How to be an effective team Research Proposal Example | Topics and Well Written Essays - 1250 words

How to be an effective team - Research Proposal Example a)For an adult learner, effective team work is crucial for learning and knowledge acquisition process. For this age group, team communication is one of the main elements which help the organization to create high performance teams and achieve further growth and development. In general, a learning team can be defined as a group of individuals working together to solve problems or accomplish tasks. It is the ever-changing collective feelings, hopes, problems and pains of the community. Rather than simply "tell" students that a certain situation or problem is interesting or important, researchers suggest that the teacher try to arouse their sense of curiosity (Bruner, 2007). Once aroused, it will carry the students through the planned course of study. Learners must get involved with whatever topic or problem they select and must learn its characteristics as well as the general skills of problem solving. In short, we learn by doing. The traditional, logical method of pedagogy presents a systematic, organized body of material. The psychological method links the subject to the learners life situation and then lets him or her work through it in initially chaotic form until a clearer understanding emerges (Dickson and Hargie, 2003). For an adult learner, learning teams are a powerful design option that hopes to meet the challenges of increased knowledge demands, improve output quality, and address the social needs of the ever-changing global workforce. However, the success or failure of work teams will depend largely on communication. Effective communication requires that HR practitioners adapt key assumptions about motivation, structure, and accountability. Adapted assumptions must support lateral thinking, collaboration, interdependence, a focus on process, permeable boundaries, and mutual responsibility. Learning teams are most effective when there is high task interdependence

HY 1110-08F-2, AMERICAN HISTORY I (HY1110-08F-2) Essay - 6

HY 1110-08F-2, AMERICAN HISTORY I (HY1110-08F-2) - Essay Example In the South, non-legislative means were used to intimidate former slaves from integrating into white society. One of these groups was the Ku Klux Klan. This group began as a pro-American group, but quickly decided that pro-white American was the real purpose of their organization. Changes in society in the North were occurred also. The northern abolitionist groups, having achieved their goals, found new topics to focus their energies upon. Coupled with the religious fervor of the Second Great Awakening, these groups attacked the many ills they saw in society. Specifically, the temperance movement and the womens suffrage movement became prominent forces for social change after the Civil War. The status of women in society began to change as well. In the North and South, most members of society of both sexes felt that a womens primary responsibility was to her family and within her own home (Clinton 1999). But a growing number of women believed that this primary responsibility should not prevent them from enjoying the same civil liberties as men, especially in regards to voting. Womens voices began to be heard in more prominent ways after the civil

Harold Hotelling's Essay Example | Topics and Well Written Essays - 1250 words

Harold Hotelling's - Essay Example These economists make this prediction by studying the prevailing interest rates. According to Per-Olov and Karl-Gustav (2000, 78) upon evaluation and analysis, Hotelling’s theory of nonrenewable resources can still be found to be effective, its flaws notwithstanding. One of the qualities that Hotelling’s theory enjoys and derives vindication from is the fact that the theory generates fundamental implications on how the finite availability of nonrenewable resources affects resource extraction path and resource pricing. Because of this, renowned economists such as Gaurav and Komalirani (2009, 145) divulge that by this virtue, Hotelling’s theory has been instrumental in addressing the most fundamental question that is due to the agent or owner of the investment: the extent to which the nonrenewable asset should be consumed at the moment, and the extent to which the nonrenewable resources should be stored for future use (Per-Olov and Karl-Gustav, 2000, 78). ... uctivity (the flow of the product being generated by marginal units of the resource); the change that will have acted upon the physical characteristics of the nonrenewable asset, over time; and the change that will have acted upon the nonrenewable asset’s market value, over time (Sun and Kaplan, 2010, 75). According to Anderson (2007, 54), Hotelling’s theory considers fast logistics as critical to the success of modern manufacturing industry. This is because people stay far away from work station and thereby have to use automobiles to commute. Likewise, the extraction of oil and other nonrenewable resources by far transcends the use of manual labour and must therefore assume the use of logistics. This reality is further compounded by the introduction and development of global logistic networks. The importance of logistics in Hotelling’s theory is seen in the acknowledgement of logistic curve as an instrument that is important in the estimation of future productio n, through the use of previously observed discoveries. The consideration of logistics in Hotelling’s theory is also underscored by it being instrumental in determining reliability (the most likely estimate and the upper-bound estimate). The upper-bound estimate is the logistic curve that has a growth rate of 6% and ultimate resource which is commensurate to 200 Giga-barrels (Gb) and a peak of 1970. Conversely, the most likely estimate refers to a logistic growth rate that is commensurate to 6%, final resource that equals 150 Gb and a single peak in 1965 (Kandelaars, 1999, 70 and Sanders, 2011, 25). In respect to the above, the value of the marginal unit of natural resources that are held in-situ, minus the cost of extraction will be the value of the resources which will be in the flow market. For

The Awareness Of Point Of Sale Information Technology Essay

The Awareness Of Point Of Sale Information Technology Essay Point of sale is a place where transaction occurs in exchange for services and goods. The point of sale refers to the physical electronic cash register or dedicated Point of Sale hardware used during checkout, but the POS is simply the location where the sale is conducted, money changes hands and a receipt a is given, which can also occur on a smart-phones, tablets, laptops or mobile POS device when the right hardware and POS software is combined with the mobile devices. It is a system allowing business transaction to be monitored, and also facilitating tasks that would otherwise be time-consuming when they are done manually such as monitoring stock, inventory managing, etc. POS also refers to the capturing of data and customer payment information at counter when goods or services are bought and sold. The POS transaction are captured using a variety of devices which include computers, cash registers, optical and bar code scanners, magnetic card readers, or any combination of these devices. This is the physical location from where  goods  are  sold  to  the customers. Point of  sale  is often more specific than a  general  building or  store  where goods are sold, typically indicating the piece of  technology  which is used to finalize the  transaction. They are seen as a  standard  cash register  at the  front  of the store; such as, at a restaurant, grocery store, shopping malls, etc. The point of sale can also be an electronic  system  which are used by the staff for  multiple  purposes, such as ringing up  orders  as well as generating the  receipt  and finalizing purchases. Devices Used The computer software and the register are not the only devices used in POS systems. Devices such as bar code scanners are as important to use the POS system effectively. Magnetic card readers are used for debit and credit cards and optical scanners that examine the object itself for signatures and images. All these provide different sets of data to the computer which can be used to track sales more accurately. POS systems can be very expensive. Small businesses will need to invest several thousand of dollars for the system, legal bar code system, scanner and software needed to run the POS system. Even when a POS system is set up, the data it produces does no good unless managers and marketers know how to use it effectively and efficiently. Literature Review POS (Point of Sale) systems are commonly used in retail stores, restaurants, stadiums, hotels and casinos, etc. The basic use of these systems is to scan items for purchase, place in order and calculate the bills. They are usually industry specific. What can Point Of Sales System do? * Track all elements of each order, from payment, design details, delivery date and months in advance. * Customer Information: It automatically records the customers name, credit card information, address and what they bought and when. * Customer Relations: Everything regarding the customers purchases can be immediately called upon from the system. This makes handling returns, payments and other transactions easier even if the customer has misplaced the paperwork. In a multi-store environment it does not matter which store the customer goes to. All the information are available at all the stores. * Inventory Control: The computer keeps record of the stores inventory. This makes the POS terminals attached to it, automatically update the inventory with every sale or return. This helps the person in multi-inventories keep track of any stock is going to get over. The central office knows at all times how much stock each store has. * Inventory Analysis: The system is able to calculate at what rate each item is selling at all times, making it easy to decide what quantity has to be purchased. * Reduce Out of Stock: In case there is low stock, Low stock reports and purchase orders are generated automatically with enough lead time to receive goods. * Bar code Integration: Various bar-code reading devices can be used in conjunction with shelf stocking, warehousing and at the sales terminal. This will create a speedy entry and reduce human error. * Warranty Tracking: The time and date of purchase are automatically recorded. This information can be easily retrieved from the system within seconds. Warranty issues can be easily handled by stores other than the one where the purchase was made. * Special Pricing: Sales and specials discounts are easily controlled. Starting and end dates can be assigned to the products or product groups and the system will automatically handle them. * Sales Commissions: The commissions are automatically calculated and reported by the system. Different product lines can carry different commissions. Later commissions can be automatically reduced if the sales-person discounts an item. * Profit Center / Product Line Control: It is very easy to set up both profit centers and product lines. This makes tracking performance of individual sales managers and product line profitability easy. * Accounting: The Point of Sale system is completely integrated with full function accounting (Inventory, Accounts Payable, Accounts Receivable, and General Ledger) thus making the books always up-to-date. No hand entries by book-keeping staff are required. In a multi-store environment the central office always has the accounts for each individual store in real time and can produce consolidated accounting reports as well. * Data Export: The Data files and reports can be exported from the POS system for use with other software when there is need. * Data Import: Part number lists, customer lists and other bulk information from outside sources can be imported into the POS system without resorting to hand entry. * Manager Control: The manager has complete access and control to the store or chain of stores at any time of day or night. He can even do store transactions locally. * Security Levels: The Employees are only allowed the access assigned to their password only. * Loss Prevention: Record keeping is so thorough and clear that any employee theft of inventory or received cash, even if cleverly disguised can be detected and traced. Need of the study To know the level of use of POS system among the students of Amity University, Noida. To know the awareness of POS among the students. To know the amount of use of POS system among the students of Amity. Objective of the study: The objective of the study here is to know the use and awareness of the POS system among the students. The amount of use of POS transactions by the students during different courses of purchases. To increase the level of knowledge of POS system among the students. To find out the reasons why POS system is not used in case of both awareness and non-awareness. Rationale behind the study: The presence of POS system in various Malls or stores has become a common sight in todays market. People make their purchases mainly using debit/credit cards in place if paper cash. How does this POS system work? The person making the payment through his card is debited an amount which is the value of the price of the product he is purchasing from the store. This amount is directly credited into the account of the store, form which ever bank it has opened its account with. Since there is no exchange of paper money, transactions takes place in a few seconds, making it less time consuming and less energy involved. On the customers side he does not have the pain of carrying ready cash with him. This wide use of POS system brings us to a study of whether this facility is aware to the young minds of the future leaders and entrepreneurs. The research topic will study how much are the students aware about the POS system that are available in the market. With both the mode of cash and card purchases available, it will see what is used more often and why. It will study the positive as well as the negative impacts in the minds of the students using the system and also who dont use it. The level of awareness of both the group of people who use and who dont will be required to obtain, which will provide the researcher to obtain the final result. Research Methodology: Research method: Descriptive research Sampling method: Convenience Sampling Sampling size: 200 Sampling Universe: Student of Amity University, Noida Sector 125. Data collected: Primary Statistical tool Analysis: Microsoft Excel. Data Collection Method: Data will be collected through the distribution of questionnaires and interaction with the students. After the questionnaires are filled up as required and obtaining the required number of responses, it will be analyzed to reach the necessary findings. Primary Data: The data will be collected by the means of survey which will be done on the basis of various interactions with the students. A questionnaire prepared by the researcher will also be given to the responder who will be filling up the necessary questions. This set of questions will later be analyzed to obtain the required result. Hypothesis: Null: H0: the students are aware about the Point of Sales system Alternative: H1: The students are not aware about the Point of Sales system. Null H0: The students use the POS system Alternative: H1: The students do not use the POS system. Data Analysis and Interpretation Period of using a bank account: Respond Frequency Percentage Less than 6 months 117 58.5% Between 6 months to 1 year 35 17.5% 1 to 2 years 27 13.5% More than 2 years 21 10.5% According to the data collected from the survey, it was found that most of the students had their accounts operating from two years and above. The others had accounts opened just a few months back or a year. Mode of Purchases more frequently used: Response Frequency Percentage Cash Purchase 52 26% Card Purchase 148 74% The research Survey shows that majority of the students used the mode of cash payment. Card payment was also used but at a lower scale. When asked why, their reply would be because they felt more comfortable using cash other than cards. Their main reason for not using card payments was lack of security and confidence. Awareness on Point of Sale system: Response Percentage Good 36 Average 38 Poor 10 It has been found that the level of awareness of Point of Sale system among the students were good. Majority of them had an idea or knowledge what exactly a point of sale could do and also were aware about its benefits as well as its short-comings. There were very less percentage of students who had less or no knowledge a all of the POS systems. Frequency of using Debit/Credit Card Response Frequency Percentage Always 32 16% Very Frequently 60 30% Occasionally 42 21% Rarely 20 10% Very rarely Never 10 5% The survey shows us that the use of POS is very frequently used. This frequency is mostly among the students who are aware about the POS systems and use both cash as well as card purchases. Rank of POS system according to preferences Ticketing 3 Entertainment 4 Online Shopping 2 Shopping 1 Cash Transfers 5 The survey shows that majority of the students who use the POS systems are using them mainly for the purpose of shopping and online purchases. The facility o cash transfers are the least used. Satisfaction of using Point of Sale system: Response Frequency Percentage Strongly Agree 20 10% Agree 60 30% Neutral 30 15% Disagree 5 2.5% Strongly disagree The level of satisfaction among the students using POS system has been agreed by a majority. A neutral feeling is followed by the students who has been aware and using this service. Also a strong level of satisfaction is also found among the sampled sized. Reason for not using Point of Sale system Lack of advertisement 5 Lack of interest 15 No use 4 Lack of security 10 Lack of confidence 10 Any other 2 The survey studied the various reasons why some of the students were not using this POS system when it made transactions so much easier. The main reason for this was due to the Lack of interest in the minds of the students. This was followed lack of security and interest. Lack of advertisement was another reason for causing a low awareness among the students. Findings: The level of awareness about the POS system among the students is good. The use of this system is also found at a good scale among the students who are aware about the POS system. Though the level of awareness is good, some students still do not use as frequently as expected due to different reasons. The use of POS system is more among the group of students who have opened their bank accounts from 2 years and above. Students using accounts below a year have lesser use. Reason for lack of awareness is mainly because of not having a account for themselves. Another reason for not using this system is the lack of proper advertisements, lack of confidence and security. The POS system is mainly used for the purpose of shopping and online purchases by the students. They are more comfortable with these simple transactions that the POS offers. Suggestions: Banks and any other financial institutions providing this facility should make the effort of educating the POS system to its customers. Effective advertisements should be made in order to make the customers more aware of the system available. The Lack of security and confidence among the customers can be eradicated by using effective softwares that are immune to hackers and other flaws. Proper education should be implanted in the minds of the consumers in order to make them aware as well as use this facility. Adequate on sight experience from frequent users can also be done to motivate the individuals who do not use due to various reasons. Conclusion: The study of the topic Study on Awareness of Point of Sale system among the students of Amity University, Sector 125 found that a large number of students are aware about the presence of POS systems around them. Many use them because they are convenient and easy. Others though they have the knowledge and awareness are still hesitated to use them for various reasons. The Point of Sale system has made transactions operating in various stores very fast and efficient. They not only provide the benefit of cash less transactions but also keep track of every product or product group in the stores. This information helps the store manger to keep track of his products in his store and make necessary purchases before they run out of stock. Countries like USA mostly use this facility on a very large scale. Thus the final conclusion to this study was that the level of awareness of the POS system among the students is above average. In order to promote it more, a good amount of work in the field of advertisements and security has to be done. The above few reasons were the most prominent for its non use by certain people. It is only when they use the system they will realize the benefits of it.

Mary Shelleys Frankenstein Employs Typical Features of the Gothic Trad

Mary Shelley's Frankenstein Employs Typical Features of the Gothic Tradition One of the most important aspects of any Gothic novel is setting. Mary Shelly's Frankenstein is an innovative and disturbing work that weaves a tale of passion, misery, dread, and remorse. Some would argue that Frankenstein is a classic Gothic novel. By a classically Gothic novel it is meant that the story employs a traditionally scary theme. This could include such things as dark and dreary castles set in isolated surroundings replete with dungeons. Supernatural beings such as ghosts and living dead may be included in the twisted, thrilling, unveiling tale. The novel does contain many Gothic characteristics in a sense that it does explore the uses of dark dreary basements, where the monstrous creature is made. Frankenstein is not set in a dull and dreary basement but you could say that where Frankenstein worked on his creation to be a gloomy dreary room. There is a struggle between good and evil throughout the story, an example of this is seen in Victor Frank enstein and his monster. We also get a lot of suspense around the person who is next to be murdered or die. An example of this is before Elizabeth dies when Victor Frankenstein is anticipating his own death. The Author of Frankenstein the novel Mary Shelly had a very unfortunate childhood. Death reeked all around her throughout her life. Her mother died giving birth to Mary and ever since Mary had blamed herself for the death of her mother and this is one of the many factors of her life that can be related to the novel disturbing story line. Her sister and her son William perished before her in along line of illness and disease. Chapter five starts with p... ...entence also hints at what is to happen to Elizabeth as later on in the novel she is killed by the monster on there wedding night and in the sentence Mary Shelly has used the alliteration of "folds of the funnel" to emphasise the element of horror. Such descriptive words as shroud, grave-worms and corpse all create a sense of reality. They are harsh and produce internal horror. In all I think that Frankenstein can be classed as classically gothic novel. It contains continuous references to typically gothic features. Such scenes as the creation of the creature and the frequently occurring deaths all help to analyse the novel. The novel contains internal and external horror that is cleverly used to make the novel more exciting and satisfying. Works Cited Shelley, Mary. Frankenstein. New York: Bedford Press, 1992.

Group work

How Does Group Work Contribute to Teaching and Learning in Primary Schools?Group work, known to others as collaborative or concerted acquisition, is defined as a â€Å"situation in which, two or more people learn or attempt to larn something together† [ Wikipedia Contributors, 2010 ] . This paper focuses on how on the job collaboratively impacts both instruction and acquisition in primary schools. It describes the background to the development of collaborative acquisition and high spots the techniques frequently employed. The rules to effectual group work are explained, with both advantages and disadvantages noted. Collaborative acquisition is a pedagogical scheme which utilizes a assortment of larning activities to heighten a pupil ‘s apprehension of a peculiar subject. This is an betterment to traditional acquisition theoretical accounts besides defined as non-interactive talks, where cognition is gained from direct talks or the reading of books and articles. Traditional larning bids really small interaction or engagement from the pupils, hence a batch or really small may be learnt depending on the person. Collaborative larning accordingly stands as a constructivist attack to acquisition, and is identified as arising from a constructivist epistemology, as pupils are asked to take part and lend to their ain acquisition and development. The thoughts of bookmans such as Burner, Kohlberg, Piaget and Vygotsky are used in the development of collaborative acquisition, which basically implies that both the pupil and the environment are actively dynamic entities in the acquisition procedure as the pupil tries to portray the lessons. This procedure requires that cognition be discovered and translated utilizing linguistic communication and other larning Plutos to which the pupils can actively associate. Lawrence Kohlberg researched the moral determinations made by kids. His probe is such that â€Å"he developed an interview procedure offering a figure of scenarios, each with a moral dilemma† for which he had pre-determined replies. He realized that six phases of moral development existed and that some people are unable to make most advanced degrees of ethical reading. He thereby concluded that ; â€Å"the development of moral concluding happens in a peculiar sequence, and that each measure of the manner is a precursor to the next† [ KidsDevelopment.co.uk, 2010 ] . Jean Piaget ‘s theory of Cognitive Development suggests that persons go through a series of phases on their manner to independent thought. Piaget provinces that â€Å"all cognition refering world consequences from actions or operations upon it, which makes it alter, uncovering its stable and variational properties† ( Piaget, 1980 p222 ) . Lev Vygotsky believed that socialisation increases cognition and frequently clip changes a kid ‘s ideas and behaviors. Vygotsky suggests that larning is achieved in three ways ; imitative, instructed and collaborative. Imitative larning involves the pupil merely copying what was taught and instructed acquisition involves the pupil following waies antecedently given. Vygotsky ‘s work was focussed on two of import thoughts. First being the Zone of Proximal Development ( ZPD ) ; this describes the degree of distinction between a job that a pupil can work out independently and a job in which a pupil will necessitate the aid of others. ZPD is frequently identified as an person ‘s degree of existent competence relation to their degree for possible development. The 2nd thought is known as staging and describes the facet of support given to pupils when it is desired. Group work allows pupils to work together in little squads, uniting people with changing backgrounds, experiences, proficient and rational competences, towards the attainment of a specific aim. Each member of the squad has the duty of larning the stuff for himself, while besides assisting other members to clearly understand the lesson therefore making an â€Å"atmosphere of achievement† ( Palmer, Peters and Streetman. 2008 ) . Students thereby derive both cognition and societal accomplishments. The usage of group treatments helps pupils to explicate constructs and thoughts by supplying immediate feedbacks. Students learn how to trouble-shoot hand in glove in order to happen the best solution to a job. â€Å"When pupils formulate their ain solutions in this mode, they are genuinely believing critically ( Davis, Mahler & A ; Noddings, 1990 ) . Swortzel expresses that there are two major theoretical attacks to group work â€Å"Motivational and Cognitive† ( Swortzel, 1997 ) . Group work is seen as motivational because pupils recognize that their success or failure in the attainment of the specified end is dependent on them being able to work together as a squad. They thereby encourage each other to acquire the assigned undertakings done decently and on clip, in so making â€Å"cooperative acquisition additions pupils ‘ motive to make academic work† ( Johnson, Johnson & A ; Holubec, 1986 ) . The cognitive attack suggests that through group work pupils go more critical with their thought. Students are stimulated to believe ‘outside the box ‘ , therefore geting increased degrees of perceptual experience, consciousness, and concluding and judgment abilities. Group treatments are really synergistic with each person showing their point of view. Within a diverse group, there will be doubtless changing sentiments accordingly foregrounding attacks to the same subject. A collaborative model must foremost be established before the execution of collaborative larning techniques. The instructor should research collaborative acquisition and observer other instructors who have already implement the usage of group work. The instructor should hold on a good apprehension of the advantages and disadvantages to group work and must develop a acute grasp for the technique of scaffolding. The instructor so needs to make up one's mind if collaborative acquisition is ideal for the topic being taught, the type of pupils and take into history schoolroom limitations, if any.Teachers implementing collaborative acquisition are expected to be competent in the undermentioned countries:* Stipulating instructional aims * Determining group size and assign pupils to groups * Determining Group Size and Assign Students to Group * Classroom agreement * Planning instructional stuffs to advance Interdependence * Assigning group functions * Assigning undertakings * Structuring positive mutuality and answerability * Explaining the standards for success * Stipulating desired behaviors Before implementing collaborative larning the instructor should explicate to the pupils their determination for the usage of group work and explicate the advantages and disadvantages. The finding of group sizes may change depending on the nature of the undertaking and the work load. Groups can be homogenous or heterogenous, grouping pupils with similar involvements and strengths or they may be wholly indiscriminately selected. Once groups are established they normally do non alter really frequently, so as to let pupils to develop a constructive working relationship with each other. It is of import that the furniture in the schoolroom be organized in a manner which allows the pupils to work as a unit, sooner confronting each other, whilst leting for their flexible motions. Teachers should take into history the bing resources needed for successful undertaking completion and guarantee that they are readily accessible by the groups. The instructions and stuffs a instructor chooses for a group should guarantee that each member of the group makes a meaningful part and that single assignments within the group will be equally distributed. Teachers should construction positive mutuality and answerability by regularly proving both the groups and the members of the group for apprehension of the capable affair. Members should be encouraged to be able to actively support the stance of the group and their ain. The standards for success of the group should be clearly communicated and measures put into topographic point to measure the group ‘s public presentation as a unit every bit good as the single public presentations of the members. Once the groups have been established, instructors need to supervise the behavior of the pupils and aid with demands while monitoring. In so making, instructors may help with the answering of inquiries and supply and jump point of position or sentiment. Teachers may besides supply feedback on the work completed or the advancement made. Should struggles originate within the groups, instructors should step in to guarantee that such struggles are rapidly resolved and explicate the deductions of unwanted behaviors. It is besides really of import that instructors provide approbation and, or motive where it is deserved. Students play the most of import function in the art of collaborative acquisition. Their functions include and are non limited to, working together, actively listening to each other, maintaining records of work and advancement, oppugning each other, presuming personal duty and finishing the assigned undertaking.An article written by Dillenbourg and Schneider provinces that there are a few mechanisms to collaborative acquisition:* Conflict or Disagreement, proposing that when equal to peer struggles originate, societal factors cause scholars to disregard the dissension and to some extent forces them to happen a executable solution to the job. One facet of this theory states that diverging point of views normally lead to academic additions, while the other provinces that â€Å"when struggles are non verbalized they do non foretell positive outcomes† ( Dillenbourg and Schneider, 1995 ) . This article draws two decisions relative to this mechanism one being that â€Å"slight misi nterpretations can be every bit efficient as a clear struggle between two agents who severally believe P and non P† and the 2nd being that â€Å"verbal interactions generated to work out struggle are related to larning outcomes† ( Dillenbourg and Schneider, 1995 ) . * Alternative Proposal besides referred to as the â€Å"confirmation biases† by Dillenbourg and Schneider ( 1995 ) . In so making pupils actively develop thoughts that support their suggestions and wholly disregard thoughts that do non. They frequently times can non abandon their thought or suggestion because another suggestion may non be forthcoming ; nevertheless other group members make alternate suggestions. * ( Self- ) account ; the Self-Explanation consequence, as it is in known in many cognitive scientific discipline literature, describes that in a state of affairs where one pupil is more cognition that the other, the latter will automatically larn from the signifier, and besides that the former will hold on a better apprehension of the subject being explained as he endeavours to interpret into to footings to with the latter pupil can actively associate. Having successfully explained the more knowing pupil would hold improved upon his accomplishments to interrelate and gained improved assurance. Had there been any uncertainnesss in the account, person even more knowing might be able to clear up. * Internalization ; the article explains this mechanism as one in which pupils explain or justify their suggestions to each other, the verbalisation of such impacts all involved and that the constructs communicated are integrated into the hearers concluding. â€Å"Thinking is viewed a treatment that 1 has with oneself and which develops on the footing of treatments we had with others† ( Dillenbourg and Schneider, 1995 ) . The article besides states that for this mechanism to be effectual a few conditions must be met, â€Å"One status is that topics can merely absorb constructs which are within their ‘zone of proximal development ‘ , i.e. within the vicinity of the current cognitive degree. Another status is that the less able equal is non left as a inactive hearer, but participates into the joint job work outing strategy† ( Dillenbourg and Schneider, 1995 ) * Appropriation, this is explained as one pupil detecting the thoughts or accounts of another and taking those thoughts or accounts and edifice on it to do their ain. Learning is double as the first pupil reinterprets his actions relative to that of the 2nd, and the 2nd pupil got a sound foundation on which to construct. * Shared Cognitive Load, this involves the distribution of undertakings which will come together to accomplish the overall aim of the group. When the work load is even shared between pupils, each pupil can work meticulously on the assigned undertaking, thereby extinguishing redundancies and bettering the efficiency of the group. * Mutual Regulation, by using any of or a combination of the mechanisms antecedently described, pupils frequently have to modulate the actions of each other to guarantee that the stipulated guidelines are adhered to for the attainment of their ends. * Social Grounding, described limpidly by Dillenbourg and Schneider as â€Å"the mechanism by which an person efforts to keep the belief that his spouse has understood what he meant, at least to an extent which is sufficient to transport out the undertaking at hand† ( Dillenbourg and Schneider, 1995 ) . This mechanism requires the talker to look into for apprehension, and where misunderstand is seeable to clear up, thereby constructing a portion apprehension of the job. George W. Gagnon. Jr. , and Michelle Collay developed another design for collaborative acquisition and in this theoretical account teachers develop a series of stairss that their instruction construction follows every bit listed below: * â€Å"They develop a state of affairs for the pupils to explain† ( Gagnon and Collay, 2004 ) * â€Å"They select a procedure for groupings of stuffs and students† ( Gagnon and Collay, 2004 ) * â€Å"They build a span between what pupils already cognize and what the instructors want them to learn† ( Gagnon and Collay,2004 ) * â€Å"They anticipate inquiries to inquire and reply without giving away an explanation† ( Gagnon and Collay, 2004 ) * â€Å"They encourage pupils to exhibit a record of their thought by sharing it with others† ( Gagnon and Collay, 2004 ) , and * â€Å"They solicit pupils ‘ contemplations about their learning† ( Gagnon and Collay, 2004 ) .A comparing of there collaborative techniques, is illustrated in Appendix 1.Johnson, Johnson, and Smith ( 1991 ) high spots three cardinal undertakings instructors should follow for the rating of the efficiency and effectivity after there group work is completed. First, instructors should supply a closing through summarisation. That is, to sum up the lessons of import points or to hold each group explain their work and the points they found of most significance. Second is to measure the pupils larning, by measuring how they have attained or failed to achieve the coveted result and supplying the feedback required, leting pupils to better on their ability to work as a group and therefore personal development. Third, instructors should do note of the techniques that worked and why they worked and if necessary adjust their lessons. A popular definition of constructivism is that â€Å"Constructivism is a theory of cognition which claims that cognition is non passively received but actively constructed by the scholar, and that the map of knowledge is adaptative, functioning to organize experience, instead than detect reality† ( online, 2010 ) Group work has academic, societal and physiological benefits to both pupils and instructors. Academic benefits include: the development of critical thought and the active engagement of pupils in the acquisition procedure. The societal benefits include: the development of societal larning systems for pupils and physiques diverseness apprehension among pupils and instructors. The physiological benefits include: increased self-esteem through peer-to-peer instructions and it reduces the anxiousness of pupils. Although collaborative larning seems to be dependent on the actions and willingness to larn, which should for many be a natural procedure, there are many disadvantages as there are advantages to is execution. A few of the obstructions faced are ; some pupils prefer to work competitively instead that collaboratively, instructors lack the ability to readily measure the work produced, instructors sometimes do non cognize how to mensurate the effectivity of their instructions in a collaborative scene, sometimes the assigned undertakings are non applicable to a pupils ends or abilities, and sometimes the undertakings are non â€Å"difficult plenty to dispute but non so hard as to stonewall a conversation.† Some groups may be comprised of ‘slow scholars ‘ who may be viewed as others as priceless, thereby advancing ‘superior ‘ behavior by the ‘fast scholars ‘ . Table 1, Appendix 2, illustrated assorted group constructions and the advantages and dis advantages to these groups. Nigel Hastings and Karen Chantrey-Wood from Nottingham Trent University explores the many schemes instructors utilize in group work activities, many of which are strongly endorsed by a commission known as the ‘Plowden Committee ‘ . â€Å"By disbursement clip with groups of kids, instructors could set their instruction to the demands of the persons of that group to a greater extent than when working with an full category of pupils as a whole. This besides ensures that all kids have a sensible sum of direct contact with their instructor regardless of the fact that they are working in groups† [ Hastings & A ; Wood, 2002 ] . This suggests that collaborative acquisition enhances the happening of individualised attending given to pupils, by presenting â€Å"one-on-one† interactions between pupils and equals and pupils and instructors. The article besides illustrates that schoolroom agreement is really of import in guaranting that collaborative acquisition is efficient and effectual. It shows that collaborative acquisition in widely accepted and really normally practiced across the Earth ; â€Å"In primary schoolrooms throughout the UK, it is standard pattern for kids to sit around sorted tabular arraies – normally with four to six kids in each group. Such agreements are besides common in primary schools in other English-speaking states, Australia and USA for illustration. Precisely because this constellation is so normal and so good established in our schools, it is unusual to inquire about its principle or to oppugn its appropriateness† [ Hastings & A ; Wood, 2002 ] . An abstract written from an experiment conducted by Gillies and Ashman, â€Å"One hundred and 92 Grade 6 kids participated in a survey which compared the effects on behavioral interactions and accomplishment of ( a ) co-op acquisition in which group members were trained to join forces to ease each other ‘s acquisition, and ( B ) co-op acquisition in which members were non trained but were simply told to assist each other. Graded random assignment of participants occurred so that each gender-balanced group consisted of one high- , two medium- , and one low-ability student†¦Ã¢â‚¬  ( Gillies & A ; Ashman, 1999 ) . The observations showed that the pupils who worked in the ‘Trained ‘ groups where more antiphonal and helpful to each other, giving accounts where necessary to help as they worked together. It showed that pupils in the ‘untrained ‘ groups were a batch less helpful towards or concerted with each other. From the consequences it was besides co ncluded that â€Å"the kids in the ‘trained ‘ groups exercised more autonomy with their acquisition and obtained higher acquisition results than ‘untrained ‘ peers† ( Gillies & A ; Ashman, 1999 ) . This survey is one of the many to certify to the success of group work. Despite some drawbacks Collaborative acquisition has legion benefits, as is explained, runing from academic to physiological and it execution in primary schools is rather a positive move. Students at the primary school degree are rather waxy and there is no better clip for them to develop the really valuable competencies that working in a group has to offer. At the primary school degree they are mature plenty to hold an apprehension of what group work requires. Many of the surveies conducted were centralized around childhood developments. Students who can successfully work in groups from the primary school degree are normally better equipped for when come ining higher degree larning establishments. They would hold learnt to comfortably associate with equals and grownups, such as instructors or other authorization figures, they would hold learnt the value of self-expression and self-explanation, actively listen and esteem the positions of others. These pupils realize that as persons w e have different backgrounds, experiences and traditions and as such may hold diverging attacks to the same job. These pupils will besides be better able to distinguish between the demand to work collaborative and the demand to work competitively and in so making will cognize when best to use the several attacks. This research has revealed that both the instructors and the pupils play a polar function in the success of collaborative acquisition. Teachers are non expected to merely delegate undertakings and sit back while the pupils work on their ain. Teachers must play an active function throughout the procedure. They must be after for the assignment with clearly structured undertakings that will advance collaborative interactions, promote mutuality and excite cognitive thought among pupils. Teacher must supervise the procedure supplying ongoing feedback and be readily able to decide struggles should they originate. Teachers should be able to actively scaffold their pupils, cognizing when their support is needed and that it should bit by bit be withdraw. Students in order to successfully accomplish their aims in groups must appreciate the benefits of group work. They must hold a clear apprehension of the coveted aim and the sub-task demand to successfully accomplish the aim. They must be able to actively and reflectively listen to each other and utilize creativeness and objectiveness to work positively together. In so making they will larn to further positive work attitudes with others, thereby bettering on their interpersonal accomplishments as they prepare for the work universe. Appendix 1 Three Constructivist Design Models [ 1 ] 1. The Learning Cycle 2. The Learning Step developed by George W. Gagnon. Jr. and Michelle Collay 3. The Information Construction ( ICON ) theoretical account created by Robert O. McClintock and John B. Black, and is really similar to Dillenbourg and Schneider.Appendix 2Table 1: Forms of Cooperative Groups [ 2 ]Name OF GROUP WHAT IS THIS? WORKS BEST FOR Benefits Drawback Pair-share 2 pupils with one job portion their thoughts or inquiries. Each individual speaks, listens, & A ; gives feedback. Content that requires treatment, contemplation, or account. Increased engagement clip, Helps those who are diffident Fewer positions and solutions Saber saw Each member of the little group researches one portion of the inquiry /content for a certain sum of clip. The members of the group come back together. Each member teaches his/her portion to the remainder of the group. Content with four or five parts to research. Students gain learning and research accomplishments Some pupils feel pressured by a clip bound Split-class treatment The category is split into half. Each side discusses /debates their cognition /beliefs, etc. Arguments or treatments Students may alter their sentiment or develop a different position Some pupils may talk less with such a big group. Random groups of 3 Class is split into groups of 3. The groups discuss the subject. Predicting what will go on, reacting to a state of affairs. Receive a assortment of feedback, group members are accountable Easy to go forth out or team up against a diffident pupil or one who has a different sentiment Ability/Interest/Friendship Group Students are divided into groups based on some quality that they all have in common. Making plays/skits or an activity in which pupils must work together outside of category. Students can work at a gait that best suits them, pupils are seldom world-weary and frequently motivated It is unrealistic to happen a wholly homogenous group, weaker or unpopular pupils may be excluded. Diverseness Groups Students are formed into groups where they come from a broad assortment of backgrounds, involvements, etc. Researching geographics, history, and diverse life styles. There are many chances to derive different positions Minorities may go anomic Multi-aged groups Students are divided into groups in which there are a mixture of ages Older pupils learning younger pupils ( i.e. scientific discipline experiments ) . Older students- there is less force per unit area to vie with equals, Younger pupils fell of import that an older individual is passing clip with them Older pupils may be a bad influence ; Older pupils may non cognize how to work with a younger kid or an â€Å" at hazard † pupil Peer-led Conferences Students prepare and take a treatment of stuff with parents, teachers, pupils, etc. A major undertaking in which pupils set up Stationss for several intelligences. Students get the chance to genuinely learn, pupils learn self assurance. Students whose parents are inactive in the school may be alienated from those whose parents participate ; some pupils may non be involved in interactions.Notes:These diagrams were obtained from: hypertext transfer protocol: //www.thirteen.org/edonline/concept2class/constructivism/implementation_sub1.htmlThis tabular array was obtained from: hypertext transfer protocol: //projects.coe.uga.edu/epltt/index.php? title=Cooperative_Learning # Frequently_Asked_Questions_about_Cooperative_LearningMentions* B. , Mahler, C. A. & A ; Noddings, N. ( 1990 ) . Constructivist positions on the instruction and acquisition of mathematics. Journal for Research in Mathematics Education by National Council of Teachers of Mathematics. [ Online ] hypertext transfer protocol: //home.capecod.net/~tpanitz/tedsarticles/coopbenefits.htm. [ Accessed: March 20, 2010. ] * Concepts to Classroom. Three Constructivist Design Models. Disney Learning Partnership. Thirteened Online. 2004. hypertext transfer protocol: //www.thirteen.org/edonline/concept2class/constructivism/implementation_sub1.html. [ Accessed: March 21, 2010 ] * Davis, R. Palmer, G. , Peters, R. , & A ; Streetman, R. ( 2003 ) . Concerted acquisition. In M. Orey ( Ed. ) , Emerging positions on acquisition, instruction, and engineering. hypertext transfer protocol: //projects.coe.uga.edu/epltt/ . [ Accessed: March 21, 2010 ] * Harel, I. & A ; Papert, S. ( 1991 ) . Constructionism. Norwood, NY: Ablex Publishing Corporation. * Johnson, D. W. , Johnson, R. T. , & A ; Holubec, E. J. ( 1986 ) . Circles of acquisition: Cooperation in the schoolroom. Edina, MN: Interaction Book Company. * Kafai, Y & A ; Resnick, M. ( Eds. ) ( 1996 ) . Constructionism in pattern. Mahwah, NJ: Lawrence Erlbaum Associates. * KidsDevelopment.co.uk. Jane Marshall. [ Online ] hypertext transfer protocol: //www.kidsdevelopment.co.uk/PiagetsCognitiveDevelopmentTheory [ Accessed: March 20, 2010 ] * KidsDevelopment.co.uk. Jane Marshall. [ Online ] hypertext transfer protocol: //www.kidsdevelopment.co.uk/VygotskySocioCulturalTheory [ Accessed: March 20, 2010 ] * KidsDevelopment.co.uk. Jane Marshall. [ Online ] hypertext transfer protocol: //www.kidsdevelopment.co.uk/KohlbergsMoralReasoningStages. [ Accessed: March 20, 2010 ]  · Nigel Hastings & A ; Karen Chantrey Wood. ( 2002 ) . Group Seating in Primary Schools: an untenable strategy1? Nottingham Trent University. Education-Line. Online. hypertext transfer protocol: //www.leeds.ac.uk/educol/documents/00002181.htm [ Accessed: March 21, 2010 ] * Orey, M. ( Ed. ) . ( 2001 ) . Emerging positions on acquisition, instruction, and engineering. Online. hypertext transfer protocol: //projects.coe.uga.edu/epltt/ [ Accessed: March 21, 2010 ] * Retrieved from â€Å" hypertext transfer protocol: //projects.coe.uga.edu/epltt/index.php? title=Main_Page † * Panitz, T. ( 1996 ) . A definition of collaborative vs. concerted acquisition * Papert, S. ( 1993 ) . The Children ‘s machine: rethinking school in the age of the computing machine. New York: Basic Books. * Perkins, D. N. ( 1986 ) . Knowledge as design. Hillsdale, NJ: Lawrence Erlbaum Associates. * Pierre Dillenbourg and Daniel Schneider. Collaborative Learning & A ; the Internet. ICCAI 95 article. TECFA ( unit of Educational Technology ) , School of Psychology and Education Sciences. Feb 8, 1995. hypertext transfer protocol: //tecfa.unige.ch/tecfa/research/CMC/colla/iccai95_5.html # HEADING9. [ Accessed: March 20, 2010. ] * Robyn M. Gillies and Adrian F. Ashman ( 1999 ) . Teaching collaborative accomplishments to primary school kids in classroom-based work groups. Graduate School of Education, The University of Queensland, Brisbane, Australia. Online. hypertext transfer protocol: //www.sciencedirect.com/science? _ob=ArticleURL & A ; _udi=B6VFW-3VV41V4-1 & A ; _user=10 & A ; _coverDate=09 % 2F30 % 2F1996 & A ; _rdoc=1 & A ; _fmt=high & A ; _orig=search & A ; _sort=d & A ; _docanchor= & A ; view=c & A ; _searchStrId=1261791467 & A ; _rerunOrigin=google & A ; _acct=C000050221 & A ; _version=1 & A ; _urlVersion=0 & A ; _userid=10 & A ; md5=000d51b3bb0b63ad82d4d7cbe3fcd552 [ Accessed: March 21, 2010.  · Swortzel, K. ( 1997 ) . The effects of concerted larning methods on accomplishment, keeping, and attitudes of place economic sciences pupils in North Carolina. Journal of Vocational and Technical Education, [ online ] . hypertext transfer protocol: //scholar.lib.vt.edu/ejournals/JVTE/v13n2/Abu.html [ Accessed: March 20, 2010. ] * Thomas, H. W. , Mergendoller, J. R. and Michaleson, A. ( 1999 ) . Project-based acquisition: a enchiridion for center and high school instructors. Novato, CA: The Buck Institute for Education * hypertext transfer protocol: //www.nrs.dest.gov.au/glossary.htm. Online. [ Accessed: March 21, 2010. ] * The Vygotsky Internet Archive. Online. hypertext transfer protocol: //www.marxists.org/archive/vygotsky/ [ Accessed: March 21, 2010. ] * Vygotsky Resources: Review & A ; Analysis of Vygotsky ‘s Thought & A ; Language. Online. hypertext transfer protocol: //www.kolar.org/vygotsky/ [ Accessed: March 21, 2010. ] Retrieved from â€Å" hypertext transfer protocol: //projects.coe.uga.edu/epltt/index.php? title=Cooperative_Learning †

Aztec History essays

Aztec History essays Aztecs started out as a small group of barbarians that called themselves the Mexica. The Mexica was believed to first appear in the Valley of Mexico about A. D. 1200. Although, according to folk legend it is believed that the Aztecs original homeland was an island called Aztlan. The Aztecs migrated from their original home land sometime during the early twelfth century settling in the Valley of Mexico later in the twelfth century. Teotihuacan ame of the This is where the name Aztec originated from. During this migration they held an image of Huitzilopochtli, which is their patron deity. They arrived in the Valley of Mexico towards the end of the twelfth century. They believed that their homeland would be marked by an eagle alighted on a cactus with a snake in its beak. When they came upon an island in the middle of Lake Texcoco, they supposedly they came across the eagle and the snake.# Since they lacked the sophistication of their neighboring communities, they had to seek all iances with the stronger city-states. The Aztecs were great worriers. In the early fifteenth century the Aztecs had become the leading city-state. They established their capital at Tenochtitlan. Their capital was on an island in the middle of Lake Texcoco. Because of their dominance, they set out to take control of the entire region. By taking control over an area that is known today as modern Mexico, they were able to grow in size as well as power. They were able to take over the land that stretched from the "Atlantic to the Pacific Ocean and as far south as the Guatemalan border"#. During their time of power the Aztecs had many great rulers. From 1440-1469 Moctezuma I was the Aztecs ruler. He built many things including botanical and zoological gardens. During his reign there was a severe drought that caused a famine throughout the empire#. Some Aztec people had to sell themselves into slavery, which was one of the only ways out...