Experience of vendor Essay Example | Topics and Well Written Essays - 500 words

Experience of vendor - Essay Example Being a vendor even with a simple product such as selling lemonade to our community made me appreciate the basic principles of business. One important principle is that my sales must be higher than my expenses. Although most of my supplies came from our kitchen, I still have to think about profit and that my sales should be more than the things that I bought from the grocery such as cups, containers etch. The experience also taught me valuable lesson that it is tough to make money. Customers are fickle and ask a lot of questions even with just a simple lemonade and they could be demanding. As a vendor and seller, I cannot of course complain because customers are always right (I learn that somewhere). We teenagers often do not realize how hard it is to earn money because we just ask it for our parents who in turn has to earn them to provide for the family and that includes us who as a lot of things from then even if many of it are not important. Vending which involves an effort to make money made me realize that money does not grow on trees and it has to be earned sometimes, the hard way. My experience as a vendor selling lemonade and sandwiches to our community may be tough but it has its rewards as well. After the vacation where I did the selling, I saved all my sales and was surprised and happy to have earned that much. I made few hundred dollars and at that time, it was the biggest amount of money that I ever got hold of and it felt good. It felt very good to have that money not because I felt rich but because I earned them by myself. I can still remember when I had that money the things that I can with it. But since I cannot decide, I asked my parents who in turn took the significant portion of it to open a savings account for me and only gave me enough to spend. The reaction of my parents on how to handle my earnings from vending also taught me a valuable lesson to be financially wise. Being financially wise meant not spending all the

Valero Energy Essay Example | Topics and Well Written Essays - 1250 words

Valero Energy - Essay Example 4. Critically discuss whether Valero Energy has diversified its products and services. Provide 3 recommendations with a timeframe included of how Valero Energy can create better value through diversification of its corporate-level strategy. 5. Critically discuss whether Valero Energy has created and sustained a competitive advantage through its business-level strategy. Provide 3 examples of different environmental influencers that have affected its business-level strategy. [1] Valero is a refiner of oil feedstock. It buys oil from companies that extract them from the ground and Valero turns the stuff into clean fuel and other products like plastics, asphalt, aromatics, etc. that it sells to other companies. Valero’s entrepreneurial philosophy is closer to that of a small family business where all who work for it feel that they have a stake in the success and profitability of the company. In a June 2006 interview with HR Magazine, Valero’s first CEO (who retired in 2005) admitted that the concern of management is basically how to take care of its people so that they improve their operations, increase refining capacity and yield, and help run the company better. Profits usually follow because the people are happy working for the company. Since 1980, the company has taken care of its people – it has not laid off a single employee in the last twenty-nine years – and so has the luxury of getting the best among those who apply for jobs there, rewarding them for their contributions to the company. Process and product innovations at Valero are managed by sharing the R&D expertise of researchers for its four fuel (gasoline, diesel, jet fuel and renewables) and eight specialty (aromatics, asphalt, propane, sulfur, base and process oils, petroleum coke, solvents and natural gas liquids) products following the basic guidelines of being environment-friendly,

Six Thinking Hats Model for Learning Tool

Six Thinking Hats Model for Learning Tool Abstract The aim of this project is to implement an effective discussion tool by using six thinking hats model as the mechanism. There is a need to implement an effective learning tool for education in Hong Kong. Discuss tool is a kind of them. Although there are many discussion tool available in the web space, most of them are not developed for specific need especially education. In this project, we used the six thinking hats model as a mechanism in order to develop an effective online discussion tool. The six thinking hats model will use as a mechanism to facilitate the synchronous online discussion. By using this model, a collaborative learning assistance platform will be developed. In this project, we will show you why six thinking hats model is situation for student to learn and the author will also evaluate the proposing environment. Introduction There is a need to implement an effective learning tool for education in Hong Kong. Discuss tool is a kind of them. Although there are many discussion tools available in the web space, most of them are not developed for education. In this project, we develop an effective discussion tool by using the six thinking hats model as a mechanism. And in this section, we will go through some background information for this project. They are: specific definitions related to this project, the need e-learning resource and we will also use the Groupware and 3C Collaboration model to analysis online discussion tool. Background The need of e-learning resources in Hong Kong In October 2009, the Education Bureau of Hong Kong (2009)[1] released a report related to e-learning entitled Working Group on Textbooks and e-Learning Resources Development. The report stated that it is a global trend to use e-learning in education and there is a paradigm shift in school education from a text-based and teacher-centered mode to a more interactive and learner-centered mode. E-learning resources are encouraged to develop in order to enhance the learning effectiveness and provide the student a best mode to learn. The Secretary for Education has announced to launch a three-year Promoting e-learning pilot scheme in 20- 30 primary and secondary schools in the 2010/2011 school year. From the above, we can see there is a potential need to develop an effective learning tool for education in Hong Kong based on the government policy. What is Project Based Learning? Project Based learning (PBL) is a conceptual model that fit learning into projects. According to the definitions in the PBL handbook[2] for teachers, projects are consist of different tasks, based on challenging problems, that required students to design, problem-solving, decision making, or investigative activities; Meanwhile PBL allows the student to work relatively autonomously over extended periods of time; and eventually come up with a realistic products or presentations. The definition above is too abstract that cannot distinguish the different between projects and the instance of PBL. According to Thomas (2000)[3], he proposed five criteria that an instant of PBL project should have. They are centrality, driving question, constructive investigations, autonomy, and realism. PBL projects are central, not peripheral to the curriculum. Projects are the curriculum. The central teaching strategy in PBL is the project itself. Students learn the central concepts through projects. The centrality here means students learn things that are outside the curriculum are not examples of PBL. For example, illustrations, examples, additional practice, or practical applications like discussion is only an application of the projects, it is not considered to be the instance of PBL. PBL projects are focused on questions or problems that drive students to encounter (and struggle with) the central concepts and principles of a discipline. The project has to be about a driving question or an ill-defined problem which can motivate the student to learn. The question that student pursue, as well as the applications mentioned in the last paragraph, must be well combined in the service of an important intellectual purpose. Projects involve students in a constructive investigation. In order to be consider as a PBL project. Based on the PBL project, the students are able to transformation and construction of knowledge, making new understanding and skill by the PBL activities. If the project represents no difficulty to the student or it is about the already-learnt knowledge, the project is an exercise and it is not a PBL project. Projects are student-driven to some significant degree There is no expected, predetermined outcome for the PBL projects. It is because the PBL projects not like traditional instruction and projects, it is highly dependent to the students choice, organization and responsibility. Projects are realistic, not school-like. The PBL project give the student a feeling of authenticity, it is because of the topic, the tasks, the roles that the students play incorporates real-life challenges where the focus is on authentic (not simulated) problems or questions and where solutions have the potential to be implemented. Why Project Based Learning is effective According to George Lucas Educational Foundation (2001), the project based learning is effective for student as it is student driven, based on this situation, the attendance of the student will increase and thus increase their self-confidence, motivate them to participate in the project Secondly, research show that the academic gains equal to or better than those generated by other models, with students involved in projects taking greater responsibility for their own learning than during more traditional classroom activities (Boaler, 1997; SRI, 2000 ) Opportunities to develop complex skills, such as higher-order thinking, problem-solving, collaborating, and communicating (SRI, 2000) Access to a broader range of learning opportunities in the classroom, providing a strategy for engaging culturally diverse learners (Railsback, 2002) The problems There are many discussion tools available in the web space but seldom of them are designed for learning. Especially, they have addition feature to facilitate learning and at least, the usability of the online tools. For the learning facilitation, we would like to point out an effective discussion tools should help the participant to learn systematically. It is because, our brain was train to think inside the box (habit). This may limited our thought and make the discussion low affectivity. For the user usability, chat confusion is one of other problems for online discussion tools. Thirunarayanan, M. O. (2000)[4] suggests that there may be chat or conversation overlap in chat rooms as the student and instructor submit their responses at their unique pace. The participants may talk simultaneously and interrupt the other participant to follow the conversation. As the text area of the chat history is usually scrolled automatically, participant will have problem when they want to follow the comment of their initiated idea. Introduction to WebQuest Discussion as a learning approach in PBL Difficulties in discussion Aims The aim of this project is to build an integrate discussion tool to serve the needs of discussion task in WebQuest. We are going to used six thinking hats model as the mechanism in the discussion tool. This project will be an application to Web Quest system (Yeung 2009), while this project provides the student a platform to perform the discussion online based on project based learning and Yeungs system provided a platform for teacher to examine and manage the student project. Objective Objective To study the need of a discussion tool in e-learning To study the problem of exiting discussion tool To study the advantage of using a collaborative mechanism in PBL To review and examine the six thinking hats model as collaborative mechanism To redesign the model in order to fit the PBLS To develop a collaborative system for PBL In this section, we have gone through why there is a need to develop the e-learning resources in Hong Kong, it is because the research suggested that e-learning is good for the student and there is a trend to shift the teaching paradigm from correspondent learning to the peers learning . Hong Kong Government is totally supported the development of the e-learning resources. The students are also preferred to communicate online rather than communicate face to face. Communicate Mediated Communication and Computer Supported Collaborative learning is two main ideas in this project. In which, we have gone through the meaning of collaboration learning and the benefit of discussion as the learning activity. Report Organization Discussion as a learning strategy Askell-Willams and Lawson (2005)[5] has carried out a sophisticated study in teaching-learning discussion, they investigated the topic in different aspect, and the overview below is concluded by views of expertise in perspectives of psychological, sociological-constructivism and socio-linguists. There is a convincing reason that why discussion can serve as teaching and learning purpose. Dillon (1994)[6] stated that discussion can benefit in understanding of subject matter and resolution of issues related to the subject matter and its educational function; personal growth; and understanding of the value of group reflection and deliberation. Discussion is also a primary mechanism in students social transactions. The discussion itself served as a knowledge construction process. Social transactions in classroom can encourage student to put the knowledge into public domain, their reasoning and understands can then be the augmented, examined, elaborated, critiqued and related to the understandings of other people. Tobin, Tippins, and Gallard (1994)[7] also stated that the role of discussion provided a perfect platform for students to interact. Group interaction can provide a background in which student can be negotiate differences of opinion and seek agreement. It is more important that student can generate question and clarify understanding of specific content. Peers interaction can develop their ability to speak out, unafraid in order to take a proper stand. Based on the social cognitive perspective, discourse is also a primary deliberation tool for cognitive development. Nuthall (1997)[8] proposed that the potential benefit of discourse is transactional relationship between socio-cultural experience and self-organizational activities of the mind. Such activities of the mind are facilitated through discussion, Askell-Willams and Lawson showed us an example. If a student only acquires knowledge from a teacher, the student will only incorporate the single dependent perspective of the student-teacher relationship. If, on the other hand, the student acquires the knowledge in discussion in which different perspectives are described, explained and debated, the students performance will incorporate with a larger network of intertwined social and logical relationships. Problem rose from discussion Of course using discussion as a learning strategy is not suitable in every situation. Baxter, Woodward and Olson (2001)[9] showed that learning through class discussion might not effective for those low-achieving students, it is too difficult for them to involved in the discussion frequently and they may not have chance to speak out according to their shyness. Hollander (2002)[10] also noted that the organization of effective discussion at the individual level is not straightforward. Some student talk much while other talks little, the content of discussions can be awkward, there is no guarantee that the discussion content will be threaded in a coherent manner and not all students might have developed effective skill for contribution. It should also be noted that, leaving student discuss by their own will not engaging an effective discussion. Many students need specific instruction in order to know how to ask proper questions and give proper respond. Although the expertise may agree that discussion is a potential learning strategy for education, the key stockholder is the learner. If students knowledge is not enough to allow them to make effective use of a discussion, just like how to act effectively, how to ask proper questions and how to give proper respond, in this situation, the benefit of discussion as a learning approach are unlikely to be study. The value of collaboration and discussion in learning strategy for Online learning Environment From the above, we can see that how discussion benefit in students learning, here we will discuss the value of collaboration and discussion in learning strategy for Online Learning Environments (OLEs). Clark(2001)[11] stated that although it is achievable that learning with student interaction(passive learning), active learning through interaction including faculty acting as peers, guides, and moderators is generally consider more effective and well suited to OLEs. Discussion is not like the traditional instructor lecture method of education. Discussion and collaboration increased students involvement in which engages students actively participated in the learning process compare with the traditional instructor lecture teaching method, discussion are able promote the belonging of students achievement and satisfaction. Clark stated that, although the student and instructor remained as a key player in the discussion as learning strategy, there are still some different between the traditional classroom and OLEs. The diagram stated below illustrated their different. The Shift of Face to Face discussion to Computer Mediated Discussion From the last session, we can see that there is advantage of using OLEs in discussion than traditional classroom. How about student? Do they also want to use the electronic resources to learn and interact with each other? An and Frick (2006)[12] found that student preferred to use computer mediated communication (CMC) than face to face (F2F) as communication media under certain condition. Here are the reasons: Flexibility The location and time become an independent variable in CMC such that student can perform discussion on web anywhere. Interactivity increased The flexibility of digital learning platform also contributed to the second point, it will increase the interactivity between the students and as well as the Instructor. The learning style of the students is thus transform from independent learning to peers learning by the use of computer aids. Sutton (2001)[13] (in An and Frick, 2006) suggested that CMC has caused the shift from correspondence learning to social learning. Berge (1995)[14] (in An and Frick, 2006) has also suggested the interaction among instructors, students, contents and interface have been maximized in the online discussion and thus facilitate the constructive thinking. Allow student to learn by their own pace When compare to F2F, CMC provide student more time to respond the question. It allows student to analysis and reflect the question with enough time so that they can compose thoughtful responds. Student can thus learn by their own peak in CMC, they can also take control to their learning and interact with the peer in order to build knowledge. Overview of the Discussion Tool Synchronized and Asynchronous Discussion tool Discussion is definitely a common implementation for Computer Mediate Communication. Generally, online discussion tool can divided in to two types, they are synchronized and asynchronous discussion tool. And as educational platforms, the two distinct format of interaction impact differently. In this session, we are going to investigate the pros and cons of these discussion tools in learning. What is asynchronous discussion tool? According to Johnson(2006)[15], asynchronous instruction occurs in delayed time and does not require the simultaneous participation of student and teacher. The asynchronous instruction was used in distance education in the early year due to postal delays. The asynchronous voice conferencing are already proven useful in some instructional contexts, text-based asynchronous instruction are also widely used in the post-secondary education, it can also be considered as asynchronous online discussion. Johnson stated that educators has been investigate the efficiency of asynchronous online discussion, they reported that it can encouraging in-depth, more thoughtful discussion; communicating with temporally diverse students; holding ongoing discussions where archiving is required; and allowing all students to respond to a topic There are also potential limitations of the asynchronous discussion room. Student may not check the forum frequently, lack of spontaneous feedback may lead students feel isolated, it is necessary to spend more time in the discussion in order to make it mature. Dede and Kremer (1999)[16](in Johnson, 2006) conducted a survey to check the students preferences of asynchronous discussion tool. They found that the asynchronous discussion provided a more comprehensive interchange for them, but it required more time and provided less social interaction than synchronous chat. What is synchronous discussion tool? According to Johnson (2006), Synchronous instruction occurs in real time and requires the simultaneous participation of students and teacher. The synchronous instruction was used in the closed circuit television on university campus in the early year. Until 1980s, video-conferencing and interactive television connected remote classroom, in which, the synchronous discussion allow student to ask question and perform interaction in spontaneously, the educators start conduct study how synchronous discussion tool help student in learning. As you can see, synchronous communication tools allow multiple users communicate with each other at the same time using text messages, According to a report investigated by Branon Essex (2001)[17] (in Johnson, 2006) showed that synchronous chat tools are useful for holding virtual office hours, team decision-making, and brainstorming, community building, and dealing with technical issues. Spontaneous feedback can make student feel connected; student will not feel isolated in this situation, meanwhile, student are all actively participate in the discussion tool synchronously, not like asynchronous discussion tool, required student to login frequently to check for update. But there are still limitations for the synchronous discussion tool. It is difficult to implement synchronous discussion tool compare with asynchronous discussion tool. It is hard to get students online at the same time, and it is difficult in manage large-scale conversation. Lack of reflection time for student and it is demanding for the poor typist. Synchronous Versus asynchronous online discussion Educators are commonly agreed the learning outcome of asynchronous online discussion room is better the face-to-face discussion. But the limitations stated above (isolation and frequently participation) discourage them to use this mechanism alone. There lead to the trend of implementing synchronous chat tool, it is because synchronous chat can override those limitation, as it attempts to emulates face-to-face discussion. Using synchronous chat not only enhanced social transaction but also improve student learning outcome. Johnson(2006) suggested the best methodology is combining the synchronous and asynchronous chat tool in Online Learning Environment in order to get higher levels of student satisfaction and mastery of course requirements than implementation of either mode in isolation. Johnson stated that there is a survey supported student whos used both discussion tools are most likely to achieved the course requirement because using the both tools can maximized personal engagement in learning. Review on different discussion model Structured Academic Controversy The method was firstly introduced by David W. Johnson and Roger T. Johnson, they are the leading expert in cooperative learning. As titled, academic controversy is a structured discussion strategy by using controversy, in which, controversy means an individual has a different idea and that idea is incompatible with others idea, so two of them need to compromise in order to reach a common agreement. According to the Cooperate Learning Center, academic controversyuses the intellectual conflict to encourage student to reach higher achievement. It will also enhanced the quality of problem solving, decision making, critical thinking, reasoning, interpersonal relationships, and psychological health and well-being There are three goals which SAC are designed to help the to achieve. They are to gain a deeper understanding of an issue, to find common ground, and to make a decision based on evidence and logic The five procedures in SAC Step 1- Organizing Information and conclude Students are separate into two groups, one of them will receive materials which written in supportive side and the other receive material of the opposite side. The groups will discuss together to conclude main ideas for present. Step 2: Presenting And Advocating Positions Student will present their argument, each side have a limited time to contribute the groups ideas. After the presentation, the other side can have a minute to rebut. Step 3: Uncertainty Created By Being Challenged By Opposing Views After the rebuttal of each group, the two sides will be switched. Each of the group will receive material from their opposite side. The students are required to use their material and points they have learnt from the other side earlier to formulate points of the opposite view. Step 4: Epistemic Curiosity and Perspective Taking Students will put down their position and discuss the issue together; they are required to find points which they are agree with and disagree with based on their evidence from the argument in order to reach concurrence. If the group cannot find a consensus of the topic, they are advice to find a compromised procedure which they could use to resolve the disagreements. Step5: Re-conceptualizing, Synthesizing, and Integrating It is a sharing session, the whole class grouped together and discusses how the group worked as a team and how can SAC help them in understanding the issue. Limitation of SAC: Student may be prejudiced by first impressions, they may not able to change their mind even the evident are support the opposite idea. And thus, it is hard to reach consensus at the end of the process. As SAC involved rebuttal, student may thought they are personal attacked by the criticism if the others student are not handle the rebuttal properly. It is demanding for the low-achieving student to speak out in the group they may not have chance to speak out according to their shyness. Civil Conversation Model The model was firstly used by the Constitutional Rights Foundation for encourages student to analyst a text material. With the guidance of the team leader, groups member are encouraged to study a selected text material, they will get to know their own points of view in the discussion procedure and eventually build a shared knowledge within the group. The challenged text material is an essential step for discussion in Civil Conversation. The text should be in a proper length and the conversation will takes place with the students in a circle. The teacher usually acts as a facilitator. The aims of the facilitator are: identify the topic and main points in the text, list what they agree and disagree with in the text, and pose questions about the text they believe are worthy of discussion. The challenged text will organized as a worksheet and contains question which required student to answer. The questions are usually in the below format: What is the selection is about: What is the main points are: What do you agree with What do you disagree with A selected question for group discussion, the question should have no simple answer which can only use the materials as evidence. Debrief Questions What did you learn from the conversation? What did you find you had in common with other members of the group? For anyone not active in the conversation (those good listeners), what did you learn; what did you agree with; who said something that you would have said? The four procedures in CC Step 1- Selected a challenged text Divided students into group and set the time limit of the discussion Step 2- Ask for agreement and Disagreement Ask every member to contribute idea on agreement and disagreement (question 3 and 4). Members should carefully listens to others and contribute new ideas based on that. Step3- Discussion Then ask the entire group to respond to question 5 the predefined discussion question. They are required to jot down the issues raise and they can raise a new problem anytime.The conversation can then continue by discussing the questions raised. Step4: Sharing session It is a sharing session, the whole class grouped together and discusses how the group worked as a team and how can Civil Conversation model help them in understanding the issue. And ask students to return to the Reading Guide and answer questions 6 and 7. Step 5: Make enhancement Conclude the ideas by asking the student to advise ways to improve the model. If appropriate, add these suggestions to the conversation rules. Limitation Facilitator is essential in this model. Student needed guideline on how to make a good discussion. As the student usually asks for factual question of the article, it is only good for additional research. A good question should make student to think about an issue, take position and back it up with evidence. As you can see the quality of the discussion is mainly depended on the facilitator There is no specific guideline for student to follow while they are taking place to discuss the raised question in step 3. The free-style discussion may lead the discussion out-of -track. Civil Conversation Model are designed to analyst a selected material. It may not fitted the nature of Project Based Learning, in which, student are required to research on the topics and collected additional material by their selves. By doing their own research, they can have new ideas by reconstructing the material. Six Thinking Hats Model The Six Thinking Hats Model is a thinking/discussion strategy devised by Edward de Bono in 1994. The model suggested that human thinking was divided in 6 session and the model uses 6 different colors to represent each of them, It requires students to extend their way of thinking about a topic by wearing a range of different thinking hats: The Hats White hat thinking focuses on the information available and needed. Black hat thinking examines the difficulties and problems associated with a topic. Yellow hat thinking focuses on benefits and values. Red hat thinking looks at a topic from the point of view of emotions and feelings Green hat thinking requires imaginative, creative and lateral thinking about a topic. Blue hat thinking focuses on reflection, control and the need to manage the thinking process. The colors help students to visualize six separate modes of thinking and to convey something of the meaning of that thinking. It can be used by student in different ages, here are the 6 thinking hat model teaching materials for the primary school student and secondary school student. Procedure of using Six Thinking Hat Model: There is no parliamentary procedure for the six thinking hats model, the model can be fitted in individual thinking and it can also fit in group discussion. While using six thinking hat model in group discussion, usually, it required the group member to pick a color of hat and let them contribute their idea one by one. In this model, the blue hat is acted like a facilitator in the group. It aims to manage the thinking process and summarize the points contributed by their team member. Advantages: It allow student to think out of the box, not like SAC and CC, the six thinking hats model was a straight forward model to lead student to think the issue based on 6 different aspect. Not like SAC and CC, emotion is brought into the model other than focused in evident, it opens up an opportunity for creativity within Decision Making. Instructor is not necessary in 6 thinking hats model compare than Civil Conversation model, it is because student will take their own part as the blue hat controller, and instructor can just sit around and let the student drive the discussion by themselves. Not like SAC, by using six thinking hats model the student will not prejudiced by first impressions. It is because the six thinking hat model is not aimed for controversywhich required student to rebut for each other, it allows student to express their ideas altogether by role playing. By using this model, there is a directed way the leads the low-achieving student contribute in the discussion. Review on existing system Instructor Controlled Chat System(ICCS) ICCS (Thirunarayanan, 2000) [23] was proposed to let the instructor involve into the student discussion, it can fix the problem with chat confusion and overlap. He proposed two software enhancements in order to achieve the aim: Instructor mediated chat Instructors will have two windows on their monitor, one is the student discussion window and the other is the instructor control window. Each message raised from the student will send to the instructor window first before published to the other students, the instructor will choose the relevant question / response to publish. Students are only type and respond to the question until the instructor sends the message to the student window Instructor hints before the chat section The second point is to save short comments; questions and statement in the database before the chat session begin. Once the student is lack of idea, the instructor can make use of the pre-saved statements to ask question and remind students to stay focused on relevant topic. Potential problem of ICCS As the discussion flow is highly depended t Six Thinking Hats Model for Learning Tool Six Thinking Hats Model for Learning Tool Abstract The aim of this project is to implement an effective discussion tool by using six thinking hats model as the mechanism. There is a need to implement an effective learning tool for education in Hong Kong. Discuss tool is a kind of them. Although there are many discussion tool available in the web space, most of them are not developed for specific need especially education. In this project, we used the six thinking hats model as a mechanism in order to develop an effective online discussion tool. The six thinking hats model will use as a mechanism to facilitate the synchronous online discussion. By using this model, a collaborative learning assistance platform will be developed. In this project, we will show you why six thinking hats model is situation for student to learn and the author will also evaluate the proposing environment. Introduction There is a need to implement an effective learning tool for education in Hong Kong. Discuss tool is a kind of them. Although there are many discussion tools available in the web space, most of them are not developed for education. In this project, we develop an effective discussion tool by using the six thinking hats model as a mechanism. And in this section, we will go through some background information for this project. They are: specific definitions related to this project, the need e-learning resource and we will also use the Groupware and 3C Collaboration model to analysis online discussion tool. Background The need of e-learning resources in Hong Kong In October 2009, the Education Bureau of Hong Kong (2009)[1] released a report related to e-learning entitled Working Group on Textbooks and e-Learning Resources Development. The report stated that it is a global trend to use e-learning in education and there is a paradigm shift in school education from a text-based and teacher-centered mode to a more interactive and learner-centered mode. E-learning resources are encouraged to develop in order to enhance the learning effectiveness and provide the student a best mode to learn. The Secretary for Education has announced to launch a three-year Promoting e-learning pilot scheme in 20- 30 primary and secondary schools in the 2010/2011 school year. From the above, we can see there is a potential need to develop an effective learning tool for education in Hong Kong based on the government policy. What is Project Based Learning? Project Based learning (PBL) is a conceptual model that fit learning into projects. According to the definitions in the PBL handbook[2] for teachers, projects are consist of different tasks, based on challenging problems, that required students to design, problem-solving, decision making, or investigative activities; Meanwhile PBL allows the student to work relatively autonomously over extended periods of time; and eventually come up with a realistic products or presentations. The definition above is too abstract that cannot distinguish the different between projects and the instance of PBL. According to Thomas (2000)[3], he proposed five criteria that an instant of PBL project should have. They are centrality, driving question, constructive investigations, autonomy, and realism. PBL projects are central, not peripheral to the curriculum. Projects are the curriculum. The central teaching strategy in PBL is the project itself. Students learn the central concepts through projects. The centrality here means students learn things that are outside the curriculum are not examples of PBL. For example, illustrations, examples, additional practice, or practical applications like discussion is only an application of the projects, it is not considered to be the instance of PBL. PBL projects are focused on questions or problems that drive students to encounter (and struggle with) the central concepts and principles of a discipline. The project has to be about a driving question or an ill-defined problem which can motivate the student to learn. The question that student pursue, as well as the applications mentioned in the last paragraph, must be well combined in the service of an important intellectual purpose. Projects involve students in a constructive investigation. In order to be consider as a PBL project. Based on the PBL project, the students are able to transformation and construction of knowledge, making new understanding and skill by the PBL activities. If the project represents no difficulty to the student or it is about the already-learnt knowledge, the project is an exercise and it is not a PBL project. Projects are student-driven to some significant degree There is no expected, predetermined outcome for the PBL projects. It is because the PBL projects not like traditional instruction and projects, it is highly dependent to the students choice, organization and responsibility. Projects are realistic, not school-like. The PBL project give the student a feeling of authenticity, it is because of the topic, the tasks, the roles that the students play incorporates real-life challenges where the focus is on authentic (not simulated) problems or questions and where solutions have the potential to be implemented. Why Project Based Learning is effective According to George Lucas Educational Foundation (2001), the project based learning is effective for student as it is student driven, based on this situation, the attendance of the student will increase and thus increase their self-confidence, motivate them to participate in the project Secondly, research show that the academic gains equal to or better than those generated by other models, with students involved in projects taking greater responsibility for their own learning than during more traditional classroom activities (Boaler, 1997; SRI, 2000 ) Opportunities to develop complex skills, such as higher-order thinking, problem-solving, collaborating, and communicating (SRI, 2000) Access to a broader range of learning opportunities in the classroom, providing a strategy for engaging culturally diverse learners (Railsback, 2002) The problems There are many discussion tools available in the web space but seldom of them are designed for learning. Especially, they have addition feature to facilitate learning and at least, the usability of the online tools. For the learning facilitation, we would like to point out an effective discussion tools should help the participant to learn systematically. It is because, our brain was train to think inside the box (habit). This may limited our thought and make the discussion low affectivity. For the user usability, chat confusion is one of other problems for online discussion tools. Thirunarayanan, M. O. (2000)[4] suggests that there may be chat or conversation overlap in chat rooms as the student and instructor submit their responses at their unique pace. The participants may talk simultaneously and interrupt the other participant to follow the conversation. As the text area of the chat history is usually scrolled automatically, participant will have problem when they want to follow the comment of their initiated idea. Introduction to WebQuest Discussion as a learning approach in PBL Difficulties in discussion Aims The aim of this project is to build an integrate discussion tool to serve the needs of discussion task in WebQuest. We are going to used six thinking hats model as the mechanism in the discussion tool. This project will be an application to Web Quest system (Yeung 2009), while this project provides the student a platform to perform the discussion online based on project based learning and Yeungs system provided a platform for teacher to examine and manage the student project. Objective Objective To study the need of a discussion tool in e-learning To study the problem of exiting discussion tool To study the advantage of using a collaborative mechanism in PBL To review and examine the six thinking hats model as collaborative mechanism To redesign the model in order to fit the PBLS To develop a collaborative system for PBL In this section, we have gone through why there is a need to develop the e-learning resources in Hong Kong, it is because the research suggested that e-learning is good for the student and there is a trend to shift the teaching paradigm from correspondent learning to the peers learning . Hong Kong Government is totally supported the development of the e-learning resources. The students are also preferred to communicate online rather than communicate face to face. Communicate Mediated Communication and Computer Supported Collaborative learning is two main ideas in this project. In which, we have gone through the meaning of collaboration learning and the benefit of discussion as the learning activity. Report Organization Discussion as a learning strategy Askell-Willams and Lawson (2005)[5] has carried out a sophisticated study in teaching-learning discussion, they investigated the topic in different aspect, and the overview below is concluded by views of expertise in perspectives of psychological, sociological-constructivism and socio-linguists. There is a convincing reason that why discussion can serve as teaching and learning purpose. Dillon (1994)[6] stated that discussion can benefit in understanding of subject matter and resolution of issues related to the subject matter and its educational function; personal growth; and understanding of the value of group reflection and deliberation. Discussion is also a primary mechanism in students social transactions. The discussion itself served as a knowledge construction process. Social transactions in classroom can encourage student to put the knowledge into public domain, their reasoning and understands can then be the augmented, examined, elaborated, critiqued and related to the understandings of other people. Tobin, Tippins, and Gallard (1994)[7] also stated that the role of discussion provided a perfect platform for students to interact. Group interaction can provide a background in which student can be negotiate differences of opinion and seek agreement. It is more important that student can generate question and clarify understanding of specific content. Peers interaction can develop their ability to speak out, unafraid in order to take a proper stand. Based on the social cognitive perspective, discourse is also a primary deliberation tool for cognitive development. Nuthall (1997)[8] proposed that the potential benefit of discourse is transactional relationship between socio-cultural experience and self-organizational activities of the mind. Such activities of the mind are facilitated through discussion, Askell-Willams and Lawson showed us an example. If a student only acquires knowledge from a teacher, the student will only incorporate the single dependent perspective of the student-teacher relationship. If, on the other hand, the student acquires the knowledge in discussion in which different perspectives are described, explained and debated, the students performance will incorporate with a larger network of intertwined social and logical relationships. Problem rose from discussion Of course using discussion as a learning strategy is not suitable in every situation. Baxter, Woodward and Olson (2001)[9] showed that learning through class discussion might not effective for those low-achieving students, it is too difficult for them to involved in the discussion frequently and they may not have chance to speak out according to their shyness. Hollander (2002)[10] also noted that the organization of effective discussion at the individual level is not straightforward. Some student talk much while other talks little, the content of discussions can be awkward, there is no guarantee that the discussion content will be threaded in a coherent manner and not all students might have developed effective skill for contribution. It should also be noted that, leaving student discuss by their own will not engaging an effective discussion. Many students need specific instruction in order to know how to ask proper questions and give proper respond. Although the expertise may agree that discussion is a potential learning strategy for education, the key stockholder is the learner. If students knowledge is not enough to allow them to make effective use of a discussion, just like how to act effectively, how to ask proper questions and how to give proper respond, in this situation, the benefit of discussion as a learning approach are unlikely to be study. The value of collaboration and discussion in learning strategy for Online learning Environment From the above, we can see that how discussion benefit in students learning, here we will discuss the value of collaboration and discussion in learning strategy for Online Learning Environments (OLEs). Clark(2001)[11] stated that although it is achievable that learning with student interaction(passive learning), active learning through interaction including faculty acting as peers, guides, and moderators is generally consider more effective and well suited to OLEs. Discussion is not like the traditional instructor lecture method of education. Discussion and collaboration increased students involvement in which engages students actively participated in the learning process compare with the traditional instructor lecture teaching method, discussion are able promote the belonging of students achievement and satisfaction. Clark stated that, although the student and instructor remained as a key player in the discussion as learning strategy, there are still some different between the traditional classroom and OLEs. The diagram stated below illustrated their different. The Shift of Face to Face discussion to Computer Mediated Discussion From the last session, we can see that there is advantage of using OLEs in discussion than traditional classroom. How about student? Do they also want to use the electronic resources to learn and interact with each other? An and Frick (2006)[12] found that student preferred to use computer mediated communication (CMC) than face to face (F2F) as communication media under certain condition. Here are the reasons: Flexibility The location and time become an independent variable in CMC such that student can perform discussion on web anywhere. Interactivity increased The flexibility of digital learning platform also contributed to the second point, it will increase the interactivity between the students and as well as the Instructor. The learning style of the students is thus transform from independent learning to peers learning by the use of computer aids. Sutton (2001)[13] (in An and Frick, 2006) suggested that CMC has caused the shift from correspondence learning to social learning. Berge (1995)[14] (in An and Frick, 2006) has also suggested the interaction among instructors, students, contents and interface have been maximized in the online discussion and thus facilitate the constructive thinking. Allow student to learn by their own pace When compare to F2F, CMC provide student more time to respond the question. It allows student to analysis and reflect the question with enough time so that they can compose thoughtful responds. Student can thus learn by their own peak in CMC, they can also take control to their learning and interact with the peer in order to build knowledge. Overview of the Discussion Tool Synchronized and Asynchronous Discussion tool Discussion is definitely a common implementation for Computer Mediate Communication. Generally, online discussion tool can divided in to two types, they are synchronized and asynchronous discussion tool. And as educational platforms, the two distinct format of interaction impact differently. In this session, we are going to investigate the pros and cons of these discussion tools in learning. What is asynchronous discussion tool? According to Johnson(2006)[15], asynchronous instruction occurs in delayed time and does not require the simultaneous participation of student and teacher. The asynchronous instruction was used in distance education in the early year due to postal delays. The asynchronous voice conferencing are already proven useful in some instructional contexts, text-based asynchronous instruction are also widely used in the post-secondary education, it can also be considered as asynchronous online discussion. Johnson stated that educators has been investigate the efficiency of asynchronous online discussion, they reported that it can encouraging in-depth, more thoughtful discussion; communicating with temporally diverse students; holding ongoing discussions where archiving is required; and allowing all students to respond to a topic There are also potential limitations of the asynchronous discussion room. Student may not check the forum frequently, lack of spontaneous feedback may lead students feel isolated, it is necessary to spend more time in the discussion in order to make it mature. Dede and Kremer (1999)[16](in Johnson, 2006) conducted a survey to check the students preferences of asynchronous discussion tool. They found that the asynchronous discussion provided a more comprehensive interchange for them, but it required more time and provided less social interaction than synchronous chat. What is synchronous discussion tool? According to Johnson (2006), Synchronous instruction occurs in real time and requires the simultaneous participation of students and teacher. The synchronous instruction was used in the closed circuit television on university campus in the early year. Until 1980s, video-conferencing and interactive television connected remote classroom, in which, the synchronous discussion allow student to ask question and perform interaction in spontaneously, the educators start conduct study how synchronous discussion tool help student in learning. As you can see, synchronous communication tools allow multiple users communicate with each other at the same time using text messages, According to a report investigated by Branon Essex (2001)[17] (in Johnson, 2006) showed that synchronous chat tools are useful for holding virtual office hours, team decision-making, and brainstorming, community building, and dealing with technical issues. Spontaneous feedback can make student feel connected; student will not feel isolated in this situation, meanwhile, student are all actively participate in the discussion tool synchronously, not like asynchronous discussion tool, required student to login frequently to check for update. But there are still limitations for the synchronous discussion tool. It is difficult to implement synchronous discussion tool compare with asynchronous discussion tool. It is hard to get students online at the same time, and it is difficult in manage large-scale conversation. Lack of reflection time for student and it is demanding for the poor typist. Synchronous Versus asynchronous online discussion Educators are commonly agreed the learning outcome of asynchronous online discussion room is better the face-to-face discussion. But the limitations stated above (isolation and frequently participation) discourage them to use this mechanism alone. There lead to the trend of implementing synchronous chat tool, it is because synchronous chat can override those limitation, as it attempts to emulates face-to-face discussion. Using synchronous chat not only enhanced social transaction but also improve student learning outcome. Johnson(2006) suggested the best methodology is combining the synchronous and asynchronous chat tool in Online Learning Environment in order to get higher levels of student satisfaction and mastery of course requirements than implementation of either mode in isolation. Johnson stated that there is a survey supported student whos used both discussion tools are most likely to achieved the course requirement because using the both tools can maximized personal engagement in learning. Review on different discussion model Structured Academic Controversy The method was firstly introduced by David W. Johnson and Roger T. Johnson, they are the leading expert in cooperative learning. As titled, academic controversy is a structured discussion strategy by using controversy, in which, controversy means an individual has a different idea and that idea is incompatible with others idea, so two of them need to compromise in order to reach a common agreement. According to the Cooperate Learning Center, academic controversyuses the intellectual conflict to encourage student to reach higher achievement. It will also enhanced the quality of problem solving, decision making, critical thinking, reasoning, interpersonal relationships, and psychological health and well-being There are three goals which SAC are designed to help the to achieve. They are to gain a deeper understanding of an issue, to find common ground, and to make a decision based on evidence and logic The five procedures in SAC Step 1- Organizing Information and conclude Students are separate into two groups, one of them will receive materials which written in supportive side and the other receive material of the opposite side. The groups will discuss together to conclude main ideas for present. Step 2: Presenting And Advocating Positions Student will present their argument, each side have a limited time to contribute the groups ideas. After the presentation, the other side can have a minute to rebut. Step 3: Uncertainty Created By Being Challenged By Opposing Views After the rebuttal of each group, the two sides will be switched. Each of the group will receive material from their opposite side. The students are required to use their material and points they have learnt from the other side earlier to formulate points of the opposite view. Step 4: Epistemic Curiosity and Perspective Taking Students will put down their position and discuss the issue together; they are required to find points which they are agree with and disagree with based on their evidence from the argument in order to reach concurrence. If the group cannot find a consensus of the topic, they are advice to find a compromised procedure which they could use to resolve the disagreements. Step5: Re-conceptualizing, Synthesizing, and Integrating It is a sharing session, the whole class grouped together and discusses how the group worked as a team and how can SAC help them in understanding the issue. Limitation of SAC: Student may be prejudiced by first impressions, they may not able to change their mind even the evident are support the opposite idea. And thus, it is hard to reach consensus at the end of the process. As SAC involved rebuttal, student may thought they are personal attacked by the criticism if the others student are not handle the rebuttal properly. It is demanding for the low-achieving student to speak out in the group they may not have chance to speak out according to their shyness. Civil Conversation Model The model was firstly used by the Constitutional Rights Foundation for encourages student to analyst a text material. With the guidance of the team leader, groups member are encouraged to study a selected text material, they will get to know their own points of view in the discussion procedure and eventually build a shared knowledge within the group. The challenged text material is an essential step for discussion in Civil Conversation. The text should be in a proper length and the conversation will takes place with the students in a circle. The teacher usually acts as a facilitator. The aims of the facilitator are: identify the topic and main points in the text, list what they agree and disagree with in the text, and pose questions about the text they believe are worthy of discussion. The challenged text will organized as a worksheet and contains question which required student to answer. The questions are usually in the below format: What is the selection is about: What is the main points are: What do you agree with What do you disagree with A selected question for group discussion, the question should have no simple answer which can only use the materials as evidence. Debrief Questions What did you learn from the conversation? What did you find you had in common with other members of the group? For anyone not active in the conversation (those good listeners), what did you learn; what did you agree with; who said something that you would have said? The four procedures in CC Step 1- Selected a challenged text Divided students into group and set the time limit of the discussion Step 2- Ask for agreement and Disagreement Ask every member to contribute idea on agreement and disagreement (question 3 and 4). Members should carefully listens to others and contribute new ideas based on that. Step3- Discussion Then ask the entire group to respond to question 5 the predefined discussion question. They are required to jot down the issues raise and they can raise a new problem anytime.The conversation can then continue by discussing the questions raised. Step4: Sharing session It is a sharing session, the whole class grouped together and discusses how the group worked as a team and how can Civil Conversation model help them in understanding the issue. And ask students to return to the Reading Guide and answer questions 6 and 7. Step 5: Make enhancement Conclude the ideas by asking the student to advise ways to improve the model. If appropriate, add these suggestions to the conversation rules. Limitation Facilitator is essential in this model. Student needed guideline on how to make a good discussion. As the student usually asks for factual question of the article, it is only good for additional research. A good question should make student to think about an issue, take position and back it up with evidence. As you can see the quality of the discussion is mainly depended on the facilitator There is no specific guideline for student to follow while they are taking place to discuss the raised question in step 3. The free-style discussion may lead the discussion out-of -track. Civil Conversation Model are designed to analyst a selected material. It may not fitted the nature of Project Based Learning, in which, student are required to research on the topics and collected additional material by their selves. By doing their own research, they can have new ideas by reconstructing the material. Six Thinking Hats Model The Six Thinking Hats Model is a thinking/discussion strategy devised by Edward de Bono in 1994. The model suggested that human thinking was divided in 6 session and the model uses 6 different colors to represent each of them, It requires students to extend their way of thinking about a topic by wearing a range of different thinking hats: The Hats White hat thinking focuses on the information available and needed. Black hat thinking examines the difficulties and problems associated with a topic. Yellow hat thinking focuses on benefits and values. Red hat thinking looks at a topic from the point of view of emotions and feelings Green hat thinking requires imaginative, creative and lateral thinking about a topic. Blue hat thinking focuses on reflection, control and the need to manage the thinking process. The colors help students to visualize six separate modes of thinking and to convey something of the meaning of that thinking. It can be used by student in different ages, here are the 6 thinking hat model teaching materials for the primary school student and secondary school student. Procedure of using Six Thinking Hat Model: There is no parliamentary procedure for the six thinking hats model, the model can be fitted in individual thinking and it can also fit in group discussion. While using six thinking hat model in group discussion, usually, it required the group member to pick a color of hat and let them contribute their idea one by one. In this model, the blue hat is acted like a facilitator in the group. It aims to manage the thinking process and summarize the points contributed by their team member. Advantages: It allow student to think out of the box, not like SAC and CC, the six thinking hats model was a straight forward model to lead student to think the issue based on 6 different aspect. Not like SAC and CC, emotion is brought into the model other than focused in evident, it opens up an opportunity for creativity within Decision Making. Instructor is not necessary in 6 thinking hats model compare than Civil Conversation model, it is because student will take their own part as the blue hat controller, and instructor can just sit around and let the student drive the discussion by themselves. Not like SAC, by using six thinking hats model the student will not prejudiced by first impressions. It is because the six thinking hat model is not aimed for controversywhich required student to rebut for each other, it allows student to express their ideas altogether by role playing. By using this model, there is a directed way the leads the low-achieving student contribute in the discussion. Review on existing system Instructor Controlled Chat System(ICCS) ICCS (Thirunarayanan, 2000) [23] was proposed to let the instructor involve into the student discussion, it can fix the problem with chat confusion and overlap. He proposed two software enhancements in order to achieve the aim: Instructor mediated chat Instructors will have two windows on their monitor, one is the student discussion window and the other is the instructor control window. Each message raised from the student will send to the instructor window first before published to the other students, the instructor will choose the relevant question / response to publish. Students are only type and respond to the question until the instructor sends the message to the student window Instructor hints before the chat section The second point is to save short comments; questions and statement in the database before the chat session begin. Once the student is lack of idea, the instructor can make use of the pre-saved statements to ask question and remind students to stay focused on relevant topic. Potential problem of ICCS As the discussion flow is highly depended t

Harsh Perspectives of Youth in Garland’s The Beach :: Garland The Beach Essays

Harsh Perspectives of Youth in Garland’s The Beach  Ã‚  Ã‚   As his narrator, Garland offers us Richard, a less than balanced individual, in possession of a tenuous grip upon reality. He is arrogant and reckless, often believing himself to have nothing left to learn ("Fucking New Guy? ... New to what?" p87) and convinced of his own immortality ("Yea, though I walk through the valley of death I will fear no evil, for I am the evilest motherfucker in the valley" p87) The beach is supposed to represent the highest level of escape attainable, but can only be from the outset a disappointment, because it is already built up in his mind into something unobtainable; "It's silly really. I think I was expecting an . . . ideology or something. A purpose." p96 Richard being the narrative voice, one can logically infer that it is his perspective which is intended by Garland to be representative of the youth culture depicted. My first impression is that the very fact that Richard commits his story to text is indicative of a desperate need for recognition, and his style of narration suggests that its writing is not likely to be meant as a catharsis. As a character, he is shallow and self-glorifying beyond the point to which readers might sympathise with his reckless actions: p163 "Collecting ... experiences was my primary goal when I first started travelling. I went about it in the same way as a stamp-collector goes about collecting stamps ... Then I had to graduate to the more obscure stuff. Being in a riot was something I pursued with a truly obsessive zeal, along with being tear-gassed and hearing gunshots fired in anger." The cultural phenomenon of travelling, as distinct from tourism, is one reserved for domination almost exclusively by youth. In Richard's mind, as in others, it becomes the acquisition of experiences with only slight moral differentiation between them, merely a reinforcement in the mind of the collector of their own broadening life perspective; a form of validation which, whilst owing nothing to established mainstream cultural value systems, replaces these with a generation-created classification hierarchy which is just as strict. Established value systems provide the catalyst for tensions within the group, which emerge at the earliest stages immediately upon Richard's arrival: "There's only five people with Walkmans in the camp, and I've refused all of them batteries in the past.

Multifocal learning Essay

Everybody has their own learning styles. Some learn by seeing, some by hearing, some by reading or writing and some by experiencing things. Multifocal learning is the preferred learning style for majority of the learning population. Multifocal learning can be a combination of Visual and Auditory or Read/Write or Kinesthetic. It can also be a combination of 2or 3 of the above mentioned leaning styles. Multifocal Learning helps to use more strategies to learn and communicate. So based on the questionnaire aural, read/write and kinesthetic is the preferred learning style. For the multifocal learners, they prefer more techniques of learning and they may feel incomplete if they have to stick to only one strategy. To learn new things in desirable way, one is comfortable and they have to make useful what they are involved and to get good grades, one has to prefer one main learning strategy and make use of the other strategies as a support. Of the three strategies mentioned in the preferred leaning styles, read / write is the one which sounds good. Compared to strategies like aural, read / write and kinesthetic, read/write has more benefits. Most people use some or all of the instructions mentioned below if reading / writing is strongly preferred. The information is taken in the best way if one will do lists of readings , note headings, refer dictionaries, mark glossaries, have definitions and handouts, do reading like read textbooks and library readings, have notes of whatever you learn, read essays, note the good words and notes from the teachers and use of manuals for lab purposes. To benefit maximum from the r/ w one has to repeatedly write the words until memorized and also read the notes frequently to be up-to-date. Also its benefits from rewriting, in other words, of the ideas and principles learned. One has to be organizing the diagrams, graphs or charts into more comprehensible. Note answers for exams, multiple choice questions should be practiced, practice writing essays, arranging the words to hierarchies or points and listing the points by 1,2,3,4. Speaking about Kinesthetic learning, we have to use all our senses like sight, touch, taste, smell and hearing, go to lab, have field tours and trips, will remember lectures which gives real life examples, will remember the examples cited, the applications and exhibits, needs recipes for problem solutions , have to have hands on approach, also needs trial and error methods. There will be literally no lecture notes and will have to remember real things occurred. Using pictures to show the idea.  They have to recall experiments or go back to lab. Have to use examples into the studies to memorise. Have to relate to situations to recollect later and having role play the situations or talking to another person will help to improve learning. And the last method Aural learning, one has to be attending classes and tu torials, topics should be discussed with friends and teachers, use tape recorders to listen, Also remembering the examples from sroties or jokes. Also decription of pictures and other visuals to someone who was not present at the time and leaving spaces in the notes to recall later and fill it. Others to listening to the notes you make for better understanding. Reading your notes aloud and explaining the notes to another aural person will be a good idea. Imagine that you are talking to the examiner. To recall the ideas it is good to be in quite places. Say your answers aloud or in your head. On evaluation study habits should be improved in various areas to enhance knowledge. The most important are as follows, one has to try to learn as much things as possible as they come up in the lecture, classes or sessions and also have to spend time on those before the due of assignments or tests. It’s a good idea to learn things from daily life which helps us in our practical knowledge. Reading news and journals will improve the general knowledge. Always find some time to clear all your doubts with your professors. Put your wok and study in a way that it will not interfere with each other. Finally good eating and rest is an inevitable part for good learning. VARK learning style assessment is widely used process which helps to direct one’s learning styles. As it gives the options of the learning styles one can have different learning strategies which help to improve learning. The VARK questionnaire gives options to people to the different ways to learning. Also it is useful for people who have difficulty in learning in their ways. VARK is used in the fields of business, sports, and education and training purposes. But it’s very important that the learning style is one’s own preference. There is no limit in the way to learn or there is no particular style or any advantage to have any of the learning strategies. The best way is to choose from the different available learning strategies, either one or in combination, which works best for you. Visual learning is mainly by videos, slide shows, pictures or postures. Also textbooks with pictures and diagrams help a lot. Graphs, flowcharts, symbols, also using highlighters to underline different topics and gestures  and picturesque language used for teaching by lecturers also include in the visual learning.

Business quiz answer

Your Answer: culture Correct serve as a baseline for actions and decision making and guide employees in the organization's intentions and interests. Your Answer: Values Correct Question: A company's Answer: mission Correct is its primary reason for existence. Your Question: The primary resource of all organizations is . Your Answer: employees Incorrect Question: Organizational climates are Answer: counter-productive to Correct corporate cultures. Your Question: The process of collecting information about the external environment to identify and analyze trends is called: Your Answer: environmental scanning.Correct is a function of the ability to learn and to perform according to changes in the environment. Your Answer: Organizational adaptability Correct Question: For many organizations, what customers value often becomes the company's: Your Answer: distinctive competitive advantage Correct Question: The final step in the basic planning process is Answer: controlling and evaluating th e results Correct Question: Which of the following questions applies directly to the function of landing?Your Answer: What do we want to accomplish? Incorrect Question: The step in the basic planning process would the statement ‘This organization will capture 5% more of the product market in the next 2 years† focus upon: Your Answer: production schedules. Correct Question: The three levels of strategies are corporate, business, and . Your Answer: functional Correct Question.

Free Essays on Dominos Pizza Operations Management

Domino’s Pizza is a service company that specializes in good food served quickly. It was the first large scale pizza franchise to offer speedy delivery. The company is famous for it’s thirty-minute guarantee, which has since been discontinued. Since it’s founding in 1960 the company has steadily grown to be one of the largest food franchises in the world. To stimulate this growth, the company has seen many menu changes over the years. With the introduction of new menu items, the company has had to change the structure of it’s operations in order to better serve it’s customers. Most orders that come into a Domino’s Pizza restaurant come in over the phone. This is because the company only offers delivery and pick up, there is no sit-down area in a Domino’s Restaurant. When a customer calls in to the restaurant, the phone person asks them if the order is for pick up or delivery. If the order is for delivery the phone person will take down the customer’s telephone number. If it is a new customer, the phone person will have to take down the customer’s address, but if the customer has called before, the information will already be there. From this point the printer will print out slips that can be stuck onto the individual pizza boxes and the order will move onto the next step. During the next step is when the food is actually prepared. Orders show up on a screen in order for the line people to make. Pizza needs to be rolled out from portioned dough, have sauce spread on it, get cheesed, and have toppings put on it. Bread Sticks, Cheesy Bread, and Cinnastix are all made using medium sized portioned dough and topped accordingly. Wings are pulled out of a bag and put on a metal sheet. All the food is put through the oven for six minutes and fifteen seconds after it is ready. From there it moves onto the next step. After the food comes out of the oven it is put into the proper packaging which already has t... Free Essays on Domino's Pizza Operations Management Free Essays on Domino's Pizza Operations Management Domino’s Pizza is a service company that specializes in good food served quickly. It was the first large scale pizza franchise to offer speedy delivery. The company is famous for it’s thirty-minute guarantee, which has since been discontinued. Since it’s founding in 1960 the company has steadily grown to be one of the largest food franchises in the world. To stimulate this growth, the company has seen many menu changes over the years. With the introduction of new menu items, the company has had to change the structure of it’s operations in order to better serve it’s customers. Most orders that come into a Domino’s Pizza restaurant come in over the phone. This is because the company only offers delivery and pick up, there is no sit-down area in a Domino’s Restaurant. When a customer calls in to the restaurant, the phone person asks them if the order is for pick up or delivery. If the order is for delivery the phone person will take down the customer’s telephone number. If it is a new customer, the phone person will have to take down the customer’s address, but if the customer has called before, the information will already be there. From this point the printer will print out slips that can be stuck onto the individual pizza boxes and the order will move onto the next step. During the next step is when the food is actually prepared. Orders show up on a screen in order for the line people to make. Pizza needs to be rolled out from portioned dough, have sauce spread on it, get cheesed, and have toppings put on it. Bread Sticks, Cheesy Bread, and Cinnastix are all made using medium sized portioned dough and topped accordingly. Wings are pulled out of a bag and put on a metal sheet. All the food is put through the oven for six minutes and fifteen seconds after it is ready. From there it moves onto the next step. After the food comes out of the oven it is put into the proper packaging which already has t...

Analyze the goals Essays

Analyze the goals Essays Analyze the goals Essay Analyze the goals Essay Analyze the goals and objectives using the mission statement as the basis.The Mission statement of Microsoft is as given below:â€Å"At Microsoft, we work to help people and businesses throughout the world realize their full potential. This is our mission. Everything we do reflects this mission and the values that make it possible†The above statement tells about the intent of the company. For fulfilling the above mission, Microsoft needs to do specific tasks which are specific and also can be measure. These are known as goals.   Finally to achieve these goals, the company should use certain tactics which are classified as objectives.Looking at the above mission statement it can be said that one of the goals of Microsoft is to be a well-known global player, who would like to help people and businesses from all walks of life. In addition, the company wishes to make people attain their own goals by making them utilize their full potential. To attain this goal Microsoft set its objectives towards more effective worldwide sales and distribution network. In addition to this, the marketing strategy of the company should be designed such that people living anywhere in the world are aware of the company and its products and services. The entire system should be backed by an excellent customer support service which can take real-time feedback of these people.There are some common values that company that wishes to help people throughout the globe, should possess. Some of them are maintaining quality in products, transparency in processes, promptness and efficiency of customer service and concern over environmental issues arising directly or indirectly due to the products and services.Critically evaluate the strengths and weaknesses, taking into consideration all the environmental factorsStrengthsa.  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Due to the developmental activities taking place in many developing an d third world countries, the company has a very good chance of developing newer markets. Combined with the excellent brand image the company has, this is one of the biggest opportunity and asset for the company at this stageb.  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The presence of Microsoft in multiple countries has given it a very wide exposure and capability to deal with people belonging to various cultures. This could be extremely useful while the company expands to a newer market or newer countryc.  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The market of mobile and handheld devices is booming. With some strategic alliances which Microsoft could gain a string foothold in this field. The company’s dominant international presence in the PC market can be a big asset in forging such an alliance.d.  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Even while the handheld device market is on a rise, the desktop systems market is still very strong. The tried and tested software development process ensures rapid development and updates of the existing products. The experience of the company in this market also proves beneficial at the time of product innovatione.  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Users rely on buying software from a company that is well-known and provides excellent customer support. Microsoft scores well on these issues thereby getting customer loyalty and this increasing revenuesf.  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The superior technical image of the company attracts highly-skilled professional who increase the quality of labor force and in turn help in developing superior quality productsg.  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The company’s strategy for expansion is very aggressive which makes it a very formidable competitor. Microsoft is also well known for its large number of acquisitions which help it in expanding the product portfolio and also control the competition.(Hafner, Hibbert p. 1, 3)Weaknessesa.  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   While the company enjoys top position in almost every area of software products, its biggest threat is the open-source software. The quality of these software considered by many, to be much better than Microsoft’s products which is not a very good signb.  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The company’s products of late have been focusing on merely software upgrades. The few new software packages that have been released in the market like Microsoft Visio has garnered pretty lukewarm responses.c.  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   While the employees of the company are well-paid and are of a superior quality, the massive number of updates and installation deadline have le d to high attrition rated.  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Many users feel that the products have a single focus and do not usually work well when installed / combined with other products.e.  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   While the company enjoys very good image in the market, the reputation has been often threatened due to its entanglement in antitrust and permatemps Vizcaino litigation. The reputation has been further threatened by the fact that the company is very cut-throat in competition and plays very dirty towards its competitors by stifling their growth in all possible kinds of waysf.  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The repeated forays of the company in the wireless market have proved to be pretty disappointingg.  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The massive structure of the company which is essentially decentralized in na ture has led to the company having major problems with employee management.h.  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Software piracy of commercial and consumer applications software on a global scale threatens revenue streams(Hafner, Hibbert p. 2, 4)Recommend a strategic model for the organization. Justify the choice of the model. Discuss a global strategy for this organizationStrategic modeling for an organization must be done taking care of the mission, goals and objectives of the company. The organizational structure of the company defines what present focus of the company is and paves its way towards achieving long terms strategic goals. The modeling means grouping of the organization into various clusters and their modes of interaction with each other. In addition an organization has to develop an information system to meet the inter- and intra- organizational demand for information processing (Burton, Obel p. 10)The present organizational structure of Microsoft is a decentralized organization which is falling into professional bureaucracy and red tape. To make the organization effective, the structure should be matrix like with a functional base. While there is no need for centralizing the company, a little less formalization would be very beneficial for the internal environment. Being a very big organization automatically means that the company structure is complicated enough. Hence, efforts should be made for more effective communication by cutting of channels (Burton, Obel p. 290-293)Microsoft needs to continue its strategy of building strategic partners across the globe. Increasing the size of its own company should be taken one step at a time, so as to give the management as well as its employees to adjust to the various necessary changes. Forging alliances would make sure that the company stays within the competition and not much of the company structure is disturbed, which is seen to be a very common activity in the co mpany (Menzefricke p. 5). The strategic alliances should be with companies in the newer countries who could act as distribution centers. The company should also start actively foraying in the mobile and handheld device market by actively forging alliances. The focus here should be on product innovation for bringing out quality products, instead of just consolidating the market. This would enable the company in getting quality products which can then be aggressively marketed.Identify the key performance indicators to measure the performanceKey Performance Indicators are used for measuring the performance of each of the defined objectives. Using this, a process can be analyzed based on cause and effect, which can be used to implement strategies having built-in metrics to track and measure the performance.Based on the goals and objectives of Microsoft, its KPIs can be figured out. As the company wishes to grow throughout the world one of the KPI could be market growth. This can be furt her detailed by taking the market growth for each country group or each country. The rate of increase in the market share is yet another KPI, as are the sales or revenue growth rates. Hence, the company should take the sales target combined with the market share and make an analysis of the newer markets entered in a fiscal year to measure its true performance rating. As improving the quality of customer support is also an objective, one of the KPIs could be also be higher rate of customer satisfaction achieved in a given period. This can also be further divided into the percentage of returning customers, response time taken on an average, customer satisfaction or dissatisfaction indices etc. (Woods, Joyce p. 99)Establish the information requirements and hence strategic information systems to give a competitive edge to the companyThe world of business has always been ruled by information. With the advent of digital techniques the technology has advanced at a very fast rate. This as e ffected the way in which information is passed between various channels in business. IT based information systems have become the order of the day. The integration of business with IT ensures many advantages for the company adopting the digital mode of communication (Dobrev p. 7, 9). The major impact is on the enhancement of products, its life cycle, reduction in management levels and ultimately reduction the cost. The company can effectively manage its internal environment and concentrate its external environment. As a company expands the business goals of the managers change. This brings about an increase in the complexity of tasks performed by the managers leading from a structured world to an adhoc unstructured one. Integrating IT with businesses helps in simplifying the process, hence providing for a more effective working environment (Galliers, Leidner p.1, 2)IT inherently depends on systems. While working with IT companies should not only focus on its competitors but should a lso take into consideration its various present and potential collaborators which whom a strategic alliance or partnership could be forged. A classic example is the alliance between Intel and Microsoft which gave both of them a massive increase in sales and revenues along with the lion’s share of the market (Shapiros, Varian p.10). As can be seen this gives a much needed competitive edge to the company intending to employ Strategic Information Systems within the organization.Discuss the ethical and social issues associated with usage of IS/IT in the organization.The emergence of IS/IT systems have brought about newer ways of passage of information and also newer rules to ensure that the information that is passed is authorized and correct. The major problem seen with the software industry is the piracy of the software packages. While many efforts are made to curb this yet the problem seems to lie wit users who do not think that it is a crime to use software without proper aut horizations.The other issue is social in nature. There is a complete profile available of most of the people in the developed people available on the internet. The security when breached causes a breach in the personal data which was heretofore known only to select few. Many people are not comfortable with this scenario and the growing number of internet crimes does not help the situation either.Microsoft faces both the types of issues within its organization. To tackle these issues an attempt should be made to create awareness among people about the nature of their faults related to the software field.Suggest how customer relations could be improved with the usage of strategic systemsCustomer relation is an important aspect for any business organization. In case of smaller business units, the relations are closer knit and personal. The customer-relation process is hence closely monitored and any mistakes are easily found and rectifies. Larger organizations have trouble in maintaini ng customer relations at the same level as the smaller businesses, and this problem increases proportional to the size of the project (Knox p. 9). For global organizations like Microsoft with a dominating presence in almost every country that uses computers and software, the problem is even more acute. Any system used for this purpose in addition to providing inputs for increasing customer satisfaction must also have the additional features of being integrated with the entire system and also have economy of scale.For maintaining the huge database of customers, 100 million of which are in US alone, Microsoft relies on high-end software tools and technology to manage the customer relations across the globe. With sophisticated tools like MS SQL Server 2000, the company can process up to 2 million customer records per day. For getting a comprehensive view of its vast client network Microsoft has designed and deployed data warehouse (Microsoft p. 2-3). This system is used to improve cust omer satisfaction and increase the customer loyalty. The tools can be used to keep in touch with each customer helping the company serve them better. The tool also helps all the units of the company serve their customers in a similar way. This is helpful as the company has a highly decentralized structure with as many as 60 subsidiaries with different niche databases and sizes. Also each customer can be a part of multiple databases, which helps in having a complete profile of the individual customer, helping the company to cater to each specific customer. Finally having a common tool also standardizes the entire system throughout the entire organization (Microsoft p. 6-14).

Case Study Analysis Cost Of Capital At Ameritrade Finance Essay

Case Study Analysis Cost Of Capital At Ameritrade Finance Essay Capital Asset Pricing Model is a model that describes the relationship between risk and expected return  and  that is used in the pricing of risky securities. Description: Capital Asset Pricing Model (CAPM) The general idea behind CAPM is that investors need to be compensated in two ways: time value of money  and risk. The time value of money is represented by the risk-free(rf) rate  in the formula and compensates the investors for placing money in any investment over a period of time. The other half of the formula represents risk and calculates the amount of compensation the investor needs for taking on  additional risk. This is calculated by taking a risk measure (beta)  that compares the returns of the asset to the market over a period of time and to the market premium (Rm-rf). The CAPM says that the expected return of a security or a portfolio equals the rate on a risk-free security plus a risk premium. If this expected return does not meet or beat the required retur n, then the investment should not be undertaken. The security market line plots the results of the CAPM for all different risks (betas). Using the CAPM model  and the following assumptions, we can compute the expected return of a stock in this CAPM example: â€Å"if the risk-free rate is  3%, the beta (risk measure) of the stock is 2 and the expected market return over the period is 10%, the stock is expected to return 17% (3%+2(10%-3%))†. CAPM has a lot of important consequences. For one thing it turns finding the efficient frontier into a doable task, because you only have to calculate the co-variances of every pair of classes, instead of every pair of everything. Another consequence is that CAPM implies that investing in individual stocks is pointless, because you can duplicate the reward and risk characteristics of any security just by using the right mix of cash with the appropriate asset class. This is why followers of MPT avoid stocks, and instead build portfolios out of low cost index funds. â€Å"Cap-M† looks at risk and rates of return and compares them to the overall stock market. If you use CAPM you have to assume that most investors want to avoid risk, (risk averse), and those who do take risks, expect to be rewarded. It also assumes that investors are â€Å"price takers† who can’t influence the price of assets or markets. With CAPM you assume that there are no transactional costs or taxation and assets and securities are divisible into small little packets. CAPM assumes that investors are not limited in their borrowing and lending under the risk free rate of interest. How to Calculate the Cost of Equity CAPM The cost of equity is the amount of compensation an investor requires to invest in an equity investment. The cost of equity is estimable is several ways, including the capital asset pricing model (CAPM). The formula for calculating the cost of equity using CAPM is the risk-free rate plus beta times the market r isk premium. Beta compares the risk of the asset to the market, so it is a risk that, even with diversification, will not go away. As an example, a company has a beta of 0.9, the risk-free rate is 1 percent and the expected return on the equity investment is 4 percent.

New Media in China Essay Example | Topics and Well Written Essays - 2000 words

New Media in China - Essay Example (Ditong, 2009). This was unexpected of China. As in the past, Chinese media had never broadcasted instantly news related to natural disasters without the consultation and direction from the Chinese Government. But this was the first time it had behaved differently. In the 1980’s reporting of such disasters was not allowed as it was considered not to be in the best interest of China. It was thought that reporting such events would harm the country’s good reputation. With time, China’s perspective regarding the broadcasting of news related to natural disasters changed to becoming more open and less introvert. And now reporting such events is no longer a politically sensitive issue. This was an example of one medium change among the different forms of Chinese media with the passage of time. All Chinese media experienced similar change as the world advanced. History: Traditional Media to New Media in China With the change of dynasties and rulers, China experienced ev olutionary changes in its media reforms. Starting from the 1956, it was the first time that a Chinese computer scientist edited the article on computer theory. In the year 1978, Den Xiaoping, the Time Magazine person of the year, became the ruler of China and he brought a transition from planned to a market economy and also the existing Chinese television channel kept its name as CCTV. In 1979, a first advertisement of a toothpaste was published in Tianjin Daily and a first TV commercial was broadcasted. Furthermore, the â€Å"Stars†, a group of artists, made artwork that was not acceptable by the Chinese authority, so they were never allowed to display their works. However, they displayed their portraits outside the Chinese Art Gallery shocking the citizens of China who were culture oriented and the paintings for away from their culture. In 1980, the first woman’s magazine was published on July 1 talking about women’s health, fashion and beauty related issues. In 1982, the Chinese Government declared the Advertisement Management Temporary Regulations. These regulations were not like forced laws and their purpose was to support the advertisement industry and make them progress. Western rock music was discussed for the first time in 1983 in a Chinese magazine called the New Observer (translated). Reforms were introduced by the Chinese Government in that year which decentralized the television and radio broadcasting units to some extent. In 1984, when the Kong Fu television series started airing, the tv series from other countries also began being broadcasted which included the Mexican, Brazilian and Japanese serials. Furthermore, an overseas magazine got published on contract with the New York Magazine. In 1986, many extraordinary changes took place. A global advertising company established its office in China. Secondly, a first email is sent from one Chinese scientist to another living in Switzerland. After another ten years, the internet became available to the common public. In June 1989, China was experiencing an internal conflict which was later named Tiananmen Square Massacre by the West. This conflict was broadcasted live by the CNN in Beijing. For the first time, an internal conflict of China came to be watched by millions of people in the world. However; the government fired two of the CCTV representatives who had participated in that live broadcast. In 1994, an English language newspaper in China created its website which also published foreign news in its content which was