MGT 3250 Essay Example | Topics and Well Written Essays - 500 words

MGT 3250 - Essay Example She told me that the company has one person dedicated to human resource who also performs the accounting duties of the firm. The HR representative cares a lot about the employees. He has weekly meetings with the staff to discuss any problems the employees might be facing. During the meeting the weekly schedule is created by the HR representative. If any employees need a change in schedule or a day off they must notify it to the HR representative during the meeting. The opinion of Don regarding the HR department was different. He said that in his company the HR department is a waste of money. According to Don they did not do anything to benefit the company. He once went to the HR department to discuss a family problem, and instead of getting help from them the HR people did not take his request seriously and they did not let Don take two days off to accompany his wife to another state hospital for an operation. The HR resource function is very important in all business organizations. The human resource department performs critical functions including recruiting employees, training and development, employee evaluations, scheduling, conflict management, protecting the rights of the workers, and improving the organizational culture (Youngmanager). The HR department can help develop the human capital of a firm. Companies that have ineffective human resource departments will not perform as well as firms that effectively use the HR function to obtain a competitive advantage. HR policies free managers from having to make decisions in areas which they have less competence or on matters with which they do not wish to become involved (Ivancevich). Personally I am interested in the recruiting aspect of human resources. The reason this topic is interesting to me is because recruiting is a critical function that can help a company attract talented employees that can make a difference in the performance of the company. If I worked in human resources I

Analysis on Lance Armstrong Doping Essay Example for Free

Analysis on Lance Armstrong Doping Essay No, the consequences brought upon Armstrong are completley inappropriate. The actions taken against him undergone by Travis Tygart and USADA are over the top. The fact that Lance doped is undeniable, he did it, but so did every other Tour de France contender and their teammates. Why should the man who won against other dopers have his life ruined? Why should a man who has helped millions of cancer patients have to step down from his organization and pay off the tax breaks of his charity? Well apparently Lance has to. Apparently, he has to pay fines due to his winnings, tax breaks, sponsorship money, etc. All he did was do EPO (like everyone else) and win the hardest cycling race in the world. Seven times. He was driven by his infamous focus on the task at hand, and raise cancer awareness globally. His athletic achievments outside of cycling are now getting the can too, including his win at the Boston Marathon, numerous Ironman 70.3 results, and various others. Mark Cavendish tweeted â€Å"Are people so naive they think cyclings the only sport with a hidden past? Maybe its just the only sport where a hidden pasts come out.† Baseball, football, various other sports have athletes taking performance enhacing drugs, why doesnt Barry Bonds, or Mark McGuires have their reputation tarnished and dragged through the streets? All of Lances sponsors have dropped him, including: Trek Bikes, FRS, Nike, Anheuser-Busch, Oakley, and 24 Hour Fitness. To wrap it up, theres been rumors of a divorce going around. Good job Travis Tygart, Pat McQuaid, Media hounds, and USADA investigators. You couldnt just leave it alone after years and years of failure, you ruined an American heros life and reputation, I hope youre satisfied.

Romeo And Juliet- Is The Story :: essays research papers

Love is the biggest thing that can happen in human life. It can make your life incredible or forgettable. In the case of Romeo and Juliet, it was both. They had something between them that would never be destroyed. Their determination to stay together through the tough times was incredible. Even when they knew that their relationship would never be normal, they never gave up. It was a case of love at first sight when their eyes locked on each other. The story of Romeo and Juliet is more to do with love than hate. Nearly every scene of the text has love conveyed in some way in them. From the pain Romeo suffered from the rejection of Rosalyn, to the first scene where the two meet. The only scene in the whole story where love isn’t conveyed is the very first scene where we see the first conflict between the Capulets and the Montagues. That just shows how much of an impact love has in Shakespeare’s story about two star-crossed lovers. Romeo and Juliet had such a strong love that they would die for each other. This is what Shakespeare is trying to show us what love is all about and this is why he chose to write this story, not to show hate, but to show love. The love in the story is not only shown between Romeo and Juliet. It is also shown in the form of filial love between Romeo and Mercutio. Romeo ‘loved’ Mercutio as a friend so much that he would vow revenge on the person that brought upon his death. The friendship was everlasting and would always be treasured by Romeo, even after Mercutio’s death. Other love was shown between Juliet and the Nurse. Juliet grew up with the nurse by her side all the time. The nurse was more of a mother to Juliet than Lady Capulet ever was. Romeo’s parents cared for him much deeper than Juliet’s did for her. His mother was always worried or concerned about where he was and what he was doing, hoping he wouldn’t get caught up in any trouble. Shakespeare also shows paternal love to go along with the others in the text. I guess that you could say that their was a bit of love from Juliet’s parents towards her in that they only wanted what they thought was best for her as well as getting what they want at the same time.

How Culture Affects Managers

How culture affects manager in international organizations. In the last few years globalization has been expanded all around the world in different areas and technology. International organizations have the same effect, organizations that want to have an adventure must require managers or leaderships with general awareness of cultural variables that may affect the business and make this a success or a flop. Since culture has become one of the main obstacles to standardize decisions and processes in multinational enterprises, a barrier that is sometimes impossible to overcome †¦(XII) After the end of World War II growth of globalization has become widespread, thanks to advances in communication, transportation, technology and trading system. The world is moving into a new millennium and we cannot ignore the importance of international business, and the administration thereof. However adaptation to culture is the most difficult challenge doing international business, this requires an understanding of the different culture, perceptions, stereotypes and values. Only the managers with a wide cultural sensitivity will success. No single nation can be complacent about itself and does not need the assistance and support of other countries, even the riches nations need which lack resources and through global negotiations and agreements supplement their needs and wants. The development of international trade makes countries prosper by leveraging its assets produce better, and then exchanged with other countries, which in turn they produce best. When companies are interested in international trade or looking to diversify markets, they need to negotiate with foreign firms, then countries will be better off. To achieve this they have to resolve conflict or mishaps that may rise when negotiating, because many times one party is not willing to give, so firms need to plan strategies to work to reach an agreement, It is important to know the essential aspects of international negotiation, however culture influences directly in international negotiations, as not all countries negotiate the same way. Aspects such as values, habits, customs, religion, morality, etc. are essential to know, before a firm can have good communication and the n negotiating for a mutually beneficial. Horak, S. (2010). Does The Individual's Culture Play A Role In The Value Perception Of Members Of Small Multinational Teams?. Business ; Economics Journal, 1-7. The author of this article said

Raising Achievement in Science (Physics, Chemistry or Biology)

Assignment 1: Raising Achievement in Science (Physics, Chemistry or Biology) (PGCE programme) This assignment is set at ‘H’? level. (3000 words +/- 10%) Assignment Task With reference to your reading in the relevant research, write about how you have raised or could have raised the achievement of a pupil or small group of pupils whom you have taught this year.There must be a clear link between the discussion of the teaching and learning that took place in your class and the relevant research on achievement; you must provide a sound rationale for your teaching methods and strategies. The school, teachers and students must be anonymous. Introduction It should constantly be our aim as teachers to raise the achievement of the pupils in our care so that they are attaining at their full potential.It will also be useful for you to discuss these issues with those you work with at school (mentor, PCM, SENCO, etc. ) and to observe closely how these are addressed in classroom pract ice. However, in this assignment, it would be especially appropriate for you to select a particular pupilor group of pupils who you work with in the classroom and who have specific challenges in attaining theirfull potential in science (see below for suggestions), and for you to focus on strategies and techniques for supporting their particular needs.The generic assignment briefing at the top of this page asks you to discuss a particular pupil or group of pupils and how you might have raised, or did raise, their achievement in science (and particularly in your own specialist discipline of Biology, Chemistry or Physics), linking aspects of the teaching and learning with the relevant research carried out in your literature review. In identifying the pupil or group you intend to refer to, consider the range of children who might under? achieve: †¢Gender: boys/girls †¢those with special educational needs †¢the gifted and talented †¢literacy in Science †¢children in care †¢minority ethnic children travellers †¢young carers †¢those from families under stress †¢pregnant school girls and teenage mothers (http://www. education. gov. uk/schools/pupilsupport) †¦and the reasons and issues surrounding underachievement: †¢inequalities in class (social background), ethnicity, and/or gender †¢lack of motivation †¢lack of suitable challenge †¢the appropriateness of activities and tasks †¢a mis? match of expectations †¢a perceived irrelevance of the activities and tasks Some further thoughts The following is based on the report: â€Å"Improving Secondary Schools†, the Hargreaves Report on secondary schools in the Inner London Education Authority (1984).This was summarised in West, A & Dickey, A (1990) â€Å"The Redbridge High School English Handbook†; L. B. Redbridge Advisory Service. The report defined four aspects of pupil achievement (think carefully about how these apply to science and your chosen discipline): 1. This aspect involves most of all, the capacity to express oneself in a written form. It requires the capacity to retain propositional knowledge, to select from such knowledge appropriately in response to a specified request and to do so quickly without reference to possible sources of information.The capacity to memorise and organize material is particularly important. 2. This aspect is concerned with the capacity to apply knowledge rather the knowledge itself; with the practical rather than the theoretical; with the oral rather than the written. Problem solving and investigational skills are more important than the retention of knowledge. 3. This aspect is concerned with personal and social skills: the capacity to communicate with others in face to face relationships; the ability to co? operate with others in the interests of the group as well as the individual; initiative, self? eliance and the ability to work alone without close supervision; and t he skills of leadership. 4. This aspect involves motivation and commitment; the willingness to accept failure without destructive consequences; the readiness to persevere; the self confidence to learn in spite of the difficulty of the task. Such motivation is often regarded as a prerequisite to achievement rather than as an achievement in itself. We do not deny that motivation is a prerequisite to other aspects of achievement, but we also believe that it can be regarded as an achievement in its own right. What do we mean by under? achievement? â€Å"Achievement below expectations† †¢Ã¢â‚¬Å"Underachievement is a discrepancy between a child’s school performance and some index of the child’s ability. † (Rimm, S (1977) ‘An Underachievement Epidemic’; Educational Leadership 54 (7)) †¢An underachiever is: â€Å"A young person, at each significant stage of education that has not reached the expected levels set by the government. † (P rince’s Trust) You are recommended, for example, to go to the web? site: www. dfe. gov. uk/schools/pupilsupport Look under ‘Inclusion and Learner Support’. You will see a list of items including ‘Minority ethnic achievement’ and ‘Gender and Achievement’.The written essay The title and subject matter of the assignment are as laid out at the top of this briefing document under ‘Raising Achievement in Science’. The essay should be about raising achievement in the learning of science in your specific discipline (physics, chemistry or biology). †¢You are expected to have read widely in the process of carrying out this assignment, showing evidence in your writing of an appropriate depth and breadth †¢In addition, you are expected to draw upon your own experience and observation from schools you have been in †¢References to publications in our text should provide the author, date and page number. A bibliography must be provided with full details of relevant texts that you have read. An omitted bibliography/references section can result in a ‘fail’ grade for the assignment. Advice on correct referencing is contained in the ‘Assignment Guide’ available on UEL Plus. †¢Any materials you have produced in seeking to raise achievement in the classroom may be placed in the body of the assignment or an appendix as appropriate. These materials may be referred to in order to exemplify points made in the essay. Ensure that you offer some critique of the points raised from your reading and experience; be aware that there are alternative viewpoints; be careful not to simply offer subjective statements. Points made should be justified from evidence of experience, observation and/or reading. Offer critical analysis of what you have read, observed and taught in respect of this task and some alternative approaches. Do not necessarily take educational writers’ views or those of colleagues at ‘face value’. Submission The assignment should be approximately 3000 words +/? 0%, not including quotations or appendices. A reference list/bibliography must be included. All referencing should follow the Harvard system as detailed in the following book (available from the bookshop): Pears, R & Shields, G (2010) â€Å"Cite Them Right ? 8th ed. †; Basingstoke: Palgrave Macmillan An e-book version of â€Å"Cite Then Right† is also available on UEL Plus Keep any schools, teachers and pupils anonymous. Annotated Bibliography: Monday 12th November, 2013 by 5:00pm; submitted by e-mail directly to your tutor Assignment submission (electronic):Monday 7th January, 2013 by 23. 59 hr The assignment should be submitted electronically using the Turnitin protocol. A suggested ‘starter’ reading list: Younger, M & Warrington, M (2005) â€Å"Raising Boys’ Achievement in Secondary Schools†; Oxford: OUP You might also download the following document: http://publications. dcsf. gov. uk/default. aspx? PageFunction=productdetails&PageMode=publications&ProductId=DCSF? RR086& When looking for resources in the Library, remember that areas of the Library, in addition to education, may be worth a look at; eg.Child Development and Child Psychology (these books are held within the Health and Bi? Science collections). What is an Annotated Bibliography? A Bibliography is simply a list of books relevant to the study being undertaken and which have been referred to when preparing the study. The list is referenced in the proper manner (refer to the book â€Å"Cite Them Right† and to the guidance at the end of this document). An Annotated Bibliography is where, under each book/article reference, there are a few brief sentences / short paragraph summarising the key points of the text where they are relevant to the current study.Here is a brief, example related to achievement of girls in science: Kelly, A. (1986), The d evelopment of girls’ and boys’ attitudes to science: A longitudinal study, European Journal of Science Education, Volume 8, Issue 4 Attitude? to-science tests were completed by 1300 pupils, at ten schools, when they were 11 years old and again two and a half years later. During that time their interest in most branches of science decreased, but both girls and boys became more interested in learning about human biology.Their opinions about science and scientists also became generally less favourable, but pupils grew more willing to see science as suitable for girls. The attitude changes varied considerably from school to school, and were slightly better in schools which had implemented a programme of interventions to improve children's attitudes than in other schools. There was considerable stability in the attitudes of individual children over the period of the study. The ‘idea’ of the annotated bibliography is to ‘gather together’ a range of relevant literature which will, at a later stage, be the basis for extended writing and study.

Horses and how they grow essays

Horses and how they grow essays Horses and How They Grow Horses are fun to ride, but they can be a lot of hard work. The first horse was the Eohippus. It was about the size of a fox. It can be traced over a period of 60 million years. From America they spread across the world. Then 8-10,000 years ago the horse be-came extinct in America. It was reintroduced by the Spanish Conquistadors in the 16th century. The herds of mustangs in north America is descended from horses introduced by the Spanish in the 16th century. Baby horses are born from a mare horse. The mare holds the baby for 11 or 12 months. Most mares will have 5 or 6 foals during their lives. Normally a foal is born with its front feet first. Foals are born with their eyes open and with a full coat of hair. When the newborn foal is born, it drinks its mother's milk for the first 6 Months. Foals can stand up shortly after birth. It also begins to Supplement its diet by nibbling on grass and it's mother's oats. The best place to feed your horse is in a bucket. A horse must have fresh water and eat oats. A healthy treat for horses is carrots and apples. A horse's age can be told by looking at its teeth. Up to the age of five a horse still has its milk teeth. A foal can be weaned from 4-6 months. Most horses reach their full size by the time they are five years old. The bones from a baby foal are very soft for the first three years. You shouldn't ride a horse until it is three years old because you can sway its back. When the owner weans the foal he separates it from the mother, and puts it out to the pasture with other foals. A baby girl horse is a filly, and when she is mature she is called a mare. A baby boy horse is a colt. When he is mature, he is called a stallion. A yearling is a one-year-old horse. Training horses requires great skill and patience. It begins almost immediately after it is born. You should put a halter on it, and teach it to lead an...

Essay on Childhood Obesity

Essay on Childhood Obesity Essay on Childhood Obesity Obesity is a medical condition which excess body fat has accumulated to the extent that it may have adverse effects on health, leading to reduce life expectancy or increased health problems. Severe obesity is effecting children and adolescents at an all-time high. About a third of the nations are overweight or obese. Youth who fall at the very high end of weight charts are those who suffers with morbid obesity. Childhood obesity can lead to low-self-esteem and depression. There are major consequences in childhood obesity in adulthood. As children love to indulge in fast foods and sweets, and spend time watching television or being lazy; rather than be active and exercise; obesity has taken and immeasurable effect on the youth in society. According to the Center of Disease Control and Prevention, obesity rates have tripled the past thirty years and have become an American epidemic, in which children follow the lead of American adults who are on record as the heaviest population grou p in the world with 65 percent of children suffering from obesity. (Center of Disease Control and Prevention) Those children who fall in the 85th to 95th percentile are considered overweight. Those at the 95th percentile and above are obese. The American Heart Association defines kids over the age of two as severely obese if they fall twenty percent above the 95th percentile for the body mass index. As supported by the American Heart Association, lifestyle modification programs for severely obese children and teens have shown only modest improvements in weight. Also, according to Center of Disease Control and Prevention obesity affects one in every three American children ranging from ages 2-19, effecting both boys and girls of all race and ethnic groups. Kids usually remain obese or regain weight after the program is completed. Childhood obesity can have a harmful effect on the body in a variety of ways. If the youth continues to binge in fat foods and unhealthy eating, then they a re of high risk to in-counter health issues, such as high blood pressure, type 2 diabetes, high cholesterol, liver disease, sleep apnea, musculoskeletal problems and early signs of clogged arteries. However, youth obesity is a reflection on the lack of involvement of the parents, leaders, and community who holds intense influential measures in the child’s life. A child’s first role model is their parents, particularly when it comes to health. Basically it is a chain affect, parents cannot expect to see health and manageable weight in the child if they do not show interest in healthy eating and physical activity. Children are a product of what they are taught. The actions of others affect this issue intensely. â€Å"Childhood obesity is not some simple discrete issue, there is not one cause we as society can pinpoint†. (Michelle Obama) In current society, many people live a hectic and busy life. Children also put in the same environment. Children if not in the c are of parents or family are at school with leaders. So this proves that teachers, parents, and leaders have major responsibly for the way these kids eat and exercise. According to Mccmilian Social Science Library, due to the amount of time children spend at school, this is an obvious place where obesity can be combated. Unfortunately, children are still not getting the recommended amount of physical exercise during the school day. Although the National Association for Sport and Physical Activity Education (NAPE) recommends at least one hour of physical activity per day, schools do not provide this level of exercise. As far as parents, quality meals with nutrients are not made at home anymore. Microwave foods, processed foods, and fast foods are more used because it is quicker to make than a whole nutritious meal. Also, whole fruits, fresh vegetables,

The History of Root Beer and Inventor Charles Hires

The History of Root Beer and Inventor Charles Hires According to his biography, Philadelphia pharmacist Charles Elmer Hires discovered a recipe for a delicious tisane- a form of herbal tea- while on his honeymoon in New Jersey. Not long after, he began selling a dry version of the tea blend but it had to be mixed with water, sugar, and yeast and left to ferment for the carbonation process to take place. On the suggestion of his friend Russell Conwell (founder of Temple University), Hires began working on a liquid formulation for a carbonated root beer beverage that would be more appealing to the masses. The result was a combination of more than 25 herbs, berries, and roots that Hires used to flavor carbonated soda water. At Conwells urging, Hires introduced his version of root beer to the public at the 1876 Philadelphia Centennial exhibition. Hires Root Beer was a hit. In 1893, the Hires family first sold and distributed bottled root beer. The History of Root Beer While Charles Hires and his family contributed greatly to the popularity of modern root beer, its origins can be traced to pre-colonial times during which indigenous tribes commonly created beverages and medicinal remedies from sassafras roots. Root beer as we know it today is descended from small beers, a collection of beverages (some alcoholic, some not) concocted by American colonists using what they had at hand. The brews varied by region and were flavored by locally grown herbs, barks, and roots. Traditional small beers included birch beer, sarsaparilla, ginger beer, and root beer. Root beer recipes of the era contained different combinations of ingredients such as allspice, birch bark, coriander, juniper, ginger, wintergreen, hops, burdock root, dandelion root, spikenard, pipsissewa, guaiacum chips, sarsaparilla, spicewood, wild cherry bark, yellow dock, prickly ash bark, sassafras root, vanilla beans, hops, dog grass, molasses, and licorice. Many of these ingredients are still used in root beer today, along with added carbonation. There is no single recipe for root beer. Fast Facts: Top Root Beer Brands If imitation is the sincerest form of flattery, then Charles Hires would have a lot to feel flattered about. The success of his commercial root beer sales soon inspired competition. Here are some of the most notable root beer brands.A W: In 1919, Roy Allen bought a root beer recipe and began marketing his beverage in Lodi, California. A year later, Allen partnered with Frank Wright to form AW Root Beer. In 1924, Allen bought his partner out and obtained a trademark for the brand that is now the top-selling root beer in the world.Barqs: Barqs Root Beer debuted in 1898. It was the creation of Edward Barq, who along with his brother Gaston were the principals of the  Barqs Brothers Bottling Company founded in the New Orleans French Quarter in 1890. The brand is still owned by the Barqs family but is currently manufactured and distributed by the Coca-Cola Company.Dads: The recipe for Dads Root Beer was created by Ely Klapman and Barney Berns in the basement of Klapmans Chicago-area ho me in the late 1930s. It was the first product to make use of the six-pack packaging  format invented by the Atlanta Paper Company in the 1940s.Mug Root Beer: Mug Root Beer was originally marketed as â€Å"Belfast Root Beer† during the 1940s by the Belfast Beverage Company. The product name was later changed to Mug Old Fashioned Root Beer, which was then shortened to Mug Root Beer. Currently manufactured and distributed by PepsiCo, Mugs brand mascot is a bulldog named â€Å"Dog.† Root Beer and Health Concerns In 1960, the U.S. Food and Drug Administration banned the use of sassafras as a potential carcinogen. Sassafras is one of the main flavoring ingredients in root beer. However, it was determined that the potentially dangerous element of the plant was found only in the oil. Once a method to extract the harmful oil from the sassafras was found, sassafras could continue to be used without harmful repercussions. As with other soft drinks, classic root beer is classified by the scientific community as a sugar-sweetened beverage or SSB. Studies have linked SSBs to a number of health concerns including obesity, hypertension, Type 2 diabetes, and tooth decay. Even non-sweetened beverages, if consumed in too great a quantity, have the potential for negatively impacting health.

FindLaw website evaluation Essay Example | Topics and Well Written Essays - 750 words

FindLaw website evaluation - Essay Example The paper aims to present an evaluation of the website http://www.findlaw.com and to provide a three-page narrative discourse that explains in detail what information is contained in this web site.The presented narrative structure would thoroughly review the content and web links and thereby state one’s personal opinion regarding whether or not this web site offers meaningful information for viewers, including students of criminal law and procedure. Website Evaluation: â€Å"FindLaw† General Description The home page of the website â€Å"FindLaw† presents six general headings such as Learn About the Law; Find a Lawyer; FindLaw Answers; Legal Forms; News; and Blogs. Upon browsing the home page, one finds that under Find a Lawyer, for example, a search browser offers options to seek a lawyer using a name search, or through typing legal issues or locations. It also offers a tick box where seekers can opt to have a lawyer contact him or her. Under Learn About the Law , there are three sub-topics: the Popular Topics, Legal Topics, Super Lawyers, Knowledge Base, and Legal Video. The popular topics range from accidents and injuries; criminal law; DUI; Employee Rights; Family Law; Real Estate; and Small Business. Legal topics are more diverse including bankruptcy and debt; car accidents; dangerous products; immigration; and wills, trust, estate planning, among others. The Super Lawyers section offers finding top rated attorneys; while the Legal Video segment shows The Divorce Basics, Medical Malpractice Cases, and Stages of a Criminal Case. Another prominent section, What’s New at FindLaw, offer three separate subtopics such as FindLaw Answers, Legal News and Legal Commentary. There are also Recent Answers indicated with the respective time within which these answers were posted. Likewise, there is a section entitled Latest FindLaw Consumer Blog Posts of various legal topics across the United States. At the upper right hand side portion is a search option for viewers who are seeking immediate access to topics based on their general description. Right below this portion is the section that states Getting Started at FindLaw, which offers three options: Find Lawyers, Learn about the Law; and Find Answers. There is also the Do It Yourself Legal Documents portion that offers legal forms to be tailored according to the users’ needs. Finally, the portion below the home page reiterates the major topics: Learn More About, Find a Lawyer, Find Answers, Get Legal Forms, For Lawyers, About Us, Local Lawyers, and Find Us On (Facebook, YouTube, Scibd, and Twitter) portions. A copyright statement follows the abovementioned topics. Parallel to this portion, at the right hand bottom side appears the heading: Are you a legal professional? Two subtopics are offered: Online Marketing Solutions and Download our White Papers. The format and structure of the home page is very professional with highlighted colors of orange for major topi cs and prompts; blue highlighted sections; and fonts in black and blue within a predominantly white background. Only the portion below was typecast in gray background with black and gray fonts. Selected pictures and photographs are seen from four major stories: Dad Charged After Car Stolen With Kid Inside; WA Avalanche Shows ‘Sidecountry Skiing’ Risks; Affirmative Action Returns to the Supreme Court; and Couple Gets Married in NC Walmart Where They Met (FindLaw, 2012). Also, there is a photograph of a family of three: a father, mother and a young girl just above the Do It Yourself Legal Documents portion. Personal Opinion It is one’s personal contention that the website offers comprehensive legal information to viewers, including students of criminal law and procedure. Clicking the criminal law link in Learn About the Law, for example, would generate the information that one â€Å"will find definitions for dozens of common crimes, an overview of stages in a typi cal criminal case, tips on your constitutional rights,

Mcdonalds restaurants(Just in time and Lean Production concepts) Research Paper

Mcdonalds restaurants(Just in time and Lean Production concepts) - Research Paper Example In an eFS Network, a business, which functions as a B2B marketplace, assists sales as well as acquisitions to the foodservice industry. Main Competitive Base Identifying the value of the supply chain in preserving quality is one of McDonald’s competitive again, and consequently McDonald's plans to form long-term dealings with a restricted amount of suppliers. Suppliers are generally scrutinized to ascertain that they can meet McDonald's necessary standards. Repeat orders indicate that suppliers can be sure of continued existence and development, whereas McDonald’s constantly enjoys consistent, high quality products. McDonald's highlights its firm principles supported by quality, value and hygiene. McDonald’s as well records the source of each product, which allows the business to manage each link within its supply chain (Facella & Genn, 2008). Figure 1: McDonald’s food supply chain structure (Source: McDonald’s) Figure 2: Length of McDonald’s supplier relationships in UK and US (Source: McDonald’s) McDonald’s lately went through drastic strategy alterations to serve their customers in an enhanced manner. In its earlier system, the company would prepare several sandwiches at once, and place in a warming bin until bought by a consumer. Here, management had to forecast how much foodstuff had to be set aside accurately. Accurate forecast had to be employed because if there were not an adequate amount of foodstuff placed on hold, this would generate the issues of rise of waiting times for consumers and a lot of food would create waste of expired products. McDonald’s radically transformed their approach with the intention of staying competitive with other fast food businesses. Inventory Management McDonalds follows a Just in Time (JIT) method of inventory management, which is the system of delivering produce to consumers the moment they have ordered for it, with least delay between order placement and rec eiving it. McDonalds does not start to cook or preheat its stuff until it gets a customer order. This makes the finished food item in the inventory for the smallest possible time. This facilitates suitable inventory management and decreases leftovers while providing maximum satisfaction to the consumer. Some of the obvious benefits of shifting to JIT system are; (1) Better quality of food - The burgers are prepared fresh for the consumer and therefore, offer utmost satisfaction. Increased customer satisfaction creates consumer retention as well as improved sales. (2) Improved customer service: McDonalds earlier used to make â€Å"special orders for customers while dishing out precooked burgers from the inventory to most customers. Hence such special orders were dreaded by the staff and used to freak them out† (Lai & Cheg, 2009); the staff, now following implementation of the JIT system, is more composed and provides improved service to the consumers. This improved customer se rvice is conditional on the capacity to make burgers quicker. McDonalds is capable of dealing with the demand a lot better. It does not have to waste time in determining the approximate sales hour by hour and maintaining inventory. (3) Improved costs: The holding expenses for the raw material such as â€Å"bread, beef, cheese, chicken† (Lai & Cheg, 2009) is quite high due to their spoilage costs. In the previous system, McDonalds used to keep a high inventory

The Battle of the Imjin River Essay Example | Topics and Well Written Essays - 1250 words

The Battle of the Imjin River - Essay Example The Chinese troops managed to cross the river and by the next day afternoon, while the first wave of attacks were assumed to have been completed, however, by the evening the Glosters were attacked (The Battle of Imjin River, n.d.). The above details reflect on the first wave of attacks that occurred in the battle of the Imjin River. In the present study, the focus has been placed on the battle and its associated knowledge. The Battle of the Imjin River: Considering the troops in the battle, the Chinese troops were led by The-huai Peng who was the General Commander of the group. They had a lack of experienced and well-trained troops. However circumstances had forced the General to lead the troops and the battle that was fought was a hard one. This was more because the UN troops in contrary to the Chinese men were more experienced, even though less in number. They had well trained and well equipped having F-86 Sabres and MiG 15s at loading bay, and thus were more effective against the Chinese troops. Moreover the pilots of the UN troops were veterans from the Second World War, while on the other hand, the Chinese pilots were too inexperienced (Paul & Spirit, 2008). The Battle of the Imjin River had initiated during the Korean War. ... They intended to separate a major part of I Corps that would be entrapped back with the sea. Peng had focused on the fact that speed was essential in their movement and his plans intended his groups to reach Seoul within 36 hours once they had crossed the starting lines. However these plans had to fall in front of the UN troop which was the 29th brigade of the British and lied directly across the path of the 63rd Army as planned by the Chinese (Paul & Spirit, 2008). The 29th brigade of the British constituted the 1st Battalions from the Royal Northumberland Fusiliers, the Gloucestershire Regiment, and the Royal Ulster Rifles. Along with these, a small battalion from Belgium was joined that moved under the command of Brigadier Tom Brodie. 25-pounder guns of 45 Field Regiment were in support of the troop accompanied by Royal Artillery, and 4.2 inch mortars of 170 Mortar Battery, Royal Artillery. The Centurion Tanks of the 8th King’s Royal Irish Hussars were associated with the t roops of the brigade battalion. The Brigade had the responsibility of covering around 15 kilometre section of the front line (Paul & Spirit, 2008). The Glosters were separated from the Fusiliers by a 3 kilometre gap. The Castle Hill (Point 148), Point 182, and Point 144 were all held by the Glosters where all of these points had some considerable distances between them. 773 men were involved in the front line sections of the Glosters that included the reserves and the men of the Royal Artillery too. Lieutenant Colonel James Carne DSO was in charge of the Glosters. He was a fighter in the earlier campaigns of the Korean War that had been in place during that time. The initial contact between the two parties had

See document Essay Example | Topics and Well Written Essays - 3000 words

See document - Essay Example Company senior managers heading public companies prepared deceptive statements to blow up the prices of the company stock, apparently undermining the trust of the public in the integrity of financial market and regulators. The corporate scandals are usually perpetrated by several people who understand the organization’s every single detail, with most collaborating parties being people with high standing in the society. Most executives in failed corporations admit receiving enormous bonuses and backdated stock options to warrant that they will make wealth from investing in their company; not considering whether their performance made the share price increase or go down. Other unethical behaviors have resulted in the downfall of corporations, poor performance and negative publicity. As a result, the aspect of ethics in organizations has increasingly gained prominence due to distrust on organizational leaders (Loe, Ferrell & Mansfield, 2000) This study seeks to examine some of th e corporate failures, reasons behind their fall, as well as a close examination as to where blame may be assigned. Of specific importance, Enron downfall and Satyam scandals will be useful in examining ethics behind corporations’ failure. The paper will also look at the theories that expound on the subject of ethical governance in organizations. Ethics is a significant pillar in the modern corporate arena and corporate governance. Organizations have learnt useful lessons from the above cases on the danger that unethical decisions can bring in any organizations. As David Thoreau once said, â€Å"it is truthfully sufficiently said that a firm has no conscience; but a company of conscientious men is a corporation with ethics†. This statement carries a lot of meaning with it as to the significance of upholding ethics in organizations. The subject of what constitutes ethical behavior in organizations remains a debatable subject due to the wide ranging opinions of what const itutes ethics, and what ethics is not. Nevertheless, many organizations have embraced ethical codes stating their leading philosophical guidelines and organizational values. Ethical codes that are successful highlight the obligations of organizations to shareholders, the behavior anticipated of employees, and ethical parameters of the organization. Ethical codes are intended to impact on employee behavior, and are also referred to as corporate ethics statements. Business ethics field deals with questions as to whether a particular business practices are acceptable. Controversial business ethics issues arise on a daily basis in every organization, and this calls for organizational members to exercise their conscience as Thoreau said. For illustration, an accountant may face an ethical dilemma in his/her course of duty that may compromise her decision. For instance, if an accountant discovers inaccuracies in a client’s auditing report, he/she may opt to report the inaccuracy. O n the other hand, reporting such an inadequacy may result in the auditing company fired by the client for disclosing the inadequacies. This confusion leaves the accountant at crossroads as to what practice is acceptable. Business ethics require that organizational members to conform to sound moral principles. Special consideration has to be put into perspective when applying the concept of ethics in business. One is that businesses are formed with the aim of making a profit, and therefore, businesses

How does poverty effect disabled children living in a single parent Dissertation

How does poverty effect disabled children living in a single parent family - Dissertation Example In reference to the paper, it has been proved that, disabled children exhibit higher chances of growing in poverty in comparison to their developing peers. The correlation between child disability and poverty is of great concern as it gives a clue that disabled children are prawn to conditions that impede their development, education adjustment and attainment. Moreover, the conditions increases exposure of the disabled children to poor health risks, social exclusion and additional impairment. Similarly the connection between child disability and poverty represents a significant challenge to formulated social policies that aims at improving the disabled individual life chances and also addressing the discrimination and the disadvantage faced by individuals with disability. Child disability socio-economic factors prevalence has been documented repeatedly. However, little is known about the factors that trigger the socio-economic impacts. Empirical evidence shows that there exist three factors that impact on socio-economic gradients. As a matter of fact, families taking care of a disabled child have higher chances of getting into poverty; moreover, chances of them avoiding poverty are very limited. This is because of the indirect and direct causes that come with raising a disabled child. Indirect costs are such as the financial effects of declined maternal employment rates among families with disabled children. ... 2004). In reference to the paper, it has been proved that, disabled children exhibit higher chances of growing in poverty in comparison to their developing peers (Emerson & Hatton 2007, Fujura & Yamaki 2000). The correlation between child disability and poverty is of great concern as it gives a clue that disabled children are prawn to conditions that impede their development, education adjustment and attainment. Moreover, the conditions increases exposure of the disabled children to poor health risks, social exclusion and additional impairment. Similarly the connection between child disability and poverty represents a significant challenge to formulated social policies that aims at improving the disabled individual life chances and also addressing the discrimination and the disadvantage faced by individuals with disability (Cabinet Office 2005, Department for Education and Skills 2003, United Nations 2006, Department of Health and Human Services 2005). Child disability socio-economic factors prevalence has been documented repeatedly. However, little is known about the factors that trigger the socio-economic impacts. Empirical evidence shows that there exist three factors that impact on socio-economic gradients (Emerson & Hatton 2009, P.120). As a matter of fact, families taking care of a disabled child have higher chances of getting into poverty; moreover, chances of them avoiding poverty are very limited. This is because of the indirect and direct causes that come with raising a disabled child (Dobson et al. 2001, Leonard et al. 1992, Tibble 2005). Indirect costs are such as the financial effects of declined maternal employment rates among families with disabled children (Loprest &

Human Resource Management and the Internal Environment Essay

Human Resource Management and the Internal Environment - Essay Example HRM of one form or another are a necessary part of any company as it serves many important needs. HRM management in organisations has an increasing impact on individuals, other organisations and the community. It is important, therefore, to understand how HRM function and the pervasive influences which they exercise over the behaviour of people and organisation. Ulrich and Lake in their book "Organizational Capability: Competing from the inside out" (1990) wrote: Specifically, HRM is concerned with achieving objectives in the areas summarized below. HRM is generally identified therefore as an element or support concept. In certain organisations, however, such as employment agencies, personnel is very much part of the productive process and will be a task function. In other organisations, noticeably in service industries, the role of HRM can also be closely associated with a task function. For example, in the hotel and catering industry many members of the workforce are in direct contact with the customer and are seen as being involved in achieving the objectives of the organisation. People are part of the finished product for which the customer is paying. Customer satisfaction is likely to be affected as much by the courtesy, helpfulness and personal qualities of the staff as by the standard of food and beverage, accommodation or other facilities. This places particular importance on the personnel function. So, different organisations need t o employ different concepts of HRM in order to achieve their goals. In general, Human Resource Management is concerned more with: a long-term rather than a short-term perspective; the psychological contract based on commitment rather than compliance; self-control rather than external controls; an Unitarian rather than a pluralist perspective; an organic rather than a bureaucratic structure; integration with line management rather than specialist or professional roles; and maximum utilisation rather than cost-minimisation. HRM uses different concept providing different models of employees' treatment according to the organizational interests. The hard and soft models of HRM were introduced by John Storey in 1989. He supposes that HRM can be regarded as a "set of interrelated policies with an ideological and philosophical underpinning" (Storey 1989, p.31). The four aspects he underlines are: beliefs and assumptions; a strategic thrust; involvement of line managers; a set of techniques to improve the relationship. John Storey (1989) expresses this as follows: In stereotyped form HRM appears capable of making good each of the main shortcomings of personnel management. Its performance and delivery are integrated into line management: the aim shifts from merely securing compliance to the more ambitious one of winning commitment (Storey 1989, p. 33). Hard and soft approaches are concerned with the business-oriented and human-oriented aspects within an organisational

How does poverty effect disabled children living in a single parent Dissertation

How does poverty effect disabled children living in a single parent family - Dissertation Example In reference to the paper, it has been proved that, disabled children exhibit higher chances of growing in poverty in comparison to their developing peers. The correlation between child disability and poverty is of great concern as it gives a clue that disabled children are prawn to conditions that impede their development, education adjustment and attainment. Moreover, the conditions increases exposure of the disabled children to poor health risks, social exclusion and additional impairment. Similarly the connection between child disability and poverty represents a significant challenge to formulated social policies that aims at improving the disabled individual life chances and also addressing the discrimination and the disadvantage faced by individuals with disability. Child disability socio-economic factors prevalence has been documented repeatedly. However, little is known about the factors that trigger the socio-economic impacts. Empirical evidence shows that there exist three factors that impact on socio-economic gradients. As a matter of fact, families taking care of a disabled child have higher chances of getting into poverty; moreover, chances of them avoiding poverty are very limited. This is because of the indirect and direct causes that come with raising a disabled child. Indirect costs are such as the financial effects of declined maternal employment rates among families with disabled children. ... 2004). In reference to the paper, it has been proved that, disabled children exhibit higher chances of growing in poverty in comparison to their developing peers (Emerson & Hatton 2007, Fujura & Yamaki 2000). The correlation between child disability and poverty is of great concern as it gives a clue that disabled children are prawn to conditions that impede their development, education adjustment and attainment. Moreover, the conditions increases exposure of the disabled children to poor health risks, social exclusion and additional impairment. Similarly the connection between child disability and poverty represents a significant challenge to formulated social policies that aims at improving the disabled individual life chances and also addressing the discrimination and the disadvantage faced by individuals with disability (Cabinet Office 2005, Department for Education and Skills 2003, United Nations 2006, Department of Health and Human Services 2005). Child disability socio-economic factors prevalence has been documented repeatedly. However, little is known about the factors that trigger the socio-economic impacts. Empirical evidence shows that there exist three factors that impact on socio-economic gradients (Emerson & Hatton 2009, P.120). As a matter of fact, families taking care of a disabled child have higher chances of getting into poverty; moreover, chances of them avoiding poverty are very limited. This is because of the indirect and direct causes that come with raising a disabled child (Dobson et al. 2001, Leonard et al. 1992, Tibble 2005). Indirect costs are such as the financial effects of declined maternal employment rates among families with disabled children (Loprest &

Special Education in United Stated Research Paper

Special Education in United Stated - Research Paper Example lic school enrollment in the 2008-2009 school year, it is also important to note that when compared with the number of students receiving special education services in the 1980-1981 school year, which was 4.1 million, it can only be estimated that more students will need special education services in the coming years (Aud et al, 2011). According to a report done on behalf of the National Dissemination Center for Children with Disabilities, special education is defined as â€Å"instruction that is specially designed to meet the unique needs of a child with a disability.† A â€Å"disability† can be further defined as a physical disability, mental disability, or even a learning disability, in which while everything appears to be functioning on the outside, inside the head of the student whatever messages are sent are not clearly received, whether these messages involve spoken or written words, and can impair the ability of the student to do things such as speak, read, spel l, write, or calculate numbers at the same pace as their peers (Aud et al, 2011). These learning disabilities are further defined by scientific terms and research, given names such as autism, Asperger’s Syndrome, and others (Aud et al, 2011). With the services offered by special education throughout the school systems across the United States today, a means of educating students with any form of disability is now available, and can enable them to not only absorb the information being given to them but also to retain and use that information to their benefit, whether immediately or throughout their life. The individualization of special education is its greatest asset to the educational system, yet it also makes it difficult to give an overall description of what is offered, as well as what it... This paper approves that there can be no doubt that special education has followed its own long and winding road in terms of the services that are offered and the process that takes place. From the days in which those with disabilities were either left to be a burden on their families without a place in the world, to being housed at the expense of others in state institutions, to being allowed to pursue an almost mainstream education alongside their peers, special education has gone from being seen as a social stigma to almost commonplace. This paper makes a conclusion that above all else, a huge debt of thanks and gratitude is owed to the pioneers of special education. To those such as Thomas Gallaudet, who believed that the deaf should not have to grow up in a silent world with no words to sustain them. To John Fisher and Samuel Gridley Howe, who were unwilling to accept that the world of darkness for the blind was the only world they should know. To the politicians and forward-thinkers, the philosophers and the reformers, to everyone who felt that education for all should be the norm, and not an unacceptable, unattainable goal. To those that worked endlessly to make others notice the plight of those left at the mercy of the state, called insane or â€Å"not right† because of disability. No matter what laws are passed, no matter what legislation is put in place and what education is received today because of it, without the people of history and their way of thinking, it would not exist at all.

Learning Theories Essay Example for Free

Learning Theories Essay This chapter takes a brief look at the two major categories of learning theories (behaviorism and constructivism), the major theorists within those categories, and the implications of those theories for the use of multimedia and communications and information technology for learning purposes. A separate section within the chapter provides a brief overview of learning based upon neuroscience and recent discoveries about the functioning of the brain. A series of links are provided to further resources on learning theory, neuroscience, and the brain. pic] Our Technological Revolution and the Implications for the Way We Learn We have all experienced a learning moment when we were so focussed or engulfed in the learning, that everything else did not matter. Candidly, the raison detre or motivation for our focus may have been that we had a boss or teacher breathing down our neck or an impending exam was to quantify our level of knowledge or intelligence or a particular moment necessitated that a skill be learned very quickly. Regardless of the motivating factors for this moment of focussed learning, the experience is what psychologists Mihaly Czikszentmihalyi and Ellen Langer label in their respective theories, as moments of optimum flow or mindfulness. According to psychologist Mihaly Czikszentmihalyi, optimum flow occurs when: Alientation gives way to involvement, enjoyment replaces boredom, helplessness turns into a feeling of control, and psychic energy works to reinforce the sense of self, instead of being lost in the service of external goals. (Czikszentmihalyi, 1990, p. 9) Replicating such moments of optimum flow is the job of educators regardless of the domain, whether it be school, the workplace in job training, or the military, etc. Moreover, certain learning theorists are advocating the greater use of technology, namely computers, in learning situations because they see enormous potential of computer technology to replicate these optimum moments of flow. Learning is a personal act. We each plac e our own personal stamp on how we learn, what we learn and when we learn. We in effect have our own learning style. Howard Gardners theory of multiple intelligences which acknowledges learning as an holistic experience is, at present, one of the most well known descriptors of human cognitive profiles. The act of learning is paradoxical in nature. It can at times appear to be a very simple act. So simple, that we do not question its presence in how we go about our daily activities, for it is natural to our existence as learning organisms. Yet, when we encounter difficulties in learning something, we no longer take the learning process for granted. It is only then that our metacognition or awareness of how we learn is heightened. Learning is taken for granted as a natural process. As simple a process it may seem, the root of understanding how we learn is not as straight forward. The existence of numerous definitions and theories of learning attest to the complexity of this process. A random sampling of any educational psychology text will illustrate the variance in views to what exactly is learning and how we do learn. In Educational Psychology: An Introduction, for example, the authors write, Learning implies a change in the individual as a result of some intervention. It may be viewed as an outcome or as a process. (Belkin and Gray, 1977, p. 211) While this definition reflects a behaviorist view of learning, for it equates learning as an outcome, it is a starting point for the authors to expand their description of learning into many other realms, namely the different theories of learning. They in effect, devote a whole chapter of their text just to describe the many ways of defining learning. While it may seem somewhat premature to evaluate the aforementioned definition of learning and to equate it with a specific theory, it is important to recognize that intervention in the learning process can imply many different things. The degree of intervention, by who or what and how, are the defining factors of a learning theory. These factors help distinguish the many different theories. As you will see these theories are not stagnant. They are evolving and changing as we discover new ways of viewing human cognition. The mechanistic model of the mind of the behavior era has given way to the logical-computational model favored by artificial intelligence and cognitive science theorists (McLellan, 1996, p. 6). Don Tapscott, in his book Growing Up Digital: The Rise of the Net Generation, argues that we are now in a digital era of learning. According to Tapscott, a transformation in learning is taking place from what he labels broadcast learning to interactive learning. No longer are todays generation of learners satisfied in being the passive recipients of the traditional teaching process, rather, they want to discover it for themselves by becoming interactive with the learning. The net generation children using GlobaLearn [a web site], are beginning to process information and learn differently than the boomers before them. New media tools offer great promise for a new model of learning one based on discovery and participation. (Tapscott, 1998, p. 127) Tapscotts thesis that the technological revolution is permeating every aspect of our lives forces us to examine the use of computer technology as learning devices. Such rapid social, economic and general lifestyle change, due in essence to the technological revolution, begs the question based on learning theory, why does the use of computers as a learning tool make sense? This chapter will answer this question by profiling the many learning theories. [pic] The Spectrum of Learning Theories As a review of the literature of learning theories will illustrate there are many labels being used to describe the many theories. Moreover, there are many theorists associated with each approach. A categorization of these labels and theorists will help in understanding these fundamental theories. The spectrum of learning theories consists of many approaches or ways of explaining how humans learn. A description of each of these theories will suffice in providing you with enough knowledge to critically examine the use of computer technology as a learning device. The resume of each theory will consist of: †¢ the associated names of the theory †¢ a description of the theory †¢ theorists associated with the theory †¢ hyperlinks on the World Wide Web Diagram #1: The two extremes Behaviorism   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Constructivism The extremes of this learning theory spectrum are represented by respectively, the Behaviorist and Constructivist theories of learning. As theories trying to explain the same thing, they are bipolar based on their respective views of how knowledge is acquired and the intervention of tools of learning (teachers or instructors). As a context to better understand all of the theories of learning presented in this chapter, examine these two extremes first and then place the remaining theories onto the spectrum. [pic] Behaviorism The Associated Names of this Theory: Behaviorism labelled as a teaching approach is often referred to as directed instruction. As you compare this theory with the Constructivist view of learning, this label will become self-evident. Also in contrast to Constructivism, it has been labelled an objectivist theory of learning. Theorists associated with Behaviorism: J. B Watson E. L Thorndike B. F Skinner A Description of Behaviorism: The concern or emphasis of Behaviorism is observable indicators that learning is taking place. Contrasting this view of learning is the emphasis of cognitive psychologists who equate learning with the mental processes of the mind. Behaviorists do not deny the existence of these mental processes. In fact, they acknowledge their existence as an unobservable indication of learning. The focus of Behaviorism is on the conditioning of observable human behavior. J. B Watson, the father of Behaviorism, defined learning as a sequence of stimulus and response actions in observable cause and effect relationships. The behaviorists example of classical conditioning demonstrates the process whereby a human learns to respond to a neutral stimulus in such a manner that would normally be associated with an unconditioned stimulus. The supporting example often cited with classical conditioning is the case of Pavlovs dog. The focus of Pavlovs experiment was the digestive process in animals. In conducting the experiment, Pavlov noticed that the dog would salivate (response), upon hearing the ringing of a bell. This occurred because the dog had learned to associate its unconditional stimuli (normally feeding), with the neutral stimuli of the bell ringing simultaneously with the feeding process. Watson, believed that the stimuli that humans receive may be generated internally (for example hunger), or externally (for example, a loud noise). B. F. Skinner expanded on the foundation of Behaviorism, established by Watson, and on the work of Edward Thorndike, by focussing on operant conditioning. According to Skinner, voluntary or automatic behavior is either strengthened or weakened by the immediate presence of a reward or a punishment. The learning principle behind operant conditioning is that new learning occurs as a result of positive reinforcement, and old patterns are abandoned as a result of negative reinforcement. (Belkin and Gray, 1977, p. 9) In his book entitled, The Technology of Teaching, Skinner wrote: The application of operant conditioning to education is simple and direct. Teaching is the arrangement of contingencies of reinforcement under which students learn. They learn without teaching in their natural environments, but teachers arrange special contingencies which expedite learning, hastening the appearance of behavior which would otherwise be acquired slowly or making sure of the appearance of behavior which otherwise never occur. (Skinner, 1968, p. 4) Skinner believed that more complex learning could be achieved by this process of contingencies and reinforcement through successive stages in the shaping process, the contingencies of reinforcement being changed progressively in the direction of the required behavior. (Skinner, 1968, p. 10) Applying the theoretical principles of Behaviorism to learning environments, it is easy to recognize that we have many behaviorist artifacts in our learning world. A dissection of the traditional teaching approaches used for years would reveal the powerful influence that Behaviorists have had on learning. The concept of directed instruction, whereby a teacher is providing the knowledge to the students either directly or through the set up of contingencies, is an excellent example of the Behaviorist model of learning. The use of exams to measure observable behavior of learning, the use of rewards and punishments in our school systems, and the breaking down of the instruction process into conditions of learning (as developed by Robert Gagne), are all further examples of the Behaviorist influence. With the advent of the computer in school, C. A. I. , or computer-assisted instruction has become a prominent tool for teaching, because from a Behaviorist perspective, it is an effective way of learning. CAI uses the drill and practice approach to learning new concepts or skills. The question acting as the stimulus, elicits a response from the user. Based on the response a reward may be provided. The contingencies of learning are translated into different levels of the program. Rewarding the user to a different level for correct responses follows exactly the approach of operant conditioning. Educators have espoused CAI as an effective teaching approach because it allows for self-paced instruction and it liberates them from the direct instruction of all their students so as to focus on those students with particular needs. Hyperlinks to Behaviorist Web Pages: http://www. coe. uh. edu/~srmehall/theory/theory. html http://tecfa. unige. ch/edu-comp/edu-s94/contrib/schneider/learn. fm. html#REF13085 http://www. sil. org/lingualinks/library/literacy/fre371/vao443/TKS2569/tks347/tks734/ http://mse. byu. edu/ipt301/jordan/learnterm_b. html [pic] Constructivism: The Associated Names of this Theory: Constructivsm is recognized as a unique learning theory in itself. It however, may be associated with cognitive psychology because as a theory of learning it focuses on a learners ability to mentally construct meaning of their own environment and to create their own learning. As a teaching practice it is associated with different degrees of non-directed learning. The term constructivsm is linked to Cognitive and Social Constructivsm. Theorists associated with Constuctivism: John Dewey Lev Vygotsky Jean Piaget Jerome Bruner Seymour Papert Mitchell Resnick A Description of Constructivism: The merits of Behaviorist learning theory and of their teaching practices are well documented. They have served well in teaching a growing North American population over the past six decades. Behavioral learning theory manifested itself in creating a systematic approach to teaching. Robert Gagne and Leslie Briggs, in their book, Principles of Instructional Design, combined Behaviorist principles of learning with a cognitive theory of learning named Information-Processing. The focus of the latter theory in this combination was of the internal processing that occurred during a learning moment. The design of instruction must be undertaken with suitable attention to the conditions under which learning occurs. With reference to the learner, learning conditions are both external and internal. These conditions are in turn dependent upon what is being learned. How can these basic ideas be used to design instruction ? How can they be applied to the design of single lessons, of courses, and of entire systems of instructions ? (Gagne and Briggs, 1974, p. 14) Gagne and Briggs principles of instructional design broke down the teaching process into a systematic process of nine steps. It is in effect, this type of systematic approach to teaching that acted as the catalyst for the creation of another view of the way humans learn. Behaviorist learning theory had served its purpose and its approach and goals were becoming outdated according to Constructivists like Seymour Papert. Constructivist learning theory sought to improve on what Behaviorist learning theory had already established by focussing on the motivation and ability for humans to construct learning for themselves. It viewed Behaviorism as being too teacher centered and directed. Constructivists regarded the educational system as a process of matching skill objectives with test items. It was void of meaningful learning. They also saw the teaching process focus too much on individual work rather than on group work. The final critique of Behaviorist learning theory from the Constructivist perspective helped define the core of Constructivism. To imply that knowledge is separate to the human mind and that it must be transferred to the learner in a teacher centered approach fundamentally was counter to the Constructivist theory of learning. Constructivists believe that all humans have the ability to construct knowledge in their own minds through a process of discovery and problem-solving. The extent to which this process can take place naturally, without structure and teaching is the defining factor amongst those who advocate this learning theory. Jean Piaget, a Swiss psychologist, observed human development as progressive stages of cognitive development. His four stages, which commence at infancy and progress into adulthood, characterize the cognitive abilities necessary at each stage to construct meaning of ones environment. Seymour Papert, psychologist and contemporary critique of Behaviorist teaching methods, writes in his book, The Childrens Machine: Thus, constructionism, my personal reconstruction of constructivism has as its main feature the fact that it looks more closely than other educational -isms at the idea of mental construction. It attaches special importance to the role of constructions in the world as a support for those in the head, thereby becoming less of a purely mentalist doctrine. (Papert, 1993, p. 42) As the inventor of LOGO, the programming tool for children, Papert too believed that children as learners have a natural curiosity to construct meaning of their world. The educational system as Papert saw it was too structured and it stifled this natural curiosity. The means by which children were being taught relegated them to a role of passive recipients of the teaching hence, they were not motivated to construct any learning for themselves. Learning according to Constructivists is a question of motivating an individual to attach new meaning to past cognitive experiences. According to Papert: It [constuctivsm] does not call in question the value of instruction as such. That would be silly: Even the statement (endorsed if not originated by Piaget) that every act of teaching deprives the child of an opportunity for discovery is not a categorical imperative against teaching, but a paradoxically expressed reminder to keep it in check. The constructionist attitude to teaching is not at all dismissive because it is minimalist the goal is to teach in such a way as to produce the most learning for the least teaching. Of course, this cannot be achieved simply by reducing the quantity of teaching while leaving everything unchanged. The principle other necessary change parallels an African proverb: If a man is hungry you can give him a fish, but it is better to give him a line and teach him to catch fish himself. (Papert, 1993, p. 139) Paperts desire to have children become motivated learners, critical thinkers, problem-solvers and metacognitionists is to be achieved through educational reform that provides the learner with the necessary tools to participate and to take ownership of the learning process. According to Papert, the computer is the appropriate tool to achieve such desired educational reform. These desired objectives of Papert and others who share the Constructivist view of learning are coming closer to reality as more people discover the power of computer technology. From Donald Tapscotts perspective, Paperts desired reality is happening now, as a paradigm shift to more interactive learning due to the exploitation of the digital media is taking place in our learning institutions. Tapscott cites eight shifts in learning today: †¢ From linear to hypermedia. †¢ From instruction to construction and discovery. †¢ From teacher-centered to learner-centered education. †¢ From absorbing material to learning how to navigate and how to learn. †¢ From school to lifelong learning. †¢ From one-size-fits-all to customized learning. †¢ From learning as torture as learning as fun. †¢ From the teacher as transmitter to the teacher as facilitator. Hyperlinks to Constructivist Web Pages: http://www. tcimet. net/mmclass/summer/CHPTales. tm http://www. coe. uh. edu/~srmehall/theory/construct. html http://www. gwu. edu/~tip/bruner. html http://www. mamamedia. com/areas/grownups/people/seymour. html http://www. mamamedia. com/areas/grownups/home_alt. html http://lynx. dac. neu. edu/home/httpd/t/tjohnson/papert%20history. htm [pic] Fitting the other Theories onto the Spectrum The two extremes of the spectrum have been outlined (refer to diagram #2). Inherent within each of these two extremes are related theories. Diagram #2: (Spectrum Summary) Behaviorism   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Constructivism   Directed Instruction   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Non-directed Instruction Objectivist   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Constructivist Teacher-centered   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Learner-centered Behavioral observations   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Cognitive operations Focus on the individual   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚   Group work is emphasized More focussed on one approach   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   More holistic in approach Fundamentally, Constructivism is a cognitive learning theory because of its focus on the mental processes that construct meaning. Other learning theories equated with cognitive psychology are: Information-Processing theory, Scaffolding theory (associated with the Russian philosopher Lev Vygotsky) and Brain-based learning theory (associated with neuroscientists such as Marian Diamond and Robert Sylwester and educator Susan Kovalik). Information-Processing theory regards human learning as being analogous to a computer and its ability to store memory. As humans we process information initially with our senses. This information is either processed into our short term memory or it is lost. If this information is used and practised it is only then put into long term memory. Lev Vygotsky thought that our cognitive development was directly related to our social development. The culture we live in influences our social and cognitive development according to Vygotsky. He further recognized the differences of how the world is seen by children and by adults. Vygotsky labelled this difference in cognitive ability as the zone of proximal development. The job of educators was to identify this zone and to find out where the child was situated in this zone and build upon their specific level through a scaffolding process. Building from what the learner knows is in essence, anchoring the learning on past experience. Such anchoring is fundamental to Constructivist theory of learning. Computer technology is viewed by Seymour Papert as an excellent means to anchoring learning to meaningful experiences. The complexity of understanding how humans learn is reflective of our complexity as biological, social and cognitive animals. Many theories exist, all focussing on different aspects of our make-up as humans. Each theory is an attempt to explain how we learn, act and behave: Sigmund Freud focussed on our sub-conscious, Skinner on our observable behavior, cognitive psychologists on our mental processes, humanistic psychology on our social and interpersonal development. Howard Gardner took a more holistic approach in describing our cognitive profiles. His classification of human intellectual ability into seven intelligences incorporates many aspects of psychology to define the cognitive behavior of humans. Before moving on to Multiple Intelligences , refer to the following hyperlinks for information on other learning theories. http://mse. byu. edu/ipt301/jordan/learning. html [pic] Theory of Multiple Intelligences: Human intelligence should not be equated solely with linguistic or logical-mathematical intelligence alone, according to Howard Gardner. As the author of a new way of looking at human intelligences, Gardner, a Harvard professor, identified a total of seven different intelligences that humans may possess. His list includes: †¢ Linguistic intelligence †¢ Logical-mathematical intelligence †¢ Spatial intelligence †¢ Musical intelligence †¢ Bodily-kinesthetic †¢ Interpersonal intelligence †¢ Intrapersonal intelligence Gardner is working on more intelligences that qualify as cognitive processes: Multiple intelligences theory, on the other hand, pluralizes the traditional concept(Gardner, 1993, p. 15) Gardners fascination with human intelligence and how the brain works was started with an investigation of people who had experienced brain damage of some sort. He recognized that not all abilities, whether cognitive or motor-sensory, were eliminated from the individuals repertoire despite having endured some form of brain damage. Gardner hypothesized that we possess more than one form of intelligence. The theory of multiple intelligences provides a more holistic view of the intelligence of humans. Gardner advocates that we may all attempt to develop each of these intelligences to our optimum level. However, we may be more adept in only certain of these intelligences. We may however, aspire through practice and development to improve in the remaining intelligences. The use of technology appeals to this view of intelligence in that Gardners theory acknowledges that cognition is not a linear process. The computer as a learning tool has enormous potential in developing the different forms of intelligences of Gardners theory. Hyperlinks to Multiple Intelligences Web Pages: http://www. athena. ivv. nasa. gov/curric/weather/adptcty/multint. html [pic] Learning Theories and the Brain What is Learning? Learning is the process by which we receive and process sensory data, encode such data as memories within the neural structures of our brain, and retrieve those memories for subsequent use. The variety of information stored within such memories is enormous, including such items as: how to control your sphincter muscle until a socially appropriate occasion, how to identify mommy in a crowd, how to ride a bicycle, what is the shortest path to grandmother’s house without going near the lair of the wolf, what is the tune for Beethoven’s Ode to Joy, and what a philosopher means when she says The cat is on the mat. All learning takes place within the brain, and as our understanding of the underlying structures and processes of the brain increases we can begin to apply that knowledge to improve our construction of learning environments. Our ability to describe and understand the basic processes by which our brain learns has bee n enhanced by recent technological developments and by the accumulation of long-term studies in human and animal populations. Of particular benefit has been the development of brain-imaging techniques that allow us to observe the operation of normal human brains during the performance of a variety of tasks. Magnetic Resonance Imaging (MRI) and similar technologies have allowed researchers to map neural activity during sensory data processing and monitor the transfer of information into long-term memory. Researchers have also made great strides in determining the basic mechanisms that underlie the transmission of information within the brain. Such research on brain structure, neural transmitters, and the process by which memories are stored and retrieved have allowed the development of neuro-physiological models of learning. Although neuroscience has provided us with an increasingly rich and accurate descriptive theory of learning within the brain, we still need prescriptive theories of how to maximize the efficiency and capacity of human learning. To some extent all learning theories are prescriptive and seek to minimize the time required to transfer information into memory and maximize the efficiency of retrieving that information. Our current knowledge of the brain, and our speculations regarding the evolutionary function of learning, should assist such prescriptive theories in designing learning environments that provide for maximum learning efficiency. In particular, prescriptive theories informed by our current knowledge of neuroscience should allow us to evaluate the role of multimedia in learning environments. We should also be able to maximize the impact of multimedia in such environments through application of learning theories and our knowledge of the human brain. Learning environments should not be construed simply as the traditional formal classroom within the context of institutionalized public education. Such environments occur within the workplace, the home, and other social institutions as communication and information technology continues to penetrate Western society. We should also be aware that the use of multimedia will have an impact upon the development of the human brain, particularly when such techniques are used with children and adolescents whose brains are still developing and maturing. [pic] The Brain The three-pound universe that is our brain consists of more than 100 billion neurons and the associated structures that organize, nourish, and protect their functioning. Each neuron may have between 5,000 and 50,000 connections to other neurons, forming a dense connective mat that allows the storage of enormous amounts of information. It is important to remember that structures within the brain continue to develop until late adolescence and that neurons will continue to grow connections to other neurons throughout adult life. [pic] Brain Structures The diagram above shows four basic structures in the brain that are important for bodily functions and for learning and memory. The brain stem is primarily concerned with basic survival functions and the regulation of body systems. The cerebellum is involved in the performance of automatic movement patterns (walking, running, touch-typing, and other physical skills that can become part of automatic procedural memory). The limbic system is responsible for the processing of short-term memory into long-term memory as well as the generation and regulation of emotions. The cerebral cortex is the area of the brain in which sensory data is received and analyzed, decisions are made, and behavioral responses are activated. Information is received from the major sensory organs of the body: eyes, ears, nose, tongue, and skin; and is held briefly in sensory memory. The further processing of that information appears to be dependent upon the state of emotional arousal of the brain and the utility of such information for potential survival. Long-term memories are generated through the growth and spread of neural connections between those modular structures that contain the memory (Sylwester, 1995, pp. 89-90). The more often such structures are activated and the stronger the connections become to associated structures, the more easily such memories are retrieved and used by the brain in decision making and conscious thought. To some extent the driving forces behind the way our brain processes sensory input and makes decisions are the survival imperatives that accompanied human physical and cultural evolution. Our brains reflect the importance that survival places upon evaluating potential threat situations, making a quick response, and focusing all body resources on support of those functions that may lead to continued survival. In high-threat situations the focus of the brain will be almost exclusively upon what is identified as the potential threat while the body shuts down relatively unimportant systems to concentrate on those involved in the fight-or-flight response. Low-threat situations allow the brain to sample and evaluate a broader spectrum of sensory input and to analyze such input for future use. Thus a large looming shadow in the cave mouth tends to generate fear, prompting the body to shut down digestion, pump more adrenaline, and prepare the cerebellum to handle the process of running while the cerebral cortex looks for places to hide or make a stand. Strong negative emotion tends to evoke the fight-or-flight physiological and mental responses that shut down high-level cognition. A premium should therefor be placed upon the reduction of those factors within a learning environment that give rise to negative emotions. At the same time, sensory input that does not receive attention is not available for processing through short-term into long-term memory. Clearly a balance must be struck between too much and too little stimulation in learning situations. Some stimulation and motivation is necessary for the learner to pay attention to the data that they are required to learn; on the other hand too much stimulation (particularly in a negative context) is liable to create anger or fear as an emotional response, either of which can serve to reduce the amount of learning carried out within the environment. It appears that the limbic system plays an important part in the process of storing information as long-term memories. Those activities that provide an emotionally supportive environment may well have a positive effect upon the processing of information into long-term storage and subsequent retrieval of those memories. Group activities, co-operative learning, role-playing, and simulations tend to provide emotional support and emotional context for learning. Retrieval of long-term memories is enhanced when a large number of connections have been established between the neural modules that store such memories. To some extent our growing knowledge about the organization of the brain tends to support those theories of learning that can generally be labeled as constructivist. That is, situated knowledge that is connected to a large number of other memories is more apt to be recalled than is unconnected knowledge that has been learned by rote. Because the process of creating connections between ideas and memories is essentially carried out through a process of rehearsal and review, learners should be encouraged to review knowledge that is being learned and attempt to build connections to that knowledge that is already easily retrieved from long-term memory. Such cognitive tools as narration, story-telling, constructing metaphors, and making comparisons are strategies that help to build and maintain connections. The construction of knowledge is essentially the growing of connections between the neural modules that contain individual memories. [pic] Implications for Learning Theory If the apparent symmetry between contemporary brain-based learning theories and constructivism is accurate, then basic guiding principles of constructivism should be used in designing learning environments. These principles include: 1. Learning is a search for meaning. Therefore, learning must start with the issues around which students are actively trying to construct meaning. 2. Meaning requires understanding wholes as well as parts. Parts must be understood in the context of wholes. Therefore the learning process focuses on primary concepts, not isolated facts. 3. In order to teach well, we must understand the mental models that students use to understand the world, and the assumptions that support those models. 4. The purpose of learning is to construct ones own meaning, not to have the right answers by repeating someone elses meaning. Learning is inherently inter-disciplinary, and the only valuable assessment of learning is assessment that is part of the learning process and that provides students with information on the quality of their learning. (On Purpose Associates, 1998b) Such learning environments should also be designed around the ideas that come forward from brain-based learning. That is, they should employ the three instructional techniques associated with brain-based learning: orchestrated immersion, where learning environments are created that fully immerse students in a learning experience; relaxed alertness, where an effort is made to eliminate fear while maintaining a highly challenging environment; and active processing, where the learner consolidates and internalizes information by actively processing it (On Purpose Associates, 1998a). Learning environments constructed with these principles in mind will tend to be organized around thematic units featuring knowledge in depth and the exploration of projects that have real meaning for the participating learners. [pic] Implications for Multimedia How should we then use multimedia presentations of information to effectively learn in the context of current brain-based learning theory? The communications and information technology that constitutes contemporary multimedia platforms has some significant advantages in creating a learning environment, but there are some pitfalls that must be accounted for as part of the learning process. Multimedia, at its best, allows us to bring the real world to the learner through the use of sound and video. Such connection to the real world should serve as a factor in motivating students, and as a factor in providing them with additional connections to other knowledge structures. At the same time, multimedia allows students to experience information through multiple modes of presentation. Such multi-modal learning should help to build connections within the learner’s brain if only because multiple modes of reception will engage different areas of the learner’s brain. Contemporary multimedia platforms allow a greater degree of learner control and more freedom for the learner to undertake self-directed exploration of the material. Such self-directed learning is likely to be more meaningful and more connected to existing knowledge structures within the learner’s brain. Therefore, we should see advantages for learning programs that include multimedia presentations. Learners should also gain from the possibility of self-paced instruction based upon contemporary multimedia learning technology. Whenever possible, immediate feedback should be built into a multimedia program to assist students in forming correct connections prior to reinforcing connections between new and old information incorporated within existing knowledge structures. Designers of multimedia instructional packages should take comfort in the strengths of multimedia, but they should also be aware of potential problems in using multimedia with learners. Although current multimedia technology allows excellent presentation in both video and audio modes, and provides some tactile feedback through the use of keyboards, there is little to offer students who need tactile experience ? multimedia is essentially a bimodal presentation strategy unless additional work is done to prepare material for students. Even the best multimedia programs cannot provide the total stimulation that natural environments provide? we have yet to incorporate smell or taste into such presentations, and tactile sensations are still limited. More importantly, there is a clear danger that multimedia programs may be used to substitute for interaction with other learners. We should not be seduced by technical virtuosity or cutting-edge visual and aural effects, there is still a need for human interaction and emotional support. Above all else, we should beware of the tendency to substitute passive learning for active learning. Multimedia provides significant advantages in presenting information to learners, particularly if sufficient resources have been invested to create presentations that make full use of current technology. Presentation of information, no matter how technically sophisticated, is not enough; learners must interact with content to construct their own meanings and integrate new knowledge into the dense web of neural connections that is mind and memory. [pic]

Sociology of Crime and Punishment

Sociology of Crime and Punishment Figuring out why people commit crime has always been the underlying question in criminology. Over the years, a lot of sociologists have developed theories has to why people may commit crimes. Does society have anything to do with why someone commits a crime? Does having a mental diseases has any factor as to why people commit crime? Or could it just simply be because they wanted to? All of the questions run through a sociologists mind when trying to come to one concise answer. Unfortunately, there isnt just one answer to this question, rather there are multiple factors that weigh into why someone may commit a crime. Elijah Anderson, Robert Merton and Walter Reckless, have all developed theories from their own personal research as to why people commit crime. In this paper I will talk about their theory and whether I agree or disagree with their theory. In Elijah Anderson, Code of the Street theory, code referring to a set of informal rules that influences someones public behavior, he categorizes people who live in the street and the decent families, to formulate a sense of inner-city life. The decent families are hard working, has mainstream values and instill them into their children, unlike the street families that are dysfunctional, and seems to have no interest in the childs life. Decent families, seems to be more civil, whereas the street families are angry and are aggressive with their children. These are the children that often use the term come up hard when referring to their childhood. This then leads to the point that people who grew up in a street family home are more likely to commit crimes simply because their parents were not involved in their life. They are also usually the child that hang out on the streets and stay out late. Whereas with decent families, children are taught to stay out of trouble and has a curfew. Many of the children that grew up in street families, value respect and loyalty from others within the streets, and if they were to ever be tested they will retaliate with violence. Robert Mertons strain theory, believes that society place a big part in a person becoming deviant. His theory stated that society places a big emphasis on the American Dream and that we all have to attain it. This then places pressure on an individual in society to conform. Some people choose whether to work hard to achieve those goals or become deviant in order to achieve those goals. Merton felt as though equal opportunity within society to achieve the American Dream was nonexistent, so resolve those strains, people adapt, or in other words Modes of Adaptation. According to Merton there are five modes of adaptation, conformity, innovation, ritualism, and rebellion. Lastly, Walter Recklesss theory believed that there were forces that propel people to commit deviant activities. Such forces are pushes and pulls. Pushes would be psychological or social conditions and pulls are following fellow delinquents. These would be considered two types of containment, outer and inner. Inner refers to self control, a sense of right or wrong and moral or religious beliefs. Outer refers to influential individuals, such as teachers and families as well as authorities. This then leads to the point of, the more likely someone is to conform to societys norms, the less likely they are to participate in deviant behaviors. Out of these three theories, the two main theories that were interesting were Elijah Andersons code of the street theory andÂÂ   Robert Mertons strain theory. In Andersons theory, he mentions that there are two types of families, which I agree with, but what I disagree with is that I dont believe that just because someone grew up in a street family home that they are more likely to commit crimes. For instance, I have heard of stories where the parents are well grounded and are well involved in their childs life, but yet the child becomes a criminal. Other factors such as the child wanting to fit in with a specific crowd that they may consider cool, can have an influence on whether the child develop deviant behaviors to fit in within that group. And on the other hand, I have heard stories of children that grew up into a street family home and they chose a different path in life. They were motivated by their struggling situations, to work hard and pull themselves up by their boot straps, so that they can achieve greater things and become positive forces in society. Now Mertons theory, I seem to agree with completely. Societys emphasis on the American Dream and wealth, can become very strenuous on an individual. Especially because not all individuals can obtain it. People try so hard to conform to societys norms, that they sometimes dont rationalize that their way of conforming may be right or wrong, especially for the poor. This is why many of them resort to stealing and selling drugs. As like many other research, they can sometimes be biases. For example, both Merton and Anderson only looked at children or juvenile delinquents. Like I mentioned before, children are easily persuaded, they often do things to fit in. My question now is, if they were to take all other factors that children have to go through would their theory remain the same?