Implementing and evaluating my e-Learning design model in my workplace Assignment

Implementing and evaluating my e-Learning design model in my workplace - Assignment Example As a producer of information, every professional is expected to be able to share the information and ideas they have produced in their course of work. As consumers, they expect to have an easy way to access the information that has been produced by others in the same profession. This applies to all types of professions. Teachers are no except from this need of information production and sharing. In fact, this need to produce share and information and collaborate is highly necessary for teachers, regardless of the subject they are teaching (Cowen, 2014). As part of the Arabic teachers’ community, I have identified a need to have collaboration and sharing system for Arabic teachers. As a result of this, I have in the past come up with the design which when implemented will help in teaching Arabic teachers to share their ideas and to build each other. The following is an implementation and evaluation of the design I have designed in the past. The system is designed to aid learning and sharing of ideas. The system is geared towards helping teachers who are engaged in teaching Arabic to high school students. The system must be able to meet some pedagogical principles in order to aid in helping the teachers to not only share the knowledge but also to be able learn from the system. It must be able to motivate the teachers in using the system to enhance the system. The system is not going to be useful unless and until the system is used by the teachers. For this to to be a reality, the system should be easy to use, and must prove its self useful to the users in order for them to find it useful. This means that the system must be intuitive which means that the users must be find it easy to learn how the various components work and how they can navigate the system (Klopotek, 2002). It must also be able to act as a knowledge management system which means that it will be able to

What barriers are there to the effective prevention of genocide and Essay - 1

What barriers are there to the effective prevention of genocide and crimes against humanity - Essay Example The human race continue to talk of the visible and the invisible mass killings, some of which have acquired explicit names, yet little action have come forth to secure sustainable world peace. Shortly after the turn of the new millennium, the Darfur mass murders accompanied by unimaginable destruction, mass rapes, and dislocation followed a familiar trend that has long demanded a concerted, prompt effort as the rest of the world watched the events of the other side of human nature unfold unabated. Sixty years after the United Nations’ Convention on the Prevention and Punishment of the Crime of Genocide (CPPCG), and two solid decades after its ratification by the most powerful nation on earth, the United States, the world still lacks reliable institutional frameworks to confront the evil inherent in the subject matter at hand. The term ‘genocides’ has its origin in the work of Raphael Lemkin’s 1944 analysis of the Holocaust titled Axis Rule in Occupied Europ e; an enormous task that basically found the phrase ‘mass killing’ rather inadequate to fully capture the atrocities of the event (Kentis, 2011, p.3). Before Lemkin’s work, crimes of mass atrocities [â€Å"crimes of crimes†] lacked â€Å"explicit identity† (Power, 2002, p. 30). Scholars are in agreement that genocides are not natural disasters, but man-made occurrences that are preventable. (Fein, 2000, p. 42). Despite the inherent flaws with regards to the legal definition adopted at the above mentioned convention concerning what exactly constitutes genocide, its recognition as a crime of humanity, without a doubt, reinforced the legitimacy by the international community to act, on humanitarian grounds, to prevent and possibly stop the elements with ill intentions from actualizing any form of pre-planned atrocities. To date, the convention’s statutes largely remains monumental with genocide intervention, even with immense evidence of ethnic cleansing taking place, occurring at the final stages of Stanton’s eight stage model (Stanton, 2008). This paper briefly elaborates on some of the barriers towards effective prevention of world genocides and crimes against humanity; and where possible the analysis will include the flawed nature of the theo retical frameworks that seem to work only in paper, the blockade erected by the concept of ‘State sovereignty’, the difficulty of holding perpetrators to account, and the general lack of international will/interest to intervene in matters considered domestic. The Impediments to the Prevention of Crimes against Humanity The campaigns initiated by Lemkin to include and subsequently prohibit genocide under the international laws was more than a welcome call for international action as demonstrated by UN General Assembly’s nod on the 9th December 1948. To be sure, even though the word genocide may appear recent in origin, the concept is almost as old as mankind

Research Design Challenges Essay Example | Topics and Well Written Essays - 500 words

Research Design Challenges - Essay Example It is due to the fact that, according to Slavin (1985), "most of the time, students work independently, and they are continually in competition with one another for grades, praise, and recognition" (Slavin, 1985, p. 5). And as each one of us may agree, for an intellectually-endowed student, it would be difficult to be paired with a low-performing classmate, considering the fact that it would not cause the former to gain intellectual benefits from the latter. In a similar way, the low-performing student would find it intimidating to be paired with a highly-competitive classmate, where the former is perceived to be having a hard time in coping with the latter's exemplary abilities. These challenges only typify the proposition that the classroom environment and the schools in general are least characterized by cooperative activities (Slavin, 1985). In regard to the aforementioned facts, conscientious implementation of the research design is hereby warranted in order to meet those challe nges. Furthermore, adequate orientation and information dissemination pertaining to the purpose of cooperative learning- to help each other achieve the goals (Kennesaw State University., 2009) - will surely enhance the confidence of both classifications of students (the achievers and the low-performing ones), thereby promoting cohesiveness. The target audience for this study would encompass the students and individuals who are most likely in

Chicken parm sub Essay Example for Free

Chicken parm sub Essay Chicken parm is the best sub on the planet earth. I used to eat it when I was little my mom used to make for me every Sunday. I used to have it with Pepsi. When we were done we used to go on a bike rides. Me and my family dont do the bike riding any more. When we ate it we say funny old storys about are family. When my friends come over I ate with them but the storys got embarrassing. This is what I like to do when I eat chicken parm. Chicken parmigiana (also referred to as a parmi[1] or parma[2]) is a chicken dish based on the Italian Parmigiana, and is regularly served in Australian pubs.[3] The meal consists of a breaded chicken breast, or chicken schnitzel, covered with a tomato-based neapolitan sauce and cheese. Variations include the addition of a slice of ham or bacon.[4] The dish is typically served with a side of potato chips and salad, although there is some dispute as to whether the chips should be served under or next to the chicken.[5] Size is considered to be a major part of the chicken parmigiana,[5] and increased competition has led to a greater focus on the size of the meal.[3][6] Some restaurants hold competitions with prizes for people who successfully finish a large chicken parmigiana, such as the Parmageddon which was held in an Adelaide Hills pub.[7] The popularity of the chicken parmigiana led to a specialised chicken parmigiana restaurant opening in Melbourne,[5] and the chicken parmigiana is the subject of reviews on dedicated websites which compare the dish as purchased from various pubs within a region.[2][1][5][8] Other meals have also taken on the chicken parmigiana theme, including pies and Subway sandwiches.[9][10] This dish was adopted by the Australians it is originally from Italy. In Italy it was served with pasta, and sometimes garlic bread

the spanish american war :: essays research papers

  Ã‚  Ã‚  Ã‚  Ã‚  The Spanish-American war was the first and biggest step that the United States of America took toward imperialism. It was the war that secured the US as the most powerful country in the world. This war was a benefit to the USA because we gained land, gained respect, and taught a lesson to one of our enemies. In addition to this, the losses that we suffered were almost nothing compared to other conflicts or wars. The Spanish-American war was by no means for the sole purpose of gaining land and respect, the United States freed an oppressed country and took pieces of land that were better off under US control. In the late 1800’s and early 1900’s, Imperialism was a popular trend among the large, powerful countries. Imperialism is defined as â€Å"The policy of extending a nation's authority by territorial acquisition or by the establishment of economic and political hegemony over other nations† Imperialism cannot be said as either good or bad, but as a general rule; If you live in an annexed country, imperialism is not good, if your country annexes smaller ones to gain profit, land, and respect, then imperialism is good. The United States was not much of an imperialistic country until we won the Spanish-American war. As a result of this war, we annexed Guam, The Philippines, and Puerto Rico. This is the point at which the US becomes and imperialistic nation, and though it was a hard struggle to keep these annexed countries under control and eventually gave them all back to their rightful owners. The importance of taking these countries is that we then could have coal st ations around the world to fuel our navy, and we got respect from other countries around the war. This respect and intimidation helped the allied powers defeat the central powers during World War II. Ever since the US became the most powerful nation after the Spanish-American war, we have retained the title. One reason why the Spanish-American war was good for the US is the relatively small losses we had. 332 Americans were killed and 1642 were injured, and 2957 died from disease. These numbers amount to a total of 3289 soldiers killed because of the Spanish-American war (McSherry). This seems like many casualties, but if one compares it to any other war, it is almost nothing, considering there were 15 million battlefield deaths in the Second World War (Ash 71).

Math Coursework - The Fencing Problem :: Math Coursework Mathematics

The Fencing Problem Aim - to investigate which geometrical enclosed shape would give the largest area when given a set perimeter. In the following shapes I will use a perimeter of 1000m. I will start with the simplest polygon, a triangle. Since in a triangle there are 3 variables i.e. three sides which can be different. There is no way in linking all three together, by this I mean if one side is 200m then the other sides can be a range of things. I am going to fix a base and then draw numerous triangles off this base. I can tell that all the triangles will have the same perimeter because using a setsquare and two points can draw the same shape. If the setsquare had to touch these two points and a point was drawn at the 90 angle then a circle would be its locus. Since the size of the set square never changes the perimeter must remain the same. [IMAGE] The area of a triangle depends on two things: the height and the base. The base is fixed in this example so the triangle that has the biggest height, i.e. the middle triangle, will have the biggest area. The middle triangle turns out to be an icosoles triangle. I am going to focus only on icosoles triangles. I have constructed a formula linking all three sides in and icosoles triangle. [IMAGE] X X X=any number which is greater than 250 and less than 500 ======================================================== 1000 - 2X Using Pythagoras theorem I can find and equation linking a side to the area. ====================================================================== ÂÂ ½(1000 - 2X)ÂÂ ² + HÂÂ ² = XÂÂ ² HÂÂ ² = XÂÂ ² + (X -500)ÂÂ ² H = height X 500 - X XÂÂ ² - (500-X)ÂÂ ² H Area 251 249 1000 31.6 7874.1 300 200 50000 223.61 44721.0 333.33

Medias Effect on Violent Behavior in Society

Children's use of media is socialized mostly in the family (cf. Bryant, 1990). Television is an essential part of family life. Viewing occurs mainly with other family members, especially for young children. For instance, in one longitudinal study, more than 70% of the time that 3- to 7-year-old children spent watching general audience programming occurred with a parent (St. Peters, Fitch, Huston, Wright, ; Eakins, 1991). Moreover, television habits are formed early. The amount of television viewed is somewhat stable from age 3 onward, probably because it depends on family patterns that do not change readily (Huston, Wright, Rice, Kerkman, ; St. Peters, 1990). The process of learning is composite and multifaceted. The child should negotiate a series of vital tasks as he or she grows. The child must protect a sense of attachment to mother, father, and family (Bowlby, 1988). Then the child must move through the phases of separation and individuation (Mahler, Pine, ; Bergman, 1975). Here, the baby begins to move toward being a person (i.e., toward developing an internalized world of thought, emotion, and judgment that will facilitate the baby to be autonomous and self-regulating). From there, the child must start to deal with his or her issues of sexual identity, competition, power, and insertion in the group, elements that Freud (1933/ 1964) termed the Oedipal phase. The relationship between unconscious fantasy and the growth of the personality can be understood from the following: The growth of the personality occurs with the maturation of the perceptual apparatus, of memory as well as from the hoarded experience and learning from reality. This process of learning from reality is connected with the development and changes in unconscious fantasy. There is a constant struggle with the child's invincible fantasies and the encounter of realities, good and bad. (Segal, 1991, p. 26) It is also been asserted by experts that media is somewhat unethical for children. Television with its extreme reaching influence spreads transversely the globe. Its most significant part is that of reporting the news and sustaining communication linking people around the world. Television's most prominent, yet most stern feature is its shows for entertainment. Violence in entertainment is a main issue in the growth of violence in society, Violence is the exploit of one's powers to mete out mental or physical injury upon another, and exemplars of this would be rape or murder. Violence in entertainment attains the public through television, movies, plays, and novels. On July 26, 2000, officers of the American Medical Association, the American Academy of Pediatrics, the American Psychiatric Association, the American Psychological Association, the American Academy of Family Physicians, and the American Academy of Child and Adolescent Psychiatry issued a â€Å"Joint Statement on the Impact of Entertainment Violence on Children,† which was subsequently endorsed by both houses of the United States Congress. At this time, well over 1,000 studies—including reports from the Surgeon General's office, the National Institute of Mental Health, and numerous studies conducted by leading figures within our medical and public health organizations—our own members—point â€Å"Overwhelmingly to a causal connection between media violence and aggressive behavior in some children. The conclusion of the public health community, based on over thirty years of research, is that viewing entertainment violence can lead to increases in aggressive attitudes, values, and behavior, particularly in children†¦.† (Joint Statement on the Impact of Entertainment Violence on Children, Congressional Public Health Summit, July 26, 2000). â€Å"The effect of entertainment violence on children is complex and variable. Some children will be affected more than others. But while duration, intensity, and extent of the impact may vary, there are several measurable negative effects of children's exposure to violent entertainment†¦. We in no way mean to imply that entertainment violence is the sole, or even necessarily the most important factor contributing to youth aggression, anti-social attitudes, and violence†¦. Nor are we advocating restrictions on creative activity. The purpose of this document is descriptive, not prescriptive: we seek to lay out a clear picture of the pathological effects of entertainment violence. But we do hope that by articulating and releasing the consensus of the public health community, we may encourage greater public and parental awareness of the harms of violent entertainment, and encourage a more honest dialogue about what can be done to enhance the health and well-being of America's children† (Joint Statement on the Impact of Entertainment Violence on Children, Congressional Public Health Summit, July 26, 2000). New interactive digital media have become an integral part of children's lives. Nearly half (48%) of children six and under have used a computer (31% of 0-3 year-olds and 70% of 4-6 year-olds). Just under a third (30%) has played video games (14% of 0-3 year-olds and 50% of 4-6 year-olds). Even the youngest children — those under two — are widely exposed to electronic media. Forty-three percent of those under two watches TV every day and 26% have a TV in their bedroom (the American Academy of Pediatrics â€Å"urge parents to avoid television for children under 2 years old†). In any given day, two-thirds (68%) of children under two will use a screen media, for an average of just over two hours (2:05). (PR Newswire; 10/28/2003) Moreover, children at elementary level constantly struggle between fantasy and reality can be seen in the child's deep ambivalence concerning accepting the difference between â€Å"what's real† and â€Å"what's made up.† The child frequently attempts to obliterate differences, particularly those existing between the sexes and the generations. The child wants to be everything; he or she wants to be his or her own cause, he or she wants to be unlimited. The child wants to be a boy and a girl; to be his or her own father and mother; to know everything without learning and so forth. One can readily see that TV (as well as movies and video games) can be experienced as a means to gain the delusion of gratifying those wishes. However, teachers and parents distinguish that fantasy and daydreams persist to play an active, at times predominant, aspect of the child's development all through his or her formative years. In many cases, it is not until early adolescence that we see children able to assimilate their fantasies with rational thought in a way that make certain that external reality takes an increasing hold over perception, reasoning, and behavior. Although many more years are required before the child matures into a person who adeptly and constantly discriminates the internal from the external in a usually integrated fashion. It is this slow and accruing process of thought and fantasy being integrated with the resultant increase in the growth of the personality that seems to undergo the most inhibition when the consumption of media images becomes extreme or defensive. Children's animated cartoons show how outer, media-based images â€Å"mimic† the form of unconscious fantasy. The cartoon is a psychologically charged, exciting portrayal of fantastic (animated) characters. Its form is simple: An underdog (disguised child) comes into conflict with others (the top dog = parents or older children). There is danger, threat of destruction or death that is conquering in a magical and effortless fashion where pleasure and laughter are the outcome. The Coyote wants to eat the Roadrunner; Elmer Fudd wants to shoot Daffy Duck. Throughout complex and irrational activities, the â€Å"victim† triumphs over the â€Å"villain.† Furthermore, there are no real consequences attendant to the use of immense aggression and force. Magically, all characters reappear in the next cartoon and the cycle of conflict and decree, pleasing the child's wish to overcome limitation and smallness, is repeated once more. Further, teacher in classroom can develop the child's ability to be creative, to construct a â€Å"transitional space† (Winnicott, 1978) within which to form new blends of inner and outer, is inhibited to the degree that the child's mind is saturated with media-based images, characters, stories, and inspiration. The child must transform the â€Å"raw material† of both his or her inner and outer world in a pleasing synthesis in order to feel truly knowledgeable and in charge of his or her existence. The passivity by-product of TV viewing leads to a restraint of autonomous inspiration and produces what teachers are seeing more and more: anxious, irritable, angry, and demanding children who are unable to â€Å"play† and who demand to be â€Å"entertained† in a mode that approximates their experience of TV viewing. The use of drugs and alcohol utilize the same mechanisms as TV to achieve their psychological effects. As the substance user's body and mind are chemically altered, deep unconscious fantasies of security, charisma, power, or limitlessness are activated. Hence, Winn (1985) was accurate in describing TV as the â€Å"plug-in drug† as the â€Å"use† of TV to fend off depression, anxiety, and conflict is identical in its function to that of drugs and alcohol. The faction of â€Å"instant gratification† can be seen to plea to the universal wish to be the satisfied infant sucking at the breast: a mere cry, the feed and the bliss of satisfied sleep. The reality is unfortunately much more difficult, for what we see are increasing numbers of frustrated, angry, and uncooperative children, experiencing their wishes as demands, and their hopes as entitlements. However, learning is fundamentally based on more about how to communicate effectively with children on the subject of coping with the intimidating aspects of their environment. It is significant to recognize that some level of fear is suitable and indeed may be important to survival in certain situations. On the other hand, overburdening children with fears of horrendous disasters that are either unavoidable or highly unlikely to threaten them personally may add undue stress to the procedure of growing up. Because television is one of children's main sources of information about the world, we need to be capable to make reasoned decisions about what to expose our children to and when. We also require being able to explain crucial features of life to them in an age-appropriate way that preserves their youthful optimism while encouraging necessary and suitable precautions. Annotated Bibliography Bowlby J. (1988). A secure base: Clinical applications of attachment theory. London: Rutledge. This book offers the recent study in attachment theory. Bryant J. (Ed.). (1990). Television and the American family. Hillsdale, NJ: Lawrence Erlbaum Associates. This book presents a current provides an updated analysis of the interaction between families and television Freud S. (1964). New introductory lectures on psychoanalysis (standard edition, 22). London: Hogarth Press. (Original work published in 1933) The book contains summarizing presentation of some of Freud's later theory, most questioning constructs and a peculiar treatment of female sexuality as well as super-ego formation. Huston A. C., Wright J. C., Rice M. L., Rerkman D., ; St. M. Peters ( 1990). â€Å"The development of television viewing patterns in early childhood: A longitudinal investigation†. Developmental Psychology, 26, 409-420. This book comprises current analysis of educational communications and technology. Joint Statement on the Impact of Entertainment Violence on Children, Congressional Public Health Summit, July 26, 2000. Also Available At: http://www.aap.org/advocacy/releases/jstmtevc.htm This article summarizes a clear relationship between violence in the media and violent behavior in children. Mahler M., Pine F., ; Bergman A. (1975). The psychological birth of the human infant. New York: Basic Books. The work is the revolutionary contribution to infant psychology. New Study Finds Children Age Zero to Six Spend as Much Time With TV, Computers and Video Games as Playing Outside; One in Four Children Under Two Have a TV in Their Bedroom. WASHINGTON, PR Newswire; 10/28/2003. This report presents the findings of a study which took place from September 2004 to July 2005. The article investigated children's use of popular culture, media as well as new technologies in the home in England. Segal H. (1991). Dream, phantasy and art. London: Tavistock/Routledge. This book is about Segal’s ideas on symbolism, aesthetics, dreams, as well as the examination of psychotic thinking also she brings them vibrantly alive in an innovative integration which links them afresh to the work of Freud, Klein, and Bion. St. M. Peters, Fitch M., Huston A. C., & Wright J. C., & Eakins D. (1991). â€Å"Television and families: What do young children watch with their parents?† Child Development, 62, 1409-1423. This word analyzed a number of questions regarding the amount of viewing as well as types of programs children and parents watch alone and together. Winn M. (1985). The plug-in drug: Television, children and the family. New York: Penguin Books. This book is on the subject of the effects of television on children and families.