Language of the Timss - Like Test and Students Performance - Free Essay Example

LANGUAGE OF THE TIMSS à ¢Ã¢â€š ¬Ã¢â‚¬Å" LIKE TEST AND STUDENTS PERFORMANCE IN GENERAL SCIENCE Abstract This study aimed to identify the effect of language used in the TIMSS-like test and the science vocabulary test towards studentsà ¢Ã¢â€š ¬Ã¢â€ž ¢ performance in General Science. Two instruments were used to generate the data and from which the results were based. The data gathered were analyzed statistically using the Statistical Package for Social Sciences (SPSS) namely, ANOVA, and Pearson product moment of correlation. Results revealed were the following: (1) Group 1 who used Filipino language test obtained the highest mean score and has smallest standard deviation value as compared with those who used English language (control group), and who used their native dialect (experimental group 2). Analysis on the relationship among variables showed studentà ¢Ã¢â€š ¬Ã¢â€ž ¢s performance in the TIMSS-like test and vocabulary ability is relatively low. The correlation coefficient value of 0.170 indicates that only 3.2% of the variance on the two measures correlated is common to variables. On the overall relationship using the mean score obtained by the respondents in the General Science Test and Vocabulary test, findings revealed that vocabulary knowledge is significantly related with the performance in the General Science Test having a correlation of 0.0241. The positive correlation result implied that if the vocabulary knowledge of the students improved or increases then their academic performance will also improve or increase. Indexed terms à ¢Ã¢â€š ¬Ã¢â‚¬Å" language, vocabulary knowledge, general science performance INTRODUCTION Language is a spoken code that enables human beings to communicate with each other. It is as a written code for systematic science learning, and as a vehicle for constructive and creative thinking. The first function of language is science while the second is technology [1]. In the Philippines, Filipino people are typically multilingual which is now creolized among small elite. Since I957, the vernacular language has been used in grade 1 and grade 2; while Filipino and English language are used in some subjects in secondary and higher education level particularly science and mathematics [2]. One of the major issues facing policy makers and the implementations of education in general and science education in particular is the low performance of Filipino students at the basic level of education. TIMSS-R in 1998 features the translation of the English version of the test items in Filipino language for Filipino participants, for which only 15 schools or 10% of the total schools samp led chose to take the Filipino version of the test [3]. In their study, two questions remained unanswered; does the language of the test make significant difference in studentsà ¢Ã¢â€š ¬Ã¢â€ž ¢ performance? Would Filipino students perform better if the students themselves were made to choose the language of the test? In this connection, this research were materialized for the purpose of looking into, whether the languages use in the TIMSS-like test affects student performance in general science. METHODOLOGY Participants and Procedure There were 72 first year high school students at MSU-Balindong High School participated in this study, they were matched paired base on their previous grades and randomly distributed into three groups: control group (group1) took the English version test, experimental group A (Filipino version test) and experimental group B took their choice language version of the test. In the experimental group B, the students were free to choose what test version they wanted to take. In this group, 3 or 12.5% chose English version, 5 or 20.83% chose Filipino version and 16 or 66.67% chose Meranao (native language) version test. Each group consisted of 24 students. Instruments Two instruments were used in the study to measure the effects of language used in the TIMSS-like test in general science. These are; TIMSS-like evaluation test based from the TIMSS constructed by the DOST-SEI and, the vocabulary test. The English version of TIMSS-like questions and the vocabulary questions were translated into Filipino version and Meranao version (native dialect of the respondents). All instruments were pilot tested prior to its implementations. Finally, there were 55 items in the TIMSS-like questions and 45 items in the vocabulary test. RESULTS Experimental group A (Filipino version test) obtained highest means scores followed by experimental group B (choice language) and control group (English version) respectively. In the case of standard deviation, group A obtained lowest deviation compared to their counterparts, while group B obtained highest deviation. These numerical results implied that students who chose Filipino version test (group A) showed homogeneity in answering the test, indicating that there is uniformity in their understanding of the concept being tested. Meanwhile the semblance of heterogeneity manifested by group B implied that this student varies in their understanding due to the fact that they are taking different version of test. Comparison of overall mean score in General Science Test among groups shown in Figure 1, indicate that if the students are exposed on Filipino language, they performed better on the Filipino language test, since Muslim students use Filipino language as their medium. Mea n score in General Science Test Using Pearson r correlation, results showed that there is positive correlation (r = 0.241, ÃŽÂ ± = 0.041) of the overall mean scores of the TIMSS-like and vocabulary test at 0.05 level of significant. This means that if the students have a wide range in vocabulary, then, they can perform better and understand deeper the concepts on higher order thinking skills. One reason why Philippines has a very low performance in science is due to the difficulty of students in identifying the concepts and skills, that is probably because of poor vocabulary knowledge [4]. The size of a personà ¢Ã¢â€š ¬Ã¢â€ž ¢s vocabulary is directly associated with the level of his intelligence. The results in the analysis of variance revealed that the mean scores obtained by the three groups did not differ significantly, probably due to limited number of respondents and or the number of items in the test. Moreover, the result may infer that language of the test d oes not affect either positively or negatively on the performance of the students. This result is consistent with the findings of Castillo (1999), which claimed that language use has limited effect on academic performance [6]. The dilemma on what language to use for science and mathematics instruction has remained for some time. However, based on the results of the study, the Filipino studentsà ¢Ã¢â€š ¬Ã¢â€ž ¢ respondent performed better in the Filipino version test. Although English is the official medium of instruction in teaching science in the Philippines, but, in reality teacher use Filipino or their dialect in the teaching-learning process. Thus, it can be inferred that the language use in the instructions must be the language to be used in the test. Moreover, the positive correlation between the studentsà ¢Ã¢â€š ¬Ã¢â€ž ¢ performance in the TIMSS-like test and vocabulary test implied that vocabulary knowledge is a tool for the students to perform better in their academ ic subjects. Therefore, teachers should be encouraged to incorporate science vocabulary in the science subjects. IMPLICATION Based on the respondentà ¢Ã¢â€š ¬Ã¢â€ž ¢s performance in the General Science TIMSS-Like tests, it can be said that the students find difficulty in answering questions that call for comprehension, application, and analysis. This may be due to the persistent practice of teachers to ask low level thinking questions during their day to day classroom discourse and written examinations. In as much as no significant differences between the mean scores among the group, one may take a look at the prerequisite stock knowledge and skills learned by the students in the elementary grades. It implies further that, the shortcoming besetting basic education such as curriculum materials, teacher preparation, dedication and commitment as well as administrators refocusing of their intended functions is addressed individually or collectively by stakeholders. If the bilingual policy which requires English as a medium of instruction in Science and Mathematics, and other subjects are to be taught in Filipino in the elementary and secondary education, one has to take cognizance of the diversity in the dialects of the Filipino which is brought about by the geographical existence of islands and islets that make up the entire nation. While English remains as official medium of instruction, in reality, teachers use Filipino or their dialect in explaining when students could not understand the concept being explained. The positive significant correlation between the overall mean scores in the General Science test and Vocabulary test implies importance of a wide range of vocabulary in learning the concepts. It is a tool for the students to perform better. One has to realize however, that unlike in English, there three aspects of communication namely: scene setting, intention, and meaning [7]. A student may find difficulty in giving the contextual meaning of the words in the test in as much as they are used to giving the meaning literally. Moreover, scientific terms are sometimes difficult to translate and if translated, may not be the exact or true meaning of the word as it is used in the statement. For example, the word à ¢Ã¢â€š ¬Ã…“gasà ¢Ã¢â€š ¬Ã‚  which is one of the states of matter, when translated to Filipino language, the dictionary meaning given is à ¢Ã¢â€š ¬Ã…“gaasà ¢Ã¢â€š ¬Ã‚  but the word à ¢Ã¢â€š ¬Ã…“gasà ¢Ã¢â€š ¬Ã‚  is a dialect term for à ¢Ã¢â€š ¬Ã…“keroseneà ¢Ã¢â€š ¬Ã‚  or fuel. This alone would lead misconception to the concept gas. The result of the study may give insights not only to science educators but to language teachers as well. As science educator, the task is one that calls for total commitment to improving the quality of the learners. RECOMMENDATION It is recommended that the language to be used as medium of instruction in teaching must be the language that is easily understood and frequently used by the students. Teachers are encouraged to incorporate science terminologies or vocabulary and words frequently used in building science concepts to provide and effective learning and better understanding of the subject matter that they teach. Language of the test should be taken into account and consider the nature and characteristics of the students aside from the purpose for which the test is given. Teachers should make it part of their teaching strategy to ask questions reflecting higher order thinking skills of the students when developing a test. Assessment should challenge critical thinking among students. Teachers must develop strategies that will enhance the development of thinking skills of students as they learn science concepts and other subject disciplines. Intensive teachers training on development of higher order thinking skill processes and assessment strategies should be designed and undertaken by teacher training institution to help improved teachers competencies. School administrators and policy makers should consider the use of language appropriate for the discipline in developing the curriculum. Lastly, it is recommended that further study about language using larger sample may be conducted not only in General Science but also in other subjects. REFERENCES [1] SEDP (1983). Science learning teaching. Language in Focus Proceedings of Symposium on the Role of Language in Science learning. Science education development plan. [2, 4]TIMSS à ¢Ã¢â€š ¬Ã¢â‚¬Å" R (2000). Philippine Report Volume 1: Science Department of Education Culture and Sports: DOST SEI UP National Institute for Science and Mathematics Education Development. [3, 6]Castillo, E.H. S. et. Al (1999). Educating via language. Language education council of the Philippines and language study and research center incorporated. [5]Deighton, L.C. (1971). The encyclopedia of education. Crowell, Collier Educational corporation, USA. [7]AcuÃÆ' ±a, J.E. de Guzman, F.S. (1987). Language and science achievement in the Philippine context. Journal of science and math education S.E. Asia SEAMEO à ¢Ã¢â€š ¬Ã¢â‚¬Å" RECSAM Vol. X No. 1

Tips for Salvaging Flood Damaged Photos, Papers Books

When disasters hit, most people dont mourn the refrigerator or the couch but the loss of precious family photographs, scrapbooks, and memorabilia can be devastating. While it may seem as if theres nothing to be done when faced with piles of soggy, mud-spattered documents, pictures, and other paper items, saving at least some of them may be possible if you follow a few simple steps. How to Save Water-Damaged Photos Most printed photographs, photographic negatives, and color slides can be cleaned and air-dried using the following steps: Carefully lift the photos from the mud and dirty water. Remove them from water-logged albums and separate any that are stuck together, being careful not to rub or touch the wet emulsion of the photo surface.Gently rinse both sides of the photo in a bucket or sink filled with clear, cold water. Do not rub the photos, and change the water frequently.Time is of the essence, so as soon as you can arrange adequate space, lay each wet photo face-up on any clean blotting paper, such as a paper towel. Dont use newspapers or printed paper towels, as the ink may transfer to your wet photos. Change the blotting paper every hour or two until the photos dry. Try to dry the photos indoors if possible, as sun and wind will cause them to curl more quickly.If you dont have time to dry your damaged photos right away, rinse them to remove any mud and debris. Carefully stack the wet photos between sheets of wax paper and seal them in a zipper-type plastic bag. If possible, freeze the photos to inhibit d amage. This way, photos can be defrosted, separated, and air-dried when you have the time to do it properly. More Tips for Handling Water Damaged Photographs Try to get to flood-damaged photos within two days or they will begin to mold or stick together, making it much less likely they can be salvaged.Begin with photographs for which there are no negatives, or for which the negatives are also water damaged.Pictures in frames need to be saved when they are still soaking wet, otherwise, the photo surface will stick to the glass as it dries and you will not be able to separate them without damaging the photo emulsion. To remove a wet photo from a picture frame, keep the glass and photo together. Holding both, rinse with clear flowing water, using the water stream to gently separate the photo from the glass. Note: Some historical photographs are very sensitive to water damage and may not be recoverable. Older or valuable photographs should not be frozen without first consulting a professional conservator. You may also want to send any damaged heirloom photos to a professional photo restorer after drying. Other Paperwork Marriage licenses, birth certificates, favorite books, letters, old tax returns, and other paper-based items can usually be saved after a drenching. The key is to remove the dampness as quickly as possible, before mold  sets in. The simplest approach to salvaging water-damaged papers and books is to lay the damp items on blotting paper to absorb moisture. Paper towels are a good option, as long as you stick to the plain white ones without the fancy prints.  Avoid using newsprint since the ink may run. How to Save Water-Damaged Papers Books As with photos, most papers, documents, and  books can be cleaned and air-dried using the following steps: Carefully remove the papers from the water.If the damage is from dirty flood water, gently rinse the papers in a bucket or sink of clear, cold water. If they are especially fragile, try laying the papers on a flat surface and rinsing with a gentle spray of water.Lay the papers individually on a flat surface, out of direct sunlight. If the papers are soggy, put them in piles to dry out a bit before attempting to separate them. If space is a problem, you can string fishing line across a room and use it as you would a clothesline.Put an oscillating fan in the room where you are drying your papers to increase air circulation and speed the process.For water-logged books, the best option is to place absorbent paper between the wet pages (this is called interleaving) and then lay the books flat to dry. You dont have to place blotter paper  between  every page, just every 20-50 pages or so. Change the blotting paper every few hours.If you have wet papers or books that you just cant deal with right away, seal them in plastic zipper bags and stick them in the freezer. This helps to stop  the deterioration  of the paper and prevents mold from setting in. When cleaning up after a flood or water leak, remember that books and papers dont have to be directly in the water to suffer damage. The increased humidity is enough to trigger the growth of mold. Its important to remove books and papers from a wet location as soon as possible and move them to a location with fans and/or dehumidifiers to speed air circulation and lower humidity. After your papers and books are completely dry, they may still suffer from a residual musty smell. To combat this, place the papers in a cool, dry place for a couple of days. If the musty smell still lingers, put the books or papers in an open box and put that inside a larger, closed container with an open box of baking soda to absorb odors. Be careful not to let the baking soda touch the books, and check the box daily for mold. If your important papers or photos have developed mold and must be discarded, have them copied or digitally scanned before throwing them out.

Life Is Like A Beach And Its Sand - 1314 Words

â€Å"If thou doest well, shall it not be lifted up? and if thou doest not well, sin croucheth at the door: and unto thee shall be its desire, but do thou rule over it.† Genesis 4:7 American Standard Version---- â€Å"If thou doest well, shalt thou not be accepted? and if thou doest not well, sin lieth at the door. And unto thee shall be his desire, and thou shalt rule over him.† Genesis 4:7 King James Version Life is like a beach and its sand teaches many lessons. Almost anything can be crafted. Holes can be dug. Stumbling upon either of these can cause one to question them. Did somebody make that beautiful sandcastle with their own hands or was it carefully crafted by professionals? Was that hole created by some little kids trying to dig to China? These questions are all centered around one thing, the truth. Man has sought after this one thing for all of its existence. But truths about or concerning ourselves have always sparked curiosity. The questions of reality and illusion, freedom and fate have enthralled us throughout history and will continue to do so until our race is extinct. The passages above show two translations of the same verse.They are from the story of Cain and Abel. Speaking to Cain after he has murdered his brother, God explains Cain’s punishment. In the American Standard Version, God commands Cain to rule over sin, while in the King James Version, God promises Cain that he will surely triumph over sin. These are two very different quotes from the same verse. ToShow MoreRelatedAnimals Of Coastal Landscapes : The Spiny Porcupine Fish1048 Words   |  5 Pageslandscapes. The Spiny Porcupine fish lives in the Coral Reef at the depth of one-two hundred metres. The length that it grows is 20 to 50 cm. The Spiny Porcupine fish gets pregnant for 9 months just like humans and its hatching period is 4 days. The food that it eats is Sea Urchins, Hermit Crabs and Snails. The life span of the animal is 5 – 7 years. 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Video Games Can Affect Teen s Emotions - 1455 Words

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Analysis Of The Book Tony Castanha - 880 Words

Throughout the entirety of the Caribbean history there have been many myths. One of the greater ones has been that the indigenous people that Christopher Columbus encountered are extinct. The book’s author, Tony Castanha, debunks that myth with stories of resistance to Columbus retold by people with Boriken descent, uncovering census data, and the retelling of the old Jibaro culture. With all this evidence, it is apparent that the Jibaro people are in fact not extinct. The first chapter mainly discusses the reasoning for the common beliefs of the indigenous Caribbean. The common beliefs that the indigenous are cannibals and are considered â€Å"noble savages† are all due to the early Spanish colonizers. They were the ones who perpetuated these stereotypes when they returned to Europe and it was the Spanish chroniclers who wrote the history books purposely erasing the indigenous people’s true nature from their writings. In fact, due to the suppression of information of the indigenous people, â€Å"Many native people here don’t know that they’re native. They don’t know their real history because modernization overtook them.† People forget their own roots because they grew up thinking they were of some other descent, but many of them survived. Many inhabitants of Boriken have been living in the mountains of the interior regions of the islands for thousands of years before the arrival of the Europeans. In fact, the term Jibaro is in reference to La Gente de la Montana which means the

Twelve Angry Men Free Essays

According to Rose, the jury system is flawed; discuss Rose Kealy A jury is a body of people who are sworn to give a verdict in a legal case on the basis of evidence submitted to them. This is shown and demonstrated in the play, Twelve Angry men, written by Reginald Rose. However, in the play, the jury system can be seen as flawed and imperfect. We will write a custom essay sample on Twelve Angry Men or any similar topic only for you Order Now The faults in the play are displayed by the twelve juries that were selected to represent the case presented. The lack of knowledge, prejudice and the personality clashes are all examples of the flaws in the jury system that are shown in the Twelve Angry Men. Rose was able to express that in the play During the play Twelve Angry Men, Rose finds the flaws in the personality chosen for the jury case. Rose demonstrates to the audience that the 12 juror members have very different personalties which in some circumstances work together but most of the time they create incidences and commotion. The personality clashes are mostly seen between the 3rd juror and the 8th juror â€Å"God damn it! I’ll kill him! I’ll kill him† and â€Å"Shut up, you son of a bitch! † shows the tension, suspense and displeasure between these two jurors. The two jurors are a huge part in the play and it is their personalities that clash the most. The tension however is not just shown between these two jurors. â€Å"Do you know you’re a sick man? † â€Å"who the hell is he to tell me that? † is examples from the 9th and 10th jurors. These remarks are found throughout the play and underline the importance of needing to work together. Rose is able to point out the flaws in the jury system by not having each juror analysed before the case to learn their personalties and traits. These incidents however can relate and intertwine with the prejudice and discrimination found in the jury rooms. In Twelve Angry Men, Rose highlights the potential flaws that can be found in the jury system, where prejudice interferes and the pursuit of justice. This is shown mostly by the 3rd Juror in his unwillingness to change his initial ‘guilty’ verdict and the manner in which he characterises, ‘kids†¦ owadays. Angry! Hostile! ‘. This view is held because the 3rd Juror relates to his troubled and tense relationship with his son as it corresponds to the defendants relationship with his father. It is displayed that the 3rd juror wants to punish the young boy for the pain that the jurors on pain put on him. The 3rd juror isn’t look for the facts or details of the case, he is just acting on his own emoti ons. This then leads to a fault in the jury system as the personality of one jury impacts the ability for the jurors to make a logical verdict on the case. The 10th juror also makes some assumptions in deciding the boy’s guilt or innocence rather than looking at the actually facts. â€Å"It’s those people! I’m tellin’ you they let the kids run wild up there. Well, maybe it serves em’ right†¦ † In the play, Rose was able to point out that the flaws of the jury system and that not knowing the twelve people chosen can result in prejudiced and discrimination and not the truth that surrounds the case and defendant. In Twelve Angry Men, Rose highlights the importance of knowing and understanding the jury system and what it involves. There is a range of different jurors who have different knowledge and expectations of what is expected of the jury room and role. â€Å"I never knew they locked the door† is a prime example of the awareness and insight of the jury system. Whereas Juror 11, the immigrant watchmaker seemed to be more interested and fascinated by the juror system then those who are from America. â€Å"I don’t believe I have to be loyal to one side or the other†¦ † demonstrates the 11th jurors judgement and appreciation for the system and the case. Rose is able to explain the importance of understanding and the importance of the jury system and the case that is presented in front of the 12 jurors. According to Rose, the jury system is flawed and this can be demonstrated through the play of Twelve Angry Men. The play is based around the personality clashes of each of the jurors, the prejudiced and discrimination found by some of the men and the lack of knowledge and interest in the jury system by all the jurors. All these contribute to a jury system that can be seen as faulty and imperfect by Rose. How to cite Twelve Angry Men, Papers

Personality Type and Its Relation to Organization free essay sample

Abstract The purpose of this paper is to discuss my personality type based on result from Jungian 16-Type personality assessment and will discuss in detail about my type, an ISTJ, and how it relates to an organization. Organizations consist of people who differ from one another in almost every dimension possible. Diversity certainly is a challenge that is here to stay. To manage the diversity it is of utmost importance to understand personality and related behavior. Equally important is to understand one’s own personality type. A study of personality becomes relevant to find that an individual’s functioning is affected by how one relates to the world, how one processes information, evaluates the environment and finally making decisions (Kroeger, Thuesen, Rutledge, 2002). In the present paper an attempt is made to understand my personality type and its relationship with role efficacy. My Personality Type: ISTJ † A personality type is a category of people who exhibit a particular combination of psychological characteristics, the assumption being that combination is unique and distinguished the type of others† (Miller, 1991). According to Myers and Briggs theory there are 16 distinct personality types. The goal of knowing one’s personality type is to understand and appreciate differences between them. (Kroeger, et. al, 2002). My personality type is ISTJ and according to David Keisery ISTJ personality type will fall into a temperament category of SJ. ISTJ’s are briefly described as private, loner tendencies, organized, detail oriented, would rather be friendless than jobless, observer, focused, finisher, punctual, private, follows the rules, logical, analytical, and hardworking (â€Å"Sixteen Personality Types†, 2011). The following descriptions are different aspects of my personality type and how they work together. Introverted (I) A person with introverted preference enjoys peace, and likes to do things on their own or with one or two people. Introverts are hard-working, reserved, dedicated, and punctual and will not tolerate any inconsistency (Kroeger, et. al, 2002). Introvert will spend much time in detail and sometimes they forget to check with outside world to see if their ideas fit the experience. I consider myself as introvert, in my work life or in my personal life I always like to be punctual and I am very dedicated to work and will work hard to meet my deadlines. Even my friends and people at work place often say that I am reserved, never speak much, and I always get appreciation for my hard work and meeting my deadlines. Sensing (S): A person with sensing preference can be described as one who will pay more attention to information, like to see practical use of things and learn best from it, self-confident, practical and will quickly adapt to new situations. A sensor will solve the problems by working through facts and by understanding the problem (â€Å"Four Preferences†, 2011). As a software developer I always look into facts and theories before designing the solution. In today’s world there is a rapid growth in technologies and being in an information technology industry I have to learn and adapt all these technologies quickly. In my personal life I am always self-confident and think practically before making any decisions. Thinking (T): Thinking is the ability to deal with information on the basis of its structure and its function. Thinkers (T) are consistent and logical in making decisions and they thinks pros and cons of the decision before making it whereas Feelers (F) makes decision with the points of view of persons involved in the situation. (â€Å"Four Preferences†, 2011). Like all Thinkers (T) I always want to make the right decisions even if i like the decision or not. Similarly I always do my homework and set guidelines before performing any task. One of the characteristic as a Thinker (T) in my real life is, if any task is assigned to me at my work place, I will analyze, design and plan before performing it. Judging (J): Judging refers to the attitude towards the outside world. A person with judging preference always wants his things to be neat, well-structured, orderly and established. A judger always plans ahead and will work to bring a closure to an issue so that he can move on (â€Å"Four Preferences†, 2011). One of the characteristics of a judger which I can see in myself at my work place is that I always want to complete all my given tasks and get ready for the next one. In my personal life I always plan ahead before making any xpenditure and that way I can control my finances and provide better support to my family. ISTJ: ISTJ’s are responsible, quiet, reserved, loyal, faithful and dependable individuals. As an ISTJ, I always look into facts and tangible realities (Sensing), preferably in an objective fashion and set guidelines before performing a task (Thinking). I perform my duties in well planned and structured way (Judging) and as introvert I appear calm and rese rved. One of my strengths is the ability to act quickly and very often, correctly. The various accountability and productivity demands of all organizations, from meeting deadlines to staying within budgets to achieving production goals, are natural areas in which ISTJs excel† (Kroeger, et. al, 2002). Some of the weaknesses of my personality type ISTJ, which I have experienced in my daily life are that, ISTJ’s are not known for their patience in dealing with other’s problems especially when a conflict appears to have irresponsibility, impracticality and disloyalty at its base. Since ISTJs are perfectionists, it may be difficult for them to delegate unless they have a great deal of confidence that their subordinate will follow through. I tend to think lot and judge others before really understanding them. I have slight difficulty in communicating and relating to others easily (â€Å"Portrait†, 2011; â€Å"ISTJ Personal Growth†, 2011). Temperament SJ According to David Keisery, who has created the theory of temperament, there are four temperaments: Guardians, Idealists, Artisans, and Rationals. My personality type ISTJ is associated with temperament Guardian and is described as â€Å"Inspector†. Inspectors are extraordinarily preserving, dutiful, and they follow the rules and standards. Inspectors are not very talkative but they like the people who follow the rules and who maintain the standards (â€Å"Keisery Temperament†, 2011). Type Talk At Work The important concepts I have learned from the book â€Å"Type Talk At Work† is how personality type plays an important role in everyday life and in organization. By knowing one’s personality type and other’s personality type one can build understanding and communication. According to the book there re no good and bad â€Å"types† in personality; there are only differences (Kroeger, et. al, 2002). For organization success one should understand himself, colleagues, customers, suppliers so that they can connect easily with them and provide them a valuable solution. To succeed in an organization, employees and managers need to have good people skills, by knowing the personality type’s one can have better understanding of themselves and about others in the organization which will improve their communication and relationship (Robbins Judge, 2009). By understanding my own personality type, I came to know my areas of strength and weakness. At my workplace now I can incorporate my strengths and communicate effectively with managers and co-workers, which will help me to work efficiently and effectively. At the same time, as I have understood my weaknesses now, I can work on those to improve. Conclusion To manage and succeed every individual should know their personality type, which will help them to understand about themselves and others. Knowing one’s own personality type not only will help organizations to succeed but also to build the relationships individually. References BSM Consulting. (2011) Information about the personality types. Retrieved May 21, 2011, from http://www. personalitypage. com/info. html. BSM Consulting. (2011). Portrait of an ISTJ. Retrieved May 20, 2011, from http://www. personalitypage. com/html/ISTJ. html BSM Consulting. (2011). The four preferences. Retrieved May 20, 2011, from http://www. personalitypage. com/html/four-prefs. html. BSM Consulting. (2011). ISTJ Personal Growth. Retrieved May 22, 2011, from http://www. personalitypage. com/html/ISTJ_per. html. Keisery. (2011). Keisery Temparament. Retrieved May 21, 2011, from http://www. keirsey. com/4temps/inspector. asp Alan, M. (1991). Personality types: a modern synthesis. Calgary, AB: University of Calgary Press. ISBN: 0-919813-77-1. Humanmetrics. (2010). Jung Typology Test. Retrieved from http://www. humanmetrics. com/cgi- win/JTypes2. asp. Kroeger, O. , Theusen, J. , Rutledge, H. (2002). Type talk at work. New York, NY: Dell. ISBN: 0-440-50699-9. Robbins, S. P. , Judge, T. A. (2009). Organizational behavior (custom ed. ) Upper Saddle River, NJ: Prentice-Hall. ISBN: 0-555-01227-1.