Impact of Socialization on Academic Performance

Impact of Socialization on Academic Performance CHAPTER 1 INTRODUCTION This chapter identifies and states the problem which this study seeks to probe. It also presents the significance and objectives of the study. It is therefore important to note that although considerable efforts have been made to improve Lower sixth form students’ academic performance and retention, students’ success in the Unit 1 CAPE examination continues to vary. The inability to connect the socialization effective domain in student academic performance has resulted in poorly prepared students in society. Secondary education in Trinidad and Tobago has been significantly expanded in the Post-Independence era. This was articulated in the 1968-1983 Education Plan. As a consequence, there was large-scale construction of junior, senior secondary and senior comprehensive schools. In addition, there are five-years, seven-years and private secondary schools. In the these five and seven years secondary schools, measures of academic performance at the school and individual level have always been calculated using grades in examinations such as CXC at Form Five Level and CAPE at Sixth Form Level across the country. The CAPE examinations, which replaced the Cambridge Advanced level examination, is today used as the main basis for judging a student’s ability and also as a means of selection for educational advancement and employment. Annually, hundreds of secondary school students write the Caribbean Proficiency Examination (CAPE). All students admitted to sixth forms have on an average a good CXC certificate of five or more subjects which is an indication of their ability and performance. To be admitted into sixth form at all secondary schools, the Ministry of Education in Trinidad and Tobago has stipulated the following: A student must not be become 20 years old during the calendar year of entry; A student must have obtained a minimum of Grade C in English Language â€Å"O† level or Grade I in C.X.C. General Proficiency exam; and A student must have obtained 4 other â€Å"O† level passes or Grade II in the C.X.C. General Proficiency will be accepted if there is at least one A in the grade profile. Lower sixth form students write an examination at the end of their first year. The results of this examination have revealed that some students are more successful than others at this level. Although students may have comparable abilities, been schooled in the same environment and follow the same syllabus, there still exists variation in their educational performance. A student who performs poorly will not be able to gain admission into University, since matriculation policy stipulates higher grades. For the purpose of this study, the word teenager will be used interchangeably with adolescent. A sixth form student is a teenager who is experiencing changes in their social and psychological life. This period is referred to as the adolescence period. Adolescence is a time of transformation in many areas of an individual’s life. In the midst of these rapid physical, emotional, and social changes, the young adult begins to question adult standards and their need for parental guidance. It is also a time for individuals to make important decisions about their commitment to education, family, and perhaps religion. Students begin to ask questions such as, â€Å"Is school important to me?† and â€Å"How do I want to spend my time?† According to Ryan (2000), the choices that adolescents make regarding their motivation, engagement, and achievement in school and the satisfaction they obtain from their choice depend, in part, on the context in which they make such choices. It is fair to say that school-aged children are assured of equality of access to secondary school. In society the agents of socialization have had differential impacts on the lives of young children and teenagers. If this is the case, there is a need therefore to examine very closely the educational performance and life chances of individual students. The interest of this research therefore, focuses on how socialization variables can be associated with the variations in the educational performance of Lower Six Form students who are 17- 20 years old. These students are assumed to be self-motivated when it comes to succeeding at the CAPE Unit 1 examination. The situation is debateable and can have serious social ramifications for the society as a whole. 1.1 BACKGROUND TO THE STUDY The variation in academic performance has its genesis in students’ early educational socialization. Research has shown that early years of exposure to Mathematics and English Language creates the foundation for later academic performance. If students enter kindergarten at a disadvantage, early gaps in understandings of literacy or mathematics tend to be sustained or widened over time (Aunola et al 2004). Research further shows this phenomenon is particularly true for children from lower income households (McLoyd and Purtell 2008). What parents can do with their children at home has far greater significance than any other factor open to educational influence (Tucker 2010). Similarly, Wood and Attfield (2005) argued that early years were particularly important for developing children’s ability and enthusiasm in mathematics. In Trinidad and Tobago, Mathematics and English Language are considered to be the two main prerequisite subjects that are common to all schools and to all students from various ethnic backgrounds. Table 1 shows a CSEC Mathematics grade distribution of the four schools in the study while Table 2 shows a CSEC English grade distribution. CSEC Mathematics and English Language are subjects, which all secondary students must pass in order to secure a place in the A-level class. These subjects covered the whole curriculum at the secondary schools. TABLE 1: VARIATIONS IN CSEC MATH GRADES FROM EACH SCHOOL 2011. SCHOOL GRADE 1 GRADE 2 GRADE 3 GRADE 4 GRADE 5 TOTAL SCHOOL D 52 90% 6 10% NIL NIL NIL 58 SCHOOL C 25 63% 10 25% 5 12% NIL NIL 40 SCHOOL B 15 50% 9 30% 4 13% 2 7% NIL 30 SCHOOL A NIL 0% 3 14% 9 41% 6 27% 4 18% 22 TOTAL 92 28 18 8 4 150 SOURCE: CARIBBEAN EXAMINATIONS COUNCIL HEADQUARTERS 2011 TABLE 2: VARIATIONS IN CSCE ENGLISH GRADES FROM EACH SCHOOL. 2011 SCHOOL GRADE 1 GRADE 2 GRADE 3 GRADE 4 GRADE 5 TOTAL SCHOOL D 57 98% 1 2% NIL 0% NIL 0% NIL 0% 58 SCHOOL C 36 90% 4 10% NIL 0% NIL 0% NIL 0% 40 SCHOOL B 21 70% 8 27% 1 3% NIL 0% NIL 0% 30 SCHOOL A 5 23% 9 41% 7 32% 1 4% NIL 0% 22 TOTAL 119 22 8 1 NIL 150 SOURCE: CARIBBEAN EXAMINATIONS COUNCIL HEADQUARTERS 2011 The results of the CAPE Unit 1 examinations (see Figure 1) can therefore be assumed to be indicators of early childhood socialization to the above subject matter. It can therefore be further hypothesized that students who did well at CSEC examinations would do well at the CAPE Unit 1 examinations based on their early socialization which will include the involvement of the independent variables of the study. FIGURE: 1 SOURCE: CARIBBEAN EXAMINATION COUNCIL HEADQUARTERS 2012 The data in Figure (1) revealed that the type of secondary school that students attend has a significant part to play in their academic performance. In other words, the home is the primary socializing agent where the desire for an education is internalized while the school, as the the secondary socializing agent (Parsons 1951) is where the students fulfilled that internalized desire with the help of the family and teachers. This dissertation will argue that the variation in Lower sixth form students’ academic performance is dependent on their individual socialization. 1.2. STATEMENT OF THE PROBLEM Educational data in Trinidad and Tobago has revealed that some students are performing better than others at the Lower sixth form CAPE Unit 1 examination (See Figure 2, which represents a distribution of; grades one, two and three from 2005 to 2011). The percentage pass rates for Unit 1 ranged from between 57% and 63.5%. The pass rates for these same students at Caribbean Examination Council level (CXC) Examination was higher. This paradox reveals a disparity in academic performance of these students between the CAPE Unit I level and the CXC level. This results in a variation in the grades’ distribution within and among these secondary schools. The existence of a variation in educational performance for this examination has become a serious social phenomenon which can later create adverse educational imbalances among and between the different groups within the society. If, left unchecked, one can imagine the ramification this problem can have for the social stability of the so ciety. This examines how specific socializing variables can be implicated in the socialization of lower sixth form students. Psychology has shown that everyone is born with some potential, or abilities which could be utilized to the optimum for the development of their personal life. Therefore, all lower sixth form students may be exposed to the same teachers and the same conditions in the school, yet, there are remarkable differences in their academic performance at the Unit 1 examination of CAPE. Lower sixth form students, because of their age (17-20 years old) are older adolescents who are assumed to be more responsible and more independent than the younger students. What, therefore, are some of the reasons that are responsible for the variations in educational performance? As noted by the researcher before, the interconnectedness of many variables maybe the cause. Some of these variables have been identified as major contributors for the variations in academic performance. The researcher has identified the most likely socializing variables that will guide the thesis statement. They are as followed; the socio-economic status (SES), race/ethnicity, sex/gender, peer group and parental involvement. The aim, therefore of the study is to investigate socialization with its inherent social, cultural, and psychological learning processes as the main contributing factor for the existing variation in academic performance of lower sixth form students at the Unit 1 of the Caribbean Prof iciency Examination (CAPE) examination. FIGURE 2. Units I and II: Grades I-III ranged between 52.1% and 65.5% SOURCE: CARIBBEAN EXAMINATION COUNCIL HEADQUARTERS 2011 1.3. SIGNIFICANCE OF THE STUDY This research is significant for both practical and scientific reasons. From the practical significant point of view, the study will help explain the behaviour associated with the variation in academic performance at the Lower sixth form Unit 1 level Caribbean Proficiency Examination (CAPE) in terms of the socializing variables in the form of parents’ socioeconomic status, race/ethnicity, sex/gender, peer group’s influence and parental involvement in students’ academic performance. Each is believed to play a major role in the socialization of Lower sixth form students and ultimately, the education process. Each of us proceeds through life in a manner we often believe is under our immediate control and influence. It seems logical that the actions we take and the impact of those actions is based upon a series of logical, rational, and emotionally loaded decisions influenced by choice and chance. Although this seems a reasonable manner in which to assess one’ s lot in life, it is far from reality, particularly in the area of education. Children have equal opportunities to do the same subjects and extra-curricular activities. They have similarly qualified teachers and they study these subjects for the same length of time (i.e. five years for CXC). The idea that each child enters school with the same opportunities that foster success is not a valid assumption. This is particularly true of the formative years from preschool through secondary school where the impact of these socializing forces can vary dramatically from person to person, depending on their life circumstances and social class status. 1.4. Objective of the Study As indicated in the introduction, there are many factors which can influence the academic performance of Lower sixth form students at the CAPE Unit I examination. However the researcher has confined this study within certain limits, concentrating on the examination of variables which have also been highlighted as important by other studies. These variables are; socioeconomic status, race/ethnicity, sex/gender, peer group, and parental involvement. The objectives are as followed: To investigate the socializing relationships, between academic performance of Lower sixth form students and socio-economic status, race/ethnicity, sex/gender, peer group, and parental involvement? To what extent are these research variables; academic performance, socioeconomic status, race/ethnicity, sex/gender, peer group, and parental involvement are mutally influential in the socializing of Lower sixth form students. 1.5. Definition of Important Terms Academic performance: refers to the overall excellence in all academic disciplines; represented in this study as an average of 50% pass mark in each subject. Academics: refer to student dispositions on school and grades and can be influenced by adult expectations Adolescence: refers to the period that begins with the onset of puberty and ends somewhere around age 18 or 20. In this research, adolescent is used interchangeabley with teenager and young adult. The study’s main focus will be on adolescents between 17 and 20 years of age. Achievement motivation: refers to the striving to increase or to keep as high as possible, one’s own capabilities in all activities in which a standard of excellence is thought to apply and where the execution of such activities can, therefore either succeed or fail (Heckhausen 1967). Parental involvement is very crucial for achievement motivation. Race/Ethnicity: in this study will be used interchangeably. However ethnicity which is assumed to share common cultural practices and history will also include religion. Extreme cases: In this study refer to those lower sixth form students who have acquired grade four and under in the Unit 1 CAPE examination. Gender: the significance a society attaches to biological categories of female and male. In this study it will be used interchangeably with sex. Mass media: impersonal communication directed toward a vast audience. In this case, the internet and the games associated with it. Parental involvement: in this research refers to the things that parents do to form behaviours that are directed toward children’s academic performance. Peer group: a social group whose members have interests, social positions and ages in common. In this study, peer group will include all individuals with similar demographic characteristics. Religion: a social institution involving beliefs and practices based upon the conception of the sacred. It will also be included in the definition for ethnicity. Sex: refers to the biological distinction between females and males. In this study it will be used interchangeably with gender. Socialization: refers to the lifelong social experience by which individuals develop human potential and learn patterns of their culture. Socio-economic status: refers to a composite ranking based on education, and occupation Social class: In Trinidad and Tobago, the upper class refers to the highest socioeconomic bracket in the social hierarchy and is defined by its members’ great wealth and power. Members of the upper class accumulate wealth through investments and capital gains, rather than through annual salaries. Households with net worths of $1 million or more may be identified as members of the upper-most socioeconomic demographic. The middle class is divided into the upper middle class and the middle middle class. The upper middle class consists of highly educated salaried professionals whose occupations are held in high esteem, such as attorneys, engineers, and professors. The middle middle class is generally thought to include people in the mid-level managerial positions or relatively low status professional positions, such as school teachers, nurses, policemen, and small business owners. The working class generally refers to those without university degrees, who perform low income servic e work, such as sales clerk, domestic worker and include most people whose income falls below the poverty line. Variation: the extent to which the Unit 1 examination results vary as it relates to each student’s academic performance.

IPSR – apache desert ops

It was originally designed to be an awesome and highly manoeuvrable weapons platform to combat the might of the Soviet Army as their tanks advanced across the Russian Steppes towards Western Europe. Today, long after the demise of the Cold War, the Apache helicopter has become a key tool in winning the war against terror. Such are the geographical locations of the ‘Axis of Evil' nations, that the ability to operate in desert environments is of paramount importance. To be able to deliver capability in such conditions, the armed forces must also train for warfare in a similar environment. The British currently have armed forces fulfilling operational commitments in Afghanistan and Iraq, and have recently conducted training exercises in Oman and Arizona. At present there are no indications to suggest that the current political situation is about to change to any large degree. Therefore, with the promise of desert operations for the foreseeable future, it is imperative that the operators and maintainers of all battle-winning equipment go to every practicable length to ensure that their equipment is fit for purpose. It could be argued that a modern attack helicopter, with a multitude of high-speed, high-tech, rotating components, complex gadgetry and sensitive sights and weapon systems, all manufactured to close tolerances, presents a lot to consider. Add to that the ever-present consideration of ‘flight safety', which places extra onus on the requirement for absolute reliability, then indeed maintaining Attack Helicopters in desert conditions has the potential to become a veritable minefield. There is much inherent strength in the design and construction of such rotorcraft but the desert environment does take a lot out of them and as a consequence reliability suffers. The purpose of this project is to look specifically at the Apache, now that it has established itself on operations in Afghanistan, and consider what improvements can be made to increase serviceability, efficiency and availability. The US Army gives assurances that the Apache contributed to the Desert Storm Victory by destroying approximately 500 Iraqi tanks1 and being available over 90% of the time. However, the story behind those numbers is very important in terms of understanding this piece of high-tech weaponry. The Apache demanded such a high level of logistic support that the US Army engaged in several management initiatives to keep the helicopters flying and repaired in the Gulf. * Over 300 Apaches worldwide were essentially grounded in order to provide spare parts for 274 Apaches in the Gulf. Apaches outside of the Gulf flew an average of four minutes per day, only 10% of normal operations in order to save spare parts.2 * Despite receiving massive logistical support, Apaches in the Gulf only flew at or below peacetime rates, even during the ground war reporting period.3 The peacetime rate is about 1/2 hour of flying per day, averaged over a month. This means that throughout the war Apaches only flew one fifth of the hours the US Army stated it would require for combat4. It is possible that combat objectives for the Apache were achieved during the 100 hour ground war, but even so it remains unclear how a longer conflict would have strained Apache supply and readiness. So, there are clearly lessons to be learnt from the American experiences during Desert Storm, where the harsh desert environment stretched the supply line to its limits. The British fleet of 67 Apaches is already stretched before the demands of Desert operations take their toll. The British Army must therefore seek ways to minimise the effects of the environment on their helicopters if they are to fulfil their designed role on operations. The group will consider all aspects of the Apache aircraft and study the effects of the various characteristics of the desert environment on each aircraft system. The prime purpose of the Apache is to act as a flying weapons platform; the remainder of the aircraft's systems, although critical in their own right, are largely irrelevant if the delivery of the weapons payload is compromised because of environmental conditions. The author has consequently selected the weapons systems as his specific area of research and having gathered and digested all of the available evidence, he will be able to offer recommendations that may assist the Apache operators in enabling them to fulfil their role. 2. AIM To identify the damaging effects caused by sustained operations in a desert environment and to establish procedures to limit that damage5. 3. GROUP MEMBERS' BACKGROUNDS AND PROJECT ROLES The group has established a clear set of project objectives, which will encompass every aspect of the aircraft and the desert environment. The group goal is to produce realistic and deliverable outcomes. The project's main objectives are: * To identify which components are suffering from the effects of desert operations. * To understand the mechanism of the effect. * To develop measures to reduce the effect * To produce a coherent set of procedures to be adopted pre-deployment and during operations. 3.1 Author's Role and Enabling Objective. The author has 20 years experience of aircraft engineering within British Army aviation. His is currently employed as the manager of ground support elements at a first line aviation regiment. He has previously been involved with helicopter fleet management, delivery of technical training, and forward and depth maintenance. The Author's role within the group is to investigate how operating in a desert environment affects the efficacy of attack helicopter weapons systems, and to suggest procedural changes to ameliorate the effects and overcome tangible problems. 3.2 Runner Grewal's Role and Enabling Objective. Runner Grewal has been employed at various British Army Aviation units around the world; as a shop floor technician and supervisor and at management levels. During this time he has been involved with several deployments to the Middle East and has first hand experience of desert operations. Runner's role within this project is to explore the way the Apache's engines are affected by the harsh desert environment and to produce recommendations that would enable the effects to be minimised. 3.3 Chris Hueck's Role and Enabling Objective. Although trained as a toolmaker Chris Hueck has spent the past 15 years in Army Aviation in various theatres of operation and on several Aircraft types. He has been employed as a shop floor technician and as an Artificer at both first line and depth maintenance levels. Chris' role in the group is to examine the effects a desert environment can have on the Main Rotor and Tail Rotor Hub and Blades on Apache attack helicopters, and to find engineering and procedural solutions to limit the damage. 3.4 Bob Beckwith's Role and Enabling Objective. Bob Beckwith is employed as the leader of the On Site Support Team at the Lynx Business Unit. Although heavily involved with British Army Lynx helicopters, he has previously been involved with the delivery of Apache technical training. He initially trained as an avionics technician and through a long period of involvement with British Army Aviation he has accrued a broad depth of knowledge of rotary wing operations. Bob's role is to investigate the effects of the desert environment on the attack helicopter avionics and instrument systems and produce a series of recommendations to minimize these effects. 3.5 Daz Roderick's Role and Enabling Objective. Daz Roderick has been employed in running a maintenance section responsible for carrying out the inspection, modification and repair of Army helicopters. His role is to investigate the effects of operating in a desert environment on the Attack Helicopter structure and to compile recommendations to ameliorate the effects 3.6 David Bower's Role and Enabling Objective David Bower has been employed in many aspects of Army aviation including delivery of technical training, as an Engineering Desk Officer in the Lynx Integrated Project Team (IPT) and more recently in forward and depth maintenance of Lynx and Apache helicopters. David's role in the group is to examine the effect of a desert environment on flight control systems in attack helicopters, providing an understanding of the damaging effect in order to propose mitigating procedures or modifications. 3.7 Andy Evan's Role and Enabling Objective Andy Evans has been employed in broad ranging aspects of helicopter engineering. He has recently been employed in an accident investigation capacity and this role involved investigation of any incidents resulting from a technical fault. Andy's role is to investigate the effects of the desert environment on the AH transmission system and to produce procedural recommendations to counter those effects. 4. ANALYSIS OF AUTHOR'S TASK The Apache weapons set-up consists of three major subsystems, namely the Area Weapons System, the Missile System and the Rocket System. These systems are linked to other aircraft and weapons related subsystems such as Longbow Fire Control Radar (FCR) and Target Acquisition and Designation System & Pilots Night Vision System (TADS/PNVS). In turn the FCR and TADS/PNVS interface with the pilot's controls and display systems. For simplicity and by way of giving boundaries to the area of research, the author will be concentrating his research into the electronics and hydro-mechanical aspects of the three main sub systems. Fig 1. Weapon Inventory 4.1 The Area Weapons System (AWS). The M139 AWS provides the aircraft with an accurate, quick response weapon for close, medium and long range suppressive fire on soft or medium type targets using a range of 30mm projectiles. The AWS consists of three subsystems * The M230E1 Gun * Turret Assembly * Ammunition Handling System Fig 2. Area Weapons System Ancillary subsystems and components pertinent to the operation of the AWS include the System Processors, Controls and Displays subsystem, Utility Hydraulic subsystem, Embedded GPS Inertials (EGI) and Air Data subsystem. This weapon is a crucial component in the Apache's arsenal, and must function as required whilst operating in desert environments. The author will conduct research into the current effects of the operations on the AWS and all of its subsystems. 4.1.1 It is not anticipated that there will be problems with the gun subsystem, as this is a rugged well proven design that is used on various other platforms. It is probable that the only desert precaution required on this subsystem is the requirement for a more frequent and rigid cleaning regime, without the use of excessive lubricants. The author also suspects that there may be a probability that sand and dust may contaminate the barrel whilst the aircraft is parked; he will therefore consider the viability of introducing a muzzle cover to be used on the ground. 4.1.2 The Turret Assembly subsystem is hydraulically driven and electrically controlled and provides support and positioning of the gun under all aircraft operating and weapon firing conditions. The hydraulic and electronic aspects should be reliable under desert conditions and therefore fairly trouble free. The one area of potential concern is sand and dust ingress into the gears and bearings within the Azimuth Drive Assembly. The author will investigate the occurrences of problems on this subsystem; it is suspected that a strict cleaning regime would be a sufficient and efficient preventative maintenance undertaking to overcome the majority of potential pitfalls. 4.1.3 The Ammunition Handling System's (AHS) primary function is to store, transport and transfer 30mm linkless ammunition for the AWS. The ammunition is stored in the Ammunition Storage Magazine, and is then transferred to the gun along the right hand side of the aircraft. This is deemed to be the most susceptible subsystem within the AWS to the effects of a desert environment. It has a various sub-components that may be particularly vulnerable to damage through sand and dust contamination. The author will research into the extent of the problems experienced with the AHS and will seek solutions and recommendations accordingly. Initial research6 has revealed that the Sideloader Loadhead Assembly which is the electromechanical device that loads ammunition into the AHS is particularly susceptible. It is a complex and detailed unit that must be kept free from contamination, the author will determine the exact nature of the concerns and attempt to reach some conclusions and recommendations. 4.2 The Missile System The Longbow Hellfire Modular Missile System (LBHMMS) provides the primary weapons system for the Apache. It provides combat crews the capability of multiple target engagement; indirect fire; day, night and adverse weather operation; extended range; short flight time; rapid or ripple firing, and fire and forget capability. The LBHMMS consists of three subsystems: * Missile Launcher * Missiles * Environmental Protection Covers 4.2.1 The Apache can carry up to four M299 launchers, which are fitted to the stores pylons on either the inboard or outboard stations, dependent upon the aircraft's role configuration. The author foresees there being causes for concern regarding certain aspects of the launcher assemblies, in particular: * Overheating of the Launcher Electronic Assembly * Sand contamination of the launcher rails * Sand contamination of the Umbilical connectors and springs Fig 3. The Longbow Hellfire Modular Missile System 4.2.2 The missiles themselves are not deemed to be an area of specific concern. They are stored in almost clinical conditions, and procedure dictates that they are only loaded when required. They should therefore be immune to the erosion and excessive heat exposure that may affect other components. However the author is conscious that no stone be left unturned, and will carry out research to confirm his suspicions. 4.2.3 The Environmental Protection Covers are not a consideration, as they are the intrinsic anti-deterioration device for the missile system. They comprise frangible covers for the missile tips that are detonated immediately prior to missile launch. This adds further weight to the author's confidence in the strong desert-resistant qualities of the missiles themselves. 4.3 The Rocket System The Aerial Rocket Control System (ARCS) enables the rapid and effective delivery of up to seventy six 70mm rockets against light armour and soft targets. The ARCS consists of three subsystems: * M261 Rocket Launcher * Rockets and Warheads * Controls and Displays 4.3.1 The M261 Rocket Launcher is the prime area for concern within the ARCS system. The launcher is of aluminium construction, which by its very nature is susceptible to sand erosion damage. The author has already been made aware of issues concerning this piece of equipment. The MoD have raised an urgent requirement for an evaluation of the effects of sand and dust on the lightweight rocket launchers7. The author intends to chase this particular lead and ascertain the exact nature and extent of the damage being caused, and how the solutions offered by TUV product service will enhance desert operations. 4.3.2 For similar reasons given for the Hellfire Missiles, the author foresees no areas of concern with regards to the Rockets and Warheads or the Controls and Display Subsystems. However, the launcher electrical connections may be susceptible to extreme heat damage, the author will therefore pursue that route of enquiry. 5. AUTHOR'S PROGRESS AND ACHIEVEMENTS Having changed his Enabling Objective from Avionics and Instruments to Weapons Systems, the author has quickly identified his personal areas of concern. Initial research and familiarisation with the Apache weapons systems has identified the most likely areas to be susceptible to the harsh environmental conditions, as detailed in Para 4. The next step is to confirm that the identified problem areas do indeed need addressing. There are plentiful sources of information available and at the time of writing the author is awaiting information from: * Joint Helicopter Command * Apache Helicopter Integrated Project Team * 7 Air Asslt Bn REME * 3 & 9 Regt Army Air Corps * Work Recording and Asset Management (WRAM) database. There is also a meeting planned at the Service and Repair Agency at Wattisham, where the weapons system components are repaired and overhauled. Here the author hopes to witness the depth of the damage being caused by desert operations and the level of repair necessary. The internet has proven to be a worthwhile source of information; it is from here that the author retrieved statistical data from the US Apache Operations on Desert Storm. Mr Clodfelter of Inter Coastal Electronics has given the author information on the desert performance of the Collective Training System (helicopter ‘laser-quest'); however, the author is unlikely to pursue this lead as it is a training system only. The author has been an active early contributor to the group as a whole and has been instrumental in establishing the Group Site on MSN, which has enabled the transfer of information with ease. He hosted and took the minutes for the first group meeting and was the inspiration behind establishing the Enabling Objectives that would provide deliverable outcomes for all group members. The author continues to search daily on the internet for useful information that may benefit the outcome of the whole project. 6. GROUP ACHIEVEMENTS AND PROGRESS The group has gelled early, and the quickly established EOs8 which have enabled individual group members to concentrate on specific areas of research. This was achieved by breaking down the aircraft into its main systems. There will certainly be areas that have the potential to overlap, for instance the author may well have included TADS/PNVS as part of the weapons system whilst it would also be correct for Bob Beckwith to have considered it as an avionics subsystems. Regular emails and the use of the Group MSN page has prevented confusion by encouraging regular and effective communication. The group has held two meetings thus far, discounting the initial formation at Kingston, and fall-out from these has been essential in providing momentum for project progression. There has been strong teamwork evident at these meetings, with responsibility for chairing the meetings and writing the minutes being equally shared. It is essential that a full group meeting takes place during the first reading week at Kingston in November to enable the non-Wattisham based members to offer face to face input. A specific area to be addressed is the comparison of log books as there is evidence of some discrepancy in the layout and compilation. 7. CONCLUSION At this early stage it is difficult for all individuals to be certain of their specific avenues of research. All group members have identified the areas that they suspect may be susceptible, and have made initial approaches to various agencies in the hope that they prove to be fruitful. There is certainly scope for some meaningful research and a definite requirement for improved performance in a desert environment. The team is focussed, professional and each member has a clearly defined objective.

Educational Attainment in China after 1949 Essay

This essay is about the two readings involving research on educational attainment in China, particularly, the effects of state policies and social origins of people in China who are trying to obtain their education, on particular periods. We will begin by discussing the first research paper by Deng and Treiman. The Treiman paper discussed its intention to gather and analyze data to answer the three hypotheses, namely: 1) Effect on social origin in China as education expands, during the Cultural Revolution; 2) Considerable effect of educational attainment among the bureaucrats of China during the Cultural Revolution; and 3) Considerable effect of educational attainment to men of elitist background as compared to men of military or cadre background, during the Cultural Revolution (Treiman, 413) . The Treiman paper gathered and analyzed its data from a particular period of China’s census returns. The conclusion for the three hypotheses was in the affirmative. During Cultural Revolution, state policies was implemented to foster educational attainment among the youth of working class or peasant background, and has discriminated the youth of elitist background, thus proving the first theory true (Treiman, 424) . It should also follow the second theory as true as the data showed a decline of educational attainment among the elitist, and an increase of educational attainment among the peasants (Treiman, 424) . Incidentally, the data also showed that even the decline affects both elitist and cadres or with military background, much impact was felt by the elitist rather than the cadre, thus proving the third theory true (Treiman, 425) . In the second research, Zhou, Moen and Tuma measured the effects of educational attainment based on social origin on a more stretched period as compared to the Treiman paper. The Tuma paper explored four historical periods: The Great Leap Forward, Destratification Policies, Cultural Revolution and Post-Mao Era. The Tuma paper further made use of interviewing respondents on particular cities for its data and to prove their hypothesis that socio-economic status was not a factor in attaining education, rather, political status dictated educational attainment during those four periods (Tuma, 201) . The results of the data showed the same as that of the results discussed with the Treiman paper. However, it does not particularly established its theory as true since the data results were varied, having educational attainment effects on all three classes in all historical periods (Tuma, 217) . The two papers indeed came with the same data results, that there are effects on educational attainment based on social origins. The papers differ in such ways as using specific topics. The Treiman paper was clear in its intention to answer its theories because its theories were more specific than the theory used by the Tuma paper. Treiman paper likewise used a specific Era, while the Tuma paper explored four periods, which could be quite confusing. Further, aside from using social origin as basis of the research, the Tuma paper dwelled on other basis such as gender inequality and geographical location, thus creating more confusion.

How Teachers Should Rethink the Summer Work Packet

Simply stated: Summer vacation has a negative impact on academic performance. In the book  Influences And Effect Sizes Related To Student Achievement  (updated 2016) by John Hattie and Greg Yates,  39 studies  were used  to rank the effect of summer vacation on student achievement. The findings using this data  are posted on the  Visible Learning  website. They noted that  summer vacation has one of the greatest negative effects (  -.02 effect) on student learning. To combat this negative impact, many teachers in middle and high schools are encouraged to create discipline-specific summer assignment packets. These packets are an attempt to equalize academic practice for all students during summer  vacation. The summer assignment packets that teachers distribute at the end of a school year are designed for students to practice  a few hours every week  throughout the summer. What happens in reality, however, is that completing the summer packet often turns into a  contentious activity. Students may wait until the last possible moment to do schoolwork or lose the packet entirely. Additionally, depending on the grade level, subject, or teacher, summer work packets vary in quality, length, and intensity. Examples of high school summer assignments on the Internet vary from two pages of geometry that can be completed online to  22 pages of geometry problems that must be downloaded to complete. Multiple Advanced Placement courses, such as AP English Literature, show the disparity in summer assignments with some schools offering a choice (Read three novels from this list) to a required five novels matched with pages and pages of worksheets. There is no standardized summer assignment packet for middle and high schools. Who Complains About Summer Assignment Packets? Complaints against the assigned summer work packets come from each of the stakeholders: parents, teachers, and students. Their complaints are understandable. Parents may  argue for freedom from summer assignment packets suggesting that â€Å"My child needs a break,† or  Ã¢â‚¬Å"Why must we do this to students every summer?† or This is more work for me than for my child! Teachers are not happy to begin the school year with a pile of summer assignment papers to grade. Despite their best intentions in creating the packets, they do not want to start the year collecting or chasing students for summer assignment work.   Harris Cooper,  chairman of the department of psychology and neuroscience at Duke University, addressed these  concerns in his brief essay Forgotten on Vacation. His response was featured in  an editorial debate in the New York Times titled  The Crush of Summer Homework  in which several prominent educators were asked their opinions on summer assignments. Cooper was one who chose to respond as to how parents can meet the demands of the summer assignment packet: Parents, if the assignments are clear and reasonable, support the teachers. When your child says I’m bored (what parent hasn’t heard this on a rainy summer day?) suggest they work on an assignment. He also responded to the concerns of teachers: My advice? Teachers, you need to be careful about what and how much summer homework you assign. Summer homework shouldn’t be expected to overcome a student’s learning deficits; that’s what summer school is for. However, in another response, What Low Achievers Need,  Tyrone Howard, associate professor at the UCLA Graduate School of Education and Information Studies, suggested that summer assignment packets do not work. He offered an alternative to the summer assignment packet:   A better approach than homework is to have more intensive, small learning community-type summer school programs that last four to six weeks. Many educators who contributed to the NY Times debate   The Crush of Summer Homework  viewed summer assignments as  a measure of accountability or student responsibility rather than an academic practice. They argued that many of the students who do not complete homework assignments as academic practice during the school year are unlikely to complete summer assignments. Missing or incomplete work is reflected in student grades, and missing or incomplete summer assignments can damage a students grade point average (GPA). For example, some of the summer work assignments posted for high school students on the Internet include warnings, such as: Certain mathematical practice packets may take more than one day to complete. Dont wait until the last minute!The teacher will personally consult with the student and/or parent if  the student does not hand in the summer work packet on the first day of class.This work will be 3% of your first quarter grade. 10 points will be deducted for each day it is late. Seeing the impact on a students GPA for incomplete or missing summer work, many educators argue, If teachers cannot get students to turn in homework during the school year, especially when they see them every day, what is the chance that these summer work assignments will be completed? Student Complaints But  students are the  most vocal group arguing against the summer assignment packet.    The question  Should students be given summer homework?  was featured on  Ã‚  Debate.org.   18% Students say Yes to summer assignments82% Students say No  to summer assignments Comments from the debate arguing against summer assignments included: Summer homework takes around 3 days and it feels like the whole summer  (7th grade student).Mostly summer homework is just a review so you dont really learn anything. Im going into 8th grade and Im not learning anything its all a review for me.If a student really wants to learn, they will do extra work, without it being assigned.The homework should just be suggestions, to stop students from stressing out over work that probably wont even be checked. In contrast, there were some students who saw value in summer assignments, but most of these comments reflected the attitudes of students who already expected additional work from their advanced level classes. I, for example, am going to be enrolling in an Advanced Literature course next year and have been assigned two books to read this summer, an essay to write... this pushes me to find out more information about the subject matter that will be in the course. While students who take the advanced level (Advanced Placement, honors,  International Baccalaureate, or college credit courses) like the one above fully expect to engage in an academic practice, there are other students who do not see the importance keeping their academic skills sharp.  While a summer packet is designed to help all students, regardless of ability, the  student who may not complete the work may be the very student who most needs the practice. No Buy-in from Students In an interview posted on Great Schools,  Denise Pope, senior lecturer at the Stanford University School of Education and co-founder of  Challenge Success, a research, and student-intervention project, agrees that the months off for summer vacation is too long a time for students to not do anything, but she expressed concern stating  I’m not sure this idea of giving workbooks and pages and pages of handouts works.†Ã‚  Her reason for why summer assignments may not work?  No student buy-in: â€Å"In order for any learning to be retained, there has to be engagement on the part of the students.† She explained that students must be intrinsically motivated to complete the systematic practice that is designed for the summer assignments. Without student motivation, an adult must monitor the work, which according to Pope, puts a burden more on the parents.† What Does Work? Reading! One of the best research-based recommendations for summer assignments is to assign reading. Rather than spending the time to create and then grade a summer assignment packet that may or may not be done at all, educators should be encouraged to assign reading. This reading can be discipline specific, but by far, the best way to have students maintain academic skills during the summer-at every grade level- is to encourage their motivation to read. Offering students choice  in reading can improve their motivation and participation. In a meta-analysis titled  Reading Takes You Places: A Study of a Web-based Summer Reading Program,  Ya-Ling Lu, and Carol Gordon recorded ways that student choice in reading increased engagement which led to improved academic achievement. In the study the traditionally required reading lists of classics were replaced with   recommendations based on several of the following  research-based guidelines: 1. People who say they read more read better (Krashen 2004), therefore the primary purpose of the [summer] program is to encourage students to read more.2. In order to encourage students to read more, the primary purpose of summer reading is reading for fun rather than for academic purposes.3. Student choice is an important element in reading engagement (Schraw et al. 1998) including the choice to pursue personal reading interests.4. Materials and materials access can be Web-based (Note:  92% of teens report going online daily — including 24% who say they go online â€Å"almost constantly,† Pew  Research Center) The results showed an increase in student motivation and engagement, leading to improved academic performance. Summer Packets vs. Reading Despite the research  that proves motivation and systemic practice must be in place for summer assignment packets to help the student,  many teachers, particularly at the middle and high school levels, will still assign summer work packets. Their time and effort, however, may be better spent assigning reading in their content area, and where possible, offering student choice in reading. While summer vacation allows students to have time to play and to relax, why  not encourage students to practice over the summer the kind of academic practice that reinforces a life-long critical skill, the skill of reading? Additional Research on Summer Reading: Allington, Richard.  Summer Reading: Closing the Rich/Poor Reading Achievement Gap.  NY:  Teachers College Press, 2012. Fairchild, Ron. Summer: A Season When Learning is Essential. Afterschool Alliance. Center for Summer Learning. 2008. Web. http://www.afterschoolalliance.org/issue_briefs/issue_summer_33.pdf Kim, Jimmy. â€Å"Summer Reading and the Ethnic Achievement Gap.† Journal of Education for Students Placed at Risk (JESPAR). 2004. Web. http://www.ala.org/research/librariesmatter/node/161 Krashen, Stephen. Free Reading. Pasco School District. School Library Journal. 2006. Web. http://www.psd1.org/cms/lib4/WA01001055/centricity/domain/34/admin/free reading (2).pdf National Summer Learning Association. n.d.  http://www.summerlearning.org/about-nsla/ Report of the National Reading Panel: Findings and Determinations of the National Reading Panel by Topic Areas.† National Institute of Health. 2006. Web. https://www.nichd.nih.gov/publications/pubs/nrp/Pages/findings.aspx