"The Correlation Between Students’ Writing Anxiety And The Use Of Writing Assessment Rubrics"

Abstract:

• If students are expected to write well, writing anxiety can arise. 
• Teachers can provide rubrics to students to help them minimize their writing anxieties. 
• The present study sought to determine the prevalence of students’ second language writing anxiety and their use of writing assessment rubrics by students, as well as their correlation. 
• This research was conducted in critical reading and writing classes at Sanata Dharma University in Indonesia. 
• This study involved seventy-three students. To collect the data, the researchers used two methods, namely the second language writing anxiety inventory (slwai), and the students’ use of the writing assessment rubric questionnaire. 
• The results were statistically evaluated using spss. Both students’ anxiety about second language writing and their use of writing assessment rubrics were at a moderate level, according to the results. 
• The two variables also showed a negative strong correlation (r=0.704), which indicated that the use of writing rubrics before publication reduced students’ writing anxiety. 
• Students are expected to have a good writing record as writing is a useful visual skill that aids communication and intellectual development (Nunan, 2015). However, many language learners find that writing is difficult and frustrates them (Graham, Harris & Mason, 2005). 
• The difficult part of writing, according to al-Sawalha, Salem, and Foo (2012), is the process of generating, organizing, and putting ideas into the written word. Moreover, language learners must also have lexical and syntactical skills to provide the writing service to the readers (bayat, 2014). 
• Writing in a foreign language is even more difficult than writing in the first language (Gilmore, 2009). 
• Grammar and vocabulary, among other things, have become the most difficult parts of writing, according to foreign language learners (pasaribu, 2016). It can cause fear because writing in a foreign language and using writing assessment Rubrics, writing style practices during exams.

"Heart of human being"

 

What is the heart? 

The heart is a fist-sized organ that pumps blood throughout your body. It's the primary organ of your circulatory system.

Your heart contains four main sections made of muscle and powered by electrical impulses. Your brain and nervous system direct your heart’s function.

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What is the heart’s function?

Your heart’s main function is to move blood throughout your body. Your heart also:

Controls the rhythm and speed of your heart rate.

Maintains your blood pressure.

How does your heart work with other organs?

Your heart works with other body systems to control your heart rate and other body functions. The primary systems are:

·        Nervous system

·        Endocrine system

·        Anatomy

What are the parts of the heart’s anatomy?

The parts of your heart are like the parts of a house. Your heart has:

·        Walls.

·        Chambers (rooms).

·        Valves (doors).

·        Blood vessels (plumbing).

·        Electrical conduction system (electricity).

·        Heart walls

Your heart walls have three layers:

Endocardium: Inner layer.

Myocardium: Muscular middle layer.

Epicardium: Protective outer layer.

How can I keep my heart healthy?

If you have a condition that affects your heart, follow your healthcare provider’s treatment plan. It’s important to take medications as prescribed.

You can also make lifestyle changes to keep your heart healthy. Including:

·        Achieve and maintain a healthy weight.

·        Drink alcohol in moderation.

·        Eat a heart-healthy diet with plenty of fruits, vegetables, and whole grains.

·        Exercise moderately for at least 150 minutes per week.

·        Manage your stress with healthy strategies like meditation or journaling.

·        Quit smoking and/or using tobacco products and avoid secondhand smoke.

 

"Excretory system of Human being

 Excretory System:

The life of each organism depends on certain basic processes. Excretion is one of them. Different organisms follow different parts of excretion. In complex organisms including humans, there is a specialized system for excretion called the human excretory system (byjus.com).

For example, aquatic animals excrete waste in the form of ammonia, while birds and insects excrete mainly uric acid.

Excretory System Organs

· kidneys

· ureters

· urinary bladder

· urethra

Kidneys

Kidneys are bean-shaped structures located on either side of the backbone and are protected by the ribs and muscles of the back. Each human adult kidney has a length of 10-12 cm, a width of 5-7 cm, and weighs around 120-170g.

The kidneys have an inner-concave structure. The blood vessels, ureters, and nerves enter the kidneys through the hilum, which is a notch at the inner-concave surface of the kidney. The renal pelvis, a large funnel-shaped space inner to the hilum, has many projections known as calyces.

Structure of the kidneys

The structure of the kidneys is explained below.

· Capsule

· Nephrons

· Henle’s loop

· Ureter

· Urinary Bladder

· Urethra

· Excretion in humans

Mechanisms of excretion in humans

The process of excretion in humans involves the following steps:

· Urine Formation

· Tubular Reabsorption

· Secretion

· Glomerulus - filters the blood

The Human excretory system

• The human excretory system includes organs that facilitate the removal of nitrogenous wastes from the body. The main excretory organs include the kidney, ureter, urinary bladder, and urethra.
• Kidneys filter blood and urine is obtained.
• Urine passes to the urinary bladder via the ureter and is expelled out of the body. This is known as micturition.
• Kidneys also regulate the osmotic pressure in a mammal’s blood through excessive purification and filtration. This is known as OSMoregulation.

"Respiratory system of Human being"

Respiratory system:

• This system includes the nose, mouth, throat, voice box, windpipe, and lungs. Air enters the respiratory system through the nose or the mouth. If it goes into the nostrils (also called the nares).
•  Tiny hairs are called cilia.
•  The two loops of the airway meet at the pharynx, or throat, at the back of the nose and mouth. 
• The pharynx is part of the digestive system, and the respiratory system because it carries both food and air. At the bottom of the pharynx, this pathway divides in two, one for food — the esophagus, which leads to the stomach — and the other for air. 
• The epiglottis, a small flap of tissue, covers the air-only passage when we swallow, keeping food and liquid going into the lungs. 
• The larynx, or voice box, is the top part of the air-only pipe and it makes sound in voice. 
• The trachea, or windpipe, is the continuation of the airway below the larynx. The walls of the trachea are strengthened by stiff rings of cartilage to keep it. At its bottom end, the trachea divides into left and right air tubes, called bronchi, which connect to the lungs.
•  Within the lungs, the bronchi branch into smaller bronchi and even smaller tubes, bronchioles. Bronchioles end up in tiny air sacs, called alveoli, where the exchange of oxygen and carbon dioxide actually takes place. 
• The lungs also contain elastic tissues that allow them to inflate and deflate without losing shape.
•  They're covered by a thin lining, the pleura. The chest cavity, or thorax, is the airtight box that houses the bronchial tree, lungs, and other structures.
•  The top and sides of the thorax are formed by the ribs and attached muscles, and the bottom is formed by a large muscle, called the diaphragm in human being.

"Effective use of ITC on student teaching and learning in higher education institutions"

Abstract:

• The document gives an overview of the research conducted on the availability, usage, and problems faced by students of higher education in using ICT facilities. It mentions that the study focused on students in public sector universities in Lahore, Pakistan, and aimed to identify the extent of access to ICT facilities, the level of expertise in ICT skills and programs, the usage of ICT for academic purposes, and the challenges faced by students in using ICT resources and AI-tools like ChatGPT. It mentions that higher education institutions have been spending large amounts on ICT in the past two decades. 

• The integration of ICT in higher education is seen as adding value to educational institutes for social and economic development. 

• The section also highlights the challenges of integrating ICT in education, particularly in developing countries, including high costs and lack of technical support. 

•  The findings of the study revealed that the majority of students had access to computers and the Internet both at home and at their universities. 

• They were skilled at basic programs such as MS Word, and MS PowerPoint, searching and browsing the internet, email, and social networking. However, they were less skilled at using digital libraries, discussion forums, and blogs. 

• The study also found that students spent more time on computers for recreational and other purposes than for academic purposes. 

• The problems faced by students (slow computer speed, internet signal problems, virus threats, and lack of internet access). 

• The study concludes by recommending that universities should invest more in improving the infrastructure to address these ICT-related challenges faced by students. The study concludes that while students of higher education in Lahore, Pakistan have access to computers and the internet both at home and at their universities, there are still several challenges that they face in using ICT resources.