What subject should be mandatory for all children at school in Saudi Essay

What subject ought to be required for all kids at school in Saudi Arabia and clarify why you suspect as much - Essay Example ge as a school subject will empower the youngsters to get familiar with the some valuable essential of Arabic language, for example, syntax, accentuation and sentence development. For instance, most Saudi youngsters in Saudi Arabia can talk great Arabic yet they can't compose at similar principles. Arabic language is utilized as the language of learning. Consequently, different subjects learnt in school are instructed in Arabic. This demonstrates Arabic is crucial for achievement of Arabic understudies. On the off chance that youngsters are not shown Arabic at the fundamental degree of their instruction, they will experience issues in more significant levels of their training as they attempt to learn other confused things. Making Arabic, a compulsory to all kids in Saudi Arabia would empower all kids to be at a similar scholarly level with regards to correspondence. This will empower instructors to show different subjects to the youngsters effectively since they as of now have the fundamental Arabic prerequisites. For instance, it is hard to instruct science to kids who don't have a decent foundation in

Learning Disabilities Essay Example for Free

Learning Disabilities Essay Baffling is the term instructors use to depict understudies with learning disabilities.â They reveal to us that these understudies look totally typical, appear to be clever, carry on astute discussions †that they don’t appear to any not quite the same as different understudies. However these understudies experience issues carrying out specific responsibilities †not in with no reservations school.â Some experience issues perusing; others perform ineffectively in spelling; still others commit visit errors in math.â Teachers in numerous schools reveal to us that these understudies are difficult to instruct †that they essentially don't learn in similar manners or as effectively as others their age.  They disclose to us that these understudies have exceptional needs and are difficult to educate in huge classes in which most different understudies perform sensibly well.â They reveal to us that changing guidance with the goal that these understudies can benefit from instructing is a multifaceted procedure. As a result of the heterogeneous idea of this gathering of youngsters, the idea of explicit learning incapacities has been difficult to characterize or depict in hardly any sentence or by a numerical score, for example, an IQ or by a decibel misfortune. Moreover, on the grounds that the field has been important to instructors, analysts, therapists, neurophysiologists, pediatricians, ophthalmologists, optometrists, discourse pathologists, and others, the issue has been seen in every one of those orders from alternate points of view. Consequently there is actually the requirement for a few definitions for learning handicaps and in this manner we can infer that its definition is characterized in â€Å"case to case† premise. Meaning of Learning Disabilities Verifiably, the accompanying terms were utilized to name youngsters with Learning incapacities: ââ€" perceptually incapacitated ââ€" mind harmed ââ€" neurologically disabled At that point, there came two wide parts of worry in characterizing and additionally recognizing those kids: organic etiology-â€Å"minimal cerebrum dysfunction†, psychoneurological learning issue. conduct †â€Å" formative difference in mental processes†, formative imbalance† The meaning of learning handicaps in an instructive term has gotten its legacy from: ââ€" nervous system science ââ€" brain research ââ€" discourse pathology ââ€" ophthalmology ââ€" â therapeutic perusing   â â â â â â â â Wiederholt (1984) has followed the historical backdrop of Learning incapacity and has outlined three components of disarranges specifically: (1) issue of the communicated in language concentrated fundamentally by nervous system specialists and ophthalmologists, for example, ââ€" Samuel Kirk built up a test, the Illinois Test of Psycholinguistic Abilities, for use in depicting language working and creating therapeutic projects. scatters of composed language spoke to for the most part by analysts, discourse pathologists, and instructors, for example, ââ€" Grace Fernald built up a facility at UCLA where she consummated medicinal perusing and spelling methods. disarranges of perceptual and engine practices concentrated for the most part by various trains, for example, ââ€" Goldstein, Werner and Strauss as pioneers of the field which recorded the following social qualities that separated between those with and those without mind wounds: extreme engine action, hyperactivity, cumbersomeness and reliably poor engine execution, flighty conduct, poor association, high distractibility and flawed discernments (like inversions) and ââ€" Samuel Orton was a nervous system specialist who accepted that absence of cerebral strength was a reason for language issue. (In typical individual either the left or right half of the mind has strength in controlling explicit capacities.) ââ€" â â Cruickshank concentrated his endeavors on the investigation of cerebrum harmed kids, explicitly youngsters with cerebral paralysis. ââ€" Getman, Marianne Frostig, Newell Kephart, and Ray Barsch concentrated on the connection of perceptual issue and created healing systems going from optometric eye activities, following and duplicating designs, and separating figure from foundation in a riddle, to making blessed messengers in the day off.   â â â â â â â â Today, there are different areas in Canada that have set up programs for learning incapacities which was established for instance by ââ€" The Ontario Ministry of Education ââ€" Saskatchewan Department of Education ââ€" Halifax Board of Education and ââ€" Quebec Ministry of Education Be that as it may, the most generally utilized definitions is the one consolidated by the Learning Disabilities Association of Canada or LDAC (2002) which express that, the term â€Å"Learning Disabilities allude to various scatters which may influence the obtaining, association, maintenance, comprehension or utilization of verbal or nonverbal data. These scatters influence learning in people who in any case show in any event normal capacities basic for speculation and additionally thinking. As such, taking in handicaps are unmistakable from worldwide scholarly lack. Taking in handicaps result from hindrances in at least one procedures identified with seeing, thinking, recollecting or learning. These incorporate, yet are not restricted to: language preparing; phonological handling; visual spatial handling; preparing speed; memory and consideration; and official capacities (for example arranging furthermore, choice making)†. Further, LDAC referenced that learning inabilities go in seriousness and may meddle with the obtaining and utilization of at least one of the accompanying: oral language (for example tuning in, talking, understanding); perusing (for example unraveling, phonetic information, word acknowledgment, cognizance); composed language (for example spelling and composed articulation); and arithmetic (for example calculation, critical thinking). Further, the U.S. Division of Education guideline further expresses that an understudy has a particular learning inability if: the understudy doesn't accomplish at the best possible age and capacity levels in one or then again a greater amount of a few explicit zones when furnished with proper learning encounters; the understudy has a serious disparity among accomplishment and scholarly capacity in at least one of these seven regions: (an) oral articulation, (b) listening perception, (c) composed articulation, (d) essential understanding ability, (e) understanding cognizance, (f) arithmetic count, and (g) science thinking. To sum up, every one of these meanings of learning inabilities, it incorporates the accompanying significant ideas: The individual has a turmoil in at least one of the essential mental procedures.  â â (These procedures allude to natural essential capacities, for example, memory, sound-related  â â â observation, visual discernment, oral language, and thinking.) The individual experiences issues in learning, explicitly, in talking, tuning, recorded as a hard copy, perusing (word-acknowledgment aptitudes and perception), and arithmetic (figuring and thinking.) The issue isn't essentially because of different causes, for example, visual or hearing weaknesses; engine handicaps; mental hindrance; enthusiastic unsettling influence; or financial, natural, or social inconvenience. A serious error exists between the student’s evident potential for learning and  â â â their low degree of achievement.â as such, there is proof of  â â â underachievement.  â â â â â â â â â â The different meanings of learning inabilities share a few components for all intents and purpose: neurological brokenness lopsided development design trouble in scholarly and learning undertakings inconsistency among potential and accomplishment avoidance of different causes Recognizable proof of Learning Disabilities In distinguishing people with learning inabilities, the accompanying basic attributes must be watched: ââ€" Disorders of consideration: Hyperactivity, distractibility, poor focus capacity, limited ability to focus; ââ€" Poor engine capacities: Poor fine and gross engine coordination, general cumbersomeness and awkwardness, spatial issues; ââ€" Perceptual and data handling issues: Difficulty in segregation of sound-related and visual improvements, sound-related and visual conclusion, and sequencing; ââ€" Oral language challenges: Problems in tuning in, talking, jargon, and phonetic capabilities; ââ€" Failure to create and activate subjective methodologies for learning: Lack of association, dynamic learning set, metacognitive capacities; ââ€" Reading challenges: Problems in disentangling, fundamental understanding abilities, and understanding perception; ââ€" Written language challenges: Problems in spelling, penmanship, and composed sythesis; ââ€" Mathematics troubles: Difficulty in quantitative reasoning, number juggling, time, space, and count realities; and ââ€" Inappropriate social conduct: Problems in social abilities shortfalls, enthusiastic issues, and building up social connections. There are additionally other down to earth grouping plans that are helpful: (1) the scholastic learning incapacities ( perusing, number juggling, penmanship, spelling, and composed articulation) (2) the formative learning handicaps: ( consideration, memory, perceptual aptitudes, thinking abilities, and oral language aptitudes) A to some degree increasingly efficient approach to take a gander at attributes of understudies with learning inabilities is to take a gander at those components referenced in screening devices.â The accompanying blueprint mirrors the kinds of troubles regularly saw in learning incapacitated understudies: (1) fundamentally extraordinary study hall practices trouble in starting or completing undertakings trouble in sorting out conflicting in conduct trouble in peer connections (2) essentially beneath normal execution in sound-related understanding and tuning in trouble in following ways trouble in understanding or following class plate

Narrative Essay Topics For Grade 6

Narrative Essay Topics For Grade 6There are narrative essay topics for grade 6. They are usually good topics and a good way to learn. Narrative essays are great for review papers, but a lot of people are worried about how to write a successful narrative essay topic for grade 6. In this article I will give you some pointers on how to be successful.Grade 6 is about music, literature, drama, and a variety of other subjects. When you are choosing your topic, you should try to pick one that your students are interested in. If they are not interested they will probably avoid the topic completely and you will be lost.Make sure to start with some basic info about your topic. This will get the students more interested and they will want to know more. One great place to get started is by telling them about what you did in grade school.Use the information they have learned in grade 6 as the basis for your essay. Focus on different aspects of their life and your grade 6 topic should be based aro und that. You may even want to write a few examples of topics that interest your students.You can also show them pictures of various extracurricular activities that your students participate in and use those as examples. If your students seem to be keeping track of all the things they are interested in then try to show that you are interested in it too. But if your students aren't, then keep your topics local to your location.If you are writing a journal essay or biography style paper, you can use this as an opportunity to tell your students about a particular subject. You can also show pictures or get stories from them to support your points. This is a great way to bring up different issues students may not be familiar with.When you are writing a narrative essay you need to make sure you are not too formal or too sentimental. Don't try to be anything that isn't true and don't try to be anything that can't be supported by facts. You just need to show your students how well their kno wledge has grown. You also need to tell them why their views may differ and why you think that way.When you are writing a grade 6 essay you need to be patient and let the facts speak for themselves. Good grades are earned through hard work and by having a passion for the subject. Remember to think critically and be accurate to your audience.

Your Study Guide to Italo Calvinos Invisible Cities

Published in Italian in 1972, Italo Calvinos Invisible Cities consists of a sequence of imaginary dialogues between the Venetian traveler Marco Polo and the Tartar emperor Kublai Khan. In the course of these discussions, the young Polo describes a series of metropolises, each of which bears a womans name, and each of which is radically different from all the others (and from any real-world city). The descriptions of these cities are arranged in eleven groups in Calvinos text: Cities and Memory, Cities and Desire, Cities and Signs, Thin Cities, Trading Cities, Cities and Eyes, Cities and Names, Cities and the Dead, Cities and the Sky, Continuous Cities, and Hidden Cities. Although Calvino uses historical personages for his main characters, this dreamlike novel does not really belong to the historical fiction genre. And even though some of the cities that Polo evokes for the aging Kublai are futuristic communities or physical impossibilities, it is equally difficult to argue that Invisible Cities is a typical work of fantasy, science fiction, or even magical realism. Calvino scholar Peter Washington maintains that Invisible Cities is impossible to classify in formal terms. But the novel can be loosely described as an exploration—sometimes playful, sometimes melancholy—of the powers of the imagination, of the fate of human culture, and of the elusive nature of storytelling itself. As Kublai speculates, perhaps this dialogue of ours is taking place between two beggars named Kublai Khan and Marco Polo; as they sift through a rubbish heap, piling up rusted flotsam, scraps of cloth, wastepaper, while drunk on the few sips of bad wine, they see all the treasure of the East shine around them (104). Italo Calvino’s Life and Work Italian author Italo Calvino (1923–1985) began his career as a writer of realistic stories, then developed an elaborate and intentionally disorienting manner of writing that borrows from canonical Western literature, from folklore, and from popular modern forms such as mystery novels and comic strips. His taste for confusing variety is very much in evidence in Invisible Cities, where 13th-century explorer Marco Polo describes skyscrapers, airports, and other technological developments from the modern era. But it is also possible that Calvino is mixing historical details in order to comment indirectly on 20th-century social and economic issues. Polo, at one point, recalls a city where household goods are replaced on a daily basis by newer models, where street cleaners â€Å"are welcomed like angels,† and where mountains of garbage can be seen on the horizon (114–116). In another tale, Polo tells Kublai of a city that was once peaceful, spacious, and rustic, only t o become nightmarishly overpopulated in a matter of years (146–147). Marco Polo and Kublai Khan The real, historical Marco Polo (1254–1324) was an Italian explorer who spent 17 years in China and established friendly relations with Kublai Khan’s court. Polo documented his travels in his book Il milione (literally translated The Million, but usually referred to as The Travels of Marco Polo), and his accounts became immensely popular in Renaissance Italy. Kublai Khan (1215–1294) was a Mongolian general who brought China under his rule, and also controlled regions of Russia and the Middle East. Readers of English may also be familiar with the much-anthologized poem â€Å"Kubla Khan† by Samuel Taylor Coleridge (1772–1834). Like Invisible Cities, Coleridge’s piece has little to say about Kublai as a historical personage and is more interested in presenting Kublai as a character who represents immense influence, immense wealth, and underlying vulnerability. Self-Reflexive Fiction   Invisible Cities is not the only narrative from the middle of the 20th century that serves as an investigation of storytelling. Jorge Luis Borges (1899–1986) created short fictions that feature imaginary books, imaginary libraries, and imaginary literary critics. Samuel Beckett (1906–1989) composed a series of novels (Molloy, Malone Dies, The Unnamable) about characters who agonize over the best ways to write their life stories. And John Barth (born 1930) combined parodies of standard writing techniques with reflections on artistic inspiration in his career-defining short story â€Å"Lost in the Funhouse.† Invisible Cities does not refer directly to these works the way it refers directly to Thomas More’s Utopia or Aldous Huxley’s Brave New World. But the work no longer seems outlandishly offbeat or totally baffling when considered in this wider, international context of self-conscious writing. Form and Organization   Although each of the cities that Marco Polo describes appears to be distinct from all the others, Polo makes a surprising declaration halfway through Invisible Cities (page 86 out of 167 pages total). â€Å"Every time I describe a city,† remarks Polo to the inquisitive Kublai, â€Å"I am saying something about Venice.† The placement of this information indicates just how far Calvino is departing from standard methods of writing a novel. Many classics of Western literature—from Jane Austen’s novels to the short stories of James Joyce, to works of detective fiction—build up to dramatic discoveries or confrontations that only take place in the final sections. Calvino, in contrast, has situated a stunning explanation in the dead center of his novel. He has not abandoned traditional literary conventions of conflict and surprise, but he has found nontraditional uses for them. Moreover, while it is difficult to locate an overall pattern of escalating conflict, climax, and resolution in Invisible Cities, the book does have a clear organizational scheme. And here, too, there is a sense of a central dividing line. Polo’s accounts of different cities are arranged in nine separate sections in the following, roughly symmetrical fashion: Section 1 (10 accounts) Sections 2, 3, 4, 5, 6, 7, and 8 (5 accounts) Section 9 (10 accounts) Often, a principle of symmetry or duplication is responsible for the layouts of the cities Polo tells Kublai about. At one point, Polo describes a city built over a reflecting lake, so that every action of the inhabitants â€Å"is, at once, that action and its mirror image† (53). Elsewhere, he talks about a city â€Å"built so artfully that its every street follows a planet’s orbit, and the buildings and the places of community life repeat the order of the constellations and the position of the most luminous stars† (150). Forms of Communication Calvino provides some very specific information about the strategies that Marco Polo and Kublai use to communicate with each other. Before he learned Kublai’s language, Marco Polo â€Å"could express himself only by drawing objects from his baggage—drums, salt fish, necklaces of wart hogs’ teeth—and pointing to them with gestures, leaps, cries of wonder or of horror, imitating the bay of the jackal, the hoot of the owl† (38). Even after they have become fluent in one another’s languages, Marco and Kublai find communication based on gestures and objects immensely satisfying. Yet the two characters’ different backgrounds, different experiences, and different habits of interpreting the world naturally make perfect understanding impossible. According to Marco Polo, â€Å"it is not the voice that commands the story; it is the ear† (135). Culture, Civilization, History Invisible Cities frequently calls attention to the destructive effects of time and the uncertainty of humanity’s future. Kublai has reached an age of thoughtfulness and disillusionment, which Calvino describes thus: â€Å"It is the desperate moment when we discover that this empire, which had seemed to us the sum of all wonders, is an endless, formless ruin, that corruption’s gangrene has spread too far to be healed by our scepter, that the triumph over enemy sovereigns has made us the heirs of their long undoing† (5). Several of Polo’s cities are alienating, lonely places, and some of them feature catacombs, huge cemeteries, and other sites devoted to the dead. But Invisible Cities is not an entirely bleak work. As Polo remarks about one of the most miserable of his cities: â€Å"There runs an invisible thread that binds one living being to another for a moment, then unravels, then is stretched again between moving points as it draws new and rapid patterns so that at every second the unhappy city contains a happy city unaware of its own existence† (149). A Few Discussion Questions: How do Kublai Khan and Marco Polo differ from the characters you have encountered in other novels? What new information about their lives, their motives, and their desires would Calvino have to provide if he were writing a more traditional narrative?What are some sections of the text that you can understand much better when you take into consideration the background material on Calvino, Marco Polo, and Kublai Khan? Is there anything that historical and artistic contexts cannot clarify?Despite Peter Washington’s assertion, can you think of a concise way of classifying the form or genre of Invisible Cities?What kind of a view of human nature does the book Invisible Cities seem to endorse? Optimistic? Pessimistic? Divided? Or totally unclear? You might want to return to some of the passages about the fate of civilization when thinking about this question. Source Calvino, Italo. Invisible Cities. Translated by William Weaver, Harcourt, Inc., 1974.

Main Pairs of Antagonistic Muscles Free Essay Example, 1250 words

This paper tells that the main pairs of antagonistic muscles present in the human body and their respective movements are described as follows: 1. Biceps-Triceps: The upper end of the biceps or its origin is from the triangular bone at the back of the shoulder called scapula and its other end or insertion is on the Radius (inner) bone of the forearm. Contraction of biceps brings about flexion or rising of the forearm and this muscle is, therefore, a flexor muscle. The opposite or the antagonistic muscle is the Triceps which relaxes at the time the Biceps contracts. Triceps is located behind the upper arm and its origin is from the Scapula as well as the Humerus bone in the upper arm, and its point of insertion is at the Olecranon process of the Ulna (the exterior bone in the forearm). Contraction of Triceps straightens the arm and hence this muscle is known as an extensor muscle. 2.Anterior Tibialis and Gastrocnemius muscles: These muscles form the pair which is responsible for the movement of the lower leg. The two muscles are used when a person rocks forwards and backward on the feet. We will write a custom essay sample on Main Pairs of Antagonistic Muscles or any topic specifically for you Only $17.96 $11.86/page

The Reality Of Being Disabled - 913 Words

Nikesh Tailor The Reality of Being Disabled There are many different types of disabilities that exist. Whether it be a learning, medical, or physical disability, they will all take tolls on one’s life. Disabilities are but a mere stepping stone on the path to success. In a way, everyone experiences some sort of a disability in their lifetime. I was presented with the opportunity to spend a day simulating a physical disability. I chose to use crutches for a day to learn what life was like with a broken foot, and boy was it eye-opening How Did You Feel While Doing The In-Class Activities? The in-class activities of simulating blindness and deafness was a defining moment for me. I thought â€Å"How hard can it be?† like most people would. I was quick to be proven wrong as it was very difficult. I was expected to draw a house, and assemble blocks in a certain pattern, all while wearing a blindfold, and earplugs. I was very uncomfortable through the process as it somewhat scared me to think of people going through this every day of their lives. This activity most certainly â€Å"woke me up† to these issues. What Did You Do During The 24 Hours? Honestly, during the twenty-four hours I was simulating a foot injury, I didn’t do much. It was just another weekend, and I did some homework, did a lot of walking, tried to play some games, etc. I actually showered on one foot as well which was more difficult than I thought; this is a reoccurring theme in this paper. With the crutches, it made myShow MoreRelatedSusan Wendell Toward a Feminist Theory of Disability1269 Words   |  6 PagesDisabled women in society are doubly marginalized; they are neither understood or accepted by mainstream heterosexual society or by feminist theorists. Indeed, according to Susan Wendell, their embodied social reality has been ignored by philosophers and feminist theorists. 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Owen proclaims, in starkRead MoreEssay on Compare two poems by wilfed owen1716 Words   |  7 Pagesâ €Å"Dulce et Decorum Est’, and â€Å"Disabled† were poems he wrote during his time in Craig Lockheart hospital, where he was suffering from shell shock. He had seen the tragedy and graphic brutality of trench warfare, and the trauma he had seen and experienced had sunk in. Both the poems focus on one main person or event. Wilfred Owen wrote these poems to highlight the reality of war, they were ‘protest poems’ to propaganda declaring fighting for soldiers as an honor. ‘Disabled’ focuses on a dingle victimRead MoreI Am A Cripple By Nancy Mairs1420 Words   |  6 PagesNancy Mairs, makes it the most offensive. The writing â€Å"I AM a Cripple† starts with the narrator informing that the word cripple is straightforward. It does not hide the truth like the words disabled or handicapped do. 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Child Labour Is A Human Rights Violation Essay Example For Students

Child Labour Is A Human Rights Violation Essay Child labour is an issue that has plagued society since the earliest of times. Despite measures taken by NGOs as well as the UN, child labour is still a prevalent problem in today’s society. Article 23 of the Convention on the Rights of a Child gives all children the right to be protected from economic exploitation and from performing any work that is likely to be hazardous or to interfere with the child s education, or to be harmful to the child s health or physical, mental, spiritual, moral or social development.1 Child labour clearly violates this right as well as others found in the UDHR. When we fail to see this issue as a human rights violation children around the world are subjected to hard labour which interferes with education, reinforces poverty and denies them basic human rights. Therefore I strongly believe that the issue of child labour should be seen as a human rights violation. When we look at child labor we see that not only is it morally wrong, but it also violates some of our basic human rights under the Universal Declaration of Human Rights and denies children an education. Article 26 of the UDHR states that everyone has the right to an education; child labor violates this right by taking children out of school and away from an education.2 155 countries at the World Education Forum in Dakar in 2000 decided that by 2015 all children should have access to primary education.3 However, children are often pulled out of school at ages as young as 6 to work in factories or for mining companies, often working long hours leaving little to no time for a fundamental education, children who work in theses settings have a history of repeated grades and higher dropout rates. Christopher Heady’s research on educational a. .es child as any person under the age of 18 therefore constituting the full time employment of 12 year olds as child labour.18 While the definition of child may be disputed, I still firmly believe that the full time work of persons under the age of 18, which puts them in harms way and distracts from education, and life outside of work constitutes as a human rights violation. In conclusion, I believe that child labour should be considered a violation of basic human rights. This essay demonstrates that not only does child labour take away fundamental human right however it also interferes with the education of the child and reinforces the cycle of poverty. It also proves child labour violates basic working rights found in the UDHR under article 23 and 24. Child labour is an outright violation of human rights and has been an issue that has not been dealt with as such.

Simulation and modeling

Research indicates that computer simulations as opposed to other media like print, video, film or lectures have a claimed primary advantage, which is, increased transfer of learning (Allessi. Trollip1985). Transfer of learning simply means the students having the ability to apply what they have learned during instructions level, to the real performance or a new situation.Advertising We will write a custom coursework sample on Simulation and modeling specifically for you for only $16.05 $11/page Learn More Simulations are assumed to boost transfer better than other media or books. However, this paper focuses on a particular area of simulation research, by the name fidelity, which has received a significant attention in relation to non computerized simulation. This is a critical variable in general when it comes to design of simulations. Fidelity on the other hand, refers to how direct a simulation imitates reality. To elaborate further on this fact, trans fers of learning in plane simulators have revealed that the initial training in simulators is more efficient as opposed to that of a real plane. Many military preparation studies by means of mechanical simulators shows no difference at all, and if there is, then very little in transfer, or learning due to fidelity. Reviewed study on the motion fidelity in flight training found that it does not considerably affect learning. While some other authors have concluded that fidelity motion was of some significance for experienced pilots and not for beginners. However, studies of fidelity in military school came to a conclusion that, there is no proof of learning discrepancy due to low fidelity. Fidelity effects are largely dependent upon the learner’s instructional level. During the primary stages of learning, high fidelity illustration may confuse a learner due to the speedy representation of the compounded sequence. The same circumstance may not be found challenging by the student who has advanced to a higher level of consolidated skill. Other theories for fidelity effects are related to the definition of fidelity and transfer.Advertising Looking for coursework on other technology? Let's see if we can help you! Get your first paper with 15% OFF Learn More The complexity of explanation result to the hypothesis like relationship of fidelity and learning is non linear and depends entirely upon instructional rank of the student. For high level fidelity the quantity of learning decreases. It appears that we are facing a predicament when we narrow it down simulation design. Increased fidelity should increase transfer theoretically; this may hinder initial learning and again in turn slows down the transfer. Consequently decreasing fidelity can enhance initial learning, but what the students have learned may not necessarily be transferred to the application scenario if proved dissimilar. My take in this is that, the solution to this problem lies in asc ertaining proper level of fidelity based on current instructional level of the student. However the question I would ask is what mechanism of simulation should vary on fidelity, and, under what circumstance should it be so. As a conclusion we realize that whilst simulation take lead as one of the most promising in regards to computer based instruction, there is still a whole lot more we still need to learn concerning their design. Common sense may be in appropriate concerning the high value fidelity relating to instructions simulation. Since learning differ by fidelity, like the u-shaped curve that is overturned, it applies to the new student who is just starting, and as they advance they will indeed benefit from the rising fidelity. Reference Allessi, S. M. Trollip, S, R (1985) Computer based instruction: Methods and Development. Englewood Cliff, NJ: Prentice Hall. This coursework on Simulation and modeling was written and submitted by user Eric Pickett to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Introduction System Essay Example

Introduction System Essay Example Introduction System Essay Introduction System Essay An information system (IS) is any combination of information technology and peoples activities using that technology to support operations, management, and decision-making. In a very broad sense, the term information system is frequently used to refer to the interaction between people, algorithmic processes, data and technology. In this sense, the term is used to refer not only to the information and communication technology (ICT) an organization uses, but also to the way in which people interact with this technology in support of business processes.Some make a clear distinction between information systems, ICT, and business processes. Information systems are distinct from information technology in that an information system is typically seen as having an ICT component. Information systems are also different from business processes. Information systems help to control the performance of business processes. Alter argues for an information system as a special type of work system.Enroll ment systems Enrollment systems are used to delegate out limited time slots or products. a well built one will allow for those time slots to be handed out in a quick fashion reducing the load on the People that normally have to-do all the work. It also gets the customers information into a nice nifty database for you to pull stats information and well as quick contact information from get into more advanced systems they include payment methods.On top of that with computerized enrollment systems you dont have to worry about not being able to read someone’s hand writing (i know mines hell) that alone mattering on the client base can be a blessing.. And if your dealing with an older group of people systems can be built to quickly provide Large Text making it easier for them to read and fill out the enrollment forms. That’s always something good to brag about.. That’s just the upper edge. But any enrollment systems need to be review to make sure it will be an advant age to the businesses needs and not hinder it.

Alcoholism Vision in the 20th Century Essay Example | Topics and Well Written Essays - 2250 words

Alcoholism Vision in the 20th Century - Essay Example It can be judged it from the definitions like: â€Å"alcoholism is a disease that affects the part of the brain that controls your feelings, the way you make decisions, and the way you act† (Identifying alcoholism, 2003)   Keller called alcoholism a disease because of the disablement represented in behavioral manifestations. The same concept is offered by American Psychiatric Association which argued that a mental disorder is characterized by present distress, disability, or a significantly increased risk of suffering death, pain, or an important loss of freedom. (Mann, Hermann & Heinz, 1999)   In effect, deviant drinking became medicalized or cast in the perspective of a disease model. Scientists and physicians regarded the disease of alcoholism as congenital, progressive, developmental, and, while incurable, capable of treatment. (Lectures)   Since the dawn of 19th-century alcohol has become a ‘social problem’ in the USA. During the colonial era, drunkenness was common with per capita alcohol consumption being 4 times higher than at present. That’s why alcoholism has attracted much public attention and interest of the researchers.   The modern concept of alcoholism includes the psychosocial and neurobiological foundations and consequences of alcoholism. Neurobiological research explains addictive behavior by the dispositional factor of monoaminergic dysfunction, neuroadaptation, and sensitization.

Middle eastern cultures 201 Essay Example | Topics and Well Written Essays - 1000 words

Middle eastern cultures 201 - Essay Example s share many an orthodox with rigid rules in nations like Saudi Arabia, where ‘Burqa’ clad women are respected and western influences are not so welcome. In the first paragraph of the essay I have attempted to discuss on now westerners are in UAE and the second paragraph I have detailed how their lives have changed. I have supported the essay with real life narrations and information from the web. The role of westerners in building the UAE is undisputed as technology is mainly imported from western nations. The technical expertise to build marvels and oil extractions from the oil rich Middle East is made possible with western leadership in companies that provide services and infrastructure in UAE. I Sample this mention from the web: Dubai and the United Arab Emirates are growing in popularity as potential destinations for a fresh start. With Dubai offering a wealth of opportunities, as well as financial bonuses such as tax free income and a rapidly booming economy, growing number of westerners (in particular) are heading for the sun drenched shores.(globalvisas.com) Recalling a westerner’s writing in the web, â€Å"If I can count myself as evidence, people in the UAE like and respect Americans . . . Living here is easy as because the UAE is one of the most tolerant countries in the Muslim world . . . But non-Muslims can get a license to purchase alcohol†. (escapeartist.com).This indicates the freedom of a westerner in UAE. However, it appears that the sunny side isn’t enough. Westerners have become a sort of bà ªte noire post gulf invasion and there has always been a simmering anger against westerners particularly amongst the extremist groups. This has given rise to a constant consternation in the western fraternity. Consider the statement â€Å"There are however recently been threats against westerners in the UAE, as in the UK, Europe and the USA† (paradise.com). This explains that among the rosy fragrance of an UAE living, the thorns also need to be

Evaluating use of PowerPoint for teaching in schools

Evaluating use of PowerPoint for teaching in schools Microsoft PowerPoint Program is a presentation software programme that can be used effectively in academic sector (Bartsch and Cobern, 2003). PowerPoint was developed as a business software tool, but its inherent capabilities led to its adoption in education, and this has been the subject of ongoing research. PowerPoint is an easy-to-use software application (Holzl, 1997) and can be used to give dynamic and engaging presentations in the visual mode. Some of the features of the PowerPoint are helpful for lecturers, for example, to highlight key points, and to show assignment information. Additional features such as clipart and cartoons can add interest to presentations (Sammons, 1997). Several researchers have analysed the effects of PowerPoint on student performance and student preferences towards Power Point. These studies have used different methodologies and there are a range of empirical results. These are described in the following sections, where each studys merits and demerits of using Power Point are presented, followed by analysis and conclusions. It is one of the most useful things to know about the secondary school perspective on styles of teaching, and how this impact on the students future. In olden days, it was very difficult for the school teachers to make use of technology in classroom teaching. One of the main reasons is lack of training and equipment. The use of electronic media in school laboratories, classrooms are being increased and are being used in science and technology lessons by teachers who are confident in the usage of modern technology in the classroom (Ofested, 2002). Nowadays, it is also common for the school teachers to give lectures through modern packages and PowerPoint, particular during practical classes. In spite of availability of technologies, still delivery the lecture through chalk and talk approach is dominant one (Dudley and Timothy 2006). Nowadays, in developed countries, the use of PowerPoint in education has become widespread. However in some schools in Saudi Arabia, its usage is not ubiquitous but restricted to some important lessons and topics. This may in part be due to teachers limited knowledge of how to use PowerPoint, so broadening their knowledge might give benefits and make it easier for students to learn. However, in most schools, the classrooms are simply not equipped for PowerPoint presentations a single classroom in the whole school may be the only one equipped for PowerPoint. In addition to that, there may be resistance by some teachers to alter, while others are still hesitant, given the debate over the extent of any positive influence of PowerPoint on the educational performance of students. Past studies are inconclusive about PowerPoint, with contradictory views. However in Saudi Arabia, some studies supported the usage of such technology in Saudi schools for the benefit of learners (Al-Sharhan, 20 06). In general, the discussion about the use of PowerPoint in teaching practice has two important problematic issues: How effective is the technology at improving the quality of teaching received by learners. How consistent is PowerPoints use have teachers the required skills and enthusiasm for its use The first issue can be manifested in the level of satisfaction that may be inspired by the technology. For some researchers, the simplicity of the technology removes more of the teaching professional load and leads to a non-stimulating delivery of content (Pauw, 2002). The second issue tells about the inconsistency within the educational setting due to absence of suitable training and opposition in implementing the technology by someone. This may have negative effects on learners, who were given the different modes of approach in delivering the PowerPoint presentations within the same discipline. Therefore, it is more important in selecting the technology to ensure that it is compatible with the aims of training in order to bring the successful implementation. Purpose of the Study This present study evaluates the use of PowerPoint for teaching in schools. The factors involved in implementing PowerPoint in schools are also explored. Based on this study, it has been found that computer technology and multimedia presentations have no guaranteed effect on quality of learning. On the other hand, It has also been found that the use of such technology motivate the students for positive learning. Moreover, it has been proposed that use of technology is in harmony with the adoption and familiarity of learners of such technology, and so connects prevailing learner and educational cultures. The present study also addressed the factors to implement the way of effective adoption of technology, proper deployment of PowerPoint, training and development, models of teaching practice in mixed formats. At the same time, it is also important for the teachers to keep update the technology and technological changes. Then only, the content delivery and driving force for learning will be maintained. Though, PowerPoint is in greater use among teachers and researchers, but the best format to deliver materials based on learner assimilation needs to be found (Heines, 2000). Research Questions How does the use of PowerPoint presentations in educational institutions compared to traditional presentation, including the use of overhead projectors and handwritten blackboard notes? Does the use of PowerPoint increase the student performance? What are the advantage and disadvantage of use of PowerPoint in teaching? What are the factors affecting the use of PowerPoint presentations effectively? What are the benefits of existing debate on the use of PowerPoint presentations in the classroom setting? What are the opinions of the students in PowerPoint presentations regarding lighting, use of colours, backgrounds, images, and sound, and the way of delivering the lecturers through of slides? Literature review INTRODUCTION Several researchers have made an attempt to analyse the student performance and preferences based on the effects of PowerPoint. In their attempts, different methodologies were used and based on that a range of empirical results have also been proposed. These were discussed based on the use of PowerPoint and its merits and demerits were also presented in the following sections. There has been a lot more discussion over different methods to deliver lecture to the students. In particular, many lecturers use written material delivered on a chalkboard, whiteboard, or by transparent sheet on an overhead projector, and, in last fifteen years or so, the method of presenting the visual information directly from a computer onto a screen. These types of computers and projection technology devices can be seen in the classrooms. This gives the facility to engage the learners through graphics and multimedia presentations. Many faculty members and administrators felt that PowerPoint was initially considered as a cutting edge technology for use in the classroom. Later students felt that the PowerPoint should not be used more often because it is too passive. For example, Creed (1997) argues that the use of computer-based presentations makes the teacher to be too focused. Kask (n.d.) and Parks (1999) suggested that the computer-based presentations make the students to take a nap in larger auditoriums, where the some of the lights in the auditorium have to be dimmed. Prior to lecture, if the lecture notes are provided to the students, students may show less interest in attending the class. Others feel that the PowerPoint offers the ability to provide more concentration to the students. For example, Stone (1999) argues that the discussion in the classroom is improved by the use of computer-based presentations. In the part of the presentation, the discussed questions can be displayed on the screen. Based on the students interaction and response, the students names and comments can also be projected in the presentation. Finally, these interactions and responses can then be printed or given to all students. He also discusses how the exercise and experiments given to the students can be facilitated by incorporating them in the presentations. It can also be argued that the students take less time for taking their notes, whereas the PowerPoint allows more time for interactive activities. Based on the controversy about PowerPoint and its usage, some studies have attempted to measure the impact of computer generated presentations on student performance. Overall, the results have been mixed. A Very few said that the PowerPoint presentations did not have an effect on the student performance, while others said that PowerPoint presentations enhances the student performance. Educational Technology The one of the oldest and most common forms of educational technology is chalkboard. Through chalkboard a current topic of discussion, points to be discussed, points to be noted, end result of the discussion, important issues to be remembered up to certain period of time, summaries of discussion and lines of reasoning. In olden days, the major medium of communication followed by professor to take lecture was chalk and blackboard (Frost Fukami, 1997). The use of pictures, tables, and charts on the chalkboard will add an advantage to the information publicly communicated. This way of delivering lecture is suppressed by the more expensive and sophiscated technologies such as the overhead projector, the video-tape player, the more interactive video-disc player, PowerPoint, computer for computer assisted learning and most interactive whiteboard (Ghrist et al, 2003). In colleges, nowadays several studies have emerged on the use of multimedia in classrooms. Professors are using these techn ologies in mixed and creative way to promote the most learning techniques for the students to satisfy their aims and needs (Thomas, 2009). Nowaczyk et al. (1988) observed that the student interest and awareness of relevancy of topics were enhanced by videos. The static media such as overhead projector contributed to better understanding of the material presented in that instance. Video (VHS or DVD) presentations were made the students to engage in business activities, news, stories, integrate theory, R D activities and new challenges in the workplace and all these activities provide higher value of entertainment than other technologies (Caudron, 1997; Salomon, 1984). In some cases, video presentations and watching videos on particular issue is interesting than other technologies (Fulk et al., 1995). Astleitner (2002) reported the studies concerned with critical thinking of teaching via web lectures. The informations in the audio recording lectures were greatly influenced than video recordings. Though, the difference between the two modalities in terms of retention was nil. During subjective evaluation, students showed better evaluations for audio recordings. Interactive whiteboard is the present educational technology makes the things easier for the teacher to include the presentation content in wider range such as images from the internet, graphs from the excel sheet, text from MS word. Apart from that, student and teacher annotations could be done on the objects. The one of the drawbacks of the Interactive whiteboards is cost. It is more expensive than conventional whiteboards, projector, and screen combination. Their surfaces can be damaged and quite often replacement is required. The negative perceptions of PowerPoint compared to other interactive presentation tool were reported by Wolfs (2007). In his comparison, the use of PowerPoint and electronic presentation tool were compared. Wolfs (2007) studied and compared the students interests in content and perception of pace over the course for 2nd years student. This was done by splitting the participants into two groups. The first group consists of 36 students and the duration was about 50 minutes lectures for each class. The instructor used PowerPoint to project the course content. The second group consists of same number of students and the classroom presenter was used. The classroom presenter is like PowerPoint slide presentation with more interactive features such as write on the digital screen with digital pen, connection can be performed between student and instructor, information can be shared between instructor and student system. Instructor has a laptop computer, whose monitor swivels, lays flat and a llows the user to write on the digital screen using digital pen (notepad). The PowerPoint in the laptop could able to utilize linking features. However, PowerPoint alone doesnt have these features. Hence the classroom presenter had greater impact on the survey results. To predict the difference between two methods, optional web-based post-class survey provided to the group. The advantage of classroom presenter is that it allows the instructor to interact with the device by digitally highlighting information and also have the features to write on the digital slide. Though, the difference in the result is not significant. However, out of 17%, 3% perceived attending lectures using classroom presenter to be more interesting. One of the speculations is that most of the students preferred the added interaction of classroom presenter. This may be cause for speculation of students interaction and instructor presence compared to effectiveness of any presentation tool (Cited in Kevin, 2008). Thomas, (2009), compared five teaching technologies approaches like Projector, PowerPoint, Video, the Internet, and Lecture. And the results are overlapping and merging together. Such as, video can be shown in PowerPoint and internet and PowerPoint slides through web. They also used projector screen as blackboard using black films. Hence, in natural teaching environment, it is difficult to segregate Lecture, Projector, PowerPoint, Video, or the Internet. However, it is believed that the cognitive abilities of the students can be used to focus these five teaching technologies individually. The separate general perceptions about use of each technology can also be provided (Thomas, 2009). In his study, integrated computer workstation used for lecture in all classrooms and the teaching materials were presented on the same large screen using projector, PowerPoint, Video (VHS or DVD), and the Internet. The PowerPoint slides were replaced with traditional overhead color transparencies for l ecture outlines and information. Students use internet effectively for business organization, to refer the links cited in the books, research journals, reports, papers, case studies etc. Apart from this, the current events, news and many other types of information are also accessed in the internet. Internet acts as a largest digital library tool for the instruction. The specific type of classroom presentation will not serve the students needs. Different technologies can be used for different learning objectives. Among all the education technologies, the Lecture and PowerPoint are less active and interesting and also boring than other different approaches. Still these the Lecture and PowerPoint technologies contribute to student performance. All technologies have their own characteristic strength and weakness. There is an urge to develop the practical impacts of these new available technologies on education and students (Thomas, 2009). USING TECHNOLOGY IN THE CLASSROOM In some studies, it was mentioned that the PowerPoint presentation increases the students motivation and achievements in their lessons (Mantei 2000). In addition to that, most of the students mentioned that it helped them in taking notes and study for exam if instruction is provided in PowerPoint presentations (Noppe, 2007), and they prefer PowerPoint lectures to traditional lecture (Frey and Birnbaum, 2002). Researchers explored that the end-result of preparing PowerPoint presentations by the students are very limited. Gunel et al. (2006) compared the effectiveness of the students in writing summary report and preparing PowerPoint presentation about two units in physics lesson. In this particular case,It was observed that the students prepared the PowerPoint presentation scored significantly better than the students prepared summary report format. In another study, Marmienà © (2006) investigated the ability of the students in choosing the material and the content of PowerPoint pres entations on professional topics via the internet and also he investigated the students ability to prepare and deliver the presentation in front of the audience. As a result, it was mentioned and reported that preparing and delivering the material through PowerPoint presentation improved the students gaining skills in addition to listening, speaking, reading and writing skills. That is the use of such technologies is more time-efficient compared to traditional way of delivering the presentation i.e. using whiteboard or overhead transparency projector. Hence, more time can be given on interaction and instruction rather than using the traditional way (Mantei, 2000). Susskind (2005) taught two courses on Introduction to Psychology. In these courses, half of the courses, he taught with the help of PowerPoint and other half without PowerPoint presentations in a counterbalanced order across classes. Gradewise, there was no significant difference in student performance. However, the students performance has not increased in many courses that used multimedia presentations (Susskind Gurien, 1999; Szaba Hastings, 2000). In one of the studies, it was demonstrated that there was a decrease in student performance when the instructor switched from transparencies to PowerPoint (Bartlett, Cheng, Strough, 2000). Ahmed (1998) compared the two methods (overhead projector and PowerPoint) of information presentation. He observed very little difference in the performance on exams resulting from the use of these two methods. It was also indicated that that the difficulty of the lectures had a greater impact on the performance of the student than the use of PowerPoint itself. Szabo and Hastings (2000) presented three different lectures; first lecture with overhead transparencies; second lecture with PowerPoint; and third lecture with power point and handouts of the Power Point slides. All these lectures were tested for the same group of students in a physical education course. One week later, mock tests were conducted to the students. While there was no significant difference in grades between two tests on lectures delivered with PowerPoint, the grades from the two PowerPoint lectures were higher than the grades scored with the lecture provided with overhead transparencies. In 1995, Lowery (1999) taught Environment Science course through overhead transparencies. In 1996-1997, the same lecture was provided to the students with the help of Power Point. He found statistically significant differences on comparing the average test scores. The material taught in the year of 1996 and 1997 with the help of PowerPoint have higher average test scores than the course taught with overheads in the year of 1995. In the survey of Sazbo and Hasting (2000), 80% of the students felt that PowerPoint lectures were highly beneficial and that visual emphasis to recall the lecture material during the exam time. The presenters often highlight the main ideas and points with bullets. Based on this information, the audience members and students aware of the tips included in the presentation. In the latter stage, they may specially focus on the points presented in the slides and ignore the elaboration talk given by the speaker (Savoy, Proctor and Salvendy 2009). According to Savoy (2009), the use of PowerPoint, webcasts and podcasts have tremendously increased in university lectures to focus the students attendance and expose the student to the lecture material effectively. However, the easy way of preparation and distribution of information digitally does not always mapped to the enhanced student performance. In one of the interesting parallels with Susskind (2004), a traditional lecture format to a PowerPoint multimedia format has been compared. By doing this, they observed that students thought themselves to be equal and capable if they had learned from the format similar to the E-lectures in this study, as they were learned through traditional lectures. Paradoxically, these were not reflected their performance during exams. It also does not seem to be linked to the presence or absence of multimedia delivery. Using PowerPoint effectively Due to the presence of mixed results among the studies investigated relate to the beneficial effects of PowerPoint on performance, a new perspective fine-grained analysis is needed to assess the impact of delivery style on student performance (Susskind, 2005). All the above studies, did not investigate and concentrate the complexity of the presentations which is also one of the factor directly impacts the performance. For example, PowerPoint presentations can be written with simple text in single coloured screen. Presentations can also be made complex with tables, pictures, graphs, animation effects such as sound effects, visual effects, video clips. The effectiveness of PowerPoint and other multimedia presentations directly depends on the complexity of the presentation. However, several researchers have demonstrated that a few lectures include material which can reduce overall performance of PowerPoint presentations, such as irrelevant sounds (Moreno Mayer, 2000), clusters of text (Schraw, 1998), and irrelevant and unwanted pictures (Mayer, 2001, p. 113). According to Robert Kristi (2002), in the detailed PowerPoint presentations, the items which are relevant (e.g. most of the pictures), and not relevant (e.g. most of the sound effects) to the context were presented. The level of the performance is diminished because of the irrelevant items presented in the presentation. These irrelevant items detract the students concentration. It was also found that the graphics related to the context may be beneficial, and the graphics not related to the context not at all helpful in learning. Also, for a simple presentation, the graphics items are not necessary. But graphics items will be helpful for tedious, complex and difficult lectures. If the graphics items are desired, then the PowerPoint presentations should have the special features to accommodate them in an easy manner. It can be concluded, that the relevant items should only be given in the presentation. (Robert Kristi 2002) It is also worth to mention that some of the flexible features of PowerPoint such as colour, variation in font, image, dynamic model building, or multimedia capabilities bring the student attention close to the context. For digital lecturing, the student enthusiasm depends on the structured pattern of the PowerPoint presentation. Hence, the presenter or the instructor should follow a well-organised and structured pattern of the presentation. Susskind (2005) mentioned about the way of delivering the lecture styles that there is no difference on various styles of delivering the lecture. In his experiment; a mixed participant design and counterbalanced lecture format order were involved. This eliminated any confounding between delivery style and order. Apart from that, it reduced the potential cohort effects via within the subject comparisons. However, methodological issue regarding student assignment has not been carried out. Susskind observed that the students were not assigned random ly. The results of his experiments could be reflected the pre-existing conditions of academic ability, preparation and motivation. STUDENT PREFERANCE AND IMPACT IN COURES EVALUATION Besides evaluating the student performance based on the impact of computer-generated slides, several studies concentrated the perceptions of PowerPoint. For example, Daniels (1999) found that the three-quarters of the students in her analysis preferred PowerPoint presentation rather than chalkboard. Similarly Szabo and Hastings (2000) reported that 90% of the students thought that the PowerPoint lectures grabs more attention than the traditional lecture. Furthermore, 65% of the students in the study preferred PowerPoint and said that the PowerPoint lecture motivate the students to attend the class and 72 % of the students said that they prefer to see PowerPoint used in all courses. In the survey, there was an exception found in students of economics majors (612 students) at Radford University (Hashemzadeh and Wilson, 2007). In their study, students were asked to compare the course lecture provided with and without PowerPoint (not taught by the same professors). It was found that the majority of the students felt that they could able to understand lecture better because they felt more involvement and better interaction with the instructor in the sections taught with PowerPoint. The majority of students preferred courses taught with PowerPoint rather than courses taught without PowerPoint. Frey and Birnbaun (2002) found that the students preferred lectures using PowerPoint than those using chalkboard or whiteboard. They also perceived that the lecture is to be more structured and organized. In their study Students appreciated the advantages of PowerPoint, such as easy to read the slides, keeping the lecture on-track, enlivening the lecture by providing the combinations of pictures and more concise text. They also often criticised badly-prepared and poorly-presented lectures. In common, too much information provided on the single slide and slide was fully composed of similar words leading to boring rather than interesting. Students were less engaged for chalkboard or overhead transparencies techniques were used in delivering the lecture. (Frey and Birnbaun, 2002) Advantages The advantages of presenting lecture through PowerPoint presentations can be generalized as follows: Using the PowerPoint, the course content and the way of delivering the lecture could be framed properly (Nouri Shahid 2005). According to students, observing the lecture through PowerPoint presentations is quite interesting. Thus, giving lecture through PowerPoint presentations affect the students in positive way (Parks, 1999; Nouri Shahid, 2005; James, 2006; Atkins-Sayre et al 2006). In PowerPoint presentations, poor handwriting issues, decrease in visibility due to chalk, perennial issue of dirty blackboards (if blackboard were used for long time) were avoided. (Carlos, 2008) PowerPoint presentation enhances the students interest for attending the classes (James, 2006; Sugahara Boland, 2006 ). Through PowerPoint presentations, the learning capacity of the students is increased. (Harrison, 2006) According to Lowry (1999), after introducing the PowerPoint lecturer classes to first year environmental science course a remarkable improvement was observed in student performance and cognition. Because of PowerPoint presentations, time taken for the students in taking notes was reduced. Most of the students brought their PowerPoint slides printout to the classroom and annotate to them as required. (Carlos, 2008) Providing PowerPoint presentation classnotes to the students indicates a organised set of notes that allows students to transform into a detailed form without putting much effort on it. (Carlos, 2008) In some of the studies, it was found that supply of PowerPoint presentations along with student notes lead to achieve better performance and retention (Kiewra, 1985). It was also found that some studies show that segregating the notes from notes what students taken while observing can also lead to better retention (Aiken, 1975). Another big advantage of PowerPoint presentations is that the instructor can present a lot of material in single lecture such as giving concepts in problem solving, discussion, or review of articles in terms of class materials. Because of this students need not to dedicate more time in taking the elaborate class notes. (Carlos, 2008) Photos, videoclips and hyperlink for elaboarate discussion can be added in the PowerPoint presentation only.(Carlos, 2008) According to Young, 2004, it was proclaimed in one of the most public endorsements of PowerPoint that the students performance and learning experiences are enhanced by the use of multimedia. Students also mirrored this thought. Because the PowerPoint presentation enlighten a lecture with images, pictures that provide additional support to the key points and improved clarity to the texts compared to chalkboards (Young, 2004). And also, it is possible in PowerPoint presentation that the instructor can cover the previous class notes in a single slide to make the students to remember. (Carlos, 2008) Instructors indicated that PowerPoint can be used to update their lectures from time to time and believe that PowerPoint presentation is a valuable tool that help to organize the class notes. (Schwartz, 2005) Disadvantages The disadvantages of presenting lecture through PowerPoint presentations can be generalized as follows: One of the major disadvantages is that instructor has to spend more time in preparing the notes and relevant pictures from the World Wide Web and place the pictures, graphs or tables in the appropriate place. .(Kristi,2003) Most of the lecture presentation will be reused subsequently for next batch students with less time effort. This initial time taken for preparing the presentation by the faculty member is reasonably considered as major disadvantage.(Kristi,2003) From the study by Dudley (2006), it was observed that the electronic presentations were disliked. The main reasons were given; hard copies of the class notes were not given, through presentation lot of material could be covered, complicated pictures and diagram were provided, lectures were delivered very quickly. The additional material had to be added in the PowerPoint presentation notes to reinforce it. (Carlos, 2008) Using chalkboard or a whiteboard in the classroom allows more time in spending a single topic. This gives natural pauses and provides delays in the presentation and discussion before moving to next topic. (Carlos, 2008) Opposition of PowerPoint notes is that the structure of PowerPoint lecture commands a degree of linearity that may creates artificial misguiding hierarchies of informations provided in the lecture (Tuft, 2003), hierarchical organization of content is to be removed (Doumont, 2005), and discourages the chances to redirect or expand upon the delivered points (Schwartz, 2005). Besides adherence usage of pre-designed template, PowerPoint urge to use bullets, which convey the message in detrimental or effective way (Boehle, 2006, Tufte, 2003 Mayer, 2004).Edward Tufte (2003), claimed that the bullets lead to gross generalization, inaccurate logical and superficial reasoning and more often leads to indifferent conclusions. Hanft (2003) also supported that the PowerPoint presentation depress the discussion. Most of the students have positive opinions about the instructors in terms of PowerPoint presentation. Some of the students were complained that instructors used too much text and pictures and information in the slides and makes the slides to be clumsy manner, because of this the material in the slides were difficult to see (Doumont, 2005; Young, 2004). One student at Connecticut College said that her professor would write too long sentences or complete sentence in the PowerPoint slides, rather which she would then read. Because of that the information presented in the slides were become complicated and convoluted (Young, 2004). Further, some of the instructors

Internet Plagiarism :: Online Plagiarism

Internet Plagiarism "I am an Evil House of Cheat subscriber. Ever since I've had access to your service my grade in English 102 has gone from an 'F' to a 'B.' I use the cheathouse for other classes too, like Philosophy and history. Thank you for saving my butt— A happy anonymous user." Testimonials trumpet across Evil House of Cheat's Web site (cheathouse.com), gushing praise for this racket, which lets online clients download their pick of more than 1000 previously written term papers for free. "Super Users" who ante up $19.95 a year get full clearance to an additional 1000-plus essays locked into the site's database. Evil House of Cheat is among the 100 or more Web sites currently found on the Internet that allow students to download archived or custom-written papers. Some students cut and paste portions of these to create an entirely new document. Term paper mills run somewhat like co-ops and typically solicit essays from students, who post their work, bibliographies and citations included, at no charge. Commercial sites, on the other hand, jettison any association with their term paper ­mill country cousins by calling themselves "research companies" and often supplement student submissions by hiring professional writers to pen tailor-made term papers for clients. Price tags for these "reference materials" can range from about $27.50 to $1000 an essay. As clever as it may sound, plagiarizing via the Internet is a fresh riff on the traditional practice of fraternities and sororities offering members term paper files to sift through by subject or instructor. But now, teachers who may have previously cross-examined suspicious students by asking them to orally dissect their term paper's argument are now funneling college and university funds toward Internet-based antiplagiarism services and software. This means instructors and students are wielding the same weapon, the World Wide Web, in this cyber brouhaha. For teachers, a grudging reliance on technology coexists with the reality that some students are genuinely unaware that information must be attributed when it is culled from a clearinghouse like the Internet— just as when it is taken from a newspaper or an encyclopedia. The boundaries between research and cheating are becoming increasingly ambiguous. "One time I was teaching a summer version of my class and a student turned in bits and pieces of information on Captain Ahab that she had downloaded off, I kid you not, schoolsucks.com [a term paper mill].

Case Study – American Apparel

The company segmented their market to young men and women in their ass, and further targeted a niche audience of environmentally conscious consumers. The company catered to this artsy, bohemian audience who resided In hip neighborhoods of large, metropolitan cities that upheld a â€Å"hip, subversive, and degenerate† culture (Wolf, 2006). Until 2008, the company used concentrated marketing by positioning themselves as a sweatshop-free manufacturer who pays their employees fair wages and provides them health care benefits.Positioning the brand by attributes and benefits led American Apparel to became known for their ethics and sustainability. As more and more retailers attempt to be â€Å"green,† American Apparel had a harder time standing out as a company trying to be good (Hill, 2010). Charley later realized that he was limiting his sales potential by targeting a niche and wanted to go mainstream by expanding to a larger market (Walker, 2008). He decided to reposition the brand to appeal to a generation and used sex as a way to bring people closer.The new generation, as Charley puts it, is exciting, mobile, and open-minded. These are the people he wants to be in business with (Wolf, 2006). The company incorporated sex into their advertising strategy as a way to position the brand by user. Since 2008, American Apparel's promotional strategies have been focused on highly sexual images of young people in provocative poses. Their amateur models and lack of photocopying reflects their honesty by showing the models' imperfect bodies and blemished skin (Wolf, 2006). Not only do they show â€Å"real† people, they also expose nipples and pubic hair.The use of shock tactics in their sexual honesty has attracted much attention, and their openness with sex has come part of their brand image, since they have worked hard to create an Image infused with youth and sex (Chuddar, 2008). The brand's undifferentiated marketing reached more people than before and crossed all genres, including high- fashion kids, clubbers, geeks, and gays (Hill, 2010). However, their controversial advertising has received backlash and negative responses from the media, labeling the brand as -porn chic† (Giving, 2014).The company claims to not be worried, since there seems to be disconnect between how young people perceive the ads and how mainstream media reports the ads. By narrowing their brand image, many people argue that American Apparel alienates their original user base, but the company asserts that they can connect many small groups together Into a big audience (Chuddar, 2008). Their most recent ad strategy tailors to different demographics, including their use of a 62-year old model, a plus-sized model, a Bangladesh model, celebrate diversity by targeting consumers of different ages, sizes, ethnicities, and religions.Additionally, the company has gone global, establishing stores in Asia and representing the American dream (Woo, 2013). The me ssage behind their advertising envoys openness and freedom, not Just in sexuality but also for people who are normally ignored (Chuddar, 2008). Suggest a future plan: In order for a brand to grow or at least stay competitive, they can't stop presenting fresh, new advertising campaigns to consumers. In American Apparel's case, they there's also an ethical issue involved. What direction should they take with their advertising campaign?Recently, founder and CEO Charley has been fired, leaving many people wondering what's next for the company's marketing aesthetic. With Charley gone, many believe that the company should completely re- rand itself (Holland, 2014), however, the company still plans to maintain their â€Å"sexy' and â€Å"edgy' image (Walker, 2014). As fashion has evolved and sex has become mainstream, shoppers have become desensitizing and started to move on. Activist groups consider American Apparel to be pass ©, sexist, and demeaning (Walker, 2014), and according to sales, sex Just isn't selling anymore (That, 2014).Consumer reports found that sexy apparel has limited appeal and consumers have been expressing that they want comfortable clothes that can be dressed-up or dressed-down (That, 2014). Consumers want it all and sexiness limits their style. American Apparel should focus their advertising campaign on the versatility of their merchandise, thus their promotional objective should be to increase awareness of the multiple functions of their apparel to yield variableness with consumers. One of the core concepts of marketing is that it is better to maintain existing customers than trying to gain new ones.In this case, American Apparel should target the same consumers, but with a different spin. Sex still appeals to their target market, the young, 20-something men and women in metropolitan areas, but as these consumers age and their style evolves, their taste will too. The advertisements used in the past are becoming increasingly tacky, therefo re sexual ads should be more tasteful and appealing to a maturing audience. To emphasize the apparel's versatility, the brand should be positioned by product attributes and benefits.The company manufactures basic apparel that can be used in a variety of ways. The clothes can be worn alone, in layers, combined with other brands, etc. Countless looks can be created, which can communicate different styles to different types of shoppers. The versatility of these pieces produces more variety ND greater product benefits. American Apparel's major selling idea should highlight the duality of people, combining both emotional and rational advertising appeal. The company's philosophy on being sweat-shop free, Made in USA puts them at odd's ends with their overly-sexed advertisements.Since people have layers, the brand can appeal to shoppers by helping them embrace their duality. Consumers want a brand that they can emotionally connect with, brands that reflect their passion and interests (That , rational consumer looking for items with multiple uses, which translates into a good alee for their money. To execute this strategy, their advertisements should demonstrate the ease of versatility with their apparel, since demonstration advertising can be effective in highlighting product benefits.An example of this approach would be to show a model wearing an article such as a cardigan, suggesting a preppy look. She could be styled with her hair in a bun and wearing glasses. In another image, the model would be shown with her hair down and wearing the same cardigan, maybe unbuttoned, revealing her bra and her sensual side. This good-girl/bad-girl image translates the regularity of apparel to the duality of personality. In this sense, usage imagery demonstrates how the product could be used. An indirect headline can be used to provoke interest for shoppers.A headline such as â€Å"Embrace your Duality' can challenge shoppers to style themselves in different ways. The visual eleme nt from the preppy/sexy example could convey the same message if stood alone. Yet, a headline attached to the visual portion is more effective for attracting attention. The subhead for the ad would be the brand's usual â€Å"American Apparel: Sweatshop free, Made in USA† tagging, which also implies the rand's duality. The sexual imagery combined with their ethical practice demonstrates the duality in brands as well as in people.

Technology Essay - 1161 Words

In todays world, technology is constantly changing from a new paperclip to an improvement in hospital machinery. Technology lets people improve the way they live so that they can preserve their own personal energy and focus on the really important factors in life. Some people focus their energy on making new innovations to improve transportation and the health of people that may save lives and some people focus on making new designs of packaging CDS. Technology is significant in everyones life because it rapidly changes what is in the market. But, some new innovations of technology are ridiculous because they serve no purpose in helping mankind. In Ellen DeGeneres article ,This is How We Live, describes all the examples of†¦show more content†¦She reflects that human laziness is the result of modern technology that keeps improving until one day we just have to use our minds to control everything so that physical action does not have to take place. One of the new pointless te chnologies is the automatic brushing toothbrush. It is interesting how mankind has become so lazy as to not move their arm side to side to brush their teeth and have made an automatic brush where there is no need to move your arm side to side. Modern technology seems to be only innovated because of the need to have new designs and appearances to attract customers and make these inventors filthy rich. These inventors need to spend more time on improving machinery that handles life and death situations instead of trying to figure out a new way to package a DVD. This technology is one of the major reasons why so many people in America are obese. To work so hard at the gym and then coming home to watch television and using less calories in regular chores, is making it difficult for people to lose weight than in countries where technology has not improved. (PA) In Langdon Winners article, Technological Somnambulism, praising the different technologies that influence the human activity an d reshaping that activity. When a sophisticated new technique or instrument is adopted in medical practice, it transforms not only whatShow MoreRelatedTechnology And Technology907 Words   |  4 PagesOther Name With the advancements of technology, what past generations have defined as traditionally being ‘intelligent’ is outdated in today’s age and Millennials have found new ways to be just as capable as the old generation. Elevating learning in a way that was once unimaginable in the past, technology is forging a path to open a brighter future built on achieving knowledge by technology and Millennials are taking wide strides across that path. Has technology truly been nothing, but a detrimentRead MoreEssay On Technology And Technology779 Words   |  4 PagesDoes Technology Actually Make Us Feel More Alone? 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