This Essay Will Evaluate The Use Of Observation As A Method

This essay will evaluate the use of observation as a method of study within psychology. Initially, the essay will discuss the two traditional methods of investigation which are experimentation and observation, before undertaking a deeper examination of the observational method itself. It will then consider where the use of the observational method has proven successful, with supporting evidence of research in which it played a key role. In closing, the limitations of the observational method in psychological research will be considered together with why other techniques have to be contemplated when conducting research. Two traditional methods used in psychological research are the experimental method and the observational method. In the†¦show more content†¦An example of participant observation is research by Festinger (1956), into a religious cult and their reaction when a doomsday prophecy they believed in failed to come true. Examining both of these methods, experimental psychology has received criticism especially in its use of the laboratory setting. The laboratory experimental setting is considered by some as being too controlled, meaning behaviour studied may be artificial and therefore, not generalisable beyond the laboratory setting. Further criticisms include confounding variables such as demand characteristics , may impact upon results. Demand characteristics occur when participants develop ideas of the purpose of the experiment and alter behaviour accordingly. Furthermore, the experimental method is hampered by its inability to study naturally occurring behaviour which occurs would be considered unethical to study if artificially created. For example, Oates (2012), cites concerns over the effects of participation in research of young children, who may be detrimentally affected by being exposed to things which they would not encounter in their day to day living. One possible way to avoid some o f these criticisms and problems is using observational methods. Observation is one of the most commonShow MoreRelatedThe Purpose Of This Essay Is To Evaluate The Use Of Observation1485 Words   |  6 Pagespurpose of this essay is to evaluate the use of observation as a method of study within psychology. In order to undertake this evaluation the essay will initially discuss two traditional methods of investigation which are experimentation and observation. Furthermore, it will highlight differences between the two methods. In the second part of the essay, a deeper examination of the observational method itself will be undertaken. Here, examples of research in which the use of the observational method hasRead More1.3 Explain the Responsibilities of the Assessor Essay1126 Words   |  5 PagesUpholding the standards of the award 3.2 Evaluate the benefits of using a holistic approach to assessmentBy collecting evidence/ information from the learner via multiple dimensions (coursework, observations, presentations, tests etc.) the assessor can then sum up the learners overall performance holistically with a single number/ grade. This manner of assessment helps me embed assessment throughout the project and means that the formative feedback is constant. This actually helps me give lots of feedbackRead MoreTraining Needs Assessment For Developing An Effective Training Program1448 Words   |  6 PagesIndividual Essay Topic: BUSN 2030: Training and Development Student name: Guangpeng Lu Student number: 2139632 Date: 07/04/2016 Introduction This is an essay for organization recognize there is a necessary of training needs assessment for developing an effective training program. In recently years more and more companies are focus on training, however the effect of training cannot achieve companies’ goal. Most of companies choose lots of unnecessary subject for training and wasteRead MoreScience, Technology, And Exploration Essay888 Words   |  4 PagesThe scientific method refers to a group of steps that investigate phenomena, acquiring new knowledge, changing or correcting prior knowledge. The scientific method is used by all scientists all around the world. It’s a way for researchers to find cause and effect in experiments. The Scientific method is very important because the realm of life can be impacted by it.in addition, without having an outlined plan for finding answers to the problems, it would be the world of unknown. Therefore, the scientificRead MoreResearch Methodology For Academic Journal Arti cles1268 Words   |  6 Pagescan be significant in determining the research methodology. Abstract The primary goal of this study is to systematize the knowledge in the area of different research methodological approaches applied in academic journal articles, assess their usefulness and present the results of the analysis. Key words: qualitative research, quantitative research, mixed method research Introduction Defining a case study method indicates the problem and entails choosing/finding a solution to solve it. 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It also informs the curriculum board, managers, and relevant staff to evaluate learning programmes for any improvements. Learners are assessed through various stages of learning journey by using variety of methods and strategies. They are usuallyRead MoreAction Research for Schools1323 Words   |  5 Pageswhich practitioners attempt to study their problems scientifically in order to guide, correct, and evaluate their decisions and actions. â€Å"Action Research is a fancy way of saying let’s study what’s happening at our school and decide how to make it a better place.† Emily Calhoun (1994) Action Research = Look ----- Think ------ Act From the above definitions it can be drawn that action research is a method of resolving the immediate problem by principals, teachers, administrators, etc. to bring out improvementRead MoreThe Importance Of Communication And Parents Or Guardians By Making A Good Impression From The First Contact911 Words   |  4 Pagesand introduce yourself and your expectations/plans for communication. By stating these to both the parent and the student, everyone will know the best way to contact you. This makes it easier for you to send the information and for the parents to receive it in a timely manner. 2. In my observation classroom, the teacher likes to use guided questions to facilitate class discussion. Currently, the 8th graders are reading To Kill a Mockingbird. Sometimes it is good to begin on the comprehension levelRead MoreSociological Exploration Or Research Is A Complex Process1333 Words   |  6 PagesJennifer Wilson Intro to Sociology Professor Hartley Essay #2 Essay#2 Sociological exploration or research is a complex process. At what time a scientist attempts to figure out the way the natural world works, he will utilize experiments to search for the cause and effect. In other words, they construct an experiment so they can observe or evaluate any change in one entity and cause another to vary in a repetitive way. When things change within an experiment they are called variables. A â€Å"variable†

The Pros and Cons of Group Mentality Essay - 1032 Words

Group Mentality: Advantages and Disadvantages The idea of a â€Å"band mentality† has been around since before humans have existed. In chimpanzees, our closest common ancestor, the group follows a dominant male, while interacting among the group based on who they like or dislike. Early humans were separated into small bands of hunters for both protection and aid in killing prey. The most experienced hunter led the attack, and it was important to have people who accepted his opinion and listened to him. Humans, in small groups of friends or family, still show this sort of band mentality. They will interact based upon who shares their same interests and feelings about the other people in the group. This way of thinking changed dramatically†¦show more content†¦19). In his article â€Å"Band Mentality and Large Group Mentality†, Mikio Ohgushi, outlines the development of the band mentality and the large group mentality, and how they differ from each other. He describes his perceptions on the â€Å"older, org anic, and non- hierarchical band mentality†, and the â€Å"newer, abstract, hierarchical, and impersonal large group mentality† ( Ohgushi, 1998, p.1). He states that in prehistoric hunting tribes the band mentality was useful because the members of the band were close from personal experiences, and shared similar goals. The bands were small, so that the groups could â€Å"provide enough food, and still have the protection of numbers† (Ohgushi, 1998, p.1). This mentality disappeared, for the most part, when larger and larger groups of people began to form, and we had to develop â€Å"a new way to organize ourselves as a functional group† (Ohgushi, 1998, p. 1). He says that in a large group society â€Å"people divert from instinct in order to make us feel at ease in the large group† (Ohgushi, 1998, p.2). Tavris believes that people in large groups are more likely to shun responsibility, and just go along with what others are doing. 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Alcoholism Socioecological Perspective of Health

Question: Discuss about theAlcoholismfor Socioecological Perspective of Health. Answer: Alcoholism The health (risk) behavior that I would like to change in myself is alcoholism. Alcoholism is a disorder with regards to alcohol use. Alcoholism refers to usage of alcohol to an extent that a person finds it difficult to control the amount of alcohol they take, drinking more to attain the same happy feeling and having withdrawal symptoms if one tries stopping or reducing the amount of alcohol they take. A medic can assess whether a person is an alcoholic by looking at the following; if a person finds it difficult to reduce the amount of alcohol they take or if they put a lot of effort and time in acquiring and taking alcohol (Ewing, 2014). If a person fulfills any two if these assessing points, a medical practitioner can assume that a person is an alcoholic. I started taking alcohol because both my father and mother were alcoholics. They would leave their bottles all over the place. I had a feeling of curiosity and started taking alcohol in small bits. With time, I became an alcoholi c. Alcoholism has a lot of effects on an individuals health. I can apply behavioral change theory in my fight against my alcoholism. Mostly, people who become alcoholics are influenced by health determinants. The main purpose of this article is to identify the effects of alcoholism and how I can try managing my behavior. Socioecological Perspective of Health Socio ecological perspectives such as mental health problems influence alcoholism a great deal. When a person feels overwhelmed by their mental issues, they will tend to drown themselves into alcoholism in order to forget about their issues. People with mental health problems are more likely to engage in alcoholism (McKeown, 2015).Determinants of health also affect alcoholism. First, policies in a state can influence whether a person becomes an alcoholic or not. The government could charge high taxes on alcoholic drinks in order to reduce the number of alcoholics. Second, Social determinants such as exposure to alcoholism is also likely to determine if a person adopts alcoholism or not. People exposed to alcoholism are more likely to become alcoholics. Third, individual behavior is closely linked to alcoholism. It is possible to change an individual behavior. For example, medical practitioners can change an individuals behavior on alcoholism by letting one know that if he/she reduces alcohol intake, then one reduces chances of having a heart attack. Determinants of Health Alcoholism has a lot of effects on a persons health. It affects almost all major organs of a person such as the liver, brain, pancreas, heart or even the immune system. Alcoholism endangers a persons life greatly. These effects can be broken down as follows; first, alcoholism can lead to pancreatitis. This is because, due to alcoholism, the body produces toxic substances which eventually interfere with the normal body process. With the excess toxins from the body, the pancreas becomes inflamed, hence destroying the pancreas (Sarles, 2011). Second, Alcoholism also interferes with liver functioning. Normally, the liver breaks down harmful substances. The body considers alcohol as a harmful substance. With excessive alcoholism, the liver is destroyed by a scarring condition known as liver cirrhosis. As a result, the body fails to break down harmful substances, hence leaving the toxins in a persons body (Adami, et al, 2012). Third, alcoholism also causes an imbalance in the Central Nervo us System. Alcohol reaches a persons brain in a very short duration after taking alcohol. That is why when a person drinks too much, they fail to coordinate, and they find it hard to talk, walk or maintain balance. Too much alcohol interferes with a persons ability to think clearly and ability to develop memories (Diamond Messing, 2014). Fourth, alcoholism destroys a persons digestive system. It damages the digestive tract from the mouth to the colon. Alcohol irritates the mouth and tongue, it leads to ulcers and heartburn in the esophagus, stomach ulcers and gastritis and inflammation of the pancreas. As a result, an alcoholic may experience a lot of internal bleeding (Bunout, 2009). Fifth, alcoholism affects the circulatory system. An alcoholic has increased chances of cardiomyopathy, high blood pressure, arrhythmia, stroke, heart failure or heart attack (Regan,2010). Lastly, alcoholism also tampers with a persons sexual and reproductive life. In men, it can cause erectile dysfun ction and eventually lead to infertility. In women, it causes infertility, miscarriage, still birth or even premature delivery. Women also have an increased risk of having breast cancer with continuous use of alcohol (MullaySindelar, 2011). Behavior Change Theory Behavior change theory can have an impact on this behavior of alcoholism a great deal. The theory that I can apply is the theory of reasoned action. This is where I should consider consequences of my alcoholic behavior. I am expected to focus my intention in order to determine reasons for my alcoholism and how I can change it (FishbeinManfredo, 2012). My personal attitude and pressure from the social environment enables me to readjust my behavior, hence behavioral change. This theory can be used to help me as an alcoholic. I can be subjected to a situation where I think about the effects of alcoholism. I can also try to figure out the reason why I take alcohol. It could be out of stress, peer pressure or as a way of having fun. I can also identify my attitude towards alcoholism. My family and friends can also act as social pressure on me so that I see the need to stop alcoholism. As a result, I might be able to readjust my behavior of alcoholism (Finnegan Viswanath, 2012). Ottawa Charter Ottawa Charter for health promotion can also be used to assist in managing my alcoholism. The charter acknowledges five areas that need to be acted on. These five areas are creating supportive environment, building healthy public policy, developing personal skills, strengthening action of the community and re-orienting health services for prevention of diseases. First, the charter identifies the need to create supportive environments. This can be used to ensure that as I try to quit my behavior, I have supportive people around me so that I do not have relapses. Secondly, the charter acknowledges the building of a healthy public policy. Through the personal skills, I can focus on the need to stop taking alcohol, regardless of how I started the behavior. Secondly, the charter sees the need to build a healthy public policy. These include aspects such as increasing the minimum age that a person is allowed to take alcohol, reducing the access of young people to alcohol socially and commer cially, and even reducing the availability of alcohol economically by increasing its price. Thirdly, another area is developing personal skills. I can use this to stop alcoholism by making decisions that are wiser by getting information that is provided concerning alcoholism and having access to it. I can attend campaigns held by the media on alcoholism, accessing information websites on alcoholism and going to information classes about alcoholism. Getting more information on alcoholism will enable me take control of my problem because I will learn more about how to prevent binge drinking. Fourthly, there is the aspect of strengthening action of the community. In this, the charter tries to ensure that the community supports actions that are beneficial to other members who have health related issues such as alcoholism. This can help reduce the number of people who are binge drinkers. Lastly, there is the aspect of re-orienting health services. This ensures that health is promoted amo ng all categories of people in the society, be it community groups, the government or individuals and other medical practitioners. As a result, there are more facilities which can assist alcoholics like me through increased access. Behavior Change Theory to Change Behavior in the Future In application of behavior change theory to describe how I might change this behavior in the future, I can use the self-efficacy theory. This theory refers to a persons ability to perform a demanding task. An individuals belief in this ability comes about because of an individuals present psychological state external sources that persuade a person to change his behavior. The theory will guide me in identifying my ability to perform a demanding task, which is stopping alcoholism. My present psychological state will determine my ability. I can reduce my physical dependence on alcohol then eventually stop taking alcohol completely. External sources such as my family and friends can also assist me in developing my ability, hence persuading me to change my behavior. Conclusion Alcoholism is the leading cause of road accidents, homicides and suicides. Those patients who show that their lives are at risk because of alcoholism should be hospitalized in a rehabilitation center until they get well. Medical practitioners could do this through the patients family members or after consulting a psychiatrist. In a rehabilitation center it is much easier to control the behavior of an alcoholic. Besides, the patients are given medications such as; acamprosate which reduces alcohol craving and disulfiram which has negative effects if a person consumes any amount of alcohol. As a result, a person is likely to reduce alcohol intake tremendously. In rehabilitation centers there are less distractions from work or from other responsibilities hence its efficiency. It normally lasts from 30 days to six months. The medical practitioners can use behavioral change theories, socio ecological perspectives and determinants of health. After rehabilitation, a person still needs furth er support. Family and friends can play a great role at this stage, with the assistance of a qualified medical practitioner. References Adami, H. et al (2012). Alcoholism and liver cirrhosis in the etiology of primary liver cancer. International journal of cancer. Bunout, D. (2009). Nutritional and metabolic effects of alcoholism: their relationship with alcoholic liver disease. Nutrition. Diamond, I., Messing, R. O. (2014). Neurological effects of alcoholism. Western Journal Medicine. Ewing, J. A. (2014). Detecting alcoholism: the CAGE questionnaire. Jama. Finnegan, J. R., Viswanath, K. (2012). Communication theory and health behavior change: The media studies framework. Health behavior and health education. Glanz K, Rimer B, Lewis FM, editors. San Francisco. Fishbein, M., Manfredo, M. (2012). A theory of behavior change. Influencing human behavior. McKeown, T. (2015). Determinants of health. Life. Mullay, J., Sindelar, J.L. (2011). Gender differences in labor market effects of alcoholism. The American Economic Review. Regan, T. J. (2010). Alcohol and the cardiovascular system. Jama. Sarles, H. (2011). Alcoholism and pancreatitis. Scandinavian journal of gastroenterology.

The Hyperwave eLearning Suite

Introduction The Hyperwave eLearning Suite is a novel technological solution that combines education with knowledge management. In addition, this course-management system facilitates the continuous transfer of knowledge and information among students at any place or time (Liu Wang 2009).Advertising We will write a custom assessment sample on The Hyperwave eLearning Suite specifically for you for only $16.05 $11/page Learn More Falvo and Johnson (2007) have noted that the virtual classroom allows teachers and students. The convenience of the eLearning tool allows learners to access course content and materials on demand. The Hyperwave eLearning Suite conveys corporate memory, as well as the knowledge of an organization that is didactically logical (Davies Graff 2005). The elemental objective of the Hyperwave eLearning Suite is to facilitate the transfer of corporate knowledge. These tools achieve this goal in a didactically and logical manner. The eLear ning Suite accomplishes this objective by integrating with the Hyperwave eKnowledge Portal. These tools facilitate effectual learning by availing applications and information to the end-users (Liu Whang 2009). The Hyperwave eLearning Suite employs two primary approaches: Aptitude-Treatment Interaction (ATI) Approach: The principal tenet of this model is that the effectiveness of instructional strategies depends on the learners’ specific abilities. According to ATI, optimal learning occurs when the instruction matches exactly with the learners’ aptitude (Shute Towle 2003). The Micro-Adaptive Approach: This adaptive process allows trainers to select instructional alternatives. Such options may include the delivery system, levels of detail and learning objectives. The selection of these components considers the learning abilities, achievement and goals of the learners (Shute Towle 2003). Constructivist-Collaborative Approach: The focus of the constructivist classroom shifts from the teacher to the student. This model encourages students to be active participants in the learning processes rather than passive spectators. The students’ thoughts and contributions are valid even if they do not make sense (Shute Towle 2003). The combination of these approaches ensures that the e-learning supports didactical and pedagogical aspects. These issues are essential in determining the efficiency of both learning and teaching processes. The main argument is that computers and their associated software do not improve an individual’s learning process (Yu, Zhang Chen 2006).Advertising Looking for assessment on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More On the contrary, these systems only act as mediums and facilitators. As such, the educational outcomes mandate the learner to be willing and motivated to take advantage of these tools (Astani, Ready Duplaga 2010). A Review of Liter ature The adoption of web-based training and learning by companies and educational institutions provides a myriad of benefits. According to Dobbs, Ward and Del Carmen (2009), e-learning has emerged as one of the most viable education tools in the contemporary society. The overall advantage of e-learning tools is that they support robust interactions with multiple media contents, which enhances performance and productivity (Dykman Davis 2008). The review of the current literature has identified the following as the primary advantages of web-based learning: The internet-based learning is flexible since it allows students and teachers to interact at any time and place. Forman (2011) has noted that companies save money by training their employees located in multiple geographic locations. This flexibility reduces the cost of travel for both trainees and trainers (Davies Graff 2005). One of the limitations of the conventional classroom learning is the lack of interactivity between the teacher and students. Kumani (2001) has argued that instructors do not pay attention to the trainees’ individual needs. The e-learning platform considers the individual differences among users because it provides personalised experiences (Hsu Lin 2008). Education theorists have established that students learn at different paces. Nonetheless, classroom teaching fails to acknowledge this fact. Online training and learning allow self-pacing by providing asynchronous interactions between the trainer and trainee (Kirkup Kirkwood 2005). The modern world continues to experience remarkable changes. Education becomes meaningful if the learning content reflects these transformations (Watson, Watson Reigeluth 2012). Forman (2011) has asserted that it is easier and much faster to update online content than classroom instruction. Trainers can update new information on servers instead of waiting for the development of new curricular (Weston 2009). Online learning improves performance ou tcomes because the rate of retaining information is high (Weston 2009). Hsu and Lin (2008) have found out that the use various elements of instructions (simulations, animations, audio, video, interactions and others) reinforces the message. Internet-based learning allows students to take control over their learning. In essence, students can use the various e-learning tools to customise their learning materials and experiences. Thus, trainees can learn soft skills very fast than they could have done in the conventional classroom (Watson, Watson Reigeluth 2012) Despite its many benefits, e-learning also presents various limitations. The majority of people have criticised e-learning based on the issue of quality. For example, Allen and Seaman (2011) have argued that online instruction only complements classroom techniques. The point of argument is whether e-learning tools are supportive devices or full-fledged models that can replace conventional classroom experiences (Kirkup Kirkwo od 2005). The following are some of the disadvantages of e-learning: The cost of developing and marinating online content has resulted in the development of inferior interfaces. In addition, the current faculty members do not have the capacity to develop high quality content that can adapt to the virtual setting (Dobbs, Ward Del Carmen 2009). The lack of face-to-face interactions and social contact affects the general development of the learners. Watson, Watson and Reigeluth (2012) have argued that virtual environments lack the personal touch of human interactions. It is difficult to regulate or control acts of academic dishonesty because trainees take their exams via a proxy. Thus, cases of plagiarism and piracy have an adverse effect on the quality of education (Yu, Zhang Chen 2006). A Review of the KMS The unprecedented advances in information and communication technologies have supported the growing demand for online education. The web-based e-learning uses the Internet and other sophisticated technologies to facilitate learning and instruction in virtual environments (Hsu Lin 2008). The use of electronic networks is allowing universities and college students to receive individualized support. The rising demand for online education has seen the development of novel technological tools and applications support this revolution (Weston 2009).Advertising We will write a custom assessment sample on The Hyperwave eLearning Suite specifically for you for only $16.05 $11/page Learn More Hsu and Lin have noted that these tools and applications are essential for storing and retrieving information from depositories. The knowledge management system fulfils mandate using the current technological advances. The World Wide Web has revolutionized the manner in which companies manage information. One of the fundamental pillars of the Web environment is its scale of interactivity (Allen Seaman 2011). As a knowledge management system, the Hyperwave eLearning Suite uses multiple tools to make the interaction between teachers and their students much easier. The eLearning Suite also supports numerous synchronous and asynchronous communication features for tutors, trainers, and trainees (Liu Wang 2009). The interaction aspects include info boards, chat, a discussion forum, and Electronic Mail (Barnes Tynan 2007). The opponents of eLearning have often argued that computer-based training (CBT) does not support effectual collaboration, communication, and interaction. The consequence of these limitations is reduced chances of educational success (Carliner Shank 2008). Nonetheless, the Hyperwave eLearning Suite has eliminated the principal drawbacks associated with technology and web-based learning. For instance, these tools have collaboration and communication features that allow tutors, trainers, and trainees to interact efficiently (Liu Wang 2009). Active Documents make it easier for the participants contribute and res pond to queries (Shute Towle 2003).Advertising Looking for assessment on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More The SECI Model has three elements: SECI, Ba and knowledge assets (Nonaka, Toyana Konno 2000). The dynamic and original interactions between the tacit and explicit elements facilitate the continuous creation of information (Nonaka 1994; Nonaka Toyana 2003). The Hyperwave e-Learning Suite will provide tacit and explicit knowledge through the following interactions: Tacit to Tacit (Socialization): The various interactions tools of the eLearning Suite will encourage trainers and trainees to communicate and share information efficiently Tacit to Explicit (Externalization): The eLearning interactions tools will not induce interactions without the input of users. The eLearning Suite will develop concepts by embedding the combined tactic knowledge from socialization Explicit to Explicit (Combination): The eLearning Suite will combine multiple components of explicit knowledge to facilitate the learning process. For example, the system can merge data and information from various sources to enhance interactions among the users Explicit to Tacit (Internalization): The eLearning Suite will internalise and use the programmed information to provide precise knowledge. This transmitted inform will then become a critical component of the system’s knowledge base and an asset to the company. The integration of these elements will enable the eLearning Suite to create knowledge dynamically and continuously. The system will convert and amplify the knowledge possessed by the users through socialisation, externalisation, combination and internalisation cycle to facilitate the continuous flow of information. Critical Discussion The Hyperwave eLearning Suite constitutes an essential component of the Hyperwave eKnowledge Infrastructure. The eKnowledge platform offers the solution managing corporate-wide knowledge. Organizations and companies store information in their respective knowledge management repositories. This data includes the status reports for ongoing projects, deta ils of current courses, the units on offer, or instructions on usage (Liu Wang 2009). On the one hand, these institutions can use the eLearning tools to update courses with the latest information. On the other hand, the employees can use these applications to act as both trainers and trainees at the same time (Shute Towle 2003). The trainers and trainees integrate web-based applications into their Windows desktop seamlessly. The Hyperwave Content Management accomplishes two elemental tasks (Liu Wang 2009). First, it allows companies to produce ad hoc courses and learning materials from the central repository. Second, it uses the Aviation Industry CBT Committee (AICC) and Sharable Content Object Reference Model (SCORM 1.2) interfaces to facilitate the integration of standardized courses (Falvo Johnson 2007). The inclusion of the Hyperwave eConferencing Suite into the eLearning Suite is essential to enabling both asynchronous and synchronous communication (Shute Towle 2003). The teaching and learning processes are very critical in e-learning. According to Weston (2009), the purpose of computers and their various applications is to facilitate the instruction and learning processes. Thus, educational achievements depend on the individual teacher and student rather than computer systems (Forman 2011). The most significant issues in web-based learning include relevance, attention, satisfaction and confidence. The inclusion of these aspects in the e-learning tools is essential to enhance the users’ experiences (Carliner Shank 2008). On the other hand, adaptive e-learning should also consider the following critical components: didactical and pedagogical factors, adaptation-based systems and learning processes (Shute Towle 2003). Firstly, learner-specific characteristics (motivation, preferences and prior knowledge) enhance the learning experiences (Shute Towle 2003). The Hyperwave eLearning Suite has incorporated these pedagogical aspects using learner models and user profiles. The application of models analyse the needs of the target group, which is crucial to support didactical activities (Liu Wang 2009). The adaptability of the eLearning Suite allows trainers and trainees to diversify their teaching and learning styles respectively. Both the didactical and pedagogical necessitates the development of adaptation based systems to enhance the learning processes and experiences (Shute Towle 2003). Secondly, the efficiency of web-based learning requires the e-learning tools and applications to adapt to didactical decisions. The adaptive e-learning provides instructional material depending on the learners’ individual characteristics. The goal of this approach is to meet the needs and preferences of the particular trainee (Shute Towle 2003). This technique improves the effectiveness and efficiency of the learning process. In addition, this model facilitates engagement using valid and robust mappings between the appropriate co ntent and learner characteristics (Liu Wang 2009). The principal models underpinning adaptive e-learning include the Aptitude-Treatment Interaction (ATI) Approach, the Macro-Adaptive Approach and the Micro-Adaptive Approach (discussed in the previous sections). Finally, adaptive e-learning plays a significant function in enhancing the learning processes in a virtual classroom (Shute Towle 2003). The Hyperwave eLearning Suite supports the development of a centralized and faster course production. The eLearning Suite provides audiovisual support, which facilitates the learning process for the course participants (Falvo Johnson 2007). The assimilation of these components ensures that both the trainers and trainees meet their pedagogical and didactical needs. Conversely, the e-Learning Suite focuses on a particular learning context. Consequently, these tools do not support the automatic transition from one learning situation to the next (Watson, Watson Reigeluth 2012). The Hyperwave eLearning Suite is one of the technological advances that provide tools for web-based education. As a knowledge management tool, the Hyperwave eLearning Suite will continue to evolve to meet future demands. One of the current limitations of online education is that it does not replicate classroom experiences. The absence of these crucial components is undermining the quality of computer-based training and learning (Allen Seaman 2011). As such, it is imperative to bridge this gap by developing technological tools and applications that will support personalized interactions. The eLearning Suite is already addressing this issue by integrating chats, email, discussion forums and Info Boards to allow for the efficient sharing of information. Despite these efforts, developments in the future should pay more attention to didactical processes. The essence of this assertion is that learning is a cognitive process that requires commitment and determination from the learner (Weston 2009). Fo rman (2011) has argued that web-based learning has a slow response time than the classroom experience. Thus, the future of the Hyperwave eLearning Suite necessitates the development of the capacity to support didactical learning more efficiently. Conclusion The ongoing advances in information and communication technologies have deluged the contemporary society with massive data. Companies are experiencing a myriad of challenges as they try to re-organise this data into meaningful use. The evolution of the knowledge management systems has simplified these processes fundamentally. The Hyperwave eLearning Suite is one of the systems that facilitate efficient communication and collaboration. Companies and institutions are increasingly using the eLearning System to champion internet-based instruction. The current transition to the web-based learning has supported the development of e-learning tools and applications. Thus, it is essential to develop tools and systems that will enhance tra iner-trainee interactions in virtual classrooms. References Allen, IE Seaman, J 2011, Going the distance: online education in the United States, Sloan Consortium: Massachusetts. Astani, M, Ready, KJ Duplaga, EA 2010, ‘Online course experience matters: investigating online students’ perceptions of online learning’, Issues in Information Systems, vol. 11, no. 2, pp. 14-21. Barnes, C Tynan, B 2007, ‘The adventures of Miranda in the brave new world: learning in a Web 2.0 millennium’, Research in Learning Technology, vol. 15, no. 9, pp. 189-200. Carliner, S Shank, P 2008, The e-learning handbook: past promises, future challenges, John Wiley: San Francisco. Davies, J Graff, M 2005, ‘Performance in e-learning: online participation and student grades’, British Journal of Educational Technology, vol. 36, no. 4, pp. 657-663. Dobbs, RR, Waid, CA del Carmen, A 2009, ‘Students’ perception of online courses the effect of online cour se experience’, The Quarterly Review of Distance Education, vol. 10, no. 1, pp. 9-26. Dykman, C.A Davis, CK 2008, ‘Online education forum: Part two-teaching online versus teaching conventionally’, Journal of Information Systems Education, vol. 19, no. 2, pp. 157-164. Falvo, D Johnson, B 2007, ‘The use of learning management systems in the United States’, Tech Trends, vol. 51, no. 2, pp. 40-45. Forman, RO 2011, ‘A comparison of success in on-campus versus distance learning for an information systems course’, Issues in Information Systems, vol. 12, no. 2, pp. 63-66. Hsu, CL Lin, JC 2008, ‘Acceptance of blog usage: the roles of technology acceptance, social influence and knowledge sharing motivation’, Information Management, vol. 45, no. 1, pp. 65–74. Kirkup, G Kirkwood, A 2005, ‘Information and communications technologies (ICT) in higher education teaching: a tale of gradualism rather than revolution’, Learning Media and Technology, vol. 30, no. 2, pp. 185-199. Kumari, DS 2001, ‘Connecting graduate students to virtual guests through asynchronous discussions: analysis of an experience’, Journal of Asynchronous Learning Networks, vol. 5, no. 2, pp. 53-63. Liu, Y Wang, H 2009, ‘A comparative study on e-learning technologies and products: from the East to the West’, Systems Research Behavioral Science, vol. 26, no. 2, pp. 191–209. Nonaka, I Toyama, R 2003, ‘The knowledge-creating theory revisited: knowledge Nonaka, I 1994, ‘A dynamic theory of organizational knowledge creation’, Organization Nonaka, I, Toyama, R Konno, N 2000, ‘SECI, Ba, and leadership: a unified model of dynamic knowledge creation’, Long Range Planning, vol. 33, pp. 5-34. Science, vol. 5, 1, pp. 14-37. Shute, V Towle, B 2003, ‘Adaptive E-Learning’, Educational Psychologist, vol. 38, pp. 105-114. ‘The knowledge-creating theory re visited: knowledge creation as a synthesizing process’, Knowledge Management Research Practice, vol. 1, pp. 2-10. Watson, WR, Watson, SL, Reigeluth, CM 2012, ‘A systematic integration of technology for new-paradigm education’, Educational Technology, vol. 52, no. 5, pp. 25-29. Weston, TA 2009, Evaluating online learning: challenges and strategies for success, Nova Science: New York. Yu, D, Zhang, W Chen, X 2006, ‘New generation of e-learning technologies’, First International Multi-Symposiums on Computer and Computational Sciences, pp. 455-459. This assessment on The Hyperwave eLearning Suite was written and submitted by user Samuel Heath to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Free Essays on Mary Wollstonecraft

Victorian Age Mary Wollstonecraft was born in London in 1759 to Edward John Wollstonecraft and Elizabeth Dickson Wollstonecraft. Mary Wollstonecraft’s father, Edward John Wollstonecraft is the son of a successful silk weaver, which enables him to purchase a considerable estate for he and his family. Because Edward Wollstonecraft is a drunkard with a tyrant-like attitude, he squanders his funds, and within a span of ten years, he loses the entire estate and nearly ruins his family. Largely because of the irresponsibility of her father and the social descent of her family, Mary Wollstonecraft leaves home at the peak age of nineteen years old. Mary Wollstonecraft is determined to become an independent woman in a society that generally expected women of her class to be homebodies and obedient wives. She struggles for years to earn a living at the only two jobs acceptable for single, educated women. Always self-reliant, Mary Wollstonecraft first starts and operates a school, then works as a governess before becoming a brilliant nineteenth century writer. Even in her precarious position as as self-supporting woman, Mary Wollstonecraft remains in some conflicting senses, a child of the middle classes. Between the years 1778 and 1787, Mary Wollstonecraft virtually tries every honorable occupation open to middle-class women. In 1787, she finally sheds her dependence and moves back to London with a strong determination to become what she calls, â€Å"the first new genus, â€Å" which is a self-supporting professional woman writer. By 1788 Mary Wollstonecraft publishes two works that epitomize the two poles that dominate her emotional struggle as a young woman. Her first work is called Mary, A Fiction, which is a novel of her life, and all the obstacles that she faces in order to get where she is in life. The second work that Mary Wollstonecraft does is called, Thoughts on the Education of Daughters, which is a collection of essays that ... Free Essays on Mary Wollstonecraft Free Essays on Mary Wollstonecraft Victorian Age Mary Wollstonecraft was born in London in 1759 to Edward John Wollstonecraft and Elizabeth Dickson Wollstonecraft. Mary Wollstonecraft’s father, Edward John Wollstonecraft is the son of a successful silk weaver, which enables him to purchase a considerable estate for he and his family. Because Edward Wollstonecraft is a drunkard with a tyrant-like attitude, he squanders his funds, and within a span of ten years, he loses the entire estate and nearly ruins his family. Largely because of the irresponsibility of her father and the social descent of her family, Mary Wollstonecraft leaves home at the peak age of nineteen years old. Mary Wollstonecraft is determined to become an independent woman in a society that generally expected women of her class to be homebodies and obedient wives. She struggles for years to earn a living at the only two jobs acceptable for single, educated women. Always self-reliant, Mary Wollstonecraft first starts and operates a school, then works as a governess before becoming a brilliant nineteenth century writer. Even in her precarious position as as self-supporting woman, Mary Wollstonecraft remains in some conflicting senses, a child of the middle classes. Between the years 1778 and 1787, Mary Wollstonecraft virtually tries every honorable occupation open to middle-class women. In 1787, she finally sheds her dependence and moves back to London with a strong determination to become what she calls, â€Å"the first new genus, â€Å" which is a self-supporting professional woman writer. By 1788 Mary Wollstonecraft publishes two works that epitomize the two poles that dominate her emotional struggle as a young woman. Her first work is called Mary, A Fiction, which is a novel of her life, and all the obstacles that she faces in order to get where she is in life. The second work that Mary Wollstonecraft does is called, Thoughts on the Education of Daughters, which is a collection of essays that ...

Posthumous and Posthumously

Posthumous and Posthumously Posthumous and Posthumously Posthumous and Posthumously By Maeve Maddox Researching another topic altogether, I came across this startling use of the word posthumously: Nicholas Schmidle, whose narrative account of the death of Osama bin was completed without ever interviewing any members of SEAL Team 6, posthumously wrote an article entitled â€Å"In the Crosshairs’’ in The New Yorker. Posthumously means â€Å"after death.† An article may be published posthumously, but writing one posthumously would be quite a feat. The adjective posthumous is applied to an action or reputation occurring, arising, or continuing after death. For example, John Kennedy Toole acquired a posthumous reputation for his novel A Confederacy of Dunces, which wasn’t published until eleven years after his death. Posthumously, he won a Pulitzer Prize for Fiction. Or perhaps the passive would be better here: He was awarded the prize posthumously. The word comes from the classical Latin adjective postumus that was used to describe a child born after the father’s death. The h in the English word may be the result of folk etymology by association with the word humus (earth), or by someone’s learned desire to associate it with the Latin verb humare, â€Å"to bury.† Here are examples of posthumous and posthumously used correctly on the Web: Murdered NYPD officers Rafael Ramos and Wenjian Liu were posthumously promoted to the rank of detective. The posthumous birth of a child has been a common occurrence throughout human history, but now â€Å"posthumous conception† has become possible. The technology that permits parents to bank sperm and eggs for later use has created legal problems no one could have anticipated a few decades ago. I did find this quotation in which the word posthumously is used in an unexpected way: Novelist Nadine Gordimer told writer Christopher Hitchens that â€Å"A serious person should try to write posthumously.† Hitchens interpreted her unusual use of the word to mean to write as if the â€Å"usual constraints of fashion, commerce, self-censorship, public and, perhaps especially, intellectual opinion- did not operate.† Bottom line: Ordinarily, people who are still alive can’t do anything posthumously. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Misused Words category, check our popular posts, or choose a related post below:How to Punctuate References to Dates and Times55 Boxing Idioms40 Irregular Verbs That Can End in â€Å"-t†

Criteria for Selection of Physical Education Teachers Essay

Criteria for Selection of Physical Education Teachers - Essay Example As the report declares three different kinds of questionnaires were prepared. The first was a Likert-type questionnaire. Responses were assigned numerical values that assessed how important the respondent considered a particular attribute. The second questionnaire required the respondents to arrange the attributes they considered favorable in potential teacher candidates in order of rank and importance. The third was an open ended questionnaire that allowed the respondents to answer questions in more detail, which provided some insight into the reasons for their choices. This paper stresses that the ability to teach physical education was considered most important, followed closely by the ability to teach inter personal skills. Teaching of swimming, dancing and outdoor education ranked lowest on the scale. The most important criterion was a major in physical education, followed by graduation from a reputable institution and a grade point average of at least 3. The least important criterion was the possession of a Master’s degree. The ability to motivate and inspire students ranked as the most important quality in terms of teaching skills. Adopting a wide range of teaching styles and maintaining a good classroom plan were also considered very important. The least important factor was collaboration with parents and the Community. Enthusiasm and passion ranked highest on the list of favorable attributes, followed by the ability to speak well. The least important factor was whether or not the candidate led an active lifestyle.

Quality Nursing Care Essay Example | Topics and Well Written Essays - 2000 words

Quality Nursing Care - Essay Example She was Madeleine Leininger who was among the first graduate to gain doctorate degree in anthropology and she thought to add new dimension to nursing by introducing culture relevant caring technique which was introduced as a concept and later mature into a specialized domain in nursing and known to be as transcultural nursing. "A substantive area of study and practice focused on comparative cultural care (caring) values, beliefs and practices of individuals or groups of similar or different cultures. Transcultural nursling's goal is to provide culture specific and universal nursing care practices for the health and well-being of people or to help them face unfavorable human conditions, illness or death in culturally meaningful ways" Culture and care has been associated in nursing in transcultural setting where care is provided with accordance to person's culture. Care according to Leininger is termed as a powerful and dynamic force to understand the totality of human behavior in health and sickness (p 2). According to Leininger "Caring is also attributed to actions, attitudes and practices to assist or help others toward healing and wellbeing" (p 5) Culture on the other hand is the "broadest, most comprehensive, holistic and universal feature of human being which comprises of the learned, shared, and transmitted values, beliefs, norms, and life ways of a particular culture that guides thinking, decisions, and actions in patterned ways and often intergenerationally" (Leininger, p 6). Leininger thought that having no cultural knowledge was affecting the quality of nursing actions and decisions. So nursing in transcultural setting is reliant on the knowledge about the patient's culture and cultural attributes. Transcultural nurses are train to work in diverse culture and to identify unknown or misunderstood cultures factors and influencers which affect caring actions and decisions. Sharon Murphy quotes that transcultural studies comprises of care symbol, expressions and meanings and their research is basically studying cultural care and health concern. Leininger also presented a theory called as "The Culture Care Theory". This theory presented the interdependency between culture and care and emphasized that culture relevant care helps to improve the helping technique use to facilitate patient in the course of their recovery. Some major construct of Leininger's theory are firstly the interdependency between culture and care, secondly the theories and models are unknown blurred truth and expressions in a culture and are pictorial diagram showing some concept but lack the relationship among them respectively. Thirdly the theory is open to discovery of unknown ideas previously unknown or indistinctive related to cultural care experience of human health and welfare. Fourthly the theory encourages ascertaining various aspect of culture and care in naturalistic manner in similar or different environmental context. Fifth is a new technique of discovery such cultural values and expressions which is Ethnonursing method and it is define by Leininger as "an

The BAd Effects Of Alcohol Essay Example for Free

The BAd Effects Of Alcohol Essay Alcohol is harmless when not drinking in mass quantities, even it helps body in some cases, for example wine protects people from heart attacks. However, if you get used to drink alcohol, you can easily abuse. Alcoholism happens when someone engages in frequent alcohol abuse. As time goes on, alcohol starts to alter chemical makeup of brain, resulting in user to depend on alcohol so as to feel good. In the end, their body starts to crave alcohol in order to function properly and alcoholism comes to person with many damages. An addiction to alcohol can have destructive and irreversible effects on a persons health which we can classify as physical, psychological and economic. The initial effects of alcoholism are the physical ones. These are the most important, because these can bring about your death. For instance, alcohol abuse affects the nervous system and then lead to permanent brain illnesses which are dementia and Alzheimer. Furthermore, an abuse of alcohol over a number of years has been linked to developing cancers such as liver, colon, throat and breast cancer. Besides, alcohol is a toxin which affects all body cells and tissues. According to the Jerry Kennard from Mens Health, uncontrollable drinking gives rise to crucial health difficulties (1996). Also Jerry Kennard stated that â€Å"Each year more than 100. 000 Americans die of alcohol-related causes. † (1996). All these physical effects make your life expectancy decrease and cause your premature death. The second results caused by alcoholism are psychological. At first alcohol makes you feel relaxed, but if you keep drinking more and more times, it increases anxiety and causes Oner, Page 2 depression. It also changes your behaviors and you may have some complications with your family and social circle. For example, a drunk man may use violence to even his wife or daughter due to have a blackout which is caused from alcohol. In short, just for pleasure which lasts for a short time, you may lose your family and your good friends forever. The last consequences of alcoholism are economic. Alcohol is not cheap and when people are drunk, they do not care about money which is paid for alcohol or another things. As a result, they do not have enough money for their major necessities. According to Shane Hall, eHow contributor, overindulgence drinking and alcoholism cost community billions each year and this includes the cure payments, prices to get rid of illegal situations and becoming unable to work which results from alcohol-related ailments and in the end untimely death. Thus, alcoholism not only causes your death, but also may result in lost all your wealth which you can leave an inheritance to new generations. In conclusion, the effects of alcoholism which are physical, psychological and economic can bring about many problems that influence your life in all aspects. Alcohol alters your brain, muscles, cardiovasculer system, sexual conditions, digestion process and other disorders that affect your health. In addition it can cause your suicide owing to the depression and other brain damages. Besides, it will leave you in pennilessness, because it costs a lot. Finally, there is no reason to drink alcohol in excess, we can drink just a glass of wine and enjoy it!

Attributes of Typical Heisman Trophy Winners Essay -- College Football

HEISMAN DILEMMA The Heisman Trophy: symbol of unquestionable superiority among fellow NCAA division 1-A athletes . . . or is it? This unique honor is awarded to the player who the Heisman panel believes is the â€Å"best† player in 1-A. The award can be given to a player of â€Å"any position,† or so the Heisman committee says. There has never been a Heisman candidate who hasn’t been a quarterback, running back, or multi-purpose skill player (for example: someone who plays wide receiver, defensive back, and is a situational running back). Does the Heisman Trophy really determine who the best player (and therefore best NFL prospect) is? I can prove who will win the Heisman this year, but should that person be the Heisman winner? Kirk Herbstreit is currently ESPN’s leading college football journalist, and I consider him the undeniable authority on all matters associated with college football. He created his own Website, Heisman Pundit. This Website contains â€Å"The 10 Heismandments,† which I think accurately capture the unofficial qualifications that the Heisman panel uses to choose the winner. It is my personal belief that the Heismandments are bogus, but if you look through the history of Heisman winners, they really do comply with most (if not all) of the qualifications. The â€Å"Ten Heismandments† are as follows: 1. The winner must be a quarterback, running back, or multi-threat athlete. 2. The winner must be a Junior or a Senior. 3. The winner must put up good numbers in big games on TV. 4. The winner must have some prior recognition. 5. The Winner must be one of the following three: a. a top player on a national title contender team; b. a player who puts up good numbers for a traditional power that has a good r... ... for money; they don’t have their own clothing lines; hell, they aren’t even allowed to do endorsements. They play for the love of the game, for a national title, for a Heisman Trophy, and to get noticed by NFL coaches. Let’s face it. Every football-loving fan in America is going to watch all of the top 5 bowls, regardless of who plays them. To take away from the purity and justice of college football to make a few pennies is an atrocity. Let’s just hope that NCAA officials can realize what they’re doing, and stop before it’s too late. Works Cited Burns, Marty. â€Å"Leinart, Trojans Having a Good Time.† Sports Illustrated. November 2005. Cincinnati Bengals’ Website. 2005. www.bengals.com. Heisman Website. 2005. www.heisman.com. Herbstreit, Kirk. Heisman Pundit. 7 November. 2005. www.heismanpundi.com. Pasquarelli, Len. ESPN Magazine. November 2005.

Book review

The Soviet people thought after the war, their lives would get better but Stalin Hough if they wanted more, they would rebel. He did what he could to not let them want more than what they had. 2. In the summer of 1948, Stalin ordered a blockade of West Berlin The Cold War Powering 1 . Feeling that the future peace of the world would depend upon relations between the united States and Russia, FED devoted much thought to the planning of a United Nations, In which, he hoped, International difficulties could be settled. . Hiss was accused of being a Soviet spy in 1 948 and convicted of perjury in connection with this hare in 1950. It is very likely that he was innocent. Chapter 26 1 . Why did relations between the United States and Soviet Union deteriorate after WWW? P. 782-791 The USSR was based on a communist system and wanted to spread communism all over the world. The united States was based on a capitalistic democracy and wanted to prevent communism. 2. Why did Truman have Limited s uccess In Implementing his domestic agenda? P. 92-800 Congress rejected Trauma's proposal for call rights, a medical lobby blocked he plans for a universal health care program, his concentration on foreign policy rather than domestic didn't help, and there was a wave of anticommunism that weakened liberal and leftist forces. 3. How did the Korean War shape American foreign policy in the sass? P. 800-805 The Korean War shaped American foreign policy in the sass by showing the American people, and the rest of the World that communism would be militarily opposed. Chapter 27 1 . How did Eisenhower domestic polices reflect his moderate political vision?P. 811-815 He resisted expanding the governments power. Eisenhower, the 34th president of the United States, obtained a truce in Korea and worked incessantly during his two terms to ease the tensions of the Cold War. I infer that he felt the need to end the war, during the war 3. How did technology contribute to changes in economy, substan tiation, and the growth of the Sun Belt? P. 821-827 4. Why did American consumption expand so dramatically in the sass and what aspects of society and culture did it influence? P. 827-832 Americans after WWW 2 entered an era of prosperity and affluence.This general well-being can be most Leary seen in the mass consumption of consumers goods fueled by television and the housing boom. The middle class benefited the most 5. What were the goals and strategies of civil rights activists in the sass? P. 832-836 The goals of the civil rights movement were meaningful civil rights laws, a massive federal works program, full and fair employment, decent housing, the right to vote, and adequate integrated education. The right to vote was passed and placed in the bill of rights (1 5th amendment) in 1870 part of the reconstruction era.So during ass's during the civil rights movement the right to vote was not one of their goals because it was already in effect for African Americans to vote. Chapter 28 1 . Why did Kennedy believe that engagement in Vietnam was crucial to his foreign policy? P. 877-884 Anticommunism, the red threat, expansion of communism in Asia were all part of his foreign policy at the time. The initial engagements in Vietnam were to stop the spread of communism. It was a policy of containment of communism. Kennedy feared that if Vietnam fell so would the rest of the Asia 2.Why did massive amounts of airport and ground troops fail to bring U. S. Victory Vietnam? P. 884-888 3. How did the Vietnam War shape the election of 1968? P. 888-893 LB] refused to run for re-election; he was burned out. The nation wanted (and needed) an experienced â€Å"get the Job done† president. Nixon promised to deliver! The country believed him. And he delivered 4. What strategies did Nixon implement to bring American involvement in Vietnam to a close? P. 893-901 Optimization. Its goal was to create strong, largely self-reliant South Vietnamese military forces. Book Review Book Review Totto-Chan: The Little Girl at the Window Totto Chan: The Little Girl At The Window is a book which has engaging series of childhood recollections tell about an ideal school, Tomoe that combined learning with fun, freedom, and love and adventure. The school was in the railroad cars for classrooms and run by a good head teacher who was a firm believer in freedom of expression and activity. This book depicts the childhood activities of Tetsuko Kuroyanagi, the author of this book, whose childhood nickname is Totto Chan and translated by Dorothy Britton. Expelled from first grade:The story starts with by telling of Totto-Chan’s expelling from the previous school when she was in grade one. The little girl ‘Totto-Chan’ was waiting all the morning for street bands to walk by the school and call them over to play their music which was considered as highly disruptive behaviour and aggravated, her teacher decided that the girl would be no more in the school. Fin ally, her mother found a school after searching and took her to the school- Tomoe Gakuen, where the little girl Totto-Chan impressed the head-master through her talking which stunned to her mother.The school has only fifty students in total and the classrooms were conducted in disused train cars. In the assembly hall, all students shared their daily lunch consisting of â€Å"something from the ocean (fish, seaweed, bonito flakes, etc. ) and something from the hills (vegetables, beef, pork, pickled plum, etc. ). † So, doubts scaffolding knowledge in Totto-Chan’s mind and she used to ask her mother about it when she returned to home. The headmaster meant to it was balanced food which necessary for children, but the children only concerned about to fulfilled the two requirements.This relates to the everyday knowledge which children can think on it and learn what is necessary for a good health. Mr. Kobayachi, the headmaster believed in experimental learning, even he asked the parents of the children send their kids with their worst clothes to school. Lessons at Tomoe: In that school, Tomoe, children enjoyed lot of freedom in the sense that they were free to do anything as their wish. The head teacher had trust on students; there they were engaged in such adventurous tasks like climbing trees, play freely or stay in class to finish a science experiment during recess.Students were getting space for doing or playing as their wish in which teachers guided them and help them how to do it, so their confidence enhanced through it. Here is a description of classes at Tomoe Gakuen: â€Å"At the beginning of the first period, the teacher made a list of all the problems and questions in the subjects to be studied that day. Then she would say, â€Å"Now, start with any of these you like. † This is one kind of methods of teaching by which teacher can able to observe that the children’s progress to higher grades by observing their interest in which area as well as their way of thinking.I think, it is a best way for teachers to know their students in a better way means to understand their interested field and teach accordingly (p. 12). Many activities based learnings were taught by the headmaster that really seemed impossible in practical, but it was. As you know, Children were encouraged to study whatever subjects they liked first, they were taken to ‘field kitchens’ and ‘farming lessons’ to learn the practical aspects of cooking food and farming, first hand- related to real life experience. Adventures on the school groundsThis is very surprising and interesting activity in that school. Totto Chan began her adventurous learning at Tomoe like she had a tree in the ground- which every child understood that tree is their private property, if anyone wanted to climb their tree must seek permission. So, one day she invited her friend Yasuaki-Chan to her tree because she knew that Yasuaki had had polio and c ould not climb. But Totto-Chan decided that Yasuaki deserved to see the world from the top of a tree, so she used some inventiveness and with full strength she helped Yasuaki to get to the top of the tree.At last, Yasuaki abled to stand in her tree and look at the surrounding areas and enjoyed which filled happiness and thrilled them both. It creates confidence to face the difficulties and problems and enhances problem solving skills. Except this, she had another most memorable experience when she dropped her purse down the toilet! Undaunted, she started emptying the cesspool by using a wooden ladle. Did you know what the headmaster’s reaction was when he saw Totto-Chan was doing such things? He asked her, â€Å"What you were doing† and he replied I dropped my purse. But she kept ladling out the cesspool; and the teacher came once more and asked, â€Å"Did you find it? She replied ‘No’. So, then teacher said in a smiling friendly tone, â€Å"You will put it all back when you have finished, won’t you? † (p. 21-22). So, from this, it seems that how she behaved like a matured person and how her ideas develop in cognitive level spontaneously through practicing ladling continuously for the lost purse. Railroad Car Arrives: The school Tomoe runs in the railroad cars you all knew very well.Miyo-Chan, the third daughter of head master said, there is coming a new railroad car tonight. Already they have sis railroad cars which lined up together as classrooms but one more was coming, so small confusion spread out quickly with terribly excitement also. So, Miyo-Chan was selected as representative to ask to her father about their decision, but her father, the headmaster agreed upon and instruct them to take permission first of their parents and will bring their pajamas and blankets.After reaching home, Totto-Chan explained her mother about a train was coming and she wanted to go and watch it how it was going there without tracks; a nd asked for mother permission. Her mother got surprise and finally what the matter was about she was talking and went with her to school and some children accompanied with their parents came too. The children were assured by the headmaster that when the railroad car will arrive, I will wake up you all. All children lay down in the Assembly Hall with their pajamas and blankets.In the very morning Totto-Chan woke up and others too, watched the big railroad slowly moved and they all danced in joy. The headmaster explained them, â€Å"Watch carefully, they are called rollers. Rolling power is being used to move that big car. † Through this activity, it is clear that students get idea about how the railroad cars moved from one place to another by using roller power. (p. 23-24) The Library Car Class: After winter vacation, children discovered something new and wonderful, and greeted their discovery with joyous shouts.It is the library car class where everyone wanted to do their fi rst class after the winter break. So, all 50 students piled up into the car with great excitement picked some books and read. But Totto-Chan couldn’t read well, she also picked a picture book that looked most entertaining. The library car class was suddenly full with loud voices like a flock of birds chirping song aloud. Really most entertaining moment for the children the school was ever (p. 61). Similar experience I had when I was in field visit to Vidya Bhawan, Udaipur.They run a Wheel Library for slum children where they carried a van with many books and games accessories especially for children like ludoo, carom, etc. We accompanied them one day in the afternoon (the Wheel Library runs twice in a week to a particular slum area and covers minimum 3 different slum areas), really children enjoyed the book reading- story books, picture books and learning was happening through many activities which conducted by the Wheel Library Teacher. Things to fear:When I think on this, m any questions struck to my mind- Who permitted the headmaster to experiment the children, fail and learn, teach them to fear? Are the parents known about the school’s teachings- to teach them to fear? Or Is it school’s objectives to teach the children to learn these things? Having eyes, but not seeing beauty; having ears, but not hearing music; having minds, but not perceiving truth; having hearts that are never moved and therefore never set on fire. These are the things to fear, which were said by the headmaster.War: A Dark Night Cloud A crucial time had come in between happiness and war. At last, the day at the school Tomoe turned to dark night by the war cloud. The World War II reached Japan soon and the school Tomoe Gakuen was destroyed in the war bombings. Through this children were able to learn and understood about cruelties and difficulties of war. As a watcher of the burning his own school in flame, the headmaster said to his son awfully, â€Å"After whom the school had been named, â€Å"What kind of school shall we build next? â€Å"Conclusion: This book is too entertaining to read, or seems like full of fairy-tale or fable, where Totto-Chan seems a magnet for trouble. Each part of the book seems to be a fun recollection story or a memoir of the author’s childhood. This book featured about an alternative schooling where children’s overall develop emphasized through activity based learning rather than the old-fashioned classroom teaching. This book is best for me in the sense that full with pleasurable moments, enjoyment and heart touching incidents. Book Review Book Review Totto-Chan: The Little Girl at the Window Totto Chan: The Little Girl At The Window is a book which has engaging series of childhood recollections tell about an ideal school, Tomoe that combined learning with fun, freedom, and love and adventure. The school was in the railroad cars for classrooms and run by a good head teacher who was a firm believer in freedom of expression and activity. This book depicts the childhood activities of Tetsuko Kuroyanagi, the author of this book, whose childhood nickname is Totto Chan and translated by Dorothy Britton. Expelled from first grade:The story starts with by telling of Totto-Chan’s expelling from the previous school when she was in grade one. The little girl ‘Totto-Chan’ was waiting all the morning for street bands to walk by the school and call them over to play their music which was considered as highly disruptive behaviour and aggravated, her teacher decided that the girl would be no more in the school. Fin ally, her mother found a school after searching and took her to the school- Tomoe Gakuen, where the little girl Totto-Chan impressed the head-master through her talking which stunned to her mother.The school has only fifty students in total and the classrooms were conducted in disused train cars. In the assembly hall, all students shared their daily lunch consisting of â€Å"something from the ocean (fish, seaweed, bonito flakes, etc. ) and something from the hills (vegetables, beef, pork, pickled plum, etc. ). † So, doubts scaffolding knowledge in Totto-Chan’s mind and she used to ask her mother about it when she returned to home. The headmaster meant to it was balanced food which necessary for children, but the children only concerned about to fulfilled the two requirements.This relates to the everyday knowledge which children can think on it and learn what is necessary for a good health. Mr. Kobayachi, the headmaster believed in experimental learning, even he asked the parents of the children send their kids with their worst clothes to school. Lessons at Tomoe: In that school, Tomoe, children enjoyed lot of freedom in the sense that they were free to do anything as their wish. The head teacher had trust on students; there they were engaged in such adventurous tasks like climbing trees, play freely or stay in class to finish a science experiment during recess.Students were getting space for doing or playing as their wish in which teachers guided them and help them how to do it, so their confidence enhanced through it. Here is a description of classes at Tomoe Gakuen: â€Å"At the beginning of the first period, the teacher made a list of all the problems and questions in the subjects to be studied that day. Then she would say, â€Å"Now, start with any of these you like. † This is one kind of methods of teaching by which teacher can able to observe that the children’s progress to higher grades by observing their interest in which area as well as their way of thinking.I think, it is a best way for teachers to know their students in a better way means to understand their interested field and teach accordingly (p. 12). Many activities based learnings were taught by the headmaster that really seemed impossible in practical, but it was. As you know, Children were encouraged to study whatever subjects they liked first, they were taken to ‘field kitchens’ and ‘farming lessons’ to learn the practical aspects of cooking food and farming, first hand- related to real life experience. Adventures on the school groundsThis is very surprising and interesting activity in that school. Totto Chan began her adventurous learning at Tomoe like she had a tree in the ground- which every child understood that tree is their private property, if anyone wanted to climb their tree must seek permission. So, one day she invited her friend Yasuaki-Chan to her tree because she knew that Yasuaki had had polio and c ould not climb. But Totto-Chan decided that Yasuaki deserved to see the world from the top of a tree, so she used some inventiveness and with full strength she helped Yasuaki to get to the top of the tree.At last, Yasuaki abled to stand in her tree and look at the surrounding areas and enjoyed which filled happiness and thrilled them both. It creates confidence to face the difficulties and problems and enhances problem solving skills. Except this, she had another most memorable experience when she dropped her purse down the toilet! Undaunted, she started emptying the cesspool by using a wooden ladle. Did you know what the headmaster’s reaction was when he saw Totto-Chan was doing such things? He asked her, â€Å"What you were doing† and he replied I dropped my purse. But she kept ladling out the cesspool; and the teacher came once more and asked, â€Å"Did you find it? She replied ‘No’. So, then teacher said in a smiling friendly tone, â€Å"You will put it all back when you have finished, won’t you? † (p. 21-22). So, from this, it seems that how she behaved like a matured person and how her ideas develop in cognitive level spontaneously through practicing ladling continuously for the lost purse. Railroad Car Arrives: The school Tomoe runs in the railroad cars you all knew very well.Miyo-Chan, the third daughter of head master said, there is coming a new railroad car tonight. Already they have sis railroad cars which lined up together as classrooms but one more was coming, so small confusion spread out quickly with terribly excitement also. So, Miyo-Chan was selected as representative to ask to her father about their decision, but her father, the headmaster agreed upon and instruct them to take permission first of their parents and will bring their pajamas and blankets.After reaching home, Totto-Chan explained her mother about a train was coming and she wanted to go and watch it how it was going there without tracks; a nd asked for mother permission. Her mother got surprise and finally what the matter was about she was talking and went with her to school and some children accompanied with their parents came too. The children were assured by the headmaster that when the railroad car will arrive, I will wake up you all. All children lay down in the Assembly Hall with their pajamas and blankets.In the very morning Totto-Chan woke up and others too, watched the big railroad slowly moved and they all danced in joy. The headmaster explained them, â€Å"Watch carefully, they are called rollers. Rolling power is being used to move that big car. † Through this activity, it is clear that students get idea about how the railroad cars moved from one place to another by using roller power. (p. 23-24) The Library Car Class: After winter vacation, children discovered something new and wonderful, and greeted their discovery with joyous shouts.It is the library car class where everyone wanted to do their fi rst class after the winter break. So, all 50 students piled up into the car with great excitement picked some books and read. But Totto-Chan couldn’t read well, she also picked a picture book that looked most entertaining. The library car class was suddenly full with loud voices like a flock of birds chirping song aloud. Really most entertaining moment for the children the school was ever (p. 61). Similar experience I had when I was in field visit to Vidya Bhawan, Udaipur.They run a Wheel Library for slum children where they carried a van with many books and games accessories especially for children like ludoo, carom, etc. We accompanied them one day in the afternoon (the Wheel Library runs twice in a week to a particular slum area and covers minimum 3 different slum areas), really children enjoyed the book reading- story books, picture books and learning was happening through many activities which conducted by the Wheel Library Teacher. Things to fear:When I think on this, m any questions struck to my mind- Who permitted the headmaster to experiment the children, fail and learn, teach them to fear? Are the parents known about the school’s teachings- to teach them to fear? Or Is it school’s objectives to teach the children to learn these things? Having eyes, but not seeing beauty; having ears, but not hearing music; having minds, but not perceiving truth; having hearts that are never moved and therefore never set on fire. These are the things to fear, which were said by the headmaster.War: A Dark Night Cloud A crucial time had come in between happiness and war. At last, the day at the school Tomoe turned to dark night by the war cloud. The World War II reached Japan soon and the school Tomoe Gakuen was destroyed in the war bombings. Through this children were able to learn and understood about cruelties and difficulties of war. As a watcher of the burning his own school in flame, the headmaster said to his son awfully, â€Å"After whom the school had been named, â€Å"What kind of school shall we build next? â€Å"Conclusion: This book is too entertaining to read, or seems like full of fairy-tale or fable, where Totto-Chan seems a magnet for trouble. Each part of the book seems to be a fun recollection story or a memoir of the author’s childhood. This book featured about an alternative schooling where children’s overall develop emphasized through activity based learning rather than the old-fashioned classroom teaching. This book is best for me in the sense that full with pleasurable moments, enjoyment and heart touching incidents.

The Legacy of Louis Leakey

The search for the explanation of human origins is the goal and often life long commitment of many Anthropologists. Every time a major discovery is made we move closer to discovering a piece of the puzzle that is human evolution. Major contributions have been made by a number of men and women. Some of the more famous names like Raymond Dart, and Tim White are known for the huge discoveries they made. However, no name is more famous in the search for human origins then Leakey. The Leakey legacy began with Louis Leakey more then seventy years ago when he graduated from Cambridge University. Mary Leakey became part of the legacy with her marriage to Louis in 1934. Richard Leakey, son of Mary and Louis, and his wife Meave Leakey further added to the accomplishments of his family by following in his parents footsteps. It is the amazing dedication of each member in the Leakey family that separates them from other anthropologists, and makes them the greatest contributors in the search for an explanation to our past. Louis Leakey was born near Nairobi, Kenya in 1903. His birth was the beginning of a family legacy in Archeology that still continues today. Some people say he was born to be an archaeologist. L. Leakey went to school at Cambridge University, majoring in Anthropology. After graduating in 1926, Leakey got a job as an African expert on an archaeological mission to Tanzania. Afterward, he returned to Cambridge to continue his studies of Anthropology. While studying again at Cambridge Louis began to develop his view that early man had developed in Africa. Louis left Cambridge returning again to Tanzania to study the Olduvai Gorge and the Homo sapiens skeleton. He was amazed with his work at Olduvai but decided he could always come back so he left to go on his own expeditions. Louis Leakey was now 23 and studying many sites where he found many interesting things, such as tools, bones and other artifacts. A few years of this fieldwork gained Leakey honorable recognition from other archaeologists, and subsequently he was awarded with a two year Fellowship at St. John†s College in England. Louis was now a very busy man, he published his first book The Stone Age Cultures of Kenya Colony during this time. Also, while working at St. John†s Leakey got a grant to return to Olduvai Gorge. Louis Leakey was beginning to become a big name in the world of Archeology. Working at Olduvai Gorge he discovered the oldest Homo sapiens in the world. However, many people had begun to contradict his theories on human origins and their roots in Africa. Louis continued to make discoveries in Africa where he found older skulls that could be proved of their age. On returning to England, Louis was shocked to find out that his reputation was in great danger. However, these doubts did not last long after he argued his reputation back at a conference in Cambridge. People were once again starting to believe in his discoveries. Louis Leakey†s problems were not over after the conference in Cambridge. In 1936 he encountered financial problems, so he was forced to write his autobiography, White Africa. That book along with another, about the Kikuyu culture, was enough to bring him out of debt. At this same time he met his wife to be, Mary Nicol. Mary was also interested in human origins and would go on to further enhance the Leakey legacy (see later section focused on Mary Leakey). In 1939 Leakey became a Civilian Intelligence Officer for the Kenyan government, and was later drafted to the African Intelligence Department. At the end of WWII his work included collecting information for the government as a spy. In June of 1947, Leakey returned to Archaeology at an excavation site on Rusinga Island. He discovered the first Proconsul skull with a complete face in 1949. Unfortunately for Leakey this was not the missing link, but it was a link between monkey and ape. The discovery also blessed Louis with an increase of research funds. With the much-needed money Leakey continued work at Rusinga where he found more artifacts, and more Proconsul remains. In 1951 Louis decided to return to the site were he began his work. He and Mary went back to the Olduvai site, here he searched for the man that created tools. This is where Louis would make his greatest discovery. In 1959 his excavations paid off, Leakey and his wife found a new skeleton that he called â€Å"Zinj†. The skeleton was put on display at the fourth Pan African Congress where it caused madness among the people there. It also caused Louis and Mary some new worldwide fame, and a considerable amount of money to continue excavation work at Olduvai. In his final years Louis worked at the Corynkon Museum and Mary took over the excavation with Louis visiting in all of his free time. Louis died in 1972 of a heart attack at the age of 69. Louis had only begun to uncover the many mysteries that the Leakeys are known for. His wife Mary continued the work he started and began her own legacy with many new discoveries. Mary D. Leakey was born Mary Nicol on February 6, 1913 in London, England. She lived a difficult childhood which saw her growing up in a number of different countries, and finally in Dorgogne. It was there at the age of eleven that her interest was sparked in prehistory after meeting Abbe Lemozi, who was excavating at the Cavrerets. Upon her father†s death in 1926, Mary†s life changed drastically. Her mother sent her to Catholic convent after convent where she was repeatedly expelled. Although Mary†s childhood education was not all that impressive, she vowed to earn a degree in prehistory after seeing the caves of Dorgogne. As a result of amazing determination, she began attending lectures at the University of London concerning archaeology and geology. Mary†s first opportunity to enter the field occurred when her incredible drawing skills were discovered by Dr. Gertrude Canton-Thompson who asked her to illustrate her book The Desert Fayoum. Dr. Canton-Thompson changed Mary†s life forever by arranging for her to meet Louis Leakey while he was giving a talk at the Royal Anthropologists Institute. Mary impressed him with her illustrations from The Desert Fayoum and he in turn asked her to illustrate his book, Adam†s Ancestors. Her acceptance was the beginning of a relationship that only grew from there. In May of 1934, Mary began her first important excavation at Hembury Fort in Devon. Mary learned many things from her leader Dorothy Liddell, who was an expert in excavation techniques. In the September of the same year, Mary began her own excavation at Jaywick Sands near Clacton in Essex and also published her first scientific paper. Mary joined her husband to work at Olduvai Gorge from 1935 to 1959. Together they worked to reconstruct many Stone Age cultures dating as far back as 100,000 to two million years ago. Their documentation of stone tools covered primitive stone-chopping instruments to multi-purpose hand axes. In 1947, Mary and Louis unearthed a Proconsul africanus skull on Rusinga Island. The twenty million-year-old skeleton led to Mary and Louis jointly being awarded the Stopes Medal from the Geological Association. Mary continued work with her husband making numerous discoveries. In 1959 they discovered a 1. 75 million-year-old Australopithecus boisei skull. Not long after that discovery, a less robust Homo habilis skull and bones of a hand were found. Both fossils were believed to be of stone-tool peoples. Continued efforts blessed them with the uncovering of a Homo erectus cranium in 1965. The sample is thought to be one million years old. Mary made her first trip to the United States in March of 1962, when she and Louis once again jointly receive honors with the Gold Hubbard Medal (the highest honor from the National Geographic Society). Mary continued her amazing career by earning her first Honorary Degree from the University of Witwatersrand in Johannesburg. Mary†s life was turned upside down in 1972 when Louis died. Mary decided to continue the work her husband loved so much, and proceeded on with work at Olduvai and Laetoli. It was at Laetoli where she discovered Homo fossils more than 3. 75 years old, fifteen new species and one new genus. Mary†s greatest achievement was the discovery of the famous Laetoli hominid footprint trail, which was left in volcanic ashes 3. 6 million years ago. Mary and her staff worked for years to uncover the footprint. The find at Laetoli was huge in the argument for bipedalism in hominids. The years that followed were filled with research at Olduvai and Laetoli, the follow-up work and preparing publications. Mary retired in 1984, and spent the rest of her time writing until her death in 1996 at the age of 83. Mary†s death could have signified the end of the Leakey legacy. However, Mary and Louis†s son Richard has followed right behind his parents and continued the Leakey tradition. Richard Leakey was raised by the world†s best-known archaeologists. He grew up observing and tracking Africa†s rich diversity of wildlife while his parents were discovering ancient pre-human bones in Tanzania†s Olduvai Gorge. Richard left high school at the age of seventeen to begin a career working with wildlife and leading a photographic safari company. Richard eventually began to focus more on Archaeology and in 1968 he made his first important fossil finds when his team uncovered unusually well preserved ancient human remains in Kenya†s Lake Turkana region. In the same year, Leakey, then only 23, was hired as director of the National Museum of Kenya which, over the course of 21 years, he was to build into one of the most respected museums in Africa. In 1984, Richard and his â€Å"Hominid Gang† of fossil hunters discovered fragments of a boy†s skull that were more then 1. 5 million years old. They soon unearthed virtually the entire skeleton of what was dubbed the â€Å"Turkana Boy†, which is recognized as one of the most significant paleoanthropological discoveries of all time. In 1970, Richard married Meave Leakey who he had worked with for about a year at the Koobi Fora site on the eastern shore of Lake Turkana. They had two children, Louise and Samira, in 1972 and 1974 respectively. Meave became the final ingredient in the Leakey legacy. As well as continuing with the fieldwork at Turkana, Meave†s research has focused on the evolution of east African fossil mammals and mammalian faunas as documented in the Turkana basin. Meave became the coordinator of the National Museum†s palaeontological field research, when Richard Leakey left his job as Director of the National Museum to take over the management of Kenya†s wildlife. She has focused her work on sites between 8 and 4 million years old. Her work led to the 1994 discovery of the earliest known hominids. These finds represent a new species, Australopithecus anamensis, likely an ancestor of afarensis. Richard and Meave still to this day are carrying on the Leakey tradition of excellence in Archaeology. Louis, Mary, Richard, and Meave Leakey truly are the greatest Anthropologists to ever share one name. Between them they have made countless discoveries which each dramatically contributed to our understanding of human origins. The Leakey tradition is one of dedication, honor, and amazing accomplishment. Their involvement in our search for an explanation of human evolution has truly become a legacy. The Leakey legacy will always be remembered as the greatest contribution to the search for answers.