Research Report Analysis And Critique - 1465 Words

Name: Jennifer Kressel Points: _____/15 Research Report Analysis and Critique ATTACH A COPY OF THE ARTICLE TO THIS FORM. Author: Mollie Galloway, Jerusha Conner, and Denise Pope Title: Nonacademic Effects of Homework in Privileged, High-Performing High Schools Source: The Journal of Experimental Education Galloway, M., Conner, J., Pope, D. (2013). Nonacademic effects of homework in privileged, high-performing high schools. The Journal of Experimental Education, 81(4), 490-510. doi:10.1080/00220973.2012.745469 Researcher(s): ____ Classroom teacher(s) __x__ University-based researcher(s) ____ Other: ____________________________________ Data†¦show more content†¦491) ____ Stated, but not as a question (p. ____) ____ Implied _____/2 Pts. Participants and Setting: Who were the participants? What was the setting? Why were they chosen? The study was based on surveying a sample of 4,713 students at 10 high schools in the San Francisco Bay area. The subjects came from high-performing high schools in upper middle class communities. †¢ four public †¢ six private According to Galloway, Conner, and Pope (2013), â€Å"All of the schools in [the] study were college preparatory schools in advantaged, upper middle class communities and had elected to participate in the study as part of the larger research and intervention project† (495). _____ /3 Pts. Data Collection: What data were collected? Comment on the â€Å"trustworthiness† of the data (e.g., Do the participants talk as â€Å"real† second-graders do?) and the â€Å"doability† of data collection (e.g., How difficult would it be for you to collect this data?). The student survey included Likert-type and open-ended questions. Likert-type questions assessed students’ self-reported homework load and perceptions of homework load, well-being (stress over schoolwork, performance anxiety, physical health, sleep behavior, and time for outside activities), behavioral engagement, and enjoyment of schoolwork.The open-ended questions were posed in the middle of the survey, The Data Collected: Nightly homework hours (by Grade and Gender) †¢ On average, students reported spending 3.11 hr. per

The Alchemist Book Review - 984 Words

* Mundane Wisdom Book review of â€Å"The Alchemist† Regine Carlo N. Alvarez BSBA-FTM/ I-2 The theme of the phenomenal novel â€Å"The Alchemist† written by Paulo Coelho revolves around dreams, symbols, and adventure. It tells of a young shepherd named Santiago who travels around Andalusia and once dreams of a treasure hidden in the pyramids of Egypt. It is a book full of wisdom and life lessons used to achieved one’s dreams and fulfill self-happiness. The story opens in the mythical region of Andalusia in Spain. The shepherd travels along this place to feed his sheep and to sell wool to merchants. There he finds peace in the familiarity of the place, until his dream is interpreted by a gypsy woman and meets the King†¦show more content†¦Because of his help, the shop grows financially stable and more people go to his place atop the hill. When he saves enough money to go to Egypt, he finds a caravan to take him there. In Al-Fayoum, he meets a lot of tribesmen in tents surrounding the oasis. There are also a great number of women and children living i n the area. He also meets the woman he is going to love forever – Fatima. A desert woman by heart, she willingly waits for Santiago to go back after his search of the treasure is over. Santiago seeks wisdom from the alchemist – a man with the elixir of life and the philosopher’s stone. This man aids the shepherd to reach the treasure in the pyramids, and he learns that the destination is not the most important thing rather the experiences along the way and the knowledge one gains throughout one’s journey. One of the conflicts in this novel is when Santiago, the young shepherd tries to accept or more accurately, tries to believe the concept of â€Å"Personal Legend†. This illustrates a man against himself conflict. The Englishman and Santiago have a rather pretty discussion about whether one has to read books or one has to pay more attention to the caravan. This describes indifference with the two characters’ personalities; shows a man agains t man conflict. There is also a man against society conflict. It is when Santiago robbed by an Arab in Tangier. The young shepherd is helpless and wants to give up, but suddenly thinks of his dream and the King of Salem’sShow MoreRelatedThe Life of Paulo Coelho1274 Words   |  5 PagesPaulo Coelho is a famous author that has written many popular works in these past few decades. He is most notably known for The Alchemist, which was written in 1988. The Alchemist was â€Å"one of the greatest best-sellers of all times† (Kaaki). During his lifetime, Coelho went through many obstacles; the most notable event was getting an electrical shock when he was in a mental institution and getting placed into prison. 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Philosophy of the Human Person free essay sample

For me, the whole point of doing philosophy, of understanding who we are and what we are as humans, and of understanding our lives can be compared to the simple act of writing that as a student, I can very much relate to. I personally love to write, especially in my native language, Tagalog. Each time I decide that I want to write, I can think of the best beginning and end that would perfectly support my chosen topic. However, as I write, I tend to stop. In the course of my writing, the ideas and thoughts that I previously had seem to cease and I cannot go on. I often find myself thinking and wondering what would be the best direction I can take to be able to reach that perfect ending that I had in mind. I get confused a lot and most of the time, I become undecided. Now that I think about it, this is no different from the life that we live as individuals, and as part of society. As humans, we always already know that our existence in this world has a definite beginning and end—that is, birth and death. We know for a fact that our time on this earth is limited; that we are mere mortals. And it is precisely because of this fact that we often find ourselves worrying, and sometimes even fearing, the idea of death. We are very anxious of making our lives worthwhile so that we can say to ourselves in the end that we have lived a good life. We will all end up with the same fate and there is nothing we can do about it. In the end, what would matter is how we have lived our lives—what we have done, what we have achieved—in reaching that end which is death. In other words, what matters is the direction that we have chosen for ourselves in living the life that we want. However, for me, there is no better achievement that a man can get than to understand who he is and what he is as a person. In our lives, we would often be confronted with different challenges, we would be introduced to various cultures, ideas, and concepts, and we would meet people who differ from us. All these experiences, and their influences, can change the way we view our lives, and even the way we view the world. These, too, can have an effect on the direction that we have chosen for ourselves. We will get confused. We will doubt if the path that we are on is the right one. This confusion—doubt— now leads us to the main argument of this essay. This will revolve around the idea that we, humans, are thinking beings and that we are capable of discerning what is right from wrong—that we have the ability to make decisions for ourselves in living our lives. This essay will explain the relationship between the idea that we are thinking beings and why we do philosophy, why we question, the problem of philosophy, our existence, the existence of others, language, and self-understanding. We, humans, have always been curious about our surroundings. We never fail to wonder. We have this innate characteristic of wanting to know how things work. This natural curiosity could be traced back to the Greeks. During the ancient times, the Greeks were always in awe and in astonishment for nature. They concentrated on what is there—on reality as it presented itself. What mattered for them was the nature of things: how they worked, and what it is that is already contained in each thing. In other words, they valued the substance or the whatness of things. For ancient thinkers, things existed by acting out their substance—their whatness—which remained potentially in them. In applying the notion of substance to human beings, Aristotle asked, â€Å"What is the substance of being human, and how is it acted out? † Aldo Tassi gave an answer to this question by saying that, â€Å"The world of Aristotle is populated by entities each of which possesses a nature enabling it, by virtue of its relationship to other things, to be or to develop what it is. The terms by which anything is are already fully contained in each thing and if we are to do justice to things, we must allow ourselves to be engaged by these terms. Looking at the nature which man displays in the various relationships he enters into with his fellowmen, it becomes apparent that the political order is the context which gives the greatest scope for man to be or to develop who he is in relation to his fellows (Tassi 1985, 190). † The nature of the human being for Aristotle, then, was to speak—to be in relation with others. According to him, persons must engage in politics. It is where man finds his purpose. Man, therefore, is a political animal; a rational animal. Now, what I have done so far is prove that we, humans, are hinking beings. What I am trying to get at here is prove that it is because of this idea that we are able to understand and direct our lives. For the next part of this essay, I will try to prove why thinking leads us to self-understanding. First, it is precisely because we are thinking beings that we do philosophy. During the earlier part of this course we have established that what we do in philosophy is thinking. However, it has not come to me until now that there seems to be a problem with this argument. Do we do philosophy because we think or do we think because we do philosophy? Philosophy is something that we do, perform, and commit. Along with many other sciences, it is an activity. But in order to be able to perform something, we have to have a foundation—perhaps knowledge—about a certain activity. Therefore, I firmly believe that we have to have the thought first before we can do philosophy. However, we would not really explain what is around us if we do not ask ourselves first what it is that surrounds us. In other words, we question. The human person is defined by an infinite thirst for knowledge, for the truth, for life and for love. According to Karl Rahner, we are defined by the dynamism of transcendence. We have an a priori tendency to go beyond ourselves, to transcend objects, and to constantly seek to find more and more knowledge to find the truth. It is already innate in human nature to seek to discover mysteries that are sometimes beyond our knowing. According to Kavanaugh, there is an assumption that all individuals are driven to authenticate who they are. The initiation of philosophy, therefore, is the act of questioning—particularly the kind of questioning that asks â€Å"Who am I? Questioning, for me then, is a life-long experience that we do until the end. â€Å"Every man wants to know himself and do something about himself. (Kavanaugh 1970, 21)† The self is closest to us but it is that which we are most unfamiliar with. This unfamiliarity with who and what we are necessitates our need to question. We need to be open to what and who we are. However, as we age, the way we view the world changes, the kinds of questions we ask change,and together with these, we change. The same thing goes for the things we write about. I have experienced a lot of times, while writing, the feeling of being uncertain about what to say next. I ask myself, â€Å"Is this the best statement to follow that previous one? † Sometimes, I even have doubts if what I am writing coheres with the whole idea of the topic. And when I run out of things to say, I seek help from others. I either ask them about their opinions or ideas or go to the library to research. Now, if I may relate this to philosophy, it stems from the fact that we, humans, are thinking beings that the problem of philosophy arises. Philosophy is not an acquisition of knowledge. However, in a considerably long period of time now, this is what seems to be the impression that people have about philosophy. We often see philosophy as a science of learning things just for the sake of learning them. Moreover, the astonishment, the harmony, the correspondence of humans to the nature of things has been lost through time. Our relation to the whatness of things has been obscured and confused. Before, people wondered what their place in the world was. They wanted to know what their purpose was and they understood themselves based on what is there. Today, we are faced with a completely different scenario. Nowadays, people ask â€Å"What is the place of that thing in relation to me? † From a cosmocentric view of the world, men have shifted to an anthropocentric one. This view of the world can be mainly attributed to the French philosopher Rene Descartes. He recognized the fact that error exists and therefore, he felt the need to be critical and asked himself, â€Å"How can I distinguish what is true from what is false? † For modern thinkers, â€Å"natural† observation was not enough; it was necessary to put nature â€Å"on the rack†Ã¢â‚¬â€that is, to manipulate nature—in order to know anything with certainty. As Tassi quoted Francis Bacon, â€Å"simple observation is not sufficient to give us scientific knowledge. We must vary the circumstances in order to induce nature to give up her secrets; that is, we must put nature ‘on the rack. ’ (Tassi 1982, 185)† Descartes did this by doubting everything outside the â€Å"I† and his way of â€Å"paying attention† explicitly showed how much he wanted to avoid uncertainty—error. With his universal methodic doubt, Descartes was able to come up with the conclusion that his proposition, â€Å"I am, I exist, is necessarily true each time I pronounce it, or that I mentally conceive it. Gallagher 1984, 32)† With this, we are led to the coincidence of thought and existence. What good Descartes has contributed to philosophy is that he introduced the idea that it is precisely because we, humans, think that we exist. However, when Descartes has proven the certainty of the â€Å"I† when he said that †Å"all beings which think exist,† his next task of proving the existence of the not-â€Å"I† has become very problematic. He failed to realize that human consciousness, or knowledge, is bipolar. For Thomas Aquinas, the subject can only know if it has already known its object. Therefore, we always already are aware of the existence of that thing which we think of or talk about. As Edmund Husserl stressed in his concept of intentionality, to be conscious is to be related to something—that which consciousness intends. â€Å"The nature of a conscious act is such that the act is reference to another. It intends, or tends out to its other; the intelligibility of consciousness is its intentionality. (Gallagher 1984, 49)† Now, the whole idea of existence can be perfectly elaborated by going back to the act of writing as an example. Why do we write in the first place? For me, personally, people write because they do not want to be forgotten. They want, in the smallest of ways, to leave something that would last forever. This is precisely because we know that we are mortals. For some, writing is their way of telling the whole world that they exist. They want to express how they feel and they want to be heard. Sometimes, we write because we want to escape the complexities of the reality that we are in and we create our own world with what we write. Here, we try, as much as possible, to change whatever it is that we do not like about our own realities. Therefore, writing proves the existence of the person who writes. On the other hand, we write because we have an audience. We write because we always intend for someone to read our work. If one’s main purpose in writing is to prove his existence, then this gives us the idea that he wants to prove his existence to someone other than himself. In other words, what we write is supposed to be shared. Otherwise, if one keeps it to himself, he does away from the main purpose of his writing. Simply put, the act of writing proves the existence of the â€Å"I† and the non-â€Å"I. If we go back to Aristotle’s concept of the nature of the human being, that is, to speak and be in relation to others, then we can say that by performing the act of writing, we are serving our purpose as humans. With this, several questions arise: â€Å"How exactly do we write? How do we relate to others? How do we speak to them? † This is where the concept of language comes in. We can ne ver separate man from language. â€Å"We can only think in a language, and just this residing of our thinking in a language is the profound enigma that language presents to thought. Gadamer 1976, 62)† Therefore, it is precisely because we are thinking beings that we are able to communicate with one another. Language has constituted a big part in our discussion of the philosophy of the human person. This may be attributed to the fact that it is in the presence of language that we exhibit our nature and serve our purpose and consequently, become humans. As Gadamer puts it, we are always already familiar with language. â€Å"We are always already at home in language, just as much as we are in the world. Gadamer 1976, 63)† And, when we talk about language, we cannot avoid the concept of speaking. Like consciousness, when we speak a language, it is always intended towards someone. Language is always shared. â€Å"Whoever speaks a language that no one understands does not s peak. To speak means to speak to someone. (Gadamer 1976, 65)† Because of thing sharing of language, when we speak, the words we utter are always open to interpretation. The same thing goes for writing. When a person writes, it cannot be helped that what he knows will affect the output of his work. After all, it is his work. Whatever cultural backgrounds that person is from and whatever his beliefs are, all this will greatly influence the kind of writing that he does. However, once a person has written something and has shared it to the whole world, the text suddenly acquires its own entity. It now has its own being. â€Å"Writing renders the text autonomous with respect to the intention of the author. What the text signifies no longer coincides with what the author meant. (Ricoeur 1986, 83)† It is when we write that we get to express what we like, what we believe in, and how we want certain things to be. It is when we write that we understand ourselves better—just like when we read. I believe that our writing mirrors our lives. It reflects the way we view the world, the kind of person we want to be, and where we want to be. We understand ourselves when we write. We write because we have a language. We have a language because we think. Remember what I said about fearing that we might not have lived our lives to the fullest when confronted by death. In the end, it is all a matter of choice. After all, we are a rational being. Only we have the right to direct our lives. Yes, at times we will doubt, we will ask if we are on the right path. But, whatever path we choose to take for ourselves, it will be right depending on how we look at it—how we interpret it. Ayn Rand said, Man has been called a rational being, but rationality is a matter of choice — and the alternative his nature offers him is: rational being or suicidal animal. Man has to be man — by choice; he has to hold his life as a value — by choice; he has to learn to sustain it — by choice; he has to discover the values it requires and practice his virtues — by choice. Works Cited

What Are Permalinks in WordPress How to Set Them and Why

TL;DR: Permalinks in WordPress = permanent links. Those are the permanent URLs of the  blog posts and pages on your WordPress site. For example, the permalink of this very blog post that youre reading right now is: https://themeisle.com/blog/permalinks-in-wordpress/Permalinks are also among the key parameters of any WordPress blog, and something that you should set right away after  you launch your shiny new website.Heres why:Why permalinks in WordPress are importantBasically, its through permalinks that the world identifies the individual pieces of content on your WordPress blog as grand as it might sound.For instance:If another blogger wants to link to your content, they point to one of your permalinks.If you want to share your content on social media, you share the permalink.If Google wants to index a piece of your content, they use the permalink.If you want to show your content to a friend, by mentioning it in an email for example, then you give them the permalink.I might be missing some important uses, but you get the gist.The problem with permalinks in WordPressThe main problem with permalinks in WordPress, as great as they are, is that the default permalink setting the one that WordPress comes preinstalled with isnt optimized at all.If you go to your wp-admin / Settings / Permalinks right after installing WordPress, youll see this:The default permalink structure therefore is:http://www.YOURSITE.com/?p=123where 123 is the ID of a given post or page in the database.Why is this bad?The chief reason is that a structure like that gives you no possibility to optimize the permalink for neither human beings nor Google (not good for your SEO).Heres why:Say you publish a piece of content on, Why Jamon Iberico Is the Greatest Ham in the World. If your permalink is:http://www.YOURSITE.com/why-jamon-iberico-is-the-greatest-ham then youre basically giving everyone a hint as to what this piece of content is about. This goes for both Google and human beings. Eve ry person, algorithm, and bot can decode that information.http://www.YOURSITE.com/?p=27 then no one knows anything. As simple as that.How to set permalinks in WordPressOkay, luckily, this is very simple. But the task  is two-fold:You need to set the permalink structure right after you launch a new WordPress site.You should set the permalinks for every piece  of content individually.In that scenario, #1 will give your site the right structure to work with for the future. And with #2 you can fine-tune the individual permalinks of all your posts and pages.Lets explain both of those quickly:1. How to set the permalink structure in WordPressTo set your permalink structure, go to your wp-admin / Settings / Permalinks. Once there, select this option:Just to make sure were on the same page, its the one labeled Post name.Now, why this one?Quite simply, it holds the least amount of unneeded clutter There are no seemingly random numbers, no dates, no arbitrary words (like archives). There s just the post name that you can control 100% (more on that in the next point).Note. Why you dont want dates in your permalinks?  The main reason is  because  dates discourage your visitors from reading  your older content. Any date thats older than  last week (or so) looks like out-of-date information, despite the fact that it might still be very valid, or might even be evergreen.After you select that new permalink structure (Post name), just click Save Changes at the bottom of the settings page:2. How to set the  individual permalinks for posts/pagesOnce you have the overall permalink structure set, you can proceed to tweaking your individual posts and pages.This can be done through each individual posts or pages editing screen.  When youre editing content, youll see this little area directly below the title field:You can click on the Edit button and adjust that permalink.  A box will appear, and you can put pretty much whatever you wish there:The standard, though , is to either use the given posts whole title or some simplified version of it. For example, this posts title is, What Are Permalinks in WordPress? How to Set Them and Why, but the permalink part is just, permalinks-in-wordpress, just like you can see above.Note. Try not to update the permalink structure once you publish your post or page. One of the main ideas behind permalinks is that they are permanent, hence the name. Changing those links later on makes finding your content more difficult for people as well as search engines.Thats pretty much all there is to permalinks in WordPress. The good thing is that point #1 you have to do only once after first launching your site. And from there, WordPress is quite good at proposing optimized permalinks for your posts and pages on its own, so #2 becomes easy too. When working on new content, you just need to have a look if WordPress version of the permalink makes sense, and then tweak it slightly in case of any issues.Setting the right p ermalink structure is one of 10  things that you should do after launching any WordPress site. We talked about the other 9  in one of our  previous posts. Check it out here.Free guide5 Essential Tips to Speed Up Your WordPress SiteReduce your loading time by even 50-80% just by following simple tips.

Theory of Scaffolding Essay Example

Theory of Scaffolding Essay Theory of Scaffolding Literature around Scaffolding: There have been several discussions around scaffolding, in an attempt to define what it means for education. At the early stages of the theory of scaffolding, Wood, Bruner, and Ross (1976) explain the importance of the interactive, instructional relationship that tutors/teachershave in a learners development, supporting that the attendance of others is significant for scaffolding skills acquisition and problem solving. They also emphasize on the importance for realizing the value of a solution to generate the equence of steps that will lead to the solution of the problem, without scaffolding by an adult. As argued, this realization will result in effective feedback, as the learner will be able to value every step towards the solution, and therefore, in order for scaffolding to be effective the learner needs to generate solutions to the problem that are identifiable to them (Wood, Bruner, and Ross, 1976). However, in this scaffolding process, the tutor does not necessarily need to be a human; it can be a virtual, non- player character (NPC) as well. We will write a custom essay sample on Theory of Scaffolding specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Theory of Scaffolding specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Theory of Scaffolding specifically for you FOR ONLY $16.38 $13.9/page Hire Writer In this project, the scaffolding process takes place in the virtual environment of Quest Atlantis, where learners embark on a mission to resolve a problem, part of which requires the decryption of Mayan signs, and interpretation of them in English. The facilitators in this case are the NPCs that learners/players come across during their mission. A rich experience is what a leaner needs to develop to a knowledgeable individual, and the impact of the surrounding environment and the scaffolds in it are important for learning. Wgotsky (1978) has proposed that the learner needs to be scaffolded in rder to acquire all the skills that would have been difficult to acquire independently. The Wgotskian theoretical perspective holds that learners, and especially children can perform more challenging tasks when assisted, and that they can reach a high level of development (Zone of Proximal Development). According to Wgotsky, there are two aspects of learning development; the actual development and the potential development (Ugotsky, 1978). The Zone of Proximal Development (ZPD) is the distance between the actual development level, as determined by independent roblem solving and the level of potential development, as determined through problem solving under adult guidance, or in collaboration with more capable peers (Ugotsky, 1978, p. 86). Further, based on Wgotskys theory, the ZPD can also be defined as the area between what the learners can achieve by themselves, and what they can attain with the help of more knowledgeable individuals (Video 1). Therefore, meaningful learning is being enhanced in the learners ZPD, with the use of all the available scaffolds afforded by the surrounding environment. Scaffolds in the case of he virtual geocaching project are considered to be the mission page, NPCs, boxes with information, scrolls with information, translation tool, etc. Zone of Proximal Development and Scaffolding Video 1: A video about the Zone of Proximal Development and Scaffolding, describing Pea, in his commentary paper (2004, p. 31) discussed the role of fading in the scaffolding process, characterizing it as intrinsic to the scaffolding process. A scaffold used for the learner must be gradually removed during the learning process, until it is completely gone, and when the learner has reached the learning goal Collins, Brown, Newman, 1989). It is argued that, if the learning help is not being gradually removed, then the process is not called scaffolding anymore, but distributed intelligence, namely, intelligence that is a collective product, and where the individual does not internalize learning (Pea, 2004). Over time, there have been numerous software tools created to scaffold meaningful learning experiences, in and out of schools. Scaffolding is an inherent characteristic of games, either in virtual or in physical life. In the case of computer games, the scaffolds for performing a task are rovided to the player/learner in the virtual context, enhancing active participation. This project aims at exploring the potentials of scaffolding such rich experiences with the use of virtual tools. According to the sociocultural theoretical perspective, children must have time to practice roles and behaviors through play. Therefore, it treats the several gaming tasks and virtual tools as scaffolds for learning development. In a similar vein, Wgotsky argued that game play in general can offer scaffolding-rich experiences, as well as opportunities for a player to act a head above himself (Ugotsky, 1978, p. 4) extending their abilities in ways that would not be possible without play (Video 2). Fantasy play and learning- A Wgotskian approach Video 2: A Wgotskian approach to fantasy play and learning. The video provides a definition of scaffolding, describes the Zone of Proximal Development, as well as some practical perspectives on game play. Videogames, expertly craft ways of scaffolding support through what Gee (2003, p. 138) calls the explicit information on-demand and Just-in-time principle. Computer games host contexts that frame problems, or aspects of problems and learners ecome engaged in those situations, to form their understanding and contribute to a solution. In this case, learners use scaffolds in the frames of a situation, in a context (whether it is real or virtual) to make meaning of a situation, transfer learning across multiple gaming situations as well as real-life situations, participate actively to make a change in the context, and ultimately enhance learning effectively (Lave, 1988). In such gaming environments, transformational play unfolds around the notion of reflexive action (Barab et al. , 2009) where player must take the consequences of their ctions and choices in consideration. However, this consideration takes place in a context where the outcomes of choices do not affect players/learners in any way apart for their game play. Scaffolding Definition as given in a class about Designing Learning in Context: explicit and/or implicit knowledge that enables the learner to be able to successfully engage the activity with acceptable results while maintaining the learners substantive involvement. (Learner+Scafold+Task=Success). Implicit in the definition is that once the learner acquires the explicit and/or implicit knowledge the scaffold is o longer scaffolding. If the learner only acquires part of the knowledge associated with the scaffold, but still needs the scaffold in some different form or level, the process of changing the scaffold to the changing learner knowledge level is called fading. Implicit in the definition is that something is scaffolding only when engaged during the activity, not only before or only after. Scaffolding also promotes learning of required and unknown explicit and/or implicit knowledge of some aspect of the activity, but not necessarily learning of all aspects of knowledge related to every caffold at any give time. If scaffolding is not promoting any learning and still compensating for learners lack of explicit and/or implicit knowledge, then it is not scaffolding rather it is a permanent knowledge crutch. A permanent crutch undermines all activity related learning because there is no need to learn because the learner can successfully engage the activity with the permanent crutch. Individual scaffolds can completely compensate for learners lack of explicit and/or implicit knowledge, without promoting learning if the explicit and/or implicit nowledge related to other scaffolds are being learned. This is called a temporary knowledge crutch. A temporary crutch allows the learner the opportunity to learn in other areas of the activity. My approach to scaffolding: In this section I am providing my personal definition of scaffolding, as I perceive it, after intense thinking, and after a lot influence by several theorists that talked about scaffolding. This definition has derived from and matured thr ough my constant online and in-class discussions in the frames of a class on Designing Learning in Context: Scaffolding is a process through which an individual/learner moves from the supported to the independent level of learning. In this process there is an expert source that provides help/support to the learner, while engaging in the process of completing an activity. Throughout the scaffolding process there is also a plan/ strategy followed (scaffolding is intentional, and not a random process) by the expert source, as well as a plan/strategy for gradually removing the scaffold (fading), when the situation affords it. [1] A scaffold is one in the set of scaffolding and compensates for one aspect of a earners lack of explicit and/or implicit knowledge that enables the learner to successfully engage the activity with acceptable results. f required and unknown explicit and/or implicit knowledge of some aspect o e TeamView activity, but not necessarily learning of all aspects of knowledge related to ev compensating for learners lack of explicit and/or implicit knowledge, then it undermines all activity related learning because there is no need to learn be Individual scaffolds can completely compensate for learn ers lack of explicit a knowledge related to other scaffolds are being learned. This is called a tem knowledge crutch. A temporary crutch allows the learner the opportunity to In this section I am providing my personal definition of scaffolding, as I percei after intense thinking, and after a lot influence by several theorists that talk scaffolding. This definition has derived from and matured through my consta online and in-class discussions in the frames of a class on Designing Learni supported to the independent level of learning. In this process there is an ex source that provides help/support to the learner, while engaging in the proc completing an activity. Throughout the scaffolding process there is also a pla strategy followed (scaffolding is intentional, and not a random process) by th noAK_noqep Pa3pe naponb HeKOH- @ 3any npVlE ngu Ox 1Aap substantive involvement. (Learner+Scafold+Tasesuccess). Implicit in the definition is during the activity, not only before or only after. Scaffolding also promotes lea of required and unknown explicit and/or implicit knowledge of some aspect e TeamViev activity, but not necessarily learning of all aspects of knowledge related to e compensating for learners lack of explicit and/or implicit knowledge, then it i ndermines all activity related learning because there is no need to learn b Individual scaffolds can completely compensate for learners lack of explicit implicit knowledge, without promoting learning if the explicit and/or implici knowledge related to other scaffolds are being learned. This is called a te knowledge crutch. A temporary crutch allows the learner the opportunity t In this section I am providing my personal definition of scaffolding, as I per after intense thinking, and after a lot influence by several theorists that tal scaffolding. This definition has derived from and matured through my cons nline and in-class discussions in the frames of a class on Designing Learn Scaffolding is a process through which an individual/learner moves from th supported to the independent level of learning. In this process there is an e source that provides help/support to the learner, while engaging in the pro completing an activity. Throughout the scaffolding process there is also a pl Scenario Figure 1. Barn and Silos Third grade students in Mrs. Maddoxs class have been studying about different types of communities for the past two weeks. Throughout this study, students have ocused on distinguishing between rural, urban and suburban communities. Living in a rural community, students are familiar with large expanses of land, farms, considerable distances between houses, and lack of malls, skyscrapers and entertainment venues. In contrast with that, the students took a field trip to downtown Atlanta to experience tall buildings, public transportation, commuters, super highways, extensive shopping, sports arenas and fine arts venues. Through this trip, they came to have a better understanding of an urban community. Between the school and downtown Atlanta, students were exposed to suburban communities s the bus took them through a neighborhood and a community outside the perimeter. Students experienced rows of houses, commuters, strip malls, eating establishments, churches and parks. The students were better able to apply the knowledge of their classroom activities to the field trip and could easily determine the differences between each type of community. Figure 2. City and Tall Buildings As a culminating activity for this study on types of communities, the students are going to prepare some type of individually selected project demonstrating their knowledge of urban, suburban and rural communities. Mrs. Maddox makes suggestions as to the types of projects students might consider. Some choose to write and illustrate a book, others write and perform a play, and still others film a video each community. Patrick, the computer whiz of the class, decides to prepare a PowerPoint presentation which will incorporate digital pictures taken on the field trip and of the rural areas surrounding the school community. He has successfully written the text for his slides but has been unable to insert the digital pictures from his disk. Mrs. Maddox notices that Patrick is experiencing frustration with his inability o insert the pictures. She approaches to offer help, not to complete the task for Patrick, but rather to provide support and to help him achieve his objective on his Figure 3. Computer Mrs. Maddox thinks aloud as she offers help: Lets see. I want to insert a picture into the slide from the disk. I need to go to the toolbar at the top and select insert since thats what I want to do. And since its a picture that I want to insert, Ill select picture. Now I have to tell the computer where to find the picture I want. Since the picture is on a disk, Ill select from file. Then Ill click insert and viola My picture is there. Now all I have to do is save it. As Mrs. Maddox talks through the steps, Patrick carefully follows her prompts and completes each step. He beams as he sees the selected picture on his slide. Mrs. Maddox then teaches Patrick a chant she has composed that will assist him with the steps: In-sert a picture from a file; locate the file and se-lect the pic; click to in-sert and save it, quick! She watches as Patrick goes through the steps, questioning him with leading questions when he hesitates, and listens while he quietly says the chant to himself to perform the task. Again, he beams with excitement as the slide displays the selected picture. Mrs. Maddox moves away from the computer and allows Patrick to insert the next picture on his own. Seeing that he is successful, she moves on to assist another student. Later, when another student, Melissa, needs assistance with inserting a picture to a PowerPoint slide, Mrs. Maddox asks Patrick to be a peer tutor to her. He further expands his learning by explaining the steps to Melissa and by teaching her the same chant he used to complete the steps to insert a picture in the PowerPoint slide. Through her support and facilitation, Mrs. Maddox helped Patrick master a skill and achieve independence through carefully designed instruction called scaffolding. This process of scaffolding is much like the traditional definition of scaffolding as a temporary support system used until the task is complete and the building stands without support. Such is the concept of scaffolding. Immediate support is given to students in order to help them achieve skill or task independence. This assistance is a temporary framework provided by the teacher or a more knowledgeable person to ssist students in performing a task they otherwise cannot accomplish without assistance. Support is provided to the learner and then gradually removed so that the student can become a self-regulated, independent learner. Although the teacher assumes much of the control during scaffolded instruction, the ultimate goal of instruction is covert, independent self-regulatory learning (Ellis et al. 1994). Caption: In this animation, each box represents scaffolding provided by the teacher, and with each activity the level of learning goes up. The first box represents verbalizing

Kudler Fine Foods Frequent Shopper Program

Kudler Fine Foods Frequent Shopper Program Free Online Research Papers Kudler Fine Foods is a large food store located in several parts of California. The main objective of the Kudler’s store is to increase revenues by providing quality products at affordable prices in comparison to the other competitors. Keeping up with inventory and making sure that everything is stocked and up-to-date is vital to maintaining a thriving business. These are key factors to everyday business and stability. The company is now looking to enhance its services by improving the efficiency of its operations. It also wants to increase the consumer purchase cycle by expand its business through Electronic Commerce, in addition to the Retail Stores and develop a Frequent Shopper Program. Kudler Fine Foods Frequent Shopper Program Frequent Shopper Programs nowadays are becoming very popular among large retailers. In the same series, Kudler Fine Foods also wants to develop a frequent shopper program for Electronic Commerce. The Frequent Shopper Program will allow store to track various shoppers behaviors and process offerings to best satisfy their valued customers. The store will have to follow several steps under this program. The Store will require a sale system that will track shopper’s activity and send data to shopping history database. They will also need to modify communications between the POS systems and provide discounts on frequent shopping. In addition, for the development of this Frequent Shopper Program, Kudler Fine Foods Store has to consider several business considerations including legal, ethical and security and many others. Legal Considerations of Frequent Shopper Program When doing business online the company has to follow certain rules and regulations established by the government. There are several Legal Considerations in the E-commerce which are as follow: According to the Privacy and Electronic Communication Regulations, an opt-in consent procedure is required for making commercial emails and e-commerce. Before organization can do any type of business online they are required to provide verified information to the recipient for online service to meet E-Commerce Regulations. In order to release Frequent Shopper Program to the public the store has to manage online advertising but first they have to make their advertising and promotion strategies according to the guidelines of the E-Commerce Regulations. Electronic contracts are now can be legally signed electronically for online business transaction and privately kept by the service provider, however, for the approval of an online order, the business organizations are required to have physical sig natures. The tax laws vary from one country to another thus for the E-Commerce the business organizations have to consider the taxation laws of the Native Country. All online shoppers should be provided with a copy of all the terms and conditions. To copy the business processes and the intellectual properties of the business organizations has to consider important legal consideration of the E-Commerce. Ethical Considerations of Frequent Shopper Program In addition to the legal considerations, there is a number of ethical considerations that the Kudler Fine Foods Store has to include in their frequent shopper program. Some of the important ethical considerations are as follow: The customer’s personal information cannot be released without customer’s authorization. The store has to rely on dependable and up to date online security to protect sensitive data of the corporate as well as the individuals. Anything related to pornography on the name of e-commerce is prohibited according to the ethical considerations of the business. Breaches of any kind of contract on e-commerce are also an important ethical consideration. Unwelcome intrusion is also considered unethical in the field of e-commerce. The store is reliable for any information provided on the company websites. Sexually explicit or violent graphics or any access to these graphics are prohibited. Security Considerations of Frequent Shopper Program In addition to the Legal and Ethical Considerations, Kudler Fine Foods Stores is required to implement security measures to secure confidential data from unwanted individuals. Security is the most important aspect of E-Commerce in Frequent Shopper Program. The main Security Considerations are as follows: Any business organizations operating E-Commerce have to secure their data. The customers, who do transactions, ask the organizations to secure and save all the electronically sent information about them, especially related to financial risks. Protection from the Cyber terrorism is also an important security consideration in E-Commerce. The technologies used by the different organizations should be protected to prevent access from an unauthorized people. Essential technical skills or expertise not available internally should be secured from outside the organization. User access privileges must vary among employees and customers. The efficient imposition of the intellectual property rights in the business transactions on E-Commerce is also an important matter under security considerations. Financial Analysis The value of systems from a financial perspective essentially revolves around the issue of return on invested capital. The main concern here is if Frequent Shopper Program system will produce sufficient returns to justify its costs. For the development of the Frequent Shopper Program the store will have to make expenditures in different fields. Regular reports on investments and profits or revenue growth will help firm run more effective and efficient. Maintaining customer records would be important function of the Frequent Shopper Program for the revenue process. According to firm’s Intranet the company is already in process of integrating a system to track customer purchase behavior over time. In my analysis I recommend that store should primarily focus on measures of cash flows into and out of the firm. It is important for the store to integrate the systems that tracks and controls cash inflows and out flows because the difference between cash outflows and cash inflows can be used to calculate the financial worth of an investment. Cash inflows take the form of increased sales of more products or reduced costs in production and operations. The investment cost of Frequent Shopper Program would be an immediate cash outflow. In subsequent years, the investment may cause additional cash outflows that will be balanced by cash inflows resulting from the investment. If the store receives enough inflows to cover additional expenses than program is profitable and the store can expect more increase in sales for years to come. For the development of the Frequent Shopper Program, the store must include all expenditures in every field associated with this program. Some of the main expenditures will be related to marketing, advertising, market research, online registration and website redevelopment. Conclusion When all reports are collected and put together the justification of all these expenditures can be done by comparing revenues from the last years. The difference will reveal the financial analysis of all the expenditures. If revenues are lower than the past year than the program has no value and may not produce enough capital to run another year. But if the revenues will be higher than the past year, the expenditures will be favorable for the store. References Apollo Group, (2007). Sales Marketing. Retrieved May 13, 2009, from Kudler Fine Foods Web site: https://ecampus.phoenix.edu/secure/aapd/cist/vop/Business/Kudler/KudlerHome002.htm Related Essays on Kudler Fine Foods Kudler Overview of Management Kudler Operations Management Kudler Information Systems Research Papers on Kudler Fine Foods Frequent Shopper ProgramMoral and Ethical Issues in Hiring New EmployeesAnalysis of Ebay Expanding into AsiaOpen Architechture a white paperDefinition of Export QuotasPETSTEL analysis of IndiaRiordan Manufacturing Production PlanMarketing of Lifeboy Soap A Unilever ProductThe Project Managment Office SystemGenetic EngineeringThe Relationship Between Delinquency and Drug Use

Do you think that access to water is a human right If you had to Essay

Do you think that access to water is a human right If you had to choose whether you would have a water spout in (or near) your home or electricity in your home, which would be your priority Why - Essay Example Contaminated water jeopardizes both the physical and social health of all people. It is an affront to human dignity† (Water as a human right, n. d). The creator at the time of creation has provided human enough resources needed for his survival on earth. He has given us food, water, shelter and enough natural resources to find our livelihood. The creator was aware of the importance of water on human life and he has given us great oceans, rivers, streams at the surface of earth. Moreover he has kept a large stock of water at the underground also. He has kept water sources everywhere on earth for the living things to utilize it. He has not limited it to some part of the world which means that access to water sources is given as a basic right not only to the human but to all the living things as well. Lack of safe water or drinking water is a major source of many diseases and millions of people die every year because of lack of safe drinking water. Water is contaminated because of the over industrialization and unwise disposal of industrial wastes to seas, rivers and streams. When cooking food using this water, germs enter into the bodies of the human and severe heath problems would be the result. Natural resources belong to all the people irrespective of the rich or poor, developed country or underdeveloped country. Nobody has the right to spoil the nature’s resources or deny the natural resources to others. Water, along with food and oxygen, is an essential component for sustaining life on earth. Human can survive even if they don’t have electricity. Animals are not enjoying the luxury of electricity and still they are able to survive. Moreover, electricity has come to the life of human only in the nineteenth century. In other words, Human was able to sustain their life even without electricity. On the other hand even without food we can survive for one or two weeks. But it is difficult to manage even a day without consuming water. So, in my