Exploring childrens geometrical thinking. Unpublished doctoral dissertation, University of Oklahoma, Norman (UMI No: 9828779). OConnor, M.C. Michael, S. (1993). Aligning academic task and participation status through revoicing: Analysis of a classroom discourse strategy. Anthropology Educational Quarterly, 24 (4), 318-335. Okur, T. (2006). Geometri Dersindeki Baarszlklarn Nedenleri ve zm Yollar. Unpublished doctoral dissertation, Sakarya University. Olkun, S. (2001). rencilerin hacim formln anlamlandrmalarna yardm edelim. Kuram ve Uygulamada Eitim Dergisi, 1 (1), 181-190. Olkun, S., Altun, A., Polat, Z.S., Kayhan, M., Yaman, H., Sinoplu, B., Glbahar, Y., Madran, R.O. (2005). Retrieved April 28, 2007 from https://yunus.hacettepe.edu.tr/~hyaman/ Olkun, S., Toluk, Z. (2004). Teacher questioning with an appropriate manipulative may make a big difference. IUMPST: The Journal, 2, www.k-12prep.math.ttu.edu. zbellek, G. (2003). lkretim 6. ve 7. snf dzeyindeki a konusunda karlalan kavram yanlglar, eksik alglamalarn tespiti. Unpublished doctoral dissertation, Dokuz Eyll University Piaget, J., Inhelder, B., (1967). The childs conception of space. (F. Langton J. Lunzer, Trans.) New York: W. W. Norton Piaget, J., Inhelder, B., Szeminska, A. (1960). The childs conception of geometry. (E. Lunzer, Trans.) New York: W. W. Norton Presmeg, N. C. (1986). Visualization and mathematical giftedness. Educational Studies in Mathematics, 17, 297-311 Reid, J.R. (1995). Mathematical problem solving strategies: A study of how children make choices. Unpublished master thesis, The University of Western Ontario (Canada). Seil, S. . (2000). Onuncu snf rencilerinin geometri problemleri zme stratejilerine ynelik bir alma. Unpublished Master Thesis, Middle East Technical University, Ankara. Sfard, A. (1998). On two metaphors for learning and the dangers of choosing just one. Educational Researcher, 27 (2), 4-13. Sfard, A. (2000). On reform movement and the limits of mathematical discourse. Mathematical Thinking and Learning, 2 (3), 157-189. Smith, I.M. (1964). Spatial Ability. San Diego: Robert Knapp Steele, D. F. (2001). Using sociocultural theory to teach mathematics: A Vygorskian perspetive. School Science and Mathematics, 101(8), 404-416. Van Hiele, P. M. (1986). Structure and insight. New York: Academic Press. Webb, N. M., Nemer, K. M. Ing, M. 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The Wounded Platoon Free Essays

Being currently in the military I have mixed reactions when viewing this video. I perform the same role as â€Å"Doc† Krebs did, but for the Air Force Reserve. There Is a lot to consider when discussing this documentary. We will write a custom essay sample on The Wounded Platoon or any similar topic only for you Order Now It was well constructed In the sense that those interviewed held various positions representing nearly every step of the larger process that is the war. First I would like to discuss the issue of battle itself. Few of our nation’s military actually sees combat, it is largely support for those who do. Of those who are placed In a combat situation the number of those is sustained combat day after day Is even fewer. Infantry during an offensive tactical plan are typically those who have suffered the worst. To make matters worse this particular war is extremely taxing of a person’s psyche. Unlike most wars of the past the enemy is not readily identifiable. They wear no uniforms they blend in with the population. Threatening the locals into keeping quiet about which buildings they are in is not uncommon. It is no wonder that returning soldiers are scanning rooftops or firing at the first male they see viewing the site of an explosion. Who Is to say they didn’t set It off? Often the explosion from an DIED Is the first wave of an oncoming attack and the gunfire is not far behind. It is easy to say that they should know better sitting on your couch watching this video. But nine months into a deployment especially one where you are on the offensive, not all people are strong enough to know the difference in that split second. The truth is we will never know. Many of the soldiers Interviewed trace the root of their problems back to the death of SST Huh. This was the first of many multiple traumas they encountered. They ere not yet numb to the effects of war. Numbness In itself Is a survival mechanism; as mentioned by a troop in the video, that is necessary to perform at the level needed. In that instant it’s kill or be killed, nothing else matters. It also was especially tragic since the SST that was killed was so well respected and liked. Some of the members did seek help and this is where we get our first glimpse of the larger problem. The speech given by George Bush sending an additional ASK troops Into battle sets off a chain reaction. There are only 25% of young people In this nation that are insider â€Å"fit† to join the military. This is due to a number of reasons such as weight, fitness level, health status, previous surgeries and intelligence level to name a few. It also takes a considerable amount of time from the start of a recruit signing the papers to get them to basic training, which can take months in itself. Then they must be able to complete that successfully and move on and successfully complete their lob specific training. There Is additional training specific to the region and special tactics that also must be completed before a member is even eligible to deploy. That is even if they are infantry as previously mentioned, most of the military does not perform that role. So this brings us to the decisions made by the top level command. Does the military typically allow criminals? No. Do they allow those with pending charges to deploy? No. Do they allow those who are mentally unstable to deploy without first getting treatment? No. Until this war they didn’t allow All of these factors security threat overseas, and it worked. A multitude of factors that will forever remain unknown to everyone except the few who made the rules and we will fully know what he rational was. With that being said when the president says you must send this many men, you do. In an ideal world there would be enough to go around. Sure they could have pulled from another base. But what the video doesn’t address is anyone else’s deployment cycle. This platoon was Just one of many in the same situation. Do you send someone over to Iraq for another year 2 months after they have been reunited with their family? The general population and the vast majority of the military itself do not know the manning of the force or who is actually eligible to deploy out of those who are in. It is certainly a tough call to make. I’m certain that those who made it knew that there would be a downfall in some regard. In this case it is the medical system. The onset of this year we Just completed, has saw a tremendous surge in life- changing injuries and service connected disabilities. As mentioned in the video it is an abnormal situation to be placed in. Many of those who were shown in the video were deemed unfit for continued military service following their deployment, specifically for PETS. A diagnosis of PETS cannot be made initially after a traumatic vent, the symptoms must be present for several months and disrupt daily functioning. Irritability, a sense of being on guard, short temper, easily startled and nightmares are some of a plethora of symptoms experienced. Access to care is another shortfall mentioned in this video. Some of the soldiers did not seek treatment due to stigma. Others such as Nash sought treatment too late after he had resorted to drugs and alcohol first. I will say that the military did fail them in the sense of the initial treatment. I wish I knew why this was the case. I can only speculate that it is due to not being fully aware of the tuition, money and a lack of available resources to treat these members. This brings us to another failure not mentioned in the video. It is unclear what role the soldiers next in their chain of command (direct supervisor) played in this process. They could have advocated for the member, but more importantly they could have simply been there and stuck with them through every aspect of their treatment giving them support at every turn. It is impossible to tell from the video if an attempt was made and the supervisor was shut out, or if one of these men portrayed was the supervisor of the others. That is how the leadership system broke down. There is absolutely no way that the commander is responsible directly. Commanders are only informed of a patient seeking mental health treatment and they follow the recommendations given by those who actually evaluated the patient. They are given zero information on the diagnosis. Secondly they would be completely unaware of their subordinates behavior off duty. The failure of the mental health system in the military is not surprising. The VA system is shambles and has been before the influx of patients since the onset of this ar. Staffing and overcrowding is commonplace, at least it would appear the federal government cannot turn a blind eye anymore and is addressing this issue. The mental health system has strict rules about duty limitations and determines who is eligible for continued service based on condition but it is obvious in this case they if this process was started on these members as it can take months for a member to be considered at maximal medical improvement. It is only at this point after the government has done everything in their power to aid the member that they can aka the decision to retain or discharge the individual. They simply may not have had the time, or the member may have forced leadership’s hand by committing other faults such as felonies as evidenced in the video. It is certainly disheartening to see our military portrayed in this fashion although for some it is a reality. Despite what is shown in this video I feel that our mental health in the US military is performing better than ever before and operates at a high level. Certainly they could use more resources and staff but that cost money that may not be slotted for this particular concern. Budget drives every action in Washington and sometimes it takes a crisis before those who serve us will listen. It will take years to rectify the VA system, and there will also be problems and people lost in the system as they try to seek help as they are exiting the military by choice or otherwise. I am proud to serve in the military and help those who are wounded, physically or psychologically and will continue to do so. You must have faith that those above you are making the best and most informed decisions they can, even though you will never understand the factors that went into such a decision. How to cite The Wounded Platoon, Papers

Showdown between the U.S and the U.S.S.R

Introduction The Second World War was by far considered to be the most widespread war in the history of mankind. It was fought from 1939 to 1945 and involved most of the world’s nations (Sherman and Salisbury 758). The war resulted into the formation of two opposing military alliances. The aim of this paper is to identify the most important consequences of the Second World War and how the war specifically set up the showdown between the U.S. and the U.S.S.R.Advertising We will write a custom essay sample on Showdown between the U.S and the U.S.S.R specifically for you for only $16.05 $11/page Learn More Important consequences of World War II There are several notable consequences of the Second World War that will be around for a long time. The first consequence of the Second World War was the disintegration of the alliance between the Soviet Union and the western allies (Sherman and Salisbury 760). This set the stage for the cold war and the divis ion of much of the world into spheres of influence (Sherman and Salisbury 767). The cold war later resulted into a nuclear arms race and many other forms of arms race including a space race. The second major consequence of the Second World War was the creation of a conflict in the Middle East. After the Holocaust the state of Israel was created in the Middle East. As a result of the direct consequences of the war, the British imperialism in the Middle East collapsed creating divided Arab States. These events that followed the Second World War were the major cause of the unending unrest in the Middle East region. As I direct consequence of the war, the European powers were significantly weakened. France and the UK ended up loosing most of their overseas empires and colonies. The world war also resulted into the US and the U.S.S.R attaining the superpower status and china embracing communism. How the World War specifically set up the showdown between the U.S and the U.S.S.R. Long befo re the end of the world war, the signs were clear that the alliance between the U.S.S.R and the western powers was bound to collapse. It had bee suggested that the dropping of the Atomic bombs on Hiroshima and Nagasaki was as much a beginning as the end: While the bombs were dropped to finish off Japan, they also sent warning signals to the U.S.S.R. in regard to the power possessed by the United States. A confrontation was likely to occur between the U.S. and the U.S.S.R due to the deep seated problems that included the ones that follow (Sherman and Salisbury 768).Advertising Looking for essay on history? Let's see if we can help you! Get your first paper with 15% OFF Learn More It can be remembered that the alliance between the U.S.S.R and the western powers to defeat Germany was not harmonious. The U.S.S.R suffered by far the greatest number of casualties and damage during the Second World War. As early as 1941, Stalin had requested the western Allies to set up a sec ond command in the West so as to relieve much of the pressure that the Soviet Union was going through. To him the response by the West was very slow causing his country to take in more and more pressure that it almost went to its knees (Sherman and Salisbury 766). The western powers were advancing democratic principles while the Soviet Union was advocating for communism. The Western powers did not want communism to expand beyond the Soviet Union and especially Stalin’s communism that was characterized by a theoretical commitment to world domination. The Soviet Union on the other hand did not like the idea of capitalism. It feared the spread of capitalism especially in regard to Europe’s post war weakness and the power of the U.S.A, with its strong economy and the atomic bomb (Sherman and Salisbury 767). A discussion regarding the shape of post war Europe was undertaken by allies at Yalta in 1944 (Sherman and Salisbury 766). Churchill and Stalin agreed on different area s in regard to influence in the post war Europe. Roosevelt, the American president of that time, opposed any formal arrangement. Churchill agreed to idea that the Soviet Union should maintain influence in Bulgaria, Hungary and Rumania. Prior to the agreement the USA, USSR and Britain had signed the Declaration for the Liberation of Europe (Sherman and Salisbury 767). The declaration promised support for democratically elected governments. The western powers were upset rapid advance of USSR forces in 1945 and the imposition of communist governments in Hungary, Bulgaria, Rumania, Poland and Czechoslovakia. In the following year, Churchill made the famous iron curtain speech that condemned the Soviet Union expansion into central Europe. A response from Stalin stated how German forces had advanced into the Soviet Union through these countries (Hungary, Bulgaria, Rumania, Poland and Czechoslovakia) because their governments were hostile to the Soviet Union.Advertising We will write a custom essay sample on Showdown between the U.S and the U.S.S.R specifically for you for only $16.05 $11/page Learn More After these instances, the mistrust between the Soviet Union and the western powers continued. With Stalin insisting that whoever occupies any territory is free to impose the social system he favors (Sherman and Salisbury 769). The Truman Doctrine and the Marshal aid of 1947 helped the cold war to escalate to new levels. Work Cited Sherman, Dennis and Joyce Salisbury. The West In the World. Boston: McGraw Hill, 2008. Print. This essay on Showdown between the U.S and the U.S.S.R was written and submitted by user Princeton M. to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.