Overview of the War on Drugs History and Timeline

Analysis Of The Orestian Trilogy - 742 Words

The Orestian Trilogy The Orestian Trilogy is a Greek tragedy written by Aeschylus that conveyed the theme of justice versus revenge. In the Greek tragedy, three murders took place between three different people: Agamemnon, Clytemnestra, Orestes. These three characters happen to be family and a turn of events causes a slippery slope; that results in the three family members committing separate murders. When looking at the purpose of the three plays as to whether each murder was for a just or unjust reason, Agamemnon and Orestes are not guilty of committing unjust murders while Clytemnestra is. In the first play Agamemnon Argos is going to war with Troy because Paris, the leader of Troy, was offered hospitality by Menelaus and Paris†¦show more content†¦She then plans the murder of Agamemnon and tries to find ways to justify her doing this. This is all an act of revenge. When Agamemnon returns to Argos with the princess of Troy, Clytemnestra acts like everything is okay and co nfesses her love for him. Clytemnestra comes up with a plan to make Agamemnon commit blasphemy against the Gods by tricking him into walking on crimson silk, the carpet only the Gods walk on. Agamemnon questions Clytemnestra when she tells him to walk on the crimson silk. She challenges him and says, Imagine Priam conqueror: what would he have done, this pushes him to consider walking on the carpet which he eventually does (Aeschylus 75). Agamemnon then goes to take a bath; after a while, the Chorus hears him scream murder and open the doors to see him at the feet of Clytemnestra as she claims, This murders mine and confesses she is her daughter avenger (Aeschylus 94). She also informs the Chorus that Agamemnon committed blasphemy against the Gods to cover up her revenge for her daughter to make it seem like a just murder. In the second play The Libation-Bearers Orestes returns after years of exile to mourn the death of his father. Orestes does not let Clytemnestra know that he is i n Argos because she has exiled him so that she and Aegisthus can rule Argos. Orestes soon speaks to Apollo, the god of

King Lear and Little Boy Crying Free Essays

string(162) " play starts off with Lear, as he wishes to be treated as a king and enjoy the title, but does not wish to have to deal with the hassle of governing the country\." Research and provide examples of the following literary terms: 1 . Simile- A simile is a direct comparison that always contains word as or like. Examples: He is as wealthy as 3111 Gate. We will write a custom essay sample on King Lear and Little Boy Crying or any similar topic only for you Order Now Her personality Is like a bubble In a bottle to champagne. 2. Metaphor- A metaphor Is a comparison without the use of as or like. It refers to a person or object (as) being (like) another. The comparison Is Implied rather than stated directly. Examples: He is a half witch. 3. Personification-A trope or figure of speech in which an inanimate object or abstraction is given human qualities or abilities. Examples: The wind stood up and gave a shout. The road isn’t built that can make it breathe hard. Litotes- Is a figure to speech consisting to an understatement In Welch an Attractive Is expressed by negating Its opposite. Litotes uses a negative and an opposite to understate what Is Intended. Examples: He is no Einstein. (He is academically weak) 5. Hyperbole-An Hyperbole is an over -exaggeration, not meant to be taken literally. It aims to create humor or to emphasize a point. Examples: The teacher complained that she had had hundreds of interruption that ay. She prepared enough food to teed an army. E. Paradox- A paradox Is a seemingly absurd or contradictory statement when analyzed, Is found to be true. The opposites are not next to each other, but are found In the same sentence. Examples: You will kill him with your kindness. (Your kind deeds are doing more harm than good. She is only happy when she has something to worry about. (A happy worrier. ) 7. Euphemism – It expresses an unpleasant or uncomfortable situation in a more sensitive, kind and tactful manner, The purpose Is to soften the blow, protect feelings or to be politically correct. Example: The camp forbids any form of chemical stimulants. (Drugs and Alcohol) 8. Ellipsis- It is the act of leaving out a word or words from a sentence deliberately, when the mea ning can be understood without them. The three dots (.. Are used to show that a word or words have been left out. Example: â€Å"But, I thought he was Preposition- It raters to an event arising bettor the commencement to the bankruptcy case that Is before the filling of the bankruptcy petrol. This Is onto literary term because It Is not used In figurative or nonliterary sense, and it Is not used to express language by using its usual literal meaning. I believe that this is a typing error, made when the writer added a â€Å"m’ in front of a literary term â€Å"Repetition†. Repetition- Is the simple repeating of a word, within a sentence or a poetical line, with no particular placement to the words in order to provide emphasis. Example: we must all hang together or assuredly we shall hang separately. † 10. Pun- meaning is used to convey humor. They are used in headlines to grab attention and also in Jokes or riddles. Example: Cricket captain stamped. 11 . Suggestion- an idea or a plan that you mention for somebody else to think about. Example: â€Å"Children hooked refrain from criminal activity’ suggests the inspector general. 12. Irony- The use of words to convey a meaning that is the opposite of its literal meaning. The intention is for the opposite to be understood. Examples: â€Å"l can’t wait for my detention on Friday afternoon. † Walking into the empty cinema, the woman exclaimed,† fortunately, we booked† 13. Sarcasm- sarcasm, like irony, occurs when one thing is said, but something else is intended or understood. However, sarcasm is used with the express purpose of hurting, insulting or humiliating. Examples: Mimi must have worked very hard to be bottom of the class. 14. Rhetorical- is a figure of speech in the form of a question that is asked in order to make appoint. The question is used as a rhetorical device, posed for the sake of encouraging its listener to consider a message or viewpoint. A rhetorical question expects no answer. Example: â€Å"Why are we allowing stress to become an invisible enemy? † Task 2 poem: â€Å"LITTLE BOY CRYING† Relationship between the father and his son in this poem is shown in different ways, using different themes and literal devices such as personification, metaphor and imagery It depicts an angry, sad and frustrated boy whose mind is full of assessment, because of the heartless and cruel behavior of his father. The poet use of a metaphor in the first stanza â€Å"your frame so recently relaxed now tight† (line 6) highlights the perplexed mind of the child. He is very unnerved by this unpleasant slaughter of his hopes of an ecstatic pastime, and his mind is full of spiteful feelings of his father. The poet use of imagery â€Å"swimming tears â€Å", â€Å"splashing your bare feet† and â€Å"angling for a moment’s hint†, shows that the boys tries try to catch a glimpse and of guilt in his father’s eyes and to make his father realize the anguish he is going through. The use of metaphorical phrase â€Å"ogre towers above you† and â€Å"grim giant† displays the father as a very dominant person over the child who is comparatively extremely defenseless and vulnerable and it also depicts the father as a negative person and his son unequivocally hates and loathes him. I do agree that the boy finally learnt a lesson from the father’s capital punishment. The father is extremely concerned about the boy and he does not take any pleasure in making his son cry but, even if he is in a great dilemma, he chooses to teach his child a lesson than appeasing him, â€Å"wavering hidden behind that mask†. Play: KING LEAR Task 4 In this play many characters tend to value appearance above the reality, illusion want to see, hear and believe what they think it suits them most and they tend to turn a blind eye on reality. There are also those who present themselves falsely, either to gain advantage or to reveal truth. The play starts off with Lear, as he wishes to be treated as a king and enjoy the title, but does not wish to have to deal with the hassle of governing the country. You read "King Lear and Little Boy Crying" in category "Papers" This is mirrored in his test he gives to daughter, where he asks â€Å"which of you shall we say doth love us most? (l . 1. 48) the way this question is phrased already demonstrates that he values a flattering public display of love over real love. Despite the fact that Cornelia, Learns favorite daughter refuses to partake in his game causes him to banish her from the kingdom and his close ally Kent. He confuses declarations of love with love itself. He asks only for the appearance, he does not recognize the real love of Cornelia from her single word, ‘nothing. He mistakes Cordillera’s monosyllable, ‘nothing as an insult. When he retaliates with the quip ‘nothing will come of nothing and he does not recognize that this truth will apply specifically to him. Instead he values Generic and Reggae’s fake sense of fawning over Cordillera’s demonstration of sincere sense of filial duty. He believes his two older daughters’ sycophantic professions of love, rewarding them with his kingdom. Lear does not recognize his good retainer Kent after long years of service because of Ken’s disguise. Lear is quick to accept him at face value, without any attempt to gain a deeper understanding of him. Even after reconciliation with Cornelia, Lear mistakes appearance for reality. He believes Cornelia to be alive when she is, in reality, dead. Secondly, in this play we read about the second character that s also unable to establish the difference, in his mind, between what people are saying and doing, and what these people’s true motives are behind their action. His fate parallels Learns when his choice of appearance over reality puts him at the mercy of his evil, ungrateful child. When Edgar, the good son in disguise as Poor Tom, a madman, pretends to lead his blind father to his blind father to his death at the cliff of Dover, Gloucester, through the illusion of death, is led to an acceptance of afflictions of life. Ironically, the truth kills Gloucester when Edgar reveals his identity. Gloucester sees himself differently from the people around him; he feels that he is a royal, respected man, holding some power and status. Learns evil daughters, however, decide that Gloucester is a traitor by advising Lear to escape to Dover; that is their reality. For Lear and Gloucester, they allow the deception of their children to destroy them; they value people and situation by appearance, and they have perceptions for themselves which are not realistic. Similarly, we leant that a person cannot accept anything at a face value but must search for deeper truths and learn to recognize and avoid deceit. Task 3 Play: KING LEAR ‘Of all the plays villains in King Lear, Edmund is the most complicated villain character in this play. He is morally bad, evil and he is responsible for causing many harms and wreaking destruction upon virtually many character in this play. He is a perfect schemer and an unscrupulous character that highly portrays his eagerness to seize any opportunity and does anything to attain his goal. In act 1, scene 2, line 1-22, Edmund delivers soliloquy expressing his dissatisfaction with society’s attitude toward bastard. He bitterly resent his legitimate half-brother, Edgar who stands to reveilles that society has denied him. In his soliloquy he talks of his forged letter which he will use to discredit his brother and deceives his father to place Edgar in a bad light. His serial treachery is not merely self-interested; it is a conscious rebellion against the social order that has denied him the same status as Gloucester legitimate son Edgar. â€Å"Now, gods stand up for bastards† Edmund commands, but in facts he depends not on divine aid but on his own initiative (1. 2. 22). He rejects the â€Å"plague of custom† (1. 2. 3) that makes society disdain him and dedicates himself to nature†(l . 2. 1) that is raw and unconstrained existence. After his betrayal of Edgar and his father, Cornwall, Reggae’s husband, becomes like a new father to Edmund, as he also has an opportunistic bent. Edmunds affairs with Generic and Reagan tie the two subplots together very well, although the relationships are not presented in detail, and they do not exist in the source material for Edmund, Plexiglas. He does not appear to have as much affection for the two sisters as they do for him, and although he was effective against his father and brother, he cannot effectively play the two sisters off against each other It is notable that when he speaks to Generic and Reagan, he does not speak well, whereas in other situations he speaks very well – this is partially due to his trying to conceal his involvement with both of them. Edmund is the sisters’ lust object, rather than true love, although he himself does not realize this. The death of Oswald plays the main role in the disclosure of the truth and this highly results in the death of Edmund. In act 4, scene 6, after Edgar injures Oswald, he hopes to prevent bloodshed by unsealing his letter than killing him. This letter actually contains evidence that Generic and Edmund are plotting to murder Albany. Edgar is appalled at this discovery against the life of Albany he hands him the letter at right time. Albany charges Edmund for capital treason and he challenges him to a duel. He calls forward any person to testify that Edmund is a traitor, the disguise Edgar enters, they fight and Edmund gets mortally wounded and he shows a flicker of weakness, and he eventually dies repenting to his villainy. Even if Edmund succeeds in deceiving his brother and betraying his father, he never finds true love. The community always regards him illegitimate. He is rare visible in peoples’ eye (2. 1. 1) â€Å"look, sir, I bleed† he wants his father pay attention on him and gives him the love he need. The two older daughters of Lear regard him as their lust object rather than true love, although he himself does not realize this. I do not find Edmund as sympathetic character because throughout this play Edmund is not kind to other characters and he does care about their problems. He is not showing sympathy towards Lear when he is not storm all alone without any shelter and he finally orders the killing of Cornelia without showing sympathy to Learns mental condition. How to cite King Lear and Little Boy Crying, Papers

Mathematics Anxiety in Pre-Service Student Teachers

Question: Describe about the Mathematics Anxiety in Pre-Service Student Teachers. Answer: Introduction The complexity of Mathematics increases with increasing school years. The education system, especially Mathematics is also changing throughout years to fulfill the demands of learners. India is one of the countries that have undergone drastic changes in education especially in teaching mathematics. It is evident that the changes of the education system affect how learners learn and view mathematics. However, the teachers attitude has a profound effect on their students. Most mathematics teaching-learning process at secondary and tertiary levels is teacher-centered. So, the more confident the teacher is the more excited and focused the students are in the learning process. I would like to discuss the pre-service mathematics teachers classroom experience. There are many aspects that make these novice teachers incapacitated during their undergraduate education programs. One key fact among these is Math Anxiety (Bekdemir, M, 2007). There is abundant literature that recognizes the reasons for math anxiety in the student teachers and how to eliminate the anxiety factors in order to achieve the standards to succeed in establishing anxiety free mathematics classrooms. The fundamental motivation behind this dialog is to investigate the crucial segments of math nervousness, including its causes, suggestions and its disposal in the pre-benefit graduates. Eight research papers were sourced and used in the following synthesis. What became apparent in the search for articles on this topic, was limited research exists to propose an effective mathematical methods course to reduce the level of mathematics anxiety among student teachers. Yet, informal conversations and research have established that this is an ongoing issue for many pre-service teachers. One such explanation for this lack of research is the political shift in education and the consequent shift in foci. For example, the National Council of Teachers of Mathematics has a major focus on advanced mathematical skills (Bates, Latham Kim, 2011). Another explanation could be that other areas within mathematics education, such as emphasizing strongly mathematical understanding and reasoning, have become prominent in recent years. Nonetheless, the teacher trainees should be aware of their individual levels of math anxiety and learn strategies to ensure their negative dispositions tow ards math are not transmitted to their future elementary students (Battista, 1986). Anxiety reaction In line with the earlier explanation, the sourced research advocates the math anxiety as a bon fide anxiety reaction, a phobia with both immediate cognitive and long-term educational implications predominant among students and has an adverse effect on their motivation and success. (Faust, 1992; Mark H. Ashcraft, 2002; Norma Wynn Harper, 1998; Zettle Raines, 2002; Bekdemir, M, 2007). The findings of these authors suggest that eliminating math anxiety which is often created by the classroom teacher will be a determining factor of future achievement in mathematics that helps inhibit math anxiety in children. Pre-administration educators' convictions are considered as a standout amongst essentially the most primary builds in educator guide. The convictions that pre-service educators lift with them into their instructor training projects are firmly recognized with the type of learning and displaying they have got been acquired during the years from their encounters in college settings. On this means, changes in pre-administration educators' convictions are troublesome due to the fact that the exceptional of prior convictions that pre-benefit instructors convey into the instructor coaching applications held knowledge wrongness in deciding easy methods to (Brown, 2012). In unique words, their coming into point of view on educating and learning have an effect on how and what they instruct in study room. On this manner, the courses offered with the aid of educator training programs imply to assignment pre-administration educators' convictions via study room readings, dialogs and area encounter s. As part of the initiatives, science displaying systems publications are planned as an intelligent challenge to support associations amongst hypothesis and apply because pre-advantage educators' convictions have interceding influence on their choices for opting for fitting instructing techniques in lecture room. For illustration, pre-advantage educators who believe that understudy targeted technique brings about more noteworthy benefits than educator targeted procedure would tend to include more neighborhood work than pre-improvement instructors who see subsequent to zero displaying esteem in agreeable learning (Cassel Vincent, 2011). Teacher coaching applications plan to get ready common pre-benefit educators to create understanding and knowledge for showing arithmetic viably on the grounds that they are relied upon to be capable in numerous ingredients of instructing calling. Still, it's relatively tough for pre-improvement instructors to particularly recognize and work with understudies in real lecture room. In terms of instructing, pre-advantage instructors are involved about how they'd be obvious, what they might do or say when they're put in the classroom environment for science instructing. As observed in the writing, develops arithmetic tension and scientific convictions have tremendous impacts on constructing pre-administration educators' educated growth. After all, a couple believes about analyzed the connection between numerical convictions and arithmetic anxiety of pre-administration instructors (Chen, 2011). Research literature The examination writing unmistakably advances that a constructivist way to deal with instructing and learning procedure can constrain uneasiness. This could be accomplished by the pre benefit instructors by learning imaginative routes, particularly to tackle word issues and critical thinking in a way that spurs the kids. Besides, to succeed in keeping up the norms, accentuation on applied comprehension by cooperating, having broad field work encounters, utilizing manipulative could have essential influence. This could be possible if the children are exposed to real life problem situations where they are interested in (Ersen, 2016). The key for the prospective teachers success lies in the way they present certain critical concepts of mathematics. For instance, its a known factor that problem solving causes math anxiety both in the instructor and the student, reason being the problem solving mostly presented in rigid textbook pattern. Having a conceptual understanding in such areas of mathematics, methods course instructors can ensure that they present problem solving activities in a non-threatening environment (Norma Wynn Harper C. J. Daane, 1998). This is particularly significant that the teachers usually teach mathematics as they were taught. A possible solution to the problem is the method of instruction, seems to be a powerful source in shaping their attitudes, conceptions and expectations in learning (Gresham, G, 2007). Role of teachers Carol D. Jackson and R. Jon Leffing well investigated the role of instructor (teacher) in exacerbating anxiety at all levels from kindergarten to college. The subjects were senior level elementary mathematics class who were seeking certification to teach through sixth grade. These were classified as three clusters, Elementary level (grades 3, 4), High school level (grades 9-11), college level. The respondents of the three clusters gave a common cause for producing math anxiety is the instructors negative attitude towards the students, which is insensitive and uncaring regardless of age. The results of the survey have significant implications for all those teach mathematics. This brings to the fore the point that instructors impact is large on the students. The motivation levels of the students have a converse effect if the students think that the instructor is not happy teaching them in the class. Instructors should be aware that students are likely to internalize their instructors i nterests in and eagerness for teaching the subject. These student teachers to become successful mathematics teachers should overcome math anxiety, though some painful experiences at some stage of their education by some instructors made a lingering and lasting impression. From this research it is of value to note the negative memories that to and these negative memories were so profound that math anxiety persisted surprisingly for many years (Ertekin, Dilmac Yazici, 2009). Methods This be taught contains of 34 pre-benefit instructors. All members had been enlisted within the courses math 201 or 211; math for right on time or core adolescence lecturers. This be trained was directed at a personal common sized college in a city territory. The pre-benefit instructors volunteered to partake in three meetings all via the semester on the institution. Understudies have been informed verbally that their aid in these conferences was intentional. Their reactions would not have an impact on their assessment within the course. Understudies were given the resolution of additional credit or a blessing card for partaking in the learning. Before the conferences, understudies were not educated that the cause for the meetings used to be to gather understanding related to arithmetic anxiety and walk in the park levels in the direction of scientific substance (Mensah, 2011). The conferences have been directed on three separate hobbies all via the autumn semester of 2015. All conferences rapidly took after three exams all through the semester. Every talk with constituted of a development of inquiries. The initial 4 inquiries recognized with the students walk in the park beforehand, then after the very fact the examination. The primary query incited understudies to provide three words depicting how they felt before the exam. Subsequent, understudies were requested that supply three phrases depicting how they felt swiftly after the examination. Questions three and four requested understudies to fee their sure bet, selecting with the material, prior after which later on the examination on a dimension of one to five (Sloan, Daane Giesen, 2002). A ranking of 1 connected to a low level of certainty even as a ranking of 5 corresponded to a high walk in the park level. These 4 inquiries had been tended to after every scan. The next association of questions fluct uated after every exam. These inquiries recognized with the students basic emotions closer to arithmetic. Contributors spoke back between 6-8 questions for every assembly. The major scan given amid the semester recognized with Venn charts. Deal with 5 and six amid the important association of meetings got some knowledge about their everyday activities a while just lately a scan. Understudies had been solicited to comment on the sum from leisure and the amount they considered the day preceding the experiment. The last query urged understudies to broaden on the quantity they stressed over science in distinction with one of kind classes. Understudies had been allowed to react how they esteemed principal. Word choice and affectation in tone had been noted for all inquiries (Rayner, Pitsolantis Osana, 2009). The 2nd scan identified with quantity speculation. Amid the 2d circular of conferences, understudies addressed a sum of six inquiries. Address 5 entreated understudies to remark on the number of math classes he or she anticipated to graduate. Understudies were provoked to react with a quantity 1-5. A response of 1 linked with unfavorable feelings towar d the range of classes. A response of 5 connected with confident feelings towards the variety of math lessons required. Address six squeezed the understudy to suppose about his or her capability right now to utilize a substitute calculation to deal with a vague math predicament on the off threat that it used to be flaunted to them proper now (Swars, Daane Giesen, 2006). The understudy was asked to first react via expressing on the off risk that he or she would be competent to finish the mission. Likewise the understudy was solicited to remark on the esteem from the errand. Word determination and tone had been noted amid the assembly (Reinke, 1997). Discussion Confidence with the material suggests that the direction allows expand in figuring out of mathematics and self-efficacy. The information falls in step with the findings of a couple of experiences. It has been determined that an excessive degree of anxiety toward arithmetic corresponds to a cut back level of capabilities regarding the discipline (Reys, 1968). Conclusion The study examined the adjustments in stages of arithmetic tension amongst pre-improvement educators in six certain areas of a science manner courses for early life/rudimentary instruction pre-improvement instructors. The progressions were a factor of using Bruner's procedure of creating applied information earlier than procedural studying and utilizing manipulative and exclusive exercises to make science recommendations more concrete and large. Understanding has been gathered making use of quantitative and subjective measures. 200 forty-six pre-advantage educators completed a 98-thing overview. Informal exchanges, informal meetings, and survey guided account conferences had been directed with pre-advantage educators. Expertise uncovered a factually noteworthy lessening in science uneasiness in pre-improvement instructors who finished an arithmetic approaches path that accentuated Bruner's mannequin of idea development. Penalties of the study have recommendations for educator guideli ne packages concerning how future instructors are all set, the estimation of science anxiety stages among pre-advantage educators, and the peace of mind of special settings wherein arithmetic anxiousness can also be translated and decreased. References Ashcraft, M. H. (2002). Maths anxiety: Personal, educational, andcognitive consequences. Current Directions in Psychological Science,11(5), 181185. Bekdemir, M. (2007). The causes of Mathematics anxiety in elementary preservice teachers and proposals for decreasing mathematics anxiety (the example of faculty of erzincan education). Journal of Erzican Education Faculty, 9(2), 131-144. Bursal, M., Paznokas, L. (2006). Mathematics anxiety and preservice elementary teachers confidence to teach mathematics and science. School Science and Mathematics, 106(4), 173-179. Carol D.Jackson and R.Jon Leffingwell. Source: The Mathematics Teacher, Vol. 92, No. 7 (October1999), pp. 583-586. Faust, M. W. (1992). Analysis of physiological reactivity in mathematics anxiety. Unpublished doctoral dissertation, Bowling Green State University, Bowling Green, Ohio. Gresham, G (2007). A study of mathematics anxiety in pre- service teachers. Early Childhood Education Journal, 35(2), 181-188. Norma Wynn Harper C.J. Daana (1998) Causes and Reduction of Math Anxiety in Preservice Elementary Teachers, Action in Teacher Education, 19(4), 29-38. Zettle, R., Raines, S. (2002). The relationship of trait and test anxiety with mathematics anxiety. College Student Journal, 34, 246-258. Williams, S., Ivey, K. (2001). Affective assessment and mathematics classroom engagement: A case study. Education Studies in Mathematics, 47, 75-100. Bates, A., Latham, N., Kim, J. (2011). Linking Preservice Teachers' Mathematics Self-Efficacy and Mathematics Teaching Efficacy to Their Mathematical Performance. School Science And Mathematics, 111(7), 325-333. Battista, M. (1986). The Relationship of Mathematics Anxiety and Mathematical Knowledge to the Learning of Mathematical Pedogogy by Preservice Elementary Teachers. School Science And Mathematics, 86(1), 10-19. Brown, A. (2012). Non-Traditional Preservice Teachers and Their Mathematics Efficacy Beliefs. School Science And Mathematics, 112(3), 191-198. Cassel, D. Vincent, D. (2011). Metaphors Reveal Preservice Elementary Teachers' Views of Mathematics and Science Teaching. School Science And Mathematics, 111(7), 319-324. Chen, R. (2011). Preservice Mathematics Teachers' Ambiguous Views of Technology. School Science And Mathematics, 111(2), 56-67. Ersen, Z. (2016). Preservice Mathematics Teachers Metaphorical Perceptions towards Proof and Proving. International Education Studies, 9(7), 88. Ertekin, E., Dilmac, B., Yazici, E. (2009). The Relationship Between Mathematics Anxiety and Learning Styles of Preservice Mathematics Teachers. Social Behavior And Personality: An International Journal, 37(9), 1187-1195. Mensah, F. (2011). The DESTIN: Preservice Teachers' Drawings of the Ideal Elementary Science Teacher. School Science And Mathematics, 111(8), 379-388. Rayner, V., Pitsolantis, N., Osana, H. (2009). Mathematics anxiety in preservice teachers: Its relationship to their conceptual and procedural knowledge of fractions. Mathematics Education Research Journal, 21(3), 60-85. Reinke, K. (1997). Area and Perimeter: Preservice Teachers' Confusion. School Science And Mathematics, 97(2), 75-77. Reys, R. (1968). Mathematical Competencies of Preservice Elementary School Teachers. School Science And Mathematics, 68(4), 302-308. Sloan, T., Daane, C., Giesen, J. (2002). Mathematics Anxiety and Learning Styles: What Is the Relationship in Elementary Preservice Teachers?. School Science And Mathematics, 102(2), 84-87. Swars, S., Daane, C., Giesen, J. (2006). Mathematics Anxiety and Mathematics Teacher Efficacy: What is the Relationship in Elementary Preservice Teachers?. School Science And Mathematics, 106(7), 306-315.