Girls becoming more involved in violent gang related activities

Girls becoming more involved in violent gang related activities In the past half century academic literature and research regarding female youth crime has vastly popularised. Previous to this, society and theorist treated young women and women as homogenous and treated youth crime as a way to describe male youth offending. However over the past half a century, theorist such as Frances Hiedensohn (1968) drew attention to a largely ignored field of human behaviour namely deviance and criminal women. In this essay question several key issues are going to be addressed. Firstly this essay will explore a historical context of female youth offenders (FYOs), this will prove significant, if we seek to answer the essay question we have to make the distinction between the numbers of female youth that previously were involved in violent and gang-related activities, and compare them to recent female youth involvement within the same field. Secondly this essay will explore the media aspect on the subject to deeply seek/find out if young women are becoming more involved within violent activities or media representations are the results of the recent claims, furthermore moral panic will be examined in this section and offer an insight into how that impacts young female offenders and the public perception that accompanies them. Thirdly the double standard of morality theory will be discussed and work drawn on from the Youth Justice board (YJB) and the issue surrounding the double standard of morality will be essential in answering the essay title. Finally in the conclusion the essay will ultimately address/answer the essay title and give a clear unanimous understanding of the involvement of young women in violence and gang-related activities. Along with the above a wide range of academic sources such as official research statistics, articles, web pages, journals and academic literature will be used to portray a clear understanding and support a clear organised framework. Throughout recent history work undertaken on violent and gang-related FYOs has been few and far between. However upon entering the 21st century a new emergence of young female gangs and a new phenomena regarding young female violence has been socially displayed as a major social problem in which a new generation of teen mothers, binge drinking girls and unemployed young women are to blame. Historically criminological theory has been dominated by males. Female deviance was seen as primarily one of sexual immorality and as such, a blight on the moral fabric of society rather than direct malice against one individual. In the criminological field, females have been relatively ignored up until recent times. In recent times a fair assumption to make regarding violent and gang-related FYOs, would be to assume a massive increase in the subject however looking back as far as the early 20th century, women were involved in violent and gang-related incidents. During the early 1900s, male theorists emerged trying to explain why young women committed crimes. These women were said to be tomboys who were trying to assume a male role (Trasher, 1927:41), suffered from penis envy (Freud, 1924:12), and even that they were deceitful to overcome such things as their lack of a penis, menstruating, and their wanting to be stronger (Pollak, 1950:27). Leading on from this, starting in the 1960s rates in female violence and crime increased. Women were found to participate in more violent acts almost becoming more like men (Simon, 1975). The House of Commons 1999 research paper revealed By 1971 women numbered only 3% of the total prison population. The proportion of women prisoners has risen slightly since the 1970s; in 1998 5% of all prisoners were female (House of Commons 1999:15). As these findings show, numbers of female offenders has steadily risen within the past 30 years. It is important to note, during this 1980s crime rates peaked and almost dou bled the rates previously recorded. Another significant thing to take into account is the age in which young female offenders were committing violent crimes. The Home office (2004) reported the peak offending age for girls was 15 compared to boys at 18. On average young women were committing violent crimes at a younger age than their male counterparts. Following on from the increased crime rates of the 80s, Schramm (1998) in September 1998 found percentage rates of 88% amongst females crime which involved assault. Additionally rises have been detected in the admission of females appearing before the youth court. In 1999 women made up 21% of all cases that appeared before a justice court, in comparison to a 4% increase detected in the year 2000. However the youth offending act (1984) is arguably an excuse to why increased crime levels have been detected. The implementation of stricter charging saw an increase in police charges, but this does not necessarily mean actual crime increase d. In contrast to the use of informal techniques used by the police the youth offending act practically called for higher levels of police charging. Additionally whilst Rutter et al (1998) suggests the number of arrests of girls for violent offences more than doubled and has increased by 250% in the last quarter of the century, we have to keep in to perspective the small amount of FYOs and when statistically handling small numerical numbers the slightest numerical increase results in a large percentage increase. From the statistics above it is easily identifiable, that female involvements with violent offences are becoming more prominent. It is significant this essay examined a historical context, as this gives a fundamental inkling into the basic numbers of females involvement with violent crimes. Leading on from this historical framework, the media will be the next aspect this essay will discuss. This is equally significant as analysing the role of the media and the moral panic that accompanies it, helps us conjure up further ideas to whether females are becoming more involved with violent and gang-related crime. The media holds a substantial role in influencing the publics opinions, thoughts and actions. Girl violence has become a very newsworthy and common topic in recent British newspapers. This is purely because of the offenders gender along with the way violent girls seem to challenge the common perceptions of nicely behaved girls and how they are supposed to act. This also links in with the double standard of mortality which will be discussed later. Newspapers usually use horrifying titles such as Ladette Britain: Violence among women soars as record 250 are arrested every day (Daily Mail 29/1/10) or Violence is just a fact of life say teenage girls, (Daily Telegraph, 7/10/00) to portray research findings. However in some cases, inaccurate and biased data is manipulated into sensational newspaper headlines. Titles such as one girl she was too scared to leave the house for fear of being attacked, was manipulated from the quote one girl told she was afraid to leave the house for fear of b eing sexually attacked (Batchelor 2001:58). An important thing to note would be newspaper headlines dont capture or represent the typical British female, furthermore it could be argued, that they only write on violent female youth crime because it generates a strong supply for an interesting thus newsworthy story. Arguably the primary concern with misrepresenting the reality of young womens lives is that it can contribute to unrealistic public attitudes, which in turn can create misdirected public policy and moral panics. Work conducted by Gelsthorpe and Sharpe (2006) state current perceptions of girls apparent violent behaviour can perhaps be seen as an indication of prevailing societal concerns about morality: girls purported violence is seen as a threat to social order, just as during the last century their sexuality was the primary focus of attention (56). In basic terms, they depict how violent behaviour in young women maybe a new phenomena to society thus being susceptible to moral panics. They later discuss how old concerns about girls status on binge drinking and high teen pregnancy rates relate to the moral panic of increased female violent offences. In the case of a moral panic, frequently government policy is implemented to prevent a potential problem from escalating. Following on from this, research produced by Chesney-Lind (2001) and Steffensmeier et al (2005) proposes that girls are being prosecuted more willingly for offences that may not have been prosecutable in the past. This harsher approach is debatably due to the moral panic aspect of the spectrum and how the government want to be seen as taking action against this social threat. This ultimately leads to a negative perception on young females as it shows them in a negative setting. As briefly mentioned above, the media and the double standard of morality theory are very much linked together. The way the media use misrepresented and stereotypical views of women as a tool for creating a good taboo story, as opposed to how females should conform to the ideas of womanhood. The double standard of morality theory also looks at differences between men and women and attempts to challenge why women are interpreted differently by criminal justice professionals. Discussing this is important due to the implication the theory still subconsciously has on todays criminal justice system. Additionally analysing the theory may help to offer an insight into the treatment of young women. This also inter-links with the media portrayals of young female offenders as both approaches impose the same views on them. The double standard of morality is the morality co-existent with chivalry imposes double-standards on men and women, in terms of this essay that is relevant to note that the theory condones the same behaviour in one sex (males) while punishing it in the other (females). Key theorists such as Kennedy and Carlen believe women get treated differently due to the perception and ideas regarding womanhood. Kennedy continues to explain; ideally women should conform to the appropriate ideas of womanhood. Carlen elaborates that female offenders are seen as other than real women, other than real criminals and other than real prisoners (1988:34). A key distinction made in the double standard of morality theory is the idea that society expects men to get into trouble, and that mens criminality is normal and inherently natural. Women on the other hand, in particular girls are seen as sick, mad, disturbed or deficient and in need of treatment because the behaviour does not equate with the idea of h ow a woman is supposed to behave. These women are said to be doubly damned and doubly deviant (Bottoms, 1996: 1). They are seen as mad not bad (Lloyd, 1995: 36). These behaviours frequently lead to interpretations of being mentally abnormal and unstable. The theory is undoubtedly gender bias and doesnt seem to understand, changing social and economic conditions, environmental influences, cultural traditions and physiological factors must be taken into account when dealing with crime. It fails to acknowledge the myriad of complex interplays of cultural and biological factors that make people individuals. The way this impact on YFOs is by the treatment they receive from criminal justice professionals. In 1987 Hilary Allen argues mental health explanation (including PMS) for female criminality results in lighter punishments by the courts. However, Eileen Leonard five years previous challenges the chivalry factor pointing out how bad women are treated more harshly than some men. As we c an see the differential treatment women receive is a mixture between positive and negative, but this still has to be taken into account as it portrays the way young female offenders are viewed. Todays criminologists are looking more closely at female offenders than ever before. In concluding this essay and taking into account the argument presented throughout. We will evaluate the effects social history, the media and moral panics have on young female offenders and how this affects the way they are portrayed and treated. This essay will ultimately answer whether or not young females are becoming increasingly involved in violent and gang-related crime. Two books published in 1975 Fred Adlers sisters in crime: the rise of the new female criminal and Rita Simmons women in crime, led to a new view of gender and crime. Although both books looked an increase in violent female crimes they both reached different conclusions. Adler stressed the impact of the womens movement. She believed as the roles of women changed, their criminality will be more like that of men. She noted, When we did not permit women to swim at beaches, the female drowning rates were quite low. When women were not permitted to work as bankers the female embezzlement rate was low (Adler, 1975:31). In other words, there was an assumption that because women were confined to the private world with limited access to the public world, they lacked opportunity for crime. Additionally now that women of the current era have more freedom there is more scope for women to be categorised as criminals. In reading this essay it would be fair to assume, that moral panics play a huge role in generating public concern around young female offenders. The moral panic produced by the small increase in female offending patterns contributes to the increasing criminalisation of, and punitiveness towards, them. The small rise in violent female offending has little symbolic significance. Many academics have argued that youth is a social category which has the power to carry a deeper message about the state of society. The collective agonising about girls violence thus perhaps symbolises regrets about the changing social order in late modernity. Ultimately it can be answered according to available evidence including the Youth justice board there certainly is an increased number of convictions for girls and young women for violent offences. However it is not possible to directly attribute these to a real increase in actual offending in this area (for example, self-report data would not suggest an increase). However based on facts and statistics, it shouldnt be a huge public concern. Girls continue to commit fewer and less serious offences than boys and are less likely to reoffend. Young females are no more threatening to society than any other particular group of people but due to gender and the nature of the crime it gets reported on more frequently thus more open to public scrutiny and perception.

Cai in Chemistry

1 COMPUTER ASSISTED INSTRUCTION IN CHEMISTRY IN RELATION TO LEARNERS’ PERSONALITY Dr. R. Sivakumar Abstract The aim of this study was to find out the effectiveness of Computer Assisted Instruction in Teaching Chemistry In Relation To Learners’ Personality. The sample consisted of 40 students in Control group and 40 students in Experimental group. The data were collected using appropriate tools and it was analyzed by t’ and F’ test. The finding is that the achievement scores of Experimental group Students were higher than the Control group Students. Introduction Today is an era of Computer. Read this Practice Test Chem 105Computer finds a big place in educational technology. Many research studies proved CAI has been effective in realizing the instructional objectives. But there is dearth of studies in establishing relative effectiveness among different modes of computer based instruction. The studies have also proved the effectiveness of different media changes with respect to individual differences among learners. Under this circumstance it is inoperative to establish whether the personality of learners has any influence in determining the media effectiveness. The investigator has thus chosen computer as the medium to teach Chemistry.The Investigator has also measured the effectiveness of teaching Chemistry through computer over the conventional method namely lecturing 2 Computer Assisted Instruction The most exciting innovation in the Educational Technology is Computer Assisted Instruction. It is a development of systematic programmed learning and teaching machine. It is a self-instructional device with the principle of atomization. Computer Assisted Instruction as â€Å"Computer applications applied to traditional teaching methods such as drill, tutorial, demonstration, simulation and instructional games†.It is an effective media and an indispensable aid in the teaching-learning process. The instructional process carried out with the help of computer is known as Computer Assisted Instruction. It is not merely a sophisticated type of programmed instruction but a different kind of instruction altogether. It uses programmed instruction electronic data processing, data communication, concepts of audio-visual and media theory, communication theory, system theory and learning theory.Computer technology is likely to influence education enormously and can play an important role in enhancing the efficiency of the teaching-learning process. C. A. I. is perhaps the best, because it offers: ? Individualized instruction ? Effective interaction with t he learner and ? Immediate feed back Science In common usage, the word science is applied to a variety of disciplines or intellectual activities, which have certain features in common. Usually a science is characterized by the possibility of making precise statements, which are susceptible 3 of some sort of check or proof.This often implies that the situations with which the special science is concerned can be made to recur in order to submit themselves of check, although this is by no means always the case. There is observational science such as astronomy or geology in which repetition of situation at will is intrinsically impossible, and the possible precision is limited to precision of description. Science Education It we throw a bridge between science and education, using psychology, we arrive at the concept of science education, which bluntly speaking, is an integrated concept.If so it is then, within the realm of possibility to link the most powerful concepts of science to the growing minds of children through active experimental pedagogy. In that case, science education need no longer remain a single dimension activity. It would be our job then to develop the scientific and technical capabilities of our school going pupils. We may be then able to win our race in education in the 21st century. The field of science education is thus coterminous with life. This view promotes as well the inherent value system of science on a very large scale.It is precisely for this reason that research in scion is needed and, if so, needs to be produced for relevance at an early hour. Chemistry Chemistry is a physical science related to studies of various atoms, molecules, crystals and other aggregates of matter whether in isolation or combination, which 4 incorporates the concepts of energy and entropy in relation to the spontaneity of chemical processes. Chemistry is the science concerned with the composition, structure, and properties of matter, as well as the changes i t undergoes during chemical reactions.Chemistry is the scientific study of interaction of substances called chemical substances that are constituted of atoms or the subatomic components that make up atoms: protons, electrons and neutrons. Atoms combine to produce ions, molecules or crystals. Chemistry can be called â€Å"the central science† because it connects the other natural sciences, such as astronomy, physics, material science, biology, and geology. Objectives of Teaching Chemistry The knowledge gained about the universe is science and this knowledge is so vast that the human mind cannot comprehend it completely.Hence science has deferent divisions as Physics, Chemistry, and Biology among these divisions â€Å"Chemistry† has a greater importance since a number of chemical compounds are applied in our day to day life. Hence chemistry becomes a vital aspect in all levels of education. ? The pupils develop scientific attitude towards chemical phenomena. ? The pupils develop the skill of enquiry observation accepting the facts based on repeated and relevant experimentation. ? The pupils acquire knowledge and understand the chemicals terms, facts, concepts, principles and processes. 5 The pupils apply knowledge and understanding of chemistry in unfamiliar situations. ? The pupils develop skills in handling apparatus, reporting chemical information, evidences and results using scientific technology. ? The pupils appreciate the chemical phenomena in nature and the role of chemistry in human welfare. ? The pupils develop interest in living world. Concept building is an essential goal in teaching of science. In order to make scientific concepts more meaningful, suitable communication media are needed. Need For the Study Computer is very effective for teaching learning, analysis and evaluation.Though, the computer has flourished in many ways, there is another side in which the teacher taught through conventional method. It has been observed that ther e are some defects or disadvantages in conventional classroom method of teaching and learning. In this type of teaching, students have to observe classroom under tight-control and rigid supervision. It is highly laborious and time consuming. There are many types of diversion occur due to various factor such as poor performance of the students, inadequate class room climate, excess class strength, noisy situation etc. The students can learn at their own convenience.There performance or the assessment will not be exactly correct. They cannot be active as compare to experiment method. There are many external disturbances is learning. Thus it has been found that Computer Assisted Instruction is very much suitable method for the teaching and learning. 6 Objectives of the Study 1. To develop and validate CAI Software for teaching Chemistry for XI Standard Students. 2. To find out whether there is any significant difference between the students’ achievement scores in Chemistry of th e control group and experimental group at Pre – test level. 3.To find out whether there is any significant difference between the students’ achievement scores in Chemistry of the control group and experimental group at Post – test level. 4. To find out the effect of CAI software on the achievement in Chemistry in different learning objectives such as Knowledge, Understanding, Application and Skill. 5. To find out whether there is any significant difference between control and experimental group of students’ achievement in Chemistry of various categories of sub-samples wise. i. Gender ii. Locality of the students iii. Parental Education v. Parental Occupation v. Computer Knowledge and vi. Residence of the Students 6. To find out the effect of CAI software on the achievement in Chemistry among control and experimental group of students based on different Personality types. 7. To find out whether there is any significant difference in the achievement of the follow-up tests conducted during the treatment for XI standard students. 7 Hypotheses of the Study 1. There is no significant difference between the students’ achievement scores in Chemistry of the control group and experimental group at Pre-test level. 2.There is no significant difference between the students’ achievement scores in Chemistry of control group and experimental group at Post-test level. 3. There is no significant difference among groups taught through CAI and Lecture method on the achievement in Chemistry in different learning objectives such as Knowledge, Understanding, Application and Skill. 4. There is no significant difference among groups taught through CAI and Lecture method on the achievement in Chemistry with respect to students’ classified on the basis of i. Gender ii. Locality of the students iii. Parental Education iv. Parental Occupation . Computer Knowledge and vi. Residence of the Students 5. There is no significant difference among groups taught through CAI and Lecture method on the achievement in Chemistry with respect to students’ personality types. 6. There is no significant difference in the achievement of the follow-up test conducted during the treatment for XI standard students. Methodology An experiment involves the comparison of the effects of a particular treatment with that of a different treatment or of no treatment. In a sample conventional 8 experiment, reference is usually made to an experimental group and to a control group.These groups are equated as nearly as possible. The experimental group is exposed to the influence of the factor under consideration; the control group is not observation is made to determine to what difference appears or what change or modification occurs in the experiment as contrasted with the control group. The present study, which aims at finding the Computer Assisted Instruction in Teaching Chemistry for XI Standard Students, has been designed using the methodolo gy as Experimental method. Sample of the Study The Investigator selected 200 students in XI Standard.Out of these 200 students, 80 students were selected, based on their performance in the half-yearly exam, which is a common one. For that, those students who have secured 60% and above marks are alone selected. Further an entrance test prepared by the Investigator was administered to the 80 students thus selected. Based on the marks of the entrance test, students were arranged in descending order. From that the Investigator selected the first one for control group, next for experimental group. The control group consists of odd number of students and experimental group consists of even number of students.Control group was exposed to traditional method of teaching. It consists of 40 students of XI standard. In the same way experimental group was given treatment through Computer Assisted Instruction in teaching. It also consists of 40 9 students of XI standard. Thus 80 students were the total sample selected for this study. Tools Used 1. Syllabus based CAI software packages were developed for the topic â€Å"Chemical Bonding† of XI Standard Chemistry. 2. Syllabus based Pre-Test and Post-Test Materials were prepared and validated. 3. Myers-Briggs Types Indicator (MBTI) Personality test was used. (Developed and Standardized by Jung, 1971) 4.The Personal data of the samples were collected through the questionnaire. Statistical Techniques Used Statistical techniques serve the fundamental purpose of the description and inferential analysis. The following statistical techniques were used in the study. 1. ‘t' test was applied to analyze the deferential hypothesis. 2. ‘f' test was used to find out the significance of relationship between the Sub-group variables. Analysis of Post-Test Performance The following table furnishes the data on the Post-Test performance of the Control and Experimental groups and also furnishes the significance of ifference betw een the achievement scores of students in various groups in detail. SIGNIFICANCE OF DIFFERENCE BETWEEN THE ACHIEVEMENT SCORES OF THE CONTROL AND EXPERIMENTAL GROUP IN PRE-TEST LEVEL Sl. No. Variable N Mean S. D. t’ Test Level of Significant 1 Control 40 14. 3 1. 9 0. 55 Not Significant at 0. 05 level Experimental 40 14. 1 2. 16 10 SIGNIFICANCE OF DIFFERENCE BETWEEN THE ACHIEVEMENT SCORES OF THE CONTROL AND EXPERIMENTAL GROUP IN POST-TEST LEVEL Sl. No. Variable N Mean S. D. t’ Test Level of Significant 2 Control 40 71. 27 6. 44 17. 35 Significant at 0. 05 level Experimental 40 90. 6 2. 83SIGNIFICANCE OF DIFFERENCE BETWEEN THE ACHIEVEMENT SCORES OF THE CONTROL AND EXPERIMENTAL GROUP IN DIFFERENT LEARNING OBJECTIVES SUCH AS KNOWLEDGE, UNDERSTANDING, APPLICATION AND SKILL Sl. No. Objectives Variable N Mean S. D. t’ Test Level of Significant 3 Knowledge Control 40 26. 08 2. 76 13. 88 Significant at 0. 05 level Experimental 40 32. 3 1. 11 4 Understanding Control 40 21 . 3 2. 02 23. 58 Significant at 0. 05 level Experimental 40 29. 45 0. 85 5 Application Control 40 12. 2 1. 22 16. 05 Significant at 0. 05 level Experimental 40 15. 6 0. 55 6 Skill Control 40 11. 7 1. 21 4. 74 Significant at 0. 05 levelExperimental 40 12. 95 1. 07 SIGNIFICANCE OF DIFFERENCE BETWEEN THE ACHIEVEMENT SCORES OF STUDENTS WITH RESPECT TO GENDER, LOCALITY, KNOWLEDGE OF COMPUTER AND RESIDENCE Sl. No. Variable Sub Variables N Mean S. D. t’ Test Level of Significant 7 Gender Boys 20 90. 5 3. 05 0. 221 Not Significant at 0. 05 level Girls 20 90. 7 2. 65 8 Locality Rural 24 90. 83 2. 61 0. 635 Not Significant at 0. 05 level Urban 16 90. 25 3. 17 9 Knowledge of Computer With Computer Knowledge 13 88. 84 2. 37 3. 11 Significant at 0. 05 level With out Computer Knowledge 27 91. 44 2. 66 10 Residence Hosteller 18 89. 66 2. 78 1. 94 Not Significant t 0. 05 level Day Scholar 22 91. 36 2. 68 11 SIGNIFICANCE OF DIFFERENCE BETWEEN THE ACHIEVEMENT SCORES OF STUDENTS WITH RESPECT TO PARENTAL EDUCATION AND PARENTAL OCCUPATION Sl. No. Variable Categories Sum of Squares df Mean F Level of Significant 11 Parental Education Between Groups 9. 079 2 4. 540 0. 555 Not Significant at 0. 05 level Within Groups 302. 521 37 8. 176 Total 311. 600 39 12 Parental Occupation Between Groups 427. 746 5 8. 549 1. 08 Not Significant at 0. 05 level Within Groups 268. 854 34 7. 907 Total 311. 600 39 SIGNIFICANCE OF DIFFERENCE BETWEEN THE ACHIEVEMENT SCORES OF THE CONTROL ANDEXPERIMENTAL GROUP IN DIFFERENT TYPES LEARNERS’ PERSONALITY Sl. No. Variables N Mean SD t Level of Significant 13 Extroversion 22 89. 09 2. 43 4. 59 Significant at 0. 05 level Introversion 18 92. 44 2. 12 14 Sensing 14 92. 14 1. 95 3. 07 Significant at 0. 05 level Intuition 26 89. 76 2. 91 15 Thinking 17 92. 29 2. 31 3. 8 Significant at 0. 05 level Feeling 23 89. 34 2. 53 16 Judging 15 88. 73 2. 96 3. 7 Significant at 0. 05 level Perceiving 25 91. 72 2. 09 SIGNIFICANCE OF DIFFERENCE BETWEEN THE ACHIEVEMEN T SCORES OF THE CONTROL AND EXPERIMENTAL GROUP IN FOLLOW-UP TEST Sl. No. Variable N Mean S. D. ’ Test Level of Significant 17 Control 40 71. 25 7. 15 14. 8 Significant at 0. 05 level Experimental 40 89. 32 2. 89 FINDINGS 1. The calculated t’ value 0. 55 is very much lesser than the critical value 1. 99 at 0. 05 level of significant. This implies that the difference in the achievement of Control group and Experimental group is not significant. 12 2. The calculated t’ value 17. 35 is very much greater than the critical value 1. 99 at 0. 05 level of significant. This implies that the difference in the achievement of Control group and Experimental group is significant. 3. The calculated t’ value 13. 8 is greater than the critical value 1. 99 at 0. 05 level of significant. This indicates that the difference in the achievement of Control group and Experimental group is significant in the learning objective Knowledge level. 4. The calculated t’ value 23. 58 is greater than the critical value 1. 99 at 0. 05 level of significant. This indicates that the difference in the achievement of Control group and Experimental group is significant in the learning objective Understanding level. 5. The calculated t’ value 16. 05 is greater than the critical value 1. 99 at 0. 05 level of significant.This indicates that the difference in the achievement of Control group and Experimental group is significant in the learning objective Application level. 6. The calculated t’ value 4. 74 is greater than the critical value 1. 99 at 0. 05 level of significant. This indicates that the difference in the achievement of Control group and Experimental group is significant in the learning objective Skill level. 13 7. The calculated t’ value 0. 221 is very much lesser than the critical value 2. 02 at 0. 05 level of significant. This indicates that the difference in the achievement of Boys and Girls is not significant. . The calculated t†™ value 0. 635 is lesser than the critical value 2. 02 at 0. 05 level of significant. This indicates that the difference in the achievement Rural and Urban area students is not significant. 9. The calculated t’ value 3. 11 is greater than the critical value 2. 02 at 0. 05 level of significant. This indicates that the difference in the achievement of students having with computer knowledge and without computer knowledge is significant. 10. The calculated t’ value 1. 94 is lesser than the critical value 2. 02 at 0. 05 level of significant.This indicates that the difference in the achievement of Day Scholar and Hosteller students is not significant. 11. The calculated F’ value 0. 555 is lesser than the Critical value 3. 23 at 0. 05 level of significant. It implies that the difference in the achievement of the Student of various groups, based on their Parental Education is not significant. 12. The calculated F value 1. 08 is lesser than the Critical value 2. 48 at 0. 05 level of significant. It implies that the difference in the achievement of the Student of various groups, based on their Parental Occupation is not significant. 4 13. The calculated t’ value 4. 59 is greater than the critical value 2. 02 at 0. 05 level of significant. This indicates that the difference in the achievement of extroversion and introversion personality type students is significant. 14. The calculated t’ value 3. 07 is greater than the critical value 2. 02 at 0. 05 level of significant. This indicates that the difference in the achievement of sensing and intuition personality type students is significant. 15. The calculated t’ value 3. 8 is greater than the critical value 2. 02 at 0. 05 level of significant.This indicates that the difference in the achievement of Thinking and Feeling personality type students is significant. 16. The calculated t’ value 3. 7 is greater than the critical value 2. 02 at 0. 05 level of significant. This ind icates that the difference in the achievement of Judging and Perceiving personality type students is significant. 17. The calculated t’ value 14. 8 is very much greater than the critical value 1. 99 at 0. 05 level of significant. This implies that the difference in the achievement of Control group and Experimental group students is significant. Summary of the FindingsThe major finding of the study reveals that Experimental method of teaching more effective than the Traditional method in teaching Chemistry. In other words teaching Chemistry by using CAI is more effective. There is no significant difference between the Control group and Experimental group in the pre-test. But in the post-test the Experimental group performed better than the Control group. 15 Conclusion From the above study, the investigator has an idea that CAI provides greater opportunities for the students to learn. It is better than the traditional method of learning.It brings a new kind of experiences for t he students in Higher Secondary Schools. Therefore, the investigator desires that more number of Educational institutions should teach Chemistry by using CAI and make the process of teaching and learning more effective. References Aggarwal,Y. R. , (1998), â€Å"Statistical Methods†, Sterling Publications Pvt. ltd. , New Delhi. Best J. W. , (2003), â€Å"Research in Education†, Ninth Edition, Prentice Hall of India, New Delhi. Gupta and Jangir (1998), Cell Biology – fundamental and applications, Published Agro Botanica, Bikaner. Kent, W. A. Lewis, R. (1994), Computers Assisted Learning in the Humanities and social sciences, Blackwell scientific publications, London. Lewis R. , (1997), Trends in computer assisted education, Blackwell scientific Publications, London. Mangal S. K. , (2005), â€Å"Statistics in Psychology and Education†, Second Edition, Prentice Hall of India, New Delhi. Mridula D. Ranade (2001), â€Å"Science Teaching through Computer Assist ed Instruction: Research Findings and Insights† SNDT Women’s University, Pune, India. Percival Fred (1994), â€Å"A handbook of Educational Technology†, Cogan pages Publishing House, London.

Chain Reaction Definition in Chemistry and Physics

In science, a chain reaction is a series of reactions where the products contribute to the reactants of another reaction without outside influence. The idea of chain reactions was introduced by German chemist Max Bodenstein in 1913 in reference to chemical reactions. Chain Reactions Examples A nuclear chain reaction is a fission reaction where the neutrons generated by the fission process go on and initiate fission in other atoms. The chemical reaction between hydrogen gas and oxygen gas to form water is another example of a chain reaction. In the reaction, one hydrogen atom is replaced by another as well as two OH radicals. The propagation of the reaction can lead to an explosion. Chain Reaction Steps A typical chain reaction follows a sequence of steps: Initiation: Active particles form that serve as the basis for the reaction.Propagation: Active particles react with each other and may serve as catalysts to perpetuate the cycle.Termination: The active particles lose their activity, slowing and ending the reaction.

Ways for Teachers to Provide Structure in the Classroom