Should Cellphones Be Allowed in Class

Should Cell Phones Be Allowed In The Classroom? Personally, I think cell phones should be allowed in the classrooms as they can benefit students in many ways. Student’s listen to music on them, do research on them, and they benefit students with individual education plans. To start, cell phones should be allowed in the classroom, as student’s use them to listen to music. In addition, listening to music helps people concentrate on their learning as it avoids them from getting distracted at what is going on around them. Also, listening to music helps student’s deal with emotional problems, stress, etc.Therefore, students should be allowed to bring their cell phones to class. Next, I think students should be able to bring their cell phones to class considering it is helpful when it comes to them having to do research on something. Cell phones are helpful to students when it comes to doing research, as they can save what they researched on their phone and come back t o it later. Furthermore, cell phones are good when it comes to needing to do research as sometimes you could wait days to use the school computers, but if you have a cell phone with a data plan you can have all the research you want at the end of your finger tips.In conclusion, cell phones should be allowed in the class as they do benefit student’s when it comes to doing research. Finally, cell phones should be allowed in the classroom, as they can benefit students with individual education plans. For instance, cell phones can help benefit student’s with I. E. P’s because they have cameras on them which student’s can use to take pictures of their assignments who cannot write, student’s can also type up their work and print it, and lastly if they have a hard time when it comes to reading something they can use applications like Kurzweil or dragon and have it audio read to them.To summarize, I think cell phones should be allowed in class, as they are a very useful device when it comes down to students with individual education plans learning. To conclude, students should have the privilege of bringing their cell phones to class, as they can help benefit students in their learning in several ways. For example, they can be used as a calculator for math. To wrap it up, students should be able to bring their mobile devices to class, as they can benefit students in so many ways.

Learing Style Aspects In E Learning Education Essay

3.1 IntroductionLearning is any addition in cognition, memorising information, geting cognition for practical usage, abstracting intending from what we do, and a procedure that allows us to understand ( Marcia, 2005 ) . There are a big figure of factors that can act upon that extent of acquisition and some of these can be viewed in Figure 3.1. Learning manner is besides defined as attitude and behaviour which determine an person ‘s preferable manner of acquisition ( Honey et al, 1992 ) . A pupil for illustration who prefers practical experience, when larning a new scheduling linguistic communication may prefer to get down composing codification instantly whereas another may favor reading up and analyze the new linguistic communication prior to composing any codification. Most scholars unaware of their ain acquisition manner penchants but are mistily cognizant of what they feel comfy with, and larn more from certain activities than others. Figure 3.1 Factors that influence acquisition 3.2 Learning Style Models Assorted larning manners theoretical accounts have been forwarded by many research workers working in instruction. Descriptions of these theoretical accounts are presented in the undermentioned subdivisions. 3.2.1 Kolb ‘s Learning Style Model Kolb ( 1984 ) used combinations of comprehending and treating to find four acquisition manners. The learning rhythm involves four procedures that must be present for larning to happen. Kolb ‘s has developed a trial ( Learning Style Inventory ) which describes the manner in which people learn and how they deal with thoughts and daily state of affairss in their life ( Ronald & A ; Virginia 2001 ) . Figure 3.2 illustrates the theory by superposing a perpendicular line stand foring ways of comprehending information and a horizontal line for treating information. In comprehending information, scholars fall someplace on a continuum between the two extremes of concrete experience ( experiencing ) and abstract conceptualisation ( believing ) . In treating information, scholars fall someplace on a continuum between the two extremes of active experimentation ( making ) and brooding observation ( watching ) . Concrete Experience ( Feeling ) Brooding Observation ( Watching ) Abstract Conceptualization ( Thinking ) Active Experiment ( Making ) Diverges Obligers Learners Convergers Figure 3.2: Kolb larning manners. Learning manner stock list ( LSI ) is a trial designed to depict pupils ‘ acquisition manner. Kolb exemplary consist of four elements stand foring different acquisition manners. These elements ( Figure 3.2 ) are: divergers, learners, convergers, and obligers as shown in ( Curtis 1997 ) . Kolb ‘s theoretical account works on two degrees – a four-stage rhythm: Concrete Experience – ( CE ) Brooding Observation – ( RO ) Abstract Conceptualization – ( AC ) Active Experimentation – ( AE ) and a four-type definition of larning manners, each stand foring the combination of two preferable manners, instead like a two-by-two matrix of the four-stage rhythm manners, as illustrated below, for which Kolb used the footings: Diverging ( CE/RO ) Assimilating ( AC/RO ) Converging ( AC/AE ) Accommodating ( CE/AE ) Here are brief descriptions of the four Kolb larning manners: Diverging ( experiencing and watching – CE/RO ) – These people are able to look at things from different positions. They are sensitive. They prefer to watch instead than make, be givening to garner information and usage imaginativeness to work out jobs. They are best at sing concrete state of affairss from several different point of views. Kolb called this manner ‘Diverging ‘ because these people perform better in state of affairss that require ideas-generation, for illustration, brainstorming. Peoples with a Diverging acquisition manner have wide cultural involvements and like to garner information. They are interested in people, tend to be inventive and emotional, and be given to be strong in the humanistic disciplines. Peoples with the Diverging manner prefer to work in groups, to listen with an unfastened head and to have personal feedback. Assimilating ( watching and believing – AC/RO ) – The Assimilating acquisition penchant is for a concise, logical attack. These people require good clear account instead than practical chance. They excel at understanding wide-ranging information and forming it in a clear logical format. Peoples with an Absorbing acquisition manner prefer abstract constructs. Peoples with this manner are more attracted to logically sound theories than attacks based on practical value. In formal acquisition state of affairss, people with this manner prefer reading, talks, researching analytical theoretical accounts, and holding clip to believe things through. Converging ( making and believing – AC/AE ) – Peoples with a Converging learning manner can work out jobs and will utilize their acquisition to happen solutions to practical issues. They prefer proficient undertakings, and are less concerned with people and interpersonal facets. They are best at happening practical utilizations for thoughts and theories. They can work out jobs and do determinations by happening solutions to inquiries and jobs. They like to experiment with new thoughts, to imitate, and to work with practical applications. They are more attracted to proficient undertakings and jobs than societal or interpersonal issues. Accommodating ( making and experiencing – CE/AE ) – Those in this class are ‘hands-on ‘ , and relies on intuition instead than logic. They use other people ‘s analysis, and prefer to take a practical, experiential attack. They are attracted to new challenges and experiences, carry out their ain programs. They normally act on their backbones instinct instead than logical analysis. They tend to trust on others for information than carry out their ain analysis. This learning manner is prevailing and utile in functions necessitating action and enterprise. They prefer to work in squads to finish undertakings. They set marks and actively work in the field seeking different ways to accomplish an aim ( Ronald & A ; Virginia, 2001 ; Curtis 1997 ) . To sum up, Kolb theoretical account describes larning as cyclical procedure involve four distinguishable larning phases that learner follow in sequence. Each measure in the learning rhythm represents a different acquisition scheme. Preferences for certain schemes become accustomed by reiterating successful schemes, and as a consequence acquisition manners develop. Kolb ‘s theory acquisition includes intents, ends, purposes, pick and determination devising. Is non clear where these elements fit into the learning rhythm. Kolb ‘s LSI creates a narrow scope of pertinence for larning manners by restricting larning penchants to one or two dimensions. Further, Kolb ‘s LSI, which has been widely used, is chiefly a cognitive acquisition penchant instrument, and does non specifically take into history societal penchant issues that represent the cardinal differentiation between the e-learning and traditional schoolrooms ( Curtis, 1997 ) . 3.2.2 Honey and Mumford Learning Style Model This theoretical account derived from Kolb ‘s theory as shown in Figure 3.3. This theoretical account categorized people by their preferable acquisition manners into ( Nafisah & A ; Nurhaiza et. Al, 2004 ) : Figure 3.3: Honey and Mumford Learning Style Model Reflector They like to roll up and analyse informations and are really careful at doing determinations. They do non like to go leaders. The instruction and acquisition activities that are effectual for this group is stimulate to watch like watching picture or giving them clip to believe before react, giving decision without force per unit area. The instruction and acquisition activities that are non effectual for this group are giving them the function as leader or making something in forepart of people. They get nerve-racking if required to make something instantly after a brief direction. Activist- They are open-minded and they like to happen new experiences. However, they get bored if something is repeated. They like to acquire involved in a treatment such as brainstorming, etc. The instruction and acquisition activities those are effectual for this group is giving new experiences, problem-based acquisition, games, and group research. They will go forth things if they find them hard such as they feel the beginning is non good plenty or the state of affairss are contradicted. The instruction and acquisition activities that are non effectual for this group is one-way talk, inactive acquisition, larning that involves many assorted and unarranged informations, reiterating the same activity, etc. Theorist Since they are really aims, they do non like something that is subjective. They like to do decision based on grounds, informations analysis and logic. They have clear heads. The instruction and acquisition activities which are effectual for this group is giving them clip to form their feelings, giving them clip to inquire inquiries and procedure in item, the methodological analysis, premise or logic. The instruction and acquisition activities that are non effectual for this group are larning that involves emotion, feelings, and affecting in an activity that is unstructured. Pragmatist They like to seek a new thought, expand the thought, and work out jobs particularly in which are existent life state of affairss. The instruction and acquisition activities which are effectual for this group are by demoing the technique how to make something practically, giving the chance to show what they learn and focus on the practical issues. The instruction and acquisition activities that are non effectual for this group if the acquisition is non related to immediate demand and making something with no clear pattern or lineation. To sum up, Honey and Mumford theoretical account is similar to Kolb theoretical account. They made a little alteration to Kolb ‘s nomenclature whereby the cardinal stages/styles are reciprocally corresponding and overlapping, whereas for Kolb model the acquisition manners are the consequences of uniting the learning rhythm phases.3.2.3 McCarthy ‘s 4MAT ModelIn 1979, Bernice McCarthy developed the 4MAT system based on her survey of a figure of other theoretical accounts of learning and David Kolb ‘s learning manner theory. She referred to the four acquisition manner every bit types as shown in Figure 3.4: Figure 3.4: McCarthy ‘s 4MAT Style Model Type1 – Divergers ( favourite inquiry: Why ) . They perceive information in a concrete mode and reflectively procedure it. It is indispensable that instructors provide grounds for phenomena. They are inventive scholars with the undermentioned features: Understanding others. Are oriented toward feeling and people Judge people by intervention of others Seek personal significance and integrate experience with personal values. See many positions and imagine deductions of equivocal state of affairss Creativity and working in groups. Learn by shearing thoughts and feelings Prefer the instructor/leader to give personal attending and to be a incentive and informant of their acquisition. May go indecisive and hampered by excessively many options. Excel at insight thought, creativeness, and working in groups. Type2 – Learners ( favourite inquiry: What ) . They perceive information abstractly and treat it reflectively. They are interested in elaborate and facts that lead to greater conceptual apprehension. Their features are: Value logic and order. Require facts, accurate information, and adept sentiment. The chief concerns are the construct and the thoughts. Prefer working entirely. Learn by reading, detecting, roll uping informations, and analysing. Form theories and processs. Prefer the instructor/leader to be an authorization and bask traditional talks. May sometime be impractical and tool theoretical. Excel at incorporating cognition, planning, and making theories. Type3 – Convergers ( favourite inquiry: How ) . Learner process information actively after they perceive it in an abstract manner. They are interested in processs. A strong penchant is demonstrated to â€Å" seek things out † which leads to conceptual apprehension. They are common sense scholars with these features: Value to cognize how things work. Learn by using and proving information and following theoretical account. Require action and custodies on experience. Excel at practical application, strategic thought, and speedy determinations. Work good with clip lines and hatred to waste clip. Like to acquire consecutive to the point and to the bottom line. Normally prefer work entirely and sometimes see group work, particularly group determination devising and treatment, as wasting clip. Prefer the instructor/leader to move as manager and usher. Type4 – Obligers ( favourite inquiry: What If ) . Learner is considered hazard takers, as they perceive information concretely and actively procedure it. They are interested in self-discovery and have a desire to larn by test and mistake. The feature of these type of scholar are: Value assortment, find, and new experience. Thrive on hazard pickings and alteration. Rely on intuitions instead than logic to work out jobs. Learn by test and mistake and by learning others. Excel at originative job resolution, seeking new possibilities, and act uponing others. Like to be challenged and execute good in crisis state of affairss. Dislike strict processs and agendas. Like assortment and unstructured scenes and open ended jobs. Rely on others for information in work outing jobs and non on their ain proficient analysis. Work will in group and enjoy treatment. Prefer instructor/leader to move as a resource and judge ( Ronald, et Al. 2001 ; Felder 1996 ) . To sum up, McCarthy ‘s theoretical account is developed based on Kolb ‘s theoretical account. The 4MAT theoretical account is constructed along two classs: perceiving and processing. Together, comprehending and treating depict the whole scope of the learning experience. While scholars engage in all types of acquisition, most seem to prefer one peculiar type. In acquisition and instruction, usually both information about features of a scholar and how this scholar learns is needed. For illustration the facets concrete experience and active experimentation are multi dimensional because other mental acquisition activities take topographic point while making and seeking in order to accomplish acquisition consequences. Therefore, how learner execute these sequences of activities is really of import particularly in e-learning environment, which is non identified in this theoretical account.3.2.4 Grasha Rechman Student Learning Styles Scales ( GRSLSS )Grasha Rechman Student Learn ing Styles Scales ( GRSLSS ) promotes understanding of larning manners in a wide context, six classs. Grasha ‘s attack has besides developed a corresponding typology of learning manners, based on existent schoolroom behaviour. As a consequence acquisition and learning manner can be mapped together to to the full depict the societal kineticss of the schoolroom scene ( Susan & A ; Linda, 1998 ) . A brief treatment of each of larning manner is given below: Independent pupils prefer independent survey ego paced direction, and would prefer to work entirely on class undertakings than with other pupils. Dependent scholars look to the instructor and to equals as a beginning of construction and counsel and prefer an authorization figure to state them what to make. Competitive pupils learn in order to execute better than their equals and to have acknowledgment for their academic achievements. Collaborative scholars get information by sharing and by collaborating with instructor and equals. They prefer talks with little group treatments and group undertakings. Avoidant scholars are non enthused about go toing category or geting category content. They are typically uninterested and are sometimes overwhelmed by category activities. Participant scholars are interested in category activities and treatment, and are eager to make every bit much category work as possible. They are keenly cognizant of, and have a desire to run into, teacher outlooks. To sum up, what separate this theoretical account from others it concerns about both acquisition and learning manner instead than larning manner merely. However, avoidant scholars is non clear identified in learning and larning activity for this theoretical account.3.2.5 Felder- Silverman ModelThis theoretical account developed by Richard Felder and Linda Silverman, incorporates five dimensions, two of which replicate facets of the Myers-Briggs and Kolb theoretical accounts as shown in Figure 3.5. A This theoretical account classifies pupils as: Figure 3.5: The Honey and Mumford Learning Styles linked with Kolb theoretical account Sensing/intuitive: Feeling scholar prefers concrete information such as descriptions of physical phenomena, practical, oriented toward facts and processs. Intuitive is conceptual, advanced, oriented toward theories and significances.Visual/verbal:Ocular scholar prefers ocular representations, images, diagrams, and flowchart. verbal scholars prefer written and spoken accounts.Inductive/deductive:Inductive scholar prefers presentations that proceed from the particular to the general. Deductive scholars prefer presentations that go from the general to the particular.Active/reflective:Active scholar learns by seeking things out, working with others. Brooding scholar learns by believing things through, working entirely. Active and brooding scholars have trouble taking notes hard for both larning type. Active scholar will retain information better if s/he find ways to make something with it. Writing short sum-ups for brooding scholar will be really helpful to counterbalance the deficit of category clip belie ving about new information. Sequential/global: Consecutive scholars tend to derive understanding in additive stairss. Global scholars tend to larn in big leaps, absorbing stuff about indiscriminately without seeing connexions. ( Felder, 1969 ; Sabine et.al 2007 ) . To sum up, five dimensions represent this theoretical account to place several acquisition and instruction manner. Analogous ( sensing/intuitive ) is the Percept of both Myers-Briggs and Kolb ; the Processing dimension ( active/reflective ) is besides found in Kolb ‘s theoretical account. In add-on, Felder-Silverman postulate three extra dimensions: Input ( visual/verbal ) , Organization ( inductive/deductive ) , and Understanding ( sequential/global ) . 3.2.6 Dunn and Dunn Model This theoretical account is complex and encompasses 5 strands of 21 elements that affect each person ‘s acquisition. Some of these elements are biological while others are developmental. A sum-up of these elements is provided below ( Dunn 2003 ; Thyagharajan & A ; Nayak 2007 ) . 1 ) Environment: immediate environment ( sound, light, temperature, and furniture/seating design ) . Sound refers to play down sound while larning preferred by pupils. Light refers to the degree of light preferred while analyzing. Temperature refers to the degree of temperature the scholar prefers during the survey clip. Design relates to the room design and furniture. 2 ) Emotional: ain emotionalism ( motive, continuity, duty, and construction ) Motivation related to the degree of motive the pupil has for academic acquisition. Continuity relates to the scholar ‘s attending span and ability to remain on undertaking. Duty relates to the penchant on working independent on assignments with small supervising, counsel or feedback. Structure relates to the penchant to being told precisely what the acquisition undertaking is, how should continue, and what is expected. Or being given an aim and so left entirely to make up one's mind which processs or options are used to make the aim? 3 ) Sociological: sociological penchants ( larning entirely, in a brace, in a little group, as portion of a squad, or with either an important or collegial grownup ; and desiring a assortment as opposed to forms and modus operandis ) Self depends on the individual ‘s character. Whether working entirely or with group when making assignment. Pair relates to preference to work with individual as opposed to work as member of a group. Some scholar may prefer working with others but non in a little group or entirely. Peers and squad this component helps find a pupil ‘s penchant for working with a little group with interaction, treatment and completion of the undertaking as a squad member instead than independently. Adult this component relates to preference for interaction and counsel from an grownup. Variety versus concentrating in modus operandis or forms this refers to a penchant for engagement in a truth of undertakings while larning. 4 ) Physiological: physiological features ( perceptual strengths, time-of-day energy degrees, and need for consumption and/or mobility while larning ) . Perceptual this component focuses on larning by listening, sing, sing or touching. Intake it is related to the demand to eat, imbibe or masticate while engaged in larning activities. Time this relates to the energy degrees at different times during the twenty-four hours. Mobility this is focus on the extent to be traveling, while involved in concentration. 5 ) Psychological: processing dispositions ( global/analytic, right/left, and impulsive/reflective ) . Global Analytic this determines whether a pupil learns better when sing the entire subject of survey or when nearing the undertaking consecutive one facet at a clip. Hemisphericity this sing the type of scholar whether is left or right encephalon. Left-brain pupil tend to be more analytic, whereas right encephalon pupil tend to be associated with coincident or planetary scholars. Impulsive-Reflective related to whether doing a determination rapidly or believe about options before doing determination. To sum up, it has been noticed from the features of this theoretical account that it concerns larning penchants but non learning activities. The variables of this theoretical account affect the environment of the acquisition procedure, instead than the learning manners themselves. For illustration, it is non possible to interpret, room temperature, duty, or mobility, to existent acquisition activities.3.2.7 Myers-Briggs Type Indicator ( MBTI )This theoretical account is derived from psychologist Carl Jung ‘s theory, which classifies pupils harmonizing to their penchants on graduated tables derived by Felder ( 1996 ) as shown in Figure 3.6. Figure 3.6: The Myers-Briggs Model Extroverts ( E ) /Introverts ( I ) : extroverts try things out and the introverts think things over. Detectors ( S ) /Intuitors ( N ) : detectors focus on facts and processs and intuitors focus on significances and possibilities. Thinkers ( T ) /Feelers ( F ) : minds make determination based on logic and antennas make determination based on personal and humanistic considerations. Judgers ( J ) /Perceivers ( P ) : judgers set and follow docket, seek closing even with uncomplete informations, whereas percipients adapt to altering fortunes, resist closing to obtain more informations. To sum up, this theoretical account identified four graduated tables to mensurate personality. There are 16 different combinations of letters – giving us the 16 different psychological types. However, practically it is difficult to happen person that is extravert or believing to the absolute extreme. The individual could be 80 % thought and 20 % feeling type and normally one of the penchants is the chief.3.2.8 Gardner ‘s Multiple IntelligencesMultiple Intelligence ( MI ) theory provinces that there are at least seven different ways of acquisition, and there are seven intelligences: body/kinesthetic, interpersonal, intra-personal, logical/mathematical, musical/rhythmic, verbal/linguistic and visual/spatial as shown in Figure 3.7. Most people have the ability to develop accomplishments in each of the intelligences, and learn through them. Figure 3.7: The Multiple Intelligence Model Visual/Spatial Intelligence: These scholars tend to believe in images and need to make bright mental images to retain information. They enjoy looking at maps, charts, images, pictures, and films. Their accomplishments include puzzle edifice, reading, composing, understanding charts and graphs, a good sense of way, chalk outing, picture, making ocular metaphors and analogies ( possibly through the ocular humanistic disciplines ) , pull stringsing images, building, repairing, planing practical objects, construing ocular images. Verbal/Linguistic Intelligence: These scholars think in words instead than images. They prefer listening, speech production, composing, storytelling, explicating, instruction, utilizing wit, understanding the sentence structure and significance of words, retrieving information, converting person of their point of position, analysing linguistic communication use. Logical/Mathematical Intelligence: These scholars think conceptually in logical and numerical forms doing connexions between pieces of information. Always funny about the universe around them, these scholars ask tonss of inquiries and like to make experiments. They prefer job resolution, sorting and categorising information, working with abstract constructs to calculate out the relationship of each to the other, managing long ironss of ground to do local patterned advances, A making controlled experiments, oppugning and inquiring about natural events, executing complex mathematical computations, and working with geometric forms Body/Kinesthetic Intelligence: These scholars express themselves through motion. They have a good sense of balance and eye-hand co-ordination. Through interacting with the infinite around them, they are able to retrieve and treat information. Musical/Rhythmic Intelligence: This intelligence is based on the acknowledgment of tonic forms such as: sounds and beat. They instantly respond to music either appreciating or knocking what they hear. Interpersonal Intelligence: These scholars try to see things from other people ‘s point of position in order to understand how they think and feel. They are great organisers, although they sometimes resort to use. They use both verbal ( e.g. talking ) and non-verbal linguistic communication ( e.g. oculus contact, organic structure linguistic communication ) A to open communicating channels with others. Intrapersonal Intelligence: These scholars try to understand their interior self-reflection and consciousness of religious worlds. Acknowledging their ain strengths and failings, reflecting and analysing themselves, consciousness of their interior feelings, desires and dreams, measuring their thought forms, concluding with themselves, A understanding their function in relationship to others ( David, 1991 ) . To sum up, this theoretical account expresses the acquisition manner within seven intelligences. This theoretical account is a combination of many different facets. However, non all the theoretical account elements can be translated as a larning activity such as Kinesthetic or intrapersonal intelligence. In add-on, the theory of multiple intelligences suggests that instructors be trained to show their lessons in a broad assortment of ways utilizing music, concerted acquisition, art activities, function drama, multimedia, field trips, and interior contemplation. These elements are non ever possible to implement in traditional schoolrooms whereas some of these elements can be implemented in e-learning system.3.2.9 The Herrmann Brain Dominance Instrument ( HBDI )This theoretical account classifies pupils based on the undertaking specialized operation of the physical encephalon as in the followers ( Felder, 1969 ) as shown in Figure 3.8: Figure 3.8: The Herrmann Brain Dominance Instrument Quadrant A relates to go forth encephalon ( intellectual ) , they are logical, analytical, factual, and critical. Quadrant B relates to go forth encephalon ( limbic ) , they are consecutive, organized, planned, and structured. Quadrant C relates to compensate encephalon ( limbic ) , they are emotional, interpersonal, and symbolic. Quadrant D relates to compensate encephalon ( intellectual ) , they are ocular, holistic, and advanced. To sum up, this theoretical account is multi-dimensional since many different dimensions are put together as one. Further, the chief features of the different parts of the encephalon, indicate whether person is organized, interpersonal, or inventive, can non be straight translated to larning activities ( Marjolein et al. 2008 ) .3.3 Learning Approaches For E-learningThe acquisition attacks are larning manner methods and introduced in this subdivision to foreground the methods can be implemented in e-learning environment to show information and can move as a instruction manner. The following are available methods that can be implemented in e-learning system: Holistic present information as a whole image prior to the detailed. Consecutive method concerns logical presentation of information. The scholar follows a really rigorous sequence of instructions to accomplish an result and normally capable of rapid processing of information. Mind Map offers a method to stand for information visually. In the late sixties Mind maps were developed as a manner of assisting pupils make notes that used merely cardinal words and images. It is allow the scholar to do faster determination, and because of their ocular quality much easier to retrieve and reexamine. Flowchart is a graphical representation demoing the flow of control among the stairss in a plan, people in an organisation, or pages of a presentation.A The elements themselves are represented by simple icons ( circles, rectangles, diamonds ) to let the spectator to concentrate on the manner the user move through the stairss in a process.A A A flow chart indicates sequences and determination points every bit good as get downing and halting points.A It is easier to hold on relationships visually in a flow chart than in a verbal description, so such diagrams help avoiding go forthing out stairss in a procedure. Multimedia: The usage of multimedia objects in educational systems can heighten their efficaciousness to a great extent in easing cognitive accomplishments. Well designed multimedia applications have the undermentioned advantages: Additions motive, through immediate feedback, multi centripetal engagement and greater enjoyment of acquisition. Additions engagement as more activity is required. Ensures instructional consistence. Reduces larning clip. Additions keeping of content over clip ( Dave, 1999 ) . 3.3.1 Problem Based Learning ( PBL ) PBL is any learning environment in which the job drives the acquisition. The pupils are given a job before given any new cognition. Then the pupils discover that they need to happen some information before they can work out the job as shown in Figure 3.9. Figure 3.9: Problem Based Learning Process The chief advantages of this technique are: Emphasis on intending non facts. Increased self way. Higher comprehension and better accomplishment development. Interpersonal accomplishments and teamwork. Self motivated. Degree of acquisition. Facilitator pupil relationship. The scholars are being guided to make both the aims involved in work outing the job and the aims related to the procedure. Therefore, the lector while utilizing this technique should see the undermentioned characteristics: Introduction Content Learning aims Resources Expected result Steering inquiries Appraisal exercisings Time frame3.3.2 Inquiry Based LearningInquiry is an attack to larning that involves a procedure of researching the stuff that leads to inquiring inquiries and doing finds in the hunt for new apprehensions as shown in Figure 3.10. Figure 3.10: Inquiry Based Learning Process The chief advantages for this attack are: Can be adaptable for a assortment of undertakings. Using this method helps people build self-esteem by leting them to be more active in their ain acquisition procedure, instead than inactive via traditional talk based methods. It can construct several accomplishments of pupils in the countries of physical, emotional, and cognitive. It can work with any age group. It gives all pupils the ability to lend to a undertaking non count what their background. The disadvantages of Inquiry-Based Learning are as the followers: Requires more planning, readying, and reactivity from the pedagogues. Educators must be skilled in assisting pupils learn the art of inquiring a good inquiry. To assist pupils inquire good inquiries, pedagogues must besides be able to inquire good inquiries.3.3.3 GammingGames and simulation can be a fabulous manner to larn, but to maintain most scholars ‘ battle the game ‘s component should be considered such as: merriment, drama, regulations, a end, winning, and competition. Computer game used for larning and identified a demand for research refering acquisition manners and educational games. Abrahamian, et Al. ( 2004 ) stated that computing machine based learning Game is an attack to recognize extremely motivated larning including playing activity. There are different features for gamming such as interactivity, regulations, end, challenge, and hazard.3.4 Teaching MannersMerely as the scholars, the instructor or teacher besides have their ain penchants in footings of the instruction manners that they may desire to pattern and name upon throughout the lesson in order to heighten group motion and acquisition. The teachers need to place the acquisition manners of the pupils every bit good as their instruction manners and so vary their instruction methods to run into the scope of scholars ‘ penchants ( Filder & A ; Silverman 1988 ) . To guarantee effectual larning procedure instructors should play their function to guarantee that their instruction attacks and techniques match with the scholar ‘s penchant and manner of larning. Therefore, the right pick and execution of instruction and acquisition activities in the schoolroom will ensue positively on the pupils ‘ academic accomplishment. This is influence both traditional category room and e-learning environment. Because both environments are wholly different and all the above theoretical accounts and techniques implemented in general acquisition facet ; the instruction every bit good as acquisition must be considered to better e-learning system toward accommodating persons in their acquisition penchants. Felder & A ; Silverman ( 1988 ) presented a theoretical account to match the above acquisition manner component with learning manner as in Table 3.1. This theoretical account defined the instruction manner in footings of the replies to five inquiries below: What type of information is emphasized by the teacher: concrete factual, or abstract conceptual, theoretical? What manner of presentation is stressed: ocular images, diagrams, movies, presentations, or verbal talks, readings, treatments? How is the presentation organized: inductively phenomena taking to rules, or deductively rules taking to phenomena? What manner of pupil engagement is facilitated by the presentation: active pupils talk, move, reflect, or inactive pupils ticker and listen? What type of position is provided on the information presented: consecutive bit-by-bit patterned advance ( the trees ) , or planetary context and relevancy ( the wood ) ? Table 3.1: Dimensions of Learning and Teaching StylesPreferable Learning StyleMatching Teaching Stylesensory perceptual experience intuitive concrete content abstract ocular input auditory ocular presentation verbal inductive organisation deductive inductive organisation deductive active processing reflective active pupil engagement passive consecutive understanding planetary consecutive position planetary3.4.1 Teaching Techniques to Address All Learning StylesFelder & A ; Linda ( 1988 ) presented techniques for learning to all acquisition manners model the undermentioned subdivision a brief description: Motivate acquisition. Equally much as possible, associate the stuff being presented to what has come before and what is still to come in the same class, to stuff in other classs, and peculiarly to the pupils ‘ personal experience ( inductive/global ) . Supply a balance of concrete information ( facts, informations, existent or conjectural experiments and their consequences ) ( feeling ) and abstract constructs ( rules, theories, mathematical theoretical accounts ) ( intuitive ) . Balance stuff that emphasizes practical problem-solving methods ( sensing/active ) with stuff that emphasizes cardinal apprehension ( intuitive/reflective ) . Provide expressed illustrations of intuitive forms ( logical illation, pattern acknowledgment, generalisation ) and feeling forms ( observation of milieus, empirical experimentation, attending to item ) , and promote all pupils to exert both forms ( sensing/intuitive ) . Do non anticipate either group to be able to exert the other group ‘s procedures instantly. Follow the scientific method in showing theoretical stuff. Provide concrete illustrations of the phenomena the theory describes or predicts ( sensing/ inductive ) ; so develop the theory or explicate the mod ( intuitive/inductive/ sequential ) ; demo how the theory be validated and infer its effects ( deductive/sequential ) ; and present applications ( sensing/deductive/sequential ) . Use images, schematics, graphs, and simple studies liberally earlier, during, and after the presentation of verbal stuff ( sensing/visual ) . Show movies ( sensing/visual. ) Provide presentations ( sensing/visual ) , hands-on, if possible ( active ) . Use computer-assisted direction detectors respond really good to it ( sensing/active ) . Do non make full every minute of category clip talking and composing on the board. Provide intervals nevertheless brief-for pupils to believe about what they have been told ( brooding ) . Provide chances for pupils to make something active besides transcribing notes. Small-group brainstorming activities that take no more than five proceedingss are highly effectual for this intent ( active ) . Assign some drill exercises to supply pattern in the basic methods being taught ( sensing/active/sequential ) but do non exaggerate them ( intuitive/reflective/ planetary ) . Besides provide some open-ended jobs and exercises that call for analysis and synthesis ( intuitive/reflective/global ) . Give pupils the option of collaborating on prep assignments to the greatest possible extent ( active ) . Active scholars by and large learn best when they interact with others ; if they are denied the chance to make so they are being deprived of their most effectual acquisition tool. Applaud originative solutions, even wrong 1s ( intuitive/global ) . Talk to pupils about larning manners, both in reding and in categories. Students are reassured to happen their academic troubles may non all be due to personal insufficiencies. Explaining to fighting detectors or active or planetary scholars how they learn most expeditiously may be an of import measure in assisting them reshape their acquisition experiences so that they can be successful ( all types ) . These techniques are developed and implemented in traditional schoolroom. In e-learning some of these elements are implemented utilizing ITS and AHS and successfully resulted effectual acquisition procedure. However, e-learning system is unequal to cover all the learning techniques due to inability to get by with single acquisition differences ( Deborah 2009 ) .3.5 Comparison of Learning Style Models and their Suitability in e-Learning.Most of the available and the presented acquisition manner theoretical accounts are in the country of acquisition and learning facet for long clip and some of them are successfully implemented. However, most of these theoretical accounts are related to the scholars over 16 old ages of age ( Marjolein et al. 2008 ) . In add-on, some of these theoretical accounts or elements of different theoretical accounts have been used in several e-learning undertakings ( Mullier, et Al. 1999 ; Mullier 2000 ; Christian 2003 ) . However, e-learning has different eleme nts and different environment from the traditional category room. Therefore, it is of import to recognize these differences and look into the suitableness to e-learning. Table 3.2 nowadayss types of larning manner theoretical accounts and high spots the suitableness to be implemented in e-learning. Two standards must be considered toward making this survey represented as followers: Learning activities indicate what larning activities scholars really perform. In e-learning the scholars are more independent and have more chances to take their ain acquisition activities whereas in educational contexts it is largely the instructor who makes the picks ( even if the acquisition takes topographic point outside of the schoolroom ) . In this criteria the focal point will be on larning activities instead than larning penchants ( which indicate the fortunes the scholars prefer for larning ) or larning orientations ( which refer to how people think about larning ) is more relevant in this context. Teaching activities indicate what learning activities suited to be implemented in e-learning system. Merely as the pupils, the instructor is besides holding their ain penchants in footings of the instruction manners that they may desire to pattern and name upon throughout the lesson in order to heighten group motion and acquisition. Therefore, the instructor is the 1 who is responsible in guaranting and finding the success of their instruction and in guaranting that the pupils understand their lesson good. As a consequence mismatch between single acquisition manner and learning manner create mismatch between larning and learning methods. As a consequence instruction activities is critical for traditional category room and e-learning every bit good. Table 3.2: Type of Learning Style Models and e-learning suitablenessLearning Style ModelsSuitability for e-learning contextKolb Kolb is chiefly a cognitive acquisition penchant instrument, and does non specifically take into history societal penchant issues that represent the cardinal differentiation between the e-learning and traditional schoolrooms. Kolb elements can be translated into larning activities. Teaching activities are non represented. Myers-Briggs Relevant for general motivational and personality features but can non be translated straight to larning activities. Honey & A ; Mumford It describes a rhythm of larning procedure. By and large, the theoretical account is non equal to cover all the learning manner facet such as personality, emotional issues, graduated table differences, and penchants. Mccarthy The acquisition manner elements can be used in e-learning system but the whole theoretical account is non equal. Because how the scholar execute the sequences of activities in this theoretical account is non clearly identified. GRSLSS The theoretical account concerns on both acquisition and learning facet. However, avoidant scholars can non be transited into larning activity and non clear how to cover with them in term of learning facet. Some component of this theoretical account can be modified and so implemented in e-learning. Felder- Silverman All the five acquisition manner elements are suited to be implemented in e-learning system. Dunn & A ; Dunn This theoretical account does non concern learning activities but larning penchants. The penchants described in this theoretical account can non be translated to larning activities such as room temperature and others which are non suited for e-learning environment. HBDI The chief features of this theoretical account are different parts of the encephalon, which indicate whether person is organized, interpersonal, or inventive, can non be straight translated to larning activities for e-learning. Milliliter Some component can non be implemented as acquisition or instruction activity in e-learning such as interpersonal or Kinesthetic. To sum up, there are many researches attempted to measure how the human head operates, how it perceives and processes information. As a consequence, many larning theoretical accounts have been developed by which an person ‘s manner of acquisition can be assessed. Among these theoretical accounts, there is no cogent evidence that one manner is better than the other is or likewise ( Syed & A ; Ahmed, 2005 ; Harris et. al 2006 ) . It depends on whether the acquisition manner is suited and comfy to the pupils. This is the acquisition in general signifier but e-learning environment and elements are different. Table 3.2 shows the suitableness of these theoretical accounts in e-learning environment. The following are consequences concluded from this survey: There is no acquisition and learning manner theoretical account is for e-learning. Most of the acquisition activities presented in the available learning manner theoretical accounts are adequately covered and suited for e-learning. Combination of some learning manner theoretical account to be implemented in e-learning can better the acquisition and learning procedure. The sequence in how the acquisition activities can be implemented in acquisition is non identified in most of the acquisition manner theoretical accounts. 3.6 Drumhead Learning manner refers to how a scholar perceives, interacts with, and responds to the acquisition environment. Different larning manner instruments are used to find pupils ‘ acquisition manners. These theoretical accounts are developed to depict and place single acquisition manner in face to confront environment. However, e-learning has different features and technically is different environment. Table 3.3 summarizes all learning manner elements and their suitableness in e-learning contexts. Comparison between the available acquisition manners theoretical accounts is presented in Table 3.4. Table 3.3: Overview of all learning manner elementsLearning StyleDescription and FeaturesSuitability to be a learning manner for e-learning pupilOcular Ocular scholars remember best what they have seen. Ocular stuff such as artworks, diagrams, images and lifes. Auditory They are listening scholars ; they will larn efficaciously when they can listen to what they are larning. Stress on text-based stuff. Sensory Feeling scholars prefer to larn concrete stuff such as informations, facts, and illustrations. Feeling scholars besides like practical job resolution. Increase the figure of illustrations, exercisings and multimedia. Problem based method is suited. Intuitive Intuitive scholars like challenges and prefer to larn abstract stuff and do non like repeats. Number of illustrations and exercisings should diminish. Kinesthetic Other esthesiss which includes touch and temperature every bit good as motion. Gamming and simulation may be affectional for those scholars. Inductive Prefer facts, observation and underline rules. Problem based and Inquiry based acquisition can be effectual for this type. Deductive Prefer presentation that goes from the general to the particular. Course content presentation. Active Prefer to larn by seeking things out and making something actively, active scholars tend to be less interested in illustrations, since with illustrations they can see how others have done something instead than making it themselves. Learners prefer larning by speaking, explicating, and discoursing the stuff with others and besides like to work in groups. Less illustrations are recommended for active scholars. Communication characteristics such as forum and confab, undertakings that incorporate such characteristics, every bit good as group work are good. Brooding Brooding scholars prefer to larn by reflecting on the tilting stuff and thought things through. The figure of larning objects inquiring for active behaviour should diminish. it is recommended to first present the learning stuff, so that scholars can reflect on it and afterwards present illustrations or inquire them to make some undertakings based on the learned stuff. Consecutive Consecutive scholars prefer to larn by additive Stairss. Showing the larning stuff utilizing consecutive acquisition based attack. By utilizing predefined learning way and supported by concealing links within the learning stuff and foregrounding the dorsum and following buttons. Global Global scholars, it is really of import to acquire the large image of the subject and they tend to be hapless in utilizing partial cognition. Global scholars are interested in related subjects and besides prefer to travel through the stuff in a non-sequential manner by leaping to more complex. Geting an overview of the subject can be supported by supplying lineations and a high figure of illustrations, exercisings and trials. stuff, links should be displayed and Mugwump Prefer to be independent in survey and undertakings. The scholar in e-learning is independent but can non be translated as acquisition activity. Dependant Looking to the instructor as beginning of construction and counsel. Can be implemented by utilizing adaptative interaction support. Collaborative Acquired information by sharing and by collaborating with instructor or others. By utilizing communicating techniques, such as forum, chat, or picture conference. Avoidant They are non interested to category activities and go toing. Supplying this type of scholar the preferable acquisition method. Participant Keen to participant. Problem based, Inquiry based can be supported. Competitive Compete with other pupils. Gamming attack may actuate this type of scholar. Musical They respond to music. Synergistic support system with multimedia. Emotional/ sociological / physiological / psychological/ environment Emotional, environing and substructure facets. Not suited for e-learning environment. Table 3.4: Comparison of Learning Style ModelsMannerScopeKolbMyers-BriggsHoney& A ;MumfordMccarthyGRSLSSFelder-SilvermanDunn& A ;DunnHBDIMilliliterOrientation to life Processing Extrovert-Introvert Ten Active-Reflective Ten Ten Ten Ten Percept Decision devising Concrete-Abstract Ten Ten Ten Feeling-Thinking Ten Percept Attitude to outside universe Sensing-Intuitive Ten Ten Judging-Perceiving Ten Input signal Visual-verbal Ten Ten Organization Inductive-Deductive Ten Ten Understanding Sequential-Global Ten Mugwump Ten Dependant Ten Collaborative Ten Avoidant Ten Participant Ten Competitive Ten Environment Ten Emotional Ten Sociological Ten Physiological Ten Psychological Ten Kinesthetic Ten Musical Ten Interpersonal Ten Ten Intrapersonal Ten Logical Ten Imaginative Ten In e-learning when the acquisition manner of the pupil is non compatible with the learning manner of the instructor ; troubles in acquisition can ensue. Table 3.5 nowadayss learning techniques to turn to all learning manner and their suitableness in e-learning contexts. Table 3.5: Teaching Techniques to Address Learning Styles Teaching Techniques Learning Manners Matching e-learning Technologies or Methods Motivate acquisition and associate the stuff being presented to what has come before. inductive/global ITS ( course of study sequencing ) Provide concrete information such as facts, informations, existent or conjectural experiments and their consequences. Feeling Problem Based/ Inquiry Based larning Abstract constructs such as rules, theories, mathematical theoretical accounts. Intuitive Inquiry Based Learning Material that emphasizes practical problem-solving methods. sensing/active Problem Based Learning Material that emphasizes cardinal apprehension. intuitive/reflective Problem Based/ Inquiry Based larning Observation of milieus, empirical experimentation, and attending to item. Feeling Problem Based/ Inquiry Based larning Use images, schematics, graphs, and simple studies liberally earlier, during, and after the presentation of verbal stuff. sensing/visual Adaptive presentation and the usage of Mind Map/Flowchart methods Use computer-assisted direction. sensing/active Synergistic support system Do non make full every minute of category clip talking and composing on the board. Supply intervals-however brief-for pupils to believe about what they have been told. Brooding Problem Based Learning Provide chances for pupils to make something active besides transcribing notes. Active Gamming Based Learning Applaud originative solutions, even wrong 1s. intuitive/global Synergistic support and Gamming Based larning can heighten this technique. There are many learning manner theoretical accounts, theories, and methodological analysis that has been used for a long clip in instruction, none of them have adequately covered all larning facets such as personality, emotional issues, graduated table differences, and penchants.

Braveheart Movie Report

Braveheart is a film directed by Mel Gibson which loosely portrays the life of William Wallace, a national hero in Scotland. In real life, Sir William Wallace was a Scottish knight who led the resistance against the English occupation of Scotland during significant periods of the Wars of Scottish Independence.While there are no accurate historical records that exist concerning the birth date and place of birth of Sir William Wallace, there are accounts of his exploits, one of the most memorable of these accounts is the mark of the beginning of this resistance movement for the independence of Scotland which was his killing of the son of the English governor of Dundee.The heroism of Sir William Wallace was such that it was the inspiration of historical novel The Acts and Deeds of Sir William Wallace, Knight of Elderslie written by the 15th century minstrel Blind Harry which was also attributed as the cause for the legend which surrounds Sir William Wallace. The onscreen portrayal of Si r William Wallace by Mel Gibson in the film Braveheart, according to critics, â€Å"has been somehow stretched to the limits that the silver screen can provide.† (Roger Ebert 1995) The famous cry for â€Å"freedom† in the movie is not as historically accurate as it is portrayed because the concept of personal freedom wasn’t widely celebrated during the era of Sir William Wallace. Another inconsistency of the movie with regard to the portrayal of Sir William Wallace lies in the battlefield strategy employed; there are no historical accounts of the 14th century Scotsmen burning the battlefield.Most of the characters in the movie, Sir William Wallace included, have been â€Å"glorified† to be able to properly manipulate the sentiment of onscreen audiences. Much of the portrayals tend to show only the glorious and benevolent sides and don’t reflect an accurate recount of the historical truths concerning the charact

Outsourcing And Project Valuation Essay Example | Topics and Well Written Essays - 750 words

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Managing the human resource environment Essay Example | Topics and Well Written Essays - 1750 words

Managing the human resource environment - Essay Example Human resource management takes the consideration that the workforce is the most important asset that an organization holds and hence it must be given priority for the organization a competitive edge. Human resource management stipulates that having a skilled and well catered for workforce can help an organization to have a competitive advantage that may be difficult for other organization to replicate. Hence human resource department works to develop the workforce of the organization. (David, 1998) Human resource department is bestowed with many responsibilities as far as the development and training of the work force is concerned. First it is given the role of recruitment. It determines the labour need of an organization and carries out recruitment to ensure that it gives the best labour to the organization. Second it is also given the role of staff development and training. Human resource management is given the duty of training and developing the staff. It conducts continuous study of the staff and in work training in order to give the organization a competence work force. Third human resource is given the duty of looking at the welfare of the employees in their work. As such it works for the employees to address various issues that pertains them. Human resource also worked with other department in the organization in order to ensure optimal performance of the employees. Human resource managers must have some basic skills in order to carry out their duties. They must have the necessary organization skills that will help them in coordinating the work of the human resource department. They must understand the workforce very well and understand the difference kinds of people constituting the workforce. As such, they should have an understanding of theories of personality and the psychology of the work force. They must also be skilled counsellors since they will be handling various cases regarding the workforce and even settling disputes between the workforces. In its operation the human resource management is faced with many challenges. The management of the workforce is faced by many constrains. The integral of the function of the human resource department with other department is one of the areas posing greater challenge. This is due to many areas of conflict concerning the function of the departments. Handling of employees is another challenging area in the department. Many of the employees who feel patronage in the organization sometimes fails to recognize the authority of the department in carrying out its functions. Acting as s mediator between the organization employees and the administration, the department is faced with the challenge of harmonizing the needs of both parties. Sometimes it finds it difficulty to lean on one side of to take side on the issue so as not to appear as partisan. (Dudik, 2000) But strategic human resource management has and other human resource management strategy has been applied in a creative way in order to address some of these challenges. The organization has been able to come up with at strategic resource management place the addressed the need of the employees and at the same time address the need of the organization. Strategic human res

Emotional Intelligence and Emotional Competence Research Paper

Emotional Intelligence and Emotional Competence - Research Paper Example Saarni states that an emotionally competent person is able to perform according to his moral values in â€Å"emotion-eliciting† situations that demand his â€Å"self-efficacy† (1999, p.2). Such a person is aware of his emotional state and of others and is able to work accordingly. Comparison and Contrast EI improves our ability to learn EC. The two concepts cannot be separates. Scholars define EC as a learned ability of an individual resulting from EI which enables him to show outstanding performance in every field of life and, more specifically, job. For example, to show skill in conflict resolution with customers, it is important that the individual knows EI basics like relationship management. However, if he has mastered in EI basics like relationship management, that that does not guarantee that he has also mastered in conflict resolution. He has only gained potential to learn EC by learning EI. To make a contrast, EI involves tackling emotional situations in all wa lks of life while EIs are specially job skills based on EI. References Matthews, G., Zeidner, M., & Roberts, R.D. (2004). Emotional Intelligence: Science and Myth. USA: MIT Press. Saarni, C. (1999). The Development of Emotional Competence. USA: Guilford Press.

News International - Phone Hacking Scandal Research Paper

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Deepening Understanding Of A Topic Through Research Essay

Deepening Understanding Of A Topic Through Research - Essay Example This learning outcome provided insights in preparing a thesis statement, annotated bibliography, classical argument and reference list. These activities effectively helped in understanding plagiarism and styles of referencing. The activities helped in writing an appealing thesis statement, and an introductory paragraph. The activity on plagiarism, referencing annotated bibliography and classical arguments helped in attaining the goals of the outcome. All the assignment provided basics for understanding the learning outcome. The activity on annotated bibliography was surprising because it is done differently from other writing. In addition, activities on in-text citation and referencing provided insights on how they are done. In preparing a classical argument, for instance, I learned how to analyze and break down the argument, and how to state the argument in the essay. Application of group arguments could effectively be used to enhance the outcomes of this learning activity.This lear ning outcome effectively helped in writing a summary and strong response and preparing a situation paper. It also played a role in understanding how to write a progress report in light of ethical and contemporary issues. This activity helped in forming a creative or direct title and in clarifying the subject of the paper in the introduction. For this learning outcome, activities such as a summary and strong response, exploratory research and progress report, and classical argument were helpful in achieving the outcome.

Abortion Research Paper Example | Topics and Well Written Essays - 2000 words - 3

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Wk 5d2 Essay Example | Topics and Well Written Essays - 250 words

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Historians Can't Speculate Essay Example | Topics and Well Written Essays - 3500 words

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Organizational Structure and Culture Essay Example for Free

Organizational Structure and Culture Essay Authority structure within organizations is important for the oversight of delegated processes and expected outcomes. Without structure, chaos would impede support, communications, and vision development. Organizational designs vary according to the need of the organization to operate efficiently, to achieve goals, and to support the associates within the organization. The organizational structure style design helps lead the organization in successful endeavors (Sullivan Decker, 2009). Organizational History The history of an organization contributes to the design of the formal organizational structure.  The medical center has a tumultuous history. A new modern building was constructed in 2000 to replace an older structure. The local physicians had no input into the decision or design of the new facility. The organizational structure during that time was a strict parallel design. The physicians reported to the chief medical officer and the Board of Trustees. The physicians jointly decided not to support the new local hospital; the organization began to collapse. The medical center eventually fell into bankruptcy because of the lack of physician support, poor financial management, and unscrupulous use of organizational monies. The court system retained a reconstruction organization in an attempt to rebuild the local hospital. During the time of bankruptcy the parallel organizational structure remained in place, but with less authority of the medical governance branch. The main focus of the organizational structure was financial survival of the organization. An immediate change was needed for the improvement of the dangerously low morale of the health care associates The once country owned, bankrupted not-for-profit-hospital was bought and sold twice before stabilization began to be a possibility. A corporation purchased the hospital and changed it to a for-profit organization. There was very little resistance to the change because the organization had been surviving in chaos. According to Kurt Lewin’s three stage theory of change, the first phase, the unfreezing phase, is an important phase of change. Change is getting ready to happen during this phase. The health care associates of the medical center had been getting ready for change for a few years. The unfreezing phase requires the development of motivation. Motivation was the chance to prosper in a successful business venture while delivering quality care to the community (Kurt Lewin, 2012). Generational Culture The generational culture of the organization had a positive effect on the change. There was a common goal developed, the success of the organization. The generational similarities outnumber the generational differences. According Anick (2008), â€Å"The top reason for happiness in the workplace is the sense of feeling valued† (Table 2. Elements on which members of each generation are mostly similar). The traditional, baby boomers, generation X, and generation Y became involved in the decision making as the new organization structure formed. They shared ideas and offered suggestions for patient care improvement. Informal leaders began to emerge. During the refreezing phase, the stabilization became the norm. The differences in the generational culture became more apparent. More processes, greater accountability, and new required use of technology caused a feeling of less worth for the older generation of health care providers. The younger nurses seemed to adapt more quickly to new systems and techniques. Older nurses began to believe they were less important to the process. The informal leader roles changed. A new information system was installed and education was initiated. This led to more attention on the differences of the generational cultures. Much of the required education was completed on the computer. E-mail is essential for communication within the organization. Some of the traditional generation began to feel left behind. At the end of the first year, many of the health care providers who had survived the previous chaos succumbed to the new advancements and left the organization. Current Organizational Design The current organizational structure of the medical center is a matrix design. The upper administration consists of a chief nursing officer, chief financial officer, and an assistant administrator. This group reports directly to the chief executive officer. The chief executive officer reports to the Board of Trustees. The medical center consists of two distinct campuses, four on-site clinics, and one clinic located off campus. The upper administration is responsible for the organization. The matrix esign is complex and requires good interpersonal skills for dual managers. Each nursing unit has a nurse manager. The nurse managers report to the chief nursing officer regarding any patient care issues. The nurse managers of the behavioral health campus also report to the behavioral health program director for organizational issues. The physicians are under the organizational umbrella for operational regulations but report to the chief medical officer regarding medical patient care. The resource manager has a dual reporting line to the chief nursing officer and the chief financial officer. The matrix requires frequent communication between the dual authorities. Non-management views the frequent meetings as meetings about meetings (Sullivan Decker, 2009) Formal lines of reporting are evident within the organization. The nurse managers report to the chief nursing officer. Managers of departments involving financial business of the hospital report to the chief financial officer. Ancillary and support services report to the assistant administrator. The compliance officer, the pharmacy director and the behavioral health program director report directly to the chief executive officer. The formal lines of reporting are used for recognition of associates, disciplinary offenses, and arbitration of challenges between departments. Patient-Centered Care Environment The organization is creating an environment for client-centered care by the development of a nursing leadership council consisting of direct care providers. The council membership includes seven registered nurses from nursing units with day and night shift representation. The nursing council interviews associates and patients, observes processes, and reports findings to the council. Changes in nursing processes are approved through the nursing council with final approval by the chief nursing officer. The council members were selected using predetermined criteria. The informal leaders of individual departments were chosen for their job performances and their proven leadership skills. The shared governance gives ownership of patient care to the frontline caregivers (Hess, 2004). Organizational Communication Various communication methods are used within the organization. Formal, time sensitive communications are delivered face-to-face or by technology. E-mail and web conferencing are the most frequent used methods for upper administration. Both methods allow quick responses between the communicators. Upper-level management processes the information and decides the best delivery method to the next lower-level management, depending on the subject matter and the expected time frames. Middle management associates attend leadership meetings every two weeks. Management communicates organizational status through these meetings. Plans for future projects are discussed during the leadership meetings. Middle management has e-mail accounts and receives electronic communications on changes. Middle management holds departmental meetings at least monthly to distribute information to the direct care providers. Upper-level management holds open meetings for the direct care providers each quarter. The meetings focus on current organizational trends and plans. Direct care providers ask questions and make suggestions for improvement during the open meetings. Communication boards are placed in strategic areas through the work areas. Information is placed on the communication boards and updated weekly. Questions frequently come from the information from the boards. Conclusion The organizational structure can be descriptive of the culture of the organization. A ridged authoritarian organizational structure defines an organization that does not allow the frontline workers to participate in decisions that affect the organization. The matrix organizational design requires open communication between the leaders of the organization. Added shared governance from the frontline creates more awareness is put on the quality and delivery of the product. Organizational structures vary and are representative of the leadership within.

Low Birth Rate in Hong Kong

Low Birth Rate in Hong Kong Nowadays, the world population just over 6 billion and consistently estimate to increase to 9 billion in the next 50 years. The growth rate is mostly come from those developing countries, especially from Africa. Nevertheless, the birth rate which we would call it as population growth rate is decreasing in Hong Kong. The local birth rate reached the lowest level in the world. According to the report from the Census and Statistics Department, around 30,000 babies will be generated by mainland couples while 69,000 will be born in Hong Kong each year. In 2006, 984 babies were produced each 1000 expectant mothers. The estimation of the following 30 years, the birth rate will be lower than 900 babies would be born with each 1000 expectant mothers. We can use the graph from Census and Statistics Department to indicate the change by birth rate. In the fig. 1.1, the lines are representing the population in 1996 while bars are representing the 2006s. We would see that the population in Hong Kong is going to form a reverse triangle as fewer are born in the base. Moreover, we would see that the birth rate was continuing decrease from 1981 to 2006. Basically, the government has been put aware on the issue. In one of a meeting of legislative council, the councilors have put out this as one the items of agenda. The decrease in birth rate may help to save the sustainable resources in the world, but it would cause out many society problems as well. Actually, aging problem is a serious issue happening in the society. And, this would cause out many consequences to make the society become poor. Aging problem will lead the tax payer having a heavy tax. As the decreasing birth rate cause out, fewer tax payers will need to fall into the tax system. While the number of elderly would increase to form an unhealthy population, the Government would have a financial problem on subsiding them. The government need to bear heavy costs on medical services, elderly health care and retirement such as social security allowance. On the other hand, the education system may need a reform. The demand would decrease as fewer children entering the education system. Those schools will be terminated by a low birth rate, and employers like teachers will be being unemployed. This is already happened in the society in 2006. Many schools are warned to shut down by insufficient students. As a result, encouraging the birth rate is a must. Recently, the government noticed that the importance of having a good birth rate and formed a committee to put concern and finding out solutions in low birth rate issue. The effective way is the government encourage the citizens to improve the birth rate. 1.2 RESEARCH OBJECTIVE In this study, we would like to help to find out the reason of causing low birth rate. Besides, we would not only want to know the causes but also want to find out solutions and the ways of government would able to give a hand. Therefore, our research objectives will be set as the followings: Understand the reason of low birth rate occur Evaluate the effectiveness of various methods to increase birth rate Understand the value of having baby (promotion purpose) Evaluate the impact of various media on the decision to have a child Obtain the demographic of response 1.3 CONTRIBUTION Through this marketing research, we would define clear why the low birth rate was caused out. Afterwards, we can find out the most effective solution to improve the birth rate, in order to prevent the next generation to pay the heavy tax to the government which is our generation and beyond. On the other hand, we would the report will be indicated out that the effective way of promotion by the government which he citizens would thinks it does work. It is beneficial to the government whether the aging problem is solved, the financial burden will reform. The government is able to put the subsidies on the other ways that make Hong Kong becoming a most successful city that people would like to live. 2.1 EXPLORARATY RESEARCH To begin our research, we may need to use exploratory research to provide the insights of the low birth rate problems. From the various types of exploratory research technique, we have used secondary data analysis and focus group when doing this project. Secondary data Low birth rate which is a big issue for the Hong Kong government, so there are plenty of data about this issue on the website of the Census and Statistics Department and also the newspaper. The reasons why we are using the secondary data are because they are low cost and useful as background information. Also, some of the data are realistic as those data are collected from the official department of Hong Kong Government. As the government highly concern about the low birth rate, there are policies and promotions about how to improve low birth rate, which helps us on creating the questions for our questionnaire. Focus Group Focus group is a form of qualitative research in which a group of people are asked about their attitude towards a product, service, concept, advertisement or idea. And there will be a moderator to introduce the topic of discussion and to encourage the group to discuss. Using focus group can allow the participants to discuss their true feeling and convictions, fast to collect data, easy to execute and flexible with low cost. Forming this focus group, our purpose is to understand the reason of low birth rate, evaluate the effectiveness of various methods to increase the birth rate, understand more the value of having a baby, evaluate the impact of various media on the decision to have a child, obtaining the demographic of response. After doing the focus group, we can combine the observations to understand the culture, the social group, sampling the sites to study, and creating news issues or topics we didnt think of. We would form 2 focus groups which consist of 6 respondents each. Besides, we need to hire a professional analyst to lead the focus group on the discussing track. Then, we need to book a one-way mirror room to observe the progress of the focus group. The most important is we should jot down the discussion by notes as an alternative way if the video recording devices does not work. The topic of discussion was focus on five main issues we focused on reasons affecting the birth rate, methods to improve birth rate, value on birth rate, ways to promote generation, demographic. To acquire the information we need, an analyst is needed to lead the focus group to discuss on the aspects. We did set the suggest questions: How do you think to generate a child? What are the costs to generate a child? What do you think the consequence to generate a child? Which ways do you suggest to encourage generation? How do you think the policies of government promotion? Summary of Findings Section We have been held focus groups in the March. After the focus group, we were given out some ideas of the low birth rate issue. In the focus groups people are all agree the late marriage is the trend in Hong Kong, many ladies are become focusing on their work. But they conclude that the cost of having a baby is the main cause of low birth rate. They need to quit their job, after the baby growth, their job opportunities will be probably lower as they disconnected with the society. They discussed that the birth rate from the middle class is important to improved. Later, they discuss that the method to improve the birth rate. Most of them thought that the government subsidies are the ways to help. Education allowance is the most effective as most of them agreed. It is because they think it is a long-term subsidy that their children need to study nearly 10 years. It is benefit if it would save their cost. However, no one concern on public housing because they thought that it is relate to the marry cost, not related to having a baby. They would think that the value of having a baby is to generate their breed. Most of them think that the TV commercial is the effective way to encouraged by government. It is because animation and sound would give them memorized. 2.2 QUANTITATIVE RESEARCH To choose a suitable method to fit with our case, we would like to use the mall intercept personal interviews for collecting primary data. The process involves stopping the targets, screening them for appropriateness, and either administering the survey on the spot or inviting them to a research facility located in the mall to complete the interview. And, we decided to set up in Women Health Centre and the Family Planning Association of Hong Kong etc, therefore we are able to get the result that related to our expectation and purpose. The characteristic of the method is confined place to conduct the survey but speed of data collecting is fast, and conductors are easier to reach the assigned quantity with a specific time. It will have the highest degree of interviewer influence of answers. Although geographical flexibility is confined in a selection place, we can poll a large number of target respondents with a successful planning. There will have low anonymity of respondents however, the respondents may not actively to cooperate. It is difficult to follow up or call back but it is not an actual problem. Essentially, interviewers can provide clear explanations for the questions asked, respondents will be clearer to answer the questions through face-to-face interview. So, the possibility of respondent misunderstanding will be the lowest. On the other hand, if the respondent cooperation is not enough to meet the planned quantity, we may also use phone survey to back up mall intercept personal interview. The advantages of using phone survey is competitive reduce cost and the respondent cooperation are good. So, it is a good back-up proposal for anything goes wrong in the mall intercept personal interview. There are some measurements guiding us in design our questionnaire. We should concern that each questions should have a reason behind asking and the type of answers you would like to receive y open-ended or close-ended. Later, we should concern on the questionnaire wording. In designing our questionnaire, we have avoided long questions that will give people confusing by using short and clear wording. Secondly, we avoid emotional and socially desirability response by loaded and assumption questions. So, the validity will be increased. Be sure all answer choices are mutually exclusive, check for ambiguity in wording the question, and ensure if the respondents can interpret the meaning of words differently. We also put aware on the personal pronouns (gender references) never use only him (his) or her (her) unless you are referring to a specific gender. Be specific, rather than general questions and word them so that they communicate uniform meaning. Avoid using double negatives, especi ally possible when using Agree/Disagree. 2.3 RESEARCH INSTRUMENT Scale There are several scale in setting questionnaire, interval scale, nominal scale, ordinal scale and ratio scale. We used Interval Scale in Q1, Q2, Q3 and Q4 in our questionnaire. An interval scale is a measurement scale in which a certain distance along the scale means the same thing no matter where on the scale you are, but where 0 on the scale does not represent the absence of the thing being measured. The Fahrenheit and Celsius temperature scales are examples. It is uniquely classifies, in preserves order and equal intervals. We used Nominal Scale in Q.5B, Q.5C, Q.5D, Q.5E in our questionnaire. A nominal scale is really a list of categories to which objects can be classified. For example, asking the gender and give Male and Female, for asking status, given Single Married and Divorce. The data so classified are termed categorical data, which are reflecting the classification of objects into different categories. We used Ordinal Scale in Q.5A, Q.5F and Q.5G in our questionnaire. An ordinal scale is a measurement scale that assigns values to objects based on their ranking with respect to one another. For example, Q.5G, we are asking about the monthly income of each target ordinance, from [1] Less than $5000 to [5] above $30,000. While you know that [5] is having more income than [1], but there is no implication that [5] is twice times more than [1]. All we know is that there are 5 categories, with obviously that [2] are having more income than [1], [3] are having more income than [2], etc. The higher the value assigned, the higher the category. 2.3.2 Pretest Procedure It is very important for us to do the pretest before the questionnaire being publicized; the aim of pretesting questionnaire is to ensure that it can be clearly understood. Since the questionnaire may have a lot of mistakes, therefore, we need to conduct and find out the information on that issue. Correct all the mistakes in the questionnaire are necessary, if the survey did not properly set, the purpose will not be achieved to conduct the accurate information what we looking for. For our questionnaire, in order to achieve the effectiveness of pretest, we are going to read the questionnaire for at least 15 times after setting. Besides, we are also going to ask for 15 respondents to test our questionnaire. Finding correct and relevant respondents can help to increase the efficacy of pretest. The varieties respondents would be desire for our Low Birth Rate questionnaires are the professionals, such as English teachers; lecturers, schoolmates from universities, and also our parents. We chose them for the questionnaire pretest procedure, since some of them have sufficient knowledge to state out our problems, for example, English teachers can correct our grammar and spelling mistakes, rectify the question wording into more format type. Lecturers can check the flow of questions and give suggestions on the question, ensure that we are using the multiple-grid format and have been separated them into variety of groups before conducting. And, some of them are easy to re ach, like our schoolmates, their feedbacks help us to predict our target ordinance reaction to the questionnaire, they also may help to estimate the time-taking. After all, we can rearrange the follow up and one by one. Use our questionnaire as an example, after the pretest procedure; we rectify the question wording to make the questionnaire become more clarify. Such as, using Very Unimportant and Very Important to replace Most Important and Least Important. Use full sentence, Are you working now? (If yes, please continue to answer the following questions. Otherwise, jump to à ¯Ã‚ ¹Ã‚ Hà ¯Ã‚ ¹Ã… ¾) instead of a single word Occupation etc. (Appendix fig. 2.2, fig. 2.3) 2.4 SAMPLING Sampling is the simple way to reach out targets with a subset of the population instead of reaching the entire population. Compare with reaching the entire population, sampling will help to save time, cutting cost for budgeting and manpower. Firstly, we should figure the target group out. Our target group is men and women who have visited Women Health Centre and the Family Planning Association. It is because they will have a brief concern and knowledge on the birth rate issue. To reach our target group, we would use the convenience sampling indeed. There is no sampling frame while it is actually a non-probability sampling method. Those respondents are unknown member form our target group because of using the non-probability sampling. Our interviews will select the most available targets arbitrary. However, we would set the 200 respondents as our sample size. As the mall intercept personal interview is suitable to associate with our research, it has many advantages indeed. First, the mall intercept personal interview can be conducted faster and inexpensive. Also, the mall intercept can poll a large number of respondents and control the speed of the survey. As we want to poll a large number of respondents in target group, we decided to interview in Women Health Centre and the Family Planning Association of Hong Kong within 3 days. As the mall intercept is a face-to-face contact with the interviewees, it will lead us easier follow-up and make corrections of the unclear or misunderstanding answers. These advantages will encourage us to conduct a better survey. Unfortunately, there is no perfect method existing in the world. We would just choose the method which consist the least disadvantages. In the mall intercept, we would require a lot of labour force to conduct. This will lead the research cost climb higher by hiring cost for interviewers. Furthermore, low accuracy of the survey is also a disadvantage of this method. It is difficult to follow up if we find out any problem while analyzing the answers. Further, the result sampling may not represent the entire population in a place. Therefore, we would find out some solutions to fix them. We would not employ volunteers as our group members can be the volunteers in the research. Perhaps, cost of the employment will be relatively lower. In order to improve the accuracy, setting up more intercept places for interview can enhance the representative level of the results. Also, after conducting the survey, interviewees would politely to ask the respondents to leave their contact information if they are willing to do that. Hopefully, it may improve the disadvantages of the survey method. We would do the survey over 3 selected places within 3 day. On 28th April, we would conduct in the Family Planning Association at Wan Chai while conducting in the Women Association in Tuen Mun in the following day (29th April). Finally, we would reach the Family Planning Association at Wong Tai Sin in 30th April. These 3 locations will be assigned a team to play the role as interviewers. Each team will consist of 3 member do stay within the place in the operation hours. The selection of those 3 places is due to improving the accuracy of the sampling over territories. In addition, easy to reach who concern birth rate, prepare to have a child or even avoid having child as well.