Martinez Surname Meaning and Family History

Martinez is a patronymic surname meaning son of Martin. Martin comes from the Latin Martinus, a derivative of Mars, the Roman god of fertility and war. Surname origin:  SpanishAlternate Surname Spellings: Martines, Martins, Martinson; see also Martin Fun Facts Martinez is the second most common surname in the Spanish language, and the second most popular Spanish surname in America, just behind Garcia. Famous People With the Surname Olivier Martinez: French actorPedro Martinez: Pitcher for the New York Mets baseball teamYsidro Martinez: Inventor of a below-the-knee prosthesisMayre Martinez: Winner of the first season of Latin American Idol Where Is the Surname Most Common? The Martinez  surname is the 74th most common surname in the world, according to surname distribution information from  Forebears, and is among the top 10 surnames in Honduras (#1); Nicaragua and El Salvador(#2); the Dominican Republic and Paraguay (#3); Mexico (#4); Spain, Colombia, Venezuela, Cuba and Panama (#6), and Argentina and Belize (#8). This means that tracing a familys possible origin based on the surname is of little use. According to  WorldNames PublicProfiler,  the Martinez surname is fairly prevalent throughout Spain, but is especially common in the Murcia region, followed by La Rioja, Communidad Valencia, Castilla-La Mancha, Asturias, Navarra, Galicia, and Cantabria. Genealogy Resources Martinez DNA Project: Open to any male with the Martinez surname or its variant from anywhere in the world.Martinez Family Genealogy Forum: This free message board is focused on descendants of Martinez ancestors around the world. Search the forum for posts about your Martinez ancestors, or join the forum and post your own queries.  FamilySearch: Explore over 11  million  results from digitized  historical records and lineage-linked family trees related to the Martinez surname on this free website hosted by the Church of Jesus Christ of Latter-day Saints.GeneaNet: Includes archival records, family trees, and other resources for individuals with the Martinez surname, with a concentration on records and families from France and other European countries.Ancestry.com: Explore over 14  million digitized records and database entries, including census records, passenger lists, military records, land deeds, probates, wills and other records for the Martinez surname on the subscripti on-based website, Ancestry.com. References Cottle, Basil.  Penguin Dictionary of Surnames. Baltimore, MD: Penguin Books, 1967.Dorward, David.  Scottish Surnames. Collins Celtic (Pocket edition), 1998.Fucilla, Joseph.  Our Italian Surnames. Genealogical Publishing Company, 2003.Hanks, Patrick and Flavia Hodges.  A Dictionary of Surnames. Oxford University Press, 1989.Hanks, Patrick.  Dictionary of American Family Names. Oxford University Press, 2003.Reaney, P.H.  A Dictionary of English Surnames. Oxford University Press, 1997.Smith, Elsdon C.  American Surnames. Genealogical Publishing Company, 1997.

The Fall of the Romanov Dynasty Essay - 648 Words

The cause of the fall of the Romanov dynasty in 1917 was impacted by many; these people and events include: Nicholas himself (Tsar), Alexander, Rasputin, WWI and the Russian revolution. It all began in 1894 when a man named Alexander III (Tsar of Russia), died leaving his son Nicholas II to become the tsar of Russia at the age of 26. In 1894 Nicholas married Alexander the princess of Germany; they had 5 children, 4 girls and a boy. There only son Alexei was born with hemophilia. In the 19th century, Russia was a huge country with millions of extremely poor farming peasants called serfs. They believed that the Tsar was second only to god in power, and that tsar had control over everyone. Serfs lived horrible lives and by the 1890’s†¦show more content†¦Alexander and Rasputin had been blamed for russias economy decline at rapid rate. Rapsutin was then later murdered. By 1916 russia had 4 and a half times more men captured than killed. In contrast England had 5 times more killed than taken prisoner. This was mainly due to the lack of equipment and weapons the Russian troops had. By 1917 the ratio had increased 16 prisoners of war to everyone that was killed. In 1917 the Russian revolution had began, this was the biggest factor in the fall of the Romanov dynasty. The white Russians arrested the tsarist and abdicated him from his throne putting Nicholas and his family on house arrest and he was no longer known as the Tsar, replacing him with a Bolshevik government. The red Russians had captured Nicholas and his family causing a civil war between the white and red Russians. In July 1918 Lenin and his red Russian squad had won the civil war, and shot Nicholas and his family, leaving Russia a communist country until the 1990’s. In conclusion to the fall of the Romanov dynasty, it is shown that Nicholas had the biggest impact of Russia becoming a communist country as he did not have a greater understanding on the way to run his country, he also didn’t take full responsibility for his people and the soldiers in WW1,Show MoreRelatedRise and Fall of the Romanov Dynasty2238 Words   |  9 PagesThe Romanov Dynasty held the Russian Empire as one of the most powerful European states for over three centuries. In 1917, during Nicholas II’s contradictory reign, a revolution began that transformed the empire into the first ever communist nation, replacing the infamous autocratic rule and introducing the Union of Soviet Socialist Republics. The Russian people were ruled by an autocratic government since 1613 when the Romanov Dynasty began. The government was run by the Tsar who had unlimited powerRead MoreFall of the Romanov Dynasty1471 Words   |  6 Pagesorganised the revolution, the Tsar survived this revolution and continued to rule an uneasy country. The 1905 revolution should have taught the Tsar some important reasons for the chaos that his country was plunged into. The long term survival of the Romanov rule depended on the Tsar pleasing his country and some unsuccessful attempts where made. The Tsar did not help his cause in the period between 1906 and 1912. He introduced a parliament, the duma. This gave some hope that Russia would now not beRead MoreThe Role of the Bolsheviks for the Decline and Fall of the Romanov Dynasty.2091 Words   |  9 PagesResearch Essay: The Russian Revolution (Task 1) Assess the role of the Bolsheviks for the decline and fall of the Romanov dynasty. The beginning of the 20th century brought radical changes to the social and political structure of autocratic Russia. It was a period of regression, reform, revolution and eradication. Eradication of a blood line that had remained in rule for over 300 years; the Romanov Dynasty. The central figure of this eradication was Tsar Nicholas II, often described as an incompetentRead MoreLong-Term and Immediate Factors That Led to the Fall of the Romanov Dynasty2191 Words   |  9 PagesAssess the long-term and immediate factors that led to the fall of the Romanov Dynasty. With over a century of military and civil discontent the Romanov Dynasty was bound to fall sooner or later. The fall of the Romanov Dynasty was a result of long-term causes including Tsar Alexander’s inability to satisfy his people and Tsar Nicholas II’s inability to rule to throne all together. The collapse was also an outcome of immediate causes; the effects of World War One on Russia and the 1917 revolutionRead MoreImportance of Events Between 1894 and the Decline of the Romanov Dynasty785 Words   |  4 PagesImportance of Events Between 1894 and the Decline of the Romanov Dynasty The execution of Tsar Nicholas II and his family in July 1918 signalled the brutal end of a Romanov Dynasty that had survived for hundreds of years in Russia. Such a dynasty had relied on a system known as Tsarism- that is, having a single man ruling the entire Russian empire. Whilst the revolution of 1918 is often seen as being the sole, definitive end to this dictatorial system it wasRead MoreTsar Nicholas Ii964 Words   |  4 Pagesruled for over three hundred years. Throughout this period, they faced many problems and uneasy predicaments, a lot of these centering on Nicholas II as Tsar. A combination of long and short-term problems led to the decline and eventual fall of the Romanov dynasty. Tsar Nicholas II ignored these issues, staying true to his coronation vow to uphold Autocracy, and therefore played a critical role in the plummet of the Empire. A flaw in Tsar Nicholas II Autocratic style of ruling was his conflictingRead More Nikolai Aleksandrovich Romanov: The Last Tsar of Russia1611 Words   |  7 Pages:Nikolai Aleksandrovich Romanov, the last standing Tsar of Russia officially known as Tsar Nicholas II, autocrat of Russia. Nicholas II was born on 18th May, 1868 in Tsarskoe Selo, Russia. Nicholas II was the eldest son of Alexander III and his Empress Marie Romanova. Nicholas was eldest of six children. He had three younger brothers, Alexander, George, Michael and two younger sisters, Xenia and Olga. Nicholas II ruled from 1894 until his abdication on 15 March 1917, his reign saw imperial RussiaRead MoreRasputin Essay2217 Words   |  9 Pages Throughout the 20th century many books have been written about the fall of the Romanov Empire in Russia. It was a dynasty that had been in power for over three hundred year and ends with the last Romanov family being murdered. Tsar Nicholas and his family have been made famous through the many movies and books that tell of their tragedy. Over the past 80 years the Romanov story has become legend, like a fairy tale; but in this fairy tale one man stands out. This man, Rasputin, although he wasRead MoreEssay about Modern History - Decline and Fall of the Romanov1156 Words   |  5 Pagesï » ¿MODERN STUDY NOTES: TITLE SUBHEADING NOTES Decline and Fall of the Romanov Dynasty Nicholas II as an Autocrat Nicholas II: Weak and indecisive leader; gentle. Uneducated. Tsar refused to move with times; see changes and reforms. Close relations with Queen Victoria. Manipulated/Heavily influenced by wife Tsarina Alexandra. Austrian princess – granddaughter of Queen Victoria. Pressured Nicholas to preserve autocracy. Autocracy: Russian 1900’s – Tsar + family ruled completely – no democracyRead MoreThe Tsar s Role As A Family Man1129 Words   |  5 Pagesthey could flourish without Nicholas and his autocracy. In the early periods of the twentieth century there were many political, economic and social complications faced by the Russian nation. Due to the decades of neglect from generations of the Romanov dynasty, Russia faced serious problems. These included the economic instability, poor working conditions of the lower classes and the growing discontent of the people. During the 19th and 20th centuries, Russia faced a period of great economic failure

Cai in Chemistry Free Essays

string(94) " are some defects or disadvantages in conventional classroom method of teaching and learning\." 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. We will write a custom essay sample on Cai in Chemistry or any similar topic only for you Order Now 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 105 Computer 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 the 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 it 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 teach ing 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 there are some defects or disadvantages in conventional classroom method of teaching and learning. You read "Cai in Chemistry" in category "Papers" 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 the 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 student s. 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 methodology 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 between 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 O F 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. 83 SIGNIFICANCE 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 level Experimental 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 AND EXPERIMENTAL 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 ACHIEVEMENT 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 th e 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 indicates 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 Findings The 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 the 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 Assisted 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. How to cite Cai in Chemistry, Papers

Examining major problems caused by worldwide accounting diversity Essay Example For Students

Examining major problems caused by worldwide accounting diversity Essay Multinational corporations have been subscribers to worldwide accounting jobs as they have made or contributed to alterations in which different states have been utilizing their accounting rules non merely have they change the manner accounting criterions carried out but have contributed to the different jobs that have been noted out in this reply. It fundamentally looks into these issues and besides coming up with ways in which this could be solved without impacting the manner concern is carried out in different states through the usage of accounting criterions that will are recognized in each and every state. Each state has its ain alone set of accounting and fiscal coverage regulations and ways that each and every organisation should adhere to. It is besides necessary to cognize why there is accounting diverseness which exists in transnational companies and worldwide. The diagram below shows some of the grounds for jobs connected to accounting diverseness. Reasons for and jobs connected to accounting diverseness harmonizing to Muller Hans ( 2007 ) The major job in accounting diverseness is the differing accounting regulations and principals in every state worldwide. A enormous job in making the fiscal statements of a transnational company is looking at coca-cola for illustration which is based in Kuala lumpur it needs to fix single fiscal statements in every individual one of its over 100 international subordinates and detecting the corresponding national accounting regulations and rules. This so brings the company to do amalgamate fiscal statement harmonizing to Generally Accepted Accounting Principles ( GAAP ) which includes informations from all the fiscal statements of its subordinates. This is a fiddling undertaking for Coca-Cola and it potentially costs tremendous sums of money for the company. Another job is the deficiency of comparison between companies fixing their fiscal statements in two different states, particularly for investors who for illustration would wish to compare the profitableness of companies located in different states ; it is really difficult to make so because of different accounting regulations and rules. In order to clearly understand the jobs that are caused by variegation of accounting worldwide by transnational companies one needs to understand and cognize the 10 environmental factors that are likely to determine accounting developments in a state from which these factors that is where the jobs will fundamentally originate when it comes to variegation of accounting by transnational companies. These 10 factors are: The nature of capital markets. The type of describing governments The size and complexness of concern entities. The type of legal system The degree of enforcement The rate of rising prices Political and economic ties with other states Stature of the accounting profession Being of a conceptual model Quality of accounting instruction Looking into the above list this is a elaborate list of how variegation of accounting by transnational companies can do jobs within a state or different state that the company will be traveling or purpose to get down operations in. Sing the factors noted above these may differ when looking into different states as a subscriber to diverseness in accounting. Outline1 The nature of capital markets2 Type of coverage government3 Size and complexness of the concern entities4 Type of legal system5 Being of a conceptual model6 Degree of Enforcement of ordinances7 Rate of rising prices8 Political and economic ties9 Stature of the accounting profession The nature of capital markets When looking into the nature of capital markets several facets affect the system of fiscal coverage that will be predominating in a state that a transnational company moves to if it has different methods in which it uses. The markets of the peculiar state may be predominated by equity-oriented or debt-oriented. The transnational companies may be so influential that if it enters the market it straights goes to the stock market as a manner to increase their beginning of capital which are called equity-oriented markets. This type of capital funding for transnational companies is chiefly carried out in the United States of America and Canada. The transnational company may besides look for funding when come ining a state or if already in a state may be able to beginning out finance for their concern from the bank as a manner to add up their capital. This type of operation is called debt-oriented and is chiefly practiced in Japan, Switzerland and Germany. Of mice and men...theme of lonliness in the book EssayBeing of a conceptual model This is a consistent system of interconnected aims and basicss that can take to consistent criterions which prescribes the nature, map, and bounds of fiscal accounting and fiscal statements that may do jobs for the transnational company if the accounting criterions are non followed. The conceptual frame work aid work out the job of accounting variegation by transnational companies through supplying the undermentioned information. A statement of purposes or aims of fiscal accounting Targeted user of fiscal statement Fiscal accounting statements that ought to be issued Quality and features of good fiscal accounting. Definition of describing entity. Definition and footing of acknowledging fiscal statements elements Measure of fiscal statements elements and conceprts of capital care. Degree of Enforcement of ordinances Looking into jobs of accounting variegation by transnational companies it is of import to distinguish between accounting ordinance and the existent accounting patterns that fundamentally prevail in a state. When looking into states where there is a high degree of enforcement accounting patterns are mostly in conformity with the demands and in states with low degrees of accounting enforcement patterns of concern entities are likely to exhibit really small conformity with ordinances. The job that most companies face is to accommodate to sophisticated accounting criterions that that would be used in different states which take a batch of resource for the company to implement and implement such criterions. The company would necessitate trained employees to use the criterions, while regulative bureaus will necessitate equal budgets to supervise conformity. Rate of rising prices The job with variegation of accounting by transnational companies is that this will take to many companies non being able to happen ways of allowing the rising prices rate as most will be utilizing different methods than the one recognized for illustration some use Historical cost theoretical account for fiscal coverage intents which bases that rising prices does non earnestly impact the concern operation. But some states that have suffer from high degrees of rising prices usage Inflation adjusted theoretical accounts for fiscal coverage to supply more determination and relevant information in the context of their economic system. Political and economic ties Political and economic ties besides affect the variegation of accounting particularly when it comes to looking at the legal and educational system which may be transported across the boundary line one will happen out that states within the same part intended to utilize the same accounting rules so that trade or concern operations between the states is non affect. This will do it hard for a company to run within that part if it does non cognize the ways in which accounting procedure are carried out. Stature of the accounting profession Another factor that causes jobs in accounting variegation by transnational companies is the intervention of accounting profession where he should be made to experience or hold a high regard within the company so that the books will be accurate and good maintained. The professional besides has the duties of doing certain that the needed accounting criterions are followed and adhered to.

Role Of Greek Gods In The Illiad Essays - Trojans,

Role of Greek Gods In the Illiad With our view of God, it can sometimes be difficult to comprehend the actions and thinking of the Greek deities. The Christian God does not tend to take such an active role in the affairs of people's lives, where, on the other hand, the Greeks regarded direct involvement by the gods as a daily, uncontrollable part of life. Needless to say, divine intervention was a major variable in the equation of Homer's Iliad. The gods picked who they would favour for different reasons. Except Zeus: As the symbol of supreme authority and justice, he makes judgement calls as to the other gods' involvement in the war, remains impartial, and doesn't seem to get caught up in picking favourites. Even when his own son, Sarpedon, was about to die, Zeus chose to let the outcome go unaltered. On the other hand, Zeus's wife, Hera, displayed the more typical actions of a god. After Paris, a Trojan, judged Aphrodite the fairest over Hera, and, after her daughter Hebe was replaced as cupbearer to the gods by a young Trojan boy, she was quite resentful towards Troy and its people. Obviously she sided with the Greeks and would stop at no length to express her will. Scheming and manipulating she even dared to trick her husband, King of the Gods. Hera, along with Athena, who was also passed over by Paris, is seen as the chief divine aid to the Greeks. Being the god of the sea, Poseidon was another strong supporter of the ocean-faring Greeks. Whenever Zeus turned his back Poseidon tried to help the Greeks in the fight. Poseidon felt that he was somewhat Zeus's equal as his brother, but recognizing Zeus's authority and experience, he looked to Zeus as an elder. There were also Gods who favoured the Trojan side of the conflict. Both Apollo and Artemis, twin brother and sister, gave aid to the city of Troy. Although Artemis takes a rather minor role, Apollo, perhaps angered by Agamemmnon's refusal to ransom Khryseis, the daughter of one of his priests and was constantly changing the course of the war in favour of the Trojans. Responsible for sending plague to the Greeks, Apollo was the first god to make an appearance in the Iliad. Also, mainly because Apollo and Artemis were on the Trojan side, their mother, Leto, also helped the Trojans. Aphrodite, obviously supporting Paris's judgement, sided with the Trojans. Although she was insignificant on the battlefield, Aphrodite was successful in convincing Ares, her lover and the god of war, to help the Trojans. One view of the gods' seemingly constant intervention in the war was that they were just setting fate back on the right course. For instance, when Patroklos was killed outside of Troy, Apollo felt no guilt for his doings. It had already been decided that Patroklos would not take Troy, he should never have disobeyed Achilles in the first place. As a god, he was just setting fate on a straight line. Achilles laid blame on Hektor and the Trojans. He did not even consider accusing Apollo, who never came into question, although he was primarily responsible for the kill. Apollo's part in the matter was merely accepted as a natural disaster or illness would be today. This general acceptance of a god's will is a recurring trend throughout the poem. A prime example of this trend is in book XXIV. Achilles, angry over the death of Patroklos brutally disgraced Hektor's body. Tethering Hektor's corpse through the ankles, Achilles dragged him around Patroklos's tomb every day for twelve days. This barbaric treatment was uncalled for and displeased the gods greatly. Achilles mother, Thetis, was sent by Zeus to tell him to ransom the body back to the Trojans. One may think Achilles would be possessive of the body and attempt to put up a fuss as he did before with Agamemmnon in Book I. But, Achilles showed humility and respect for the gods and immediately agreed to ransom the body to the Trojans, showing that all mortals, even god-like Achilles, were answerable to the gods. This ideology would seem to give the gods a sort of unlimited freedom on earth,

Cruel Nature of Caleb Gare Essays

Cruel Nature of Caleb Gare Essays Cruel Nature of Caleb Gare Paper Cruel Nature of Caleb Gare Paper Essay Topic: Black Dog of Fate Cruel nature of Caleb gare Wild Geese is a novel written by Martha Ostenso. The motive of paternal dominance and tyranny imposed by Caleb Gare is clearly felt throughout the whole novel. He is driven by his desire to get more land and therefore more money. Therefore he does not only tyrannize his family, but also his neighbours. Devoting all his life to Just one materialistic goal, to acquire as much land as possible, Caleb uses his possessions to show his power and therefore possessions become his highest value. Caleb felt a glow of satisfaction as he stood there on the ridge peering out over his and until the last light had gone. He could hold all this, and more add to it year after year add to his herd of pure-bred Holsteins and his drove of horses raise more sheep experiment with turkey and goose for the winter markets in the south all this as long as he held the whip hand over Amelia. (Martha Ostenso 19) In this passage is shown his obsession with his farm, and a strong des ire to obtain as much as possible. He forgets about the real values of life and becomes selfish and arrogant man. He is described as a monster without feelings. His Ruthless behaviour towards amily and neighbours is the reason why the whole community hates him and at the same time is afraid of him. His indifference towards what people think about him is clearly shown in the following passage: Day in and day out, not a soul came to the Gare farm, not a soul left it, not even to visit the Sandbos, two miles or less away. And Caleb went about with the fixed, unreadable face of an old satyr, superficially indifferent to what went on, unconscious of those about him, underneath, holding taut the reins of power, alert, Jealous of every gesture in the life within which he moved and governed. (Martha Ostenso 34). An example of Calebs cruel and ruthless behaviour against his neighbours can be seen when he forces his son Martin to go fishing to the Bjarnassons lake. Martin meets Erik Bjarnasson with whom he talks about the fact that their lake is not yet open for fishing. Then Erik invites him to the house for coffee but Martin refuses. The hospitality of Eric shamed him very much. After this chat he decides not to obey the instructions which Caleb gave him and goes back home. Martin did not take the lake road. He thought with self-scathing of his original plan in coming here to slip down below the willows and around the end of the cove where he would not be seen by the Bjarnassons. Such had been Calebs instructions given in full belief that they would be obeyed. He would have to tell his father the truth when he arrived home. Caleb would be in a towering rage, which would express itself in a gentle sarcasm and later in a strange and sinisterly effective abuse of Amelia, that Martin never understood. (Martha Ostenso 125) When Caleb returned home and found out that Martin did not bring any fish, he had a little quarrel with Martin, after which he went out to his flax field and speculated how to ompel Martin to fish. After some time he visits his neighbour Thorvald Thorvaldson, because he has always wanted to get part of his land. When he enters the house, he sees that they had fish for dinner. This makes him happy because the only place where Thorvald could get this fish is the Bjarnassons lake. And he knows that Bjarnassons help during the haying. Fishing in his lake would not be readily forgiven, especially if the offender were trusted and indebted friend. It would surely mean an end to favours, and loans (Martha Ostenso 146) Caleb obtains reason to blackmails Thorvald. He offers Thorvald his silence and cash and Thorvald would have to give him a piece of his land. This scene was rather funny but at the same time dark and tense because it expressed treacherousness of Caleb. Thorvalds eyes grew sullen. Caleb Gare was getting him then. Na-ow! Not von acre! he rasped. Caleb shrugged his shoulders and turned to go. All right, but dont blame me if Bjarnasson dont come across with the crew, he said. Thorvaldson strode quickly into step with him as he walked toward the cart. Better than to lose Bjarnassons support. Vhen you vant it? He almost snivelled. (Martha Ostenso 148) It is obvious that everybody hates Caleb but they are too good-natured and naive to stop his quiet building of his influence. Caleb Gare controls his family with cruelty and hard physical labour. He forces his children to work all day on the farm. As his farm grows, there is more and more work to be done, but he has only his wife Amelia and four children to work there. He does not want to pay for extra workers because he sees in his family as free workers. Caleb must have had some other reason for not taking on extra help. It was his idea, apparently, to blind them all with work an extra man ould give them time for thinking, and dreaming. (Martha Ostenso 142) Although he has money, he does not want to pay for extra workers because he is simply too greedy. He does not even bother to buy his daughter Ellen new glasses. Ellen worked with difficulty because of her eyes, and frequently had to close them to ease their smarting. The hay dust bit at her lids so that they became bright red (Martha Ostenso 142). When he sees that Ellen does not work as fast and as perfectly as her siblings, he Just states that she has day-dreaming, and sends her to go over the hole strip again. That he sees her red eyes and does not have mercy upon her is an evidence of his cruel insensibility towards his family. The worst aspect of Caleb was the terror he imposed on his wife, Amelia. He holds her at bay because he knows about her illegitimate child which she had before married him. For Caleb, although he had known of Amelias moral defection before he married her, had always looked upon himself as the betrayed and cheated victim in a triangle. It was perhaps this which prevented him from ever feeling pands of remorse for his acts. His sensibilities ere crystallized in the belief that life had done him an eternal wrong, which no deed of his own could over-avenge. (Martha Ostenso 102) This passage shows why Caleb became such a merciless, wicked devil. The situation gets worse because this illegitimate child, Mark Jordan, arrives to the neighbourhood and falls in love with Lind Archer, the teacher who lives at the Gares. Amelia is afraid that Mark will find out that he is son of poor woman who married a farmer. Caleb knows exactly that Amelia does not want this secret to be revealed. If it was revealed, her family would have lost a good reputation. It was felt from the novel that at that times a good reputation of family was very important in the neighbourhood for the marriage. Amelia wanted her children to be happy and to marry someone and therefore she had to obey Caleb. Caleb thoughts turned to Amelia. She had behaved well of late. Perhaps she was even beginning to realize that no good would come of it if the to keep her reminded of that little mistake od hers that little mistake Also, it might be well to pay a visit to the young man, before the return of the Klovaczs. To sound him out, as it were, and to report to Amelia on his parts as a gentleman. Good idea, that. Amelia would break her heart rather than let a gentleman know the truth about himself. He might not even want to marry the Teacher if he knew that he had no name to offer her. (Martha Ostenso 145) Considering all of this, Amelia was forced to be cruel and to hold strong hand over her children to prevent any rebellion. He did not want his children to leave his farm because he would have to pay extra money for workers. And that is why he blackmailed Amelia with the secret of Mark Jordan. One night Amelia told him that Sven Sandbo wants to marry Judith, his most hardworking aughter. A dispute followed after that. Judith heard parts of it. Caleb began to enjoy the situation. fou think do you? Hah! Scared Bart might tell the truth, eh? Rather have Sven taken in, eh? Have him think hes marryin into fine stuff? mfou know you know nobody around here would marry the girls if if they knew. No, he agreed softly, the people around here are careful of their morals. But thats no reason why you should take advantage of them. Wouldnt it be better to wait and find out what Jude is going to be before you turn her over to an honest man? Amelia sprang to her eet, her face white. IVe had enough from you, you hypocrite! she said, her voice breaking. It isnt Jude youre thinking of. Its your filthy greed and the work you can get out of her. If you even told the truth I might I might respect your bullying. But this this I wont bear it you you sneak! (Martha Ostenso 99) The following passage shows Calebs psychical pressure that he used against Amalia in this quarrel. Caleb laughed under his breath. He spoke now almost in a whisper, as he always did when frenzy had its way with him. Getting independent suddenly, are ou? Mark Jordan isnt so far away but what I could reach him tonight, before I go to bed. Amelia shook her head, her lips moved silently. If she did not end the scene the children would know that something was happening below. Lind would hear. Caleb looked at her. She was a poor thing, after all, scarcely worth the trouble. (Martha Ostenso 100) As y ou can see, every time the children or Amelia make any extraordinary thing, Caleb threatens that he will tell Amelias secret to Mark. Children suspect that there is some secret and they are convinced that it is somehow related ith them. They are Just commiserate with their mothers fate. They know how revengeful their father is when the invisible line of his patience is crossed and therefore they live in submission hoping that the mysterious secret would never be revealed. Calebs daughter Judith is the only one who dares to rebel against him. Lind Archer compared her to a wild horse. Judith is a beautiful creature. Shes like a a wild horse, more than anything I know of. But Caleb doesnt give her a moment to herself even to think in. (Martha Ostenso 65) Caleb wants to keep Judith home under is control as long as possible because she is most useful to him in the farm. Judiths nature is very wild and she knows that she needs to get away from this household and have her own life. She is in love with Sven Sandbo. She meets him secretly but then Caleb finds out that she is meeting him because he spied on her. He crept along slowly, taking care not to step on dry branches. As the light fell he could make out low voices that seemed to come from a hollow. Now he could look down and see pool. (Martha Ostenso 165) What happened later on between Judith and Caleb in the barn is described in the following passage. She saw his face, like a mask cut out of granite. He had seen them she knew it instantly. Somehow he had discovered spied on them. He stepped into the barn. Judith was dumb. What er you up to, out there in the bush, eh? With what Sandbo dog, heh, heh! A bitch like your mother, eh? Come here and Ill show ye it pays to be decent! He took another step toward her. Judiths hand swept down and grasped the handle of the ax. She straightened like a flash and flung it with all her strength at Calebs head. Her eyes closed dizzily, and when she opened them again he was crouching before her, his hand moving across is moustache. The ax was buried in the rotten wall behind his head. (Martha Ostenso 166) After this accident he gains control over Judith. He locked the barn with the ax buried in the wall, because it is a proof that she tried to kill him. This situation was very welcome to him because it strengthened his influence over Amelia and the whole family. The case of Judith had been fortunate rather than otherwise. At first it had been a bit disturbing. The ax might have done more than graze his hair. As it was, the incident merely gave him greater control over affairs. It was another thing to old over Amelia. And it gave him security in regard to Judith it was a case for the police if he wished to make it one. (Martha Ostenso, 171) This way he somehow broke the wild spirit of Judith. Caleb stole her beliefs and dreams of a better and happier life. She becomes lifeless creature that only obeys orders. It wont do any good, Judith muttered. If I see Sven hell find out and then hell send me to the city. I know nothing good ever happens. (Martha Ostenso 173) She becomes lifeless creature that only obeys orders. Only thanks to Lind she took a chance to flee from her prison. This happens during the harvest Jubilee in Latts school, that was to take form of a masquerade. Even though Caleb finds out that she fled, he does not run after her to bring her back. Instead of that he has a terrible quarrel with Amelia. But this quarrel is not finished because of a fire which suddenly appears and is a big threat of his fields. He runs out to save the only thing that could be saved the flax field. There is no one to help him because his children are at the masquerade. He has to try to cut off the fire on his own. In doing this he has to get around the muskeg and the dried lake bottom. He ran on blindly, conscious only of the direction in which the flax field lay. The fire was gaining with every moment. The wind kept up its velocity Then suddenly something seemed to be tugging at his feet. He could not release them. He stood upright again and strained with all his might. But the insisious force in the earth drew him in deeper. The fire had now got past the point where he was sinking in the black mud. He turned away so that he should not see it [burning flax field]. But he knew that his position would force him to look upon it to the end unless he closed his eyes. Martha Ostenso 236) In order to save his flax field he sacrificed his own life. The death of Caleb is rather ironical. It Just feels like he got what he deserved. The last thing he saw before he died was the only thing that he ever truly loved his flax field in flames. Last but not least his death nicely unweaves the plot. It is a happy ending because Judith is finally free, also the secret of Mark Jordan forever buried. This novel uncovers exciting, intricate, and, most importantly, a beautiful story of love and tyranny. Ostenso, Martha. Wild Geese. McClelland and Stewart Limited, 1971, ISBN 0-7710-91 18-4

Identify the various types and forms of child neglect, and discuss how Essay

Identify the various types and forms of child neglect, and discuss how they may influence delinquent behaviors in children - Essay Example of the child could lead to malnutrition and a general failure to thrive, serious infectious diseases and potential harm to the child in the form of cuts, bruises or burns that may occur when there is lack of supervision. When children are not receiving school education and training at the mandatory age they are subject to educational neglect and this could have damaging effects later in life as such children lack the basic skills for survival, quickly drop out of school and easily indulge in delinquent activities. Children suffer emotional neglect in homes where there is repeated spousal abuse, lack of affection and psychological care, allowing children to use drugs and other narcotics and constantly chiding the child saying that he is useless for anything. Such neglect could cause serious damage to their self-esteem and could also lead to suicidal tendencies. Medical neglect even when parents are educated and well employed could lead to poor overall health and complicate existing me dical problems of the child. All the above forms of neglect could result in potentially harmful consequences for the child and in many cases they encourage children to indulge in risky and violent activities (Perry, Colwell and Schick). Parental neglect of children has been found to be one of the most powerful predictors of juvenile delinquency. There have been several studies which have studied the link between parental support and monitoring and delinquency in children and all of them have concluded that a high rate of delinquency was observed among children who faced parental neglect, lack of parental supervision and care. The delinquent behavior ranged from skipping classes in school, drug abuse and indulging in violent and criminal activities. The low emotional attachment found between children and their neglectful parents was found to be a major factor that influenced delinquent behavior in these children. In addition the failure of parents to adequately spend time and monitor