A Community Foundation in Lakeland Florida and its projects

Lakeland Florida is one of the cities in Florida that is vested with so many special features that make it so different from the rest of the states. Lakeland has such a philanthropy, which makes it such a big part of the larger community; it has the kindest people who are rare individuals in the way they dedicate themselves to various programs and organizations making Lakeland so special. (Argandona, A. (1999)Needless to say therefore is the fact that being such a good city with the best features there are so many community foundations in Lakeland ranging from sports, recreation, non-governmental and even church organizations.One of the most developed and sound of these organizations is sports and recreation since Lakeland has the best sceneries and attractions that make so suited for this area. (Argandona, A. (1999) as the name suggests Lakeland Florida has so many lakes making fishing to be a recreational activity, fun and even a routine to both residents and non-residents.The Flor ida Fish and Wildlife Conservation Commission (F. W. C) is one of the community foundations here in Lakeland. The F.W.C encourages and motivates families to enjoy and participate in the joys derived in fishing. Florida is well known and even titled as the capital for fishing in the whole wide world and the best location for such activities as compared to other states. (Lange, H. and Steinman, H. (2000).The organization as part of its activities will once in a while give special treatment to the people of Florida and beyond, this includes being allowed to do fishing in the fresh public waters without licensing, people are able to appreciate nature and families are able to come together and have fun. (Argandona, A. (1999)The organizations will also at times give bonus programs where people fish for free, this is a way of promotion and provides incentives in various forms that add to the convenience and cost cutting. These fishing license fees are used for the fish and other wildlife c onservation and maintenance purposes. They are also a major source of funds for various programs like habitat restoration, adding stocks of fish and even manage their accessibility.The organization has also not been left behind in sponsoring competitions and tournaments a good example is Florida Senior Games State Championship, where it enhances and promotes sports and ensures development of the same. (Lange, H. and Steinman, H. (2000) It is greatly supported by other organizations that also sponsor partly an example being the Blue Cross Blue Shield of Florida, Performance Health, and makers of Bio freeze.Since Florida has one of the best training sites, it is such an economic asset to the State of Florida it generates millions of dollars for our state and thus acts like an economic engine. Lakeland has a lot to offer from the climate, which is conducive all year round, best fans that are so supportive, it is able to attract tourists from all angles and corners of the world that hel p generate money for our rich economy.Since 1996, the Florida Sports Foundation help communities to attract sporting events all the year round this gives it good publicity and people identify new areas where they can tour on their holidays and get always. This organization has done Florida so proud and known all over due to its ability to keep up to date with current trends and development in technology thus providing the right services at the right time. (Lange, H. and Steinman, H. (2000)The Florida Fishing and Wildlife Conservation Commission also provides employment opportunities to the people of Lakeland Florida in various areas, it employs trainers, life savers, cleaners caretakers, managers at different levels of management and even recruits trainees to assist tourists. This earns the economy extra money in terms of labor inflow and also the fee charged to those on training. (Argandona, A. (1999)The organization also does a lot in encouraging the people to participate in the n ation and state building of our state joyfully without complaining since they pay to have fun and the money so collected helps in development activities which goes to construction of more infrastructure and also new projects are started to develop the same.Citizens are able to feel included and recognized; it also creates individual confidence and self-discipline in all activities. (Argandona, A. (1999)Other activities include promoting health that goes to raising the life expectancy. In conclusion, the F.W.C is an organization to reckon with bearing in mind that it has made our sports and recreation to be such a big success.References1)  Ã‚  Ã‚  Ã‚  Ã‚   Argandona, A. (1999), Community Projects, London; Institute of Business Press.2)  Ã‚  Ã‚  Ã‚  Ã‚   Lange, H. and Steinman, H. (2000), Planning of Projects, London; Kluwer Press.

Learing Style Aspects In E Learning Education Essay

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

Advertising In A Modern World Marketing Essay

Advertising In A Modern World Marketing Essay Advertising in a modern world as today is still considered a very difficult task when the new media channels have reduced the barriers of market penetration and brand knowledge to the consumers. Rather at times the whole concept of launching the brand or a product in the market successfully and sustaining its position through out the times is dependant on how strong does the advertising holds its position in the brains of the consumer. With the amount of products, brands, marketing channels and the ways to inhabit the idea of a new product or the reminder of the old brand to a customer to achieve their sales through advertising is in debate since a long time and most famous among these all is the Strong Versus Weak Theory. Many theorists have argued on the effects of advertising as a Strong or a Weak theory as their center of discussion and among all most prominently the strong debate between by J. P. Jones (1990) and Ethrenberg (1999) is the most popular. The truth as most of the w riter emphasis that the outcome of advertising is untrue and not realistic its success and failure is dependant on the products, the market and the aim of the advertising which makes e every scenario different from the other. As quoted â€Å"Measuring the effectiveness of advertising is much harder than it may seem. To know weather an advertisement is working, you need to first be clear about what it is meant to do. Consumer goods manufacturers take a much simple point of view: that advertising is about creating and then nurturing brands† (The Economist, 1996). The Strong theory argues that the consumer through advertising can be persuaded to switch to a new brand or a product and can create the interest or change of the demands previously engaged, where as the Weak theory argues that the perception or the demand can not be changed but it can be reinforced or â€Å"nudged† to the consumer. There are many other models given which support the argument of Persuasion among which the most important is AIDA – Strong (1925) in addition to the support of the model the theories like Hierarchy of Effects – Lavidge and Steiner (1961) and DAGMAR are always discussed to support the Strong Theory of advertising. Where as, the Weak Theory of advertising purposes its points based on Habits Theory which is supported by the two models given by Ethrenberg (1974, 1997). To understand these arguments it is important to understand the models given in support of the theories and the assumptions given by Persuasion Theory. Persuasion theory assumes that the attitude can be changed through advertising; human beings are always making decisions actively on linear fashion i.e. learn, feel and do. That consumer can be persuaded by giving cues as they are less motivated at times to make active decisions on the information they have. Strong Advertising Likewise AIDA supports the Strong theory as the consumer through advertising is captured or has noticed the prod uct, which later when is interested in the product or the situation would desire would buy the product in resulting as the action. (Strong, 1925). Before that advertising was simply information providing, which maybe true or false or even at time misleading (Turner, 1952).

Combined joint task force-horn of Africa Research Paper

Combined joint task force-horn of Africa - Research Paper Example Terrorism has been one of the key issues in countries such as Yemen, Djibouti, Sudan, Ethopia, Eriteria, Somolia, and Kenya, commonly known as Horn of Africa. Lot of efforts and key strategies have been formulated over a period of time to counter this menace One such effort to combat terrorism was the establishment of a Combined Joint Task Force which was formed to address the issues of terrorism in Horn of Africa.The paper understudy is aimed at giving an overview of this task force and its operations typically in Kenya The paper understudy is aimed at giving an overview of this task force and its operations typically in Kenya with a view to address the efforts launched in by this team in combating and reducing terrorist activities. Moreover, it also accentuates on the manner in which the contribution of Kenya with respect to war on terrorism has attracted the United State’s attentions and interest in the region. The establishment of Combined Joint Task Force - Horn of Africa took place on 19  October, 2002  (Combined Joint Task Force- Horn of Africa, 2011)  in North Carolina under the oversight of United State Central Command. CJTF - Horn of Africa conducts operations in East Africa, namely in Yemen, Djibouti, Sudan, Ethiopia, Criteria, Somalia and Kenya to build and foster an effective counterterrorism partnership. This was done to promote regional security, ensure stable conditions within the horn of Africa AOR, oversee conflict and dispute prevention, and safeguard and protect the interest of the United States and its allies. Prior to the creation of the CJTF – Horn of Africa, Kenya was plagued by rampant, unchecked terrorism that had impacts within the local, regional and global theaters. Once established however, Kenya’s ability to combat terrorism within the horn of Africa AOR bolstered dramatically.  Ã‚   The discussion of CJTF - Horn of Africa would remain incomplete without its role in Kenya which holds a very substantial and significant place in the war against terrorism. Many experts have regarded Kenya as a harbor of increasing terrorist activities and branded it as a helpless state victimized by waves of terrorism throughout the country. In 2003 the Government of Kenya accepted that western countries had been targeted by a possible member of the Al Qaeda network, affirming the potential of Al Qaeda operating within national boundaries. Beginning with a bombing attack on the American Embassy  (Ploch, 2011), the country’s capital showed signs of terrorist activities as far back as 1998.  Ã‚  The acknowledgement from government however, came very late. Since then, Kenya has become a regular victim of groups having international terrorism expertise. Further investigation determined that poor immigration laws and security legislature have greatly contributed to  the terrorism flourishing in the region. The cells in Kenya were completely under control by foreign groups from within the Gul f States and Somalia.  Ã‚  These groups eventually involved locals, helping them to establish their businesses and using these as fronts for their networks. The leaders of these Kenyan Cells were found to have connections with the Al Qaeda network and disappeared soon after the attacks on the US embassy. The government, in cooperation with FBI, then made endeavors to destroy these Al Qaeda controlled cells in various parts of country, including arrests in July and November of 2001 of Yemeni and Somali people.  Ã‚  Despite of all these efforts, the situation in Kenya never fully regained control and an Israeli airliner was shot down in Mombasa in  2002. The investigation led to another connection with Al Qaeda and revealed terrorist control over major elements of the national security system, as evident by their transportation of surface-to-air missile which was fired at an American military jet at the Prince Sultan Air Base in Saudi Arabia  (Menkhaus, 2011). After this devel opment, the Kenyan government officially acknowledged the

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Opposing Electronic Medical Records - Research Paper Example The costs of procuring EMRs are relatively high when compared to the cost for using the paper health records. The startup cost of procuring the EMRs is rather high and this means that organizations with low budgets would have to pay through their noses in order to make it their primary source of keeping medical records. Instead of procuring these rather expensive EHRs, these organizations would definitely prefer the option of using the paper health records and would have more money to use for other projects. The ease of entering the data in the paper health records when compared with the difficulties faced by health personnel in making entries on the EHRs has made the use of EHRs to be unpopular in the area of medical records. â€Å"Technology has continued to move forward at a rapid pace, but many organizational and human issues have slowed the pace of implementation of automated systems for an electronic documentation record† (Young, 2000, p. 106). Different organizations and health personnel have issues with the use of the EMRs in keeping medical records and would rather prefer the use of paper health records considering the ease of use. The technicalities involved in the use of the EHRs have also made physicians to opt for the use of paper health records. One of the problems with the EMR technology is the â€Å"physician resistance to emerging and often unfamiliar technology.† (Iyer, Levin, & Shea, 2006, p.314). It is necessary for the users of the EHRs to have some form of technical knowledge as this would guarantee that they would not make errors that would hamper the documentation process. The fear of errors and the other technical problems that are associated with the use of the EHRs is a problem that is making physicians to prefer the paper health records. Most EHRs are not user-friendly and these would definitely affect the implementation of the information system (Young,

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Men in Nursing Research Paper Example | Topics and Well Written Essays - 750 words

Men in Nursing - Research Paper Example The creation of special research departments in a growing number of education institutions, hospital and organization are also helpful to future nurses. Greater emphasis is put on research in the undergraduate programs. There is also a surging demand for Acute Care Nurse Practitioners, who provide care in various critical situations, where the patients have advanced, acute or chronic problems. Multilevel system of training of nursing staff enhances the quality of health services and reduces the economic costs of medical personnel training. Nowadays more and more men inter the profession of nursing. It is important to increase the level of professional responsibility of nurse business professionals and expand the range of nursing services. Key words: nursing trends, nursing issues, medical personnel. MEN IN NURSING Even the most proud and self-sufficient people become vulnerable, when they are sick. The patient wants to be treated not only by means of tablets, droppers and injections, he or she also need to have some moral support. After all, it is true that those people recover faster, who really believe in healing. By choosing profession, a nurse chooses a difficult path of providing help and support, caring as the mother of the patient. A nurse is a very common and essential profession; it assumes the presence of certain moral and psychological qualities of a person, who chooses this responsible profession, and the necessary training. Faithful followers of F. Nightingale ideas actively promoted the introduction of nursing education in colleges and universities of western countries. Despite the fact that the first university courses of the similar direction appeared in the U.S. in the late XIX century, the significant increase in their numbers occurred only after the Second World War, because the war clearly showed the significance of skilled nursing care (Snodgrass, 2004). In recent decades, the approach to the profession of nursing has changed worldwide. In the early 1990's, many European countries introduced higher nursing education. World Health Organization (WHO) and International Council of Nurses have contributed to the development of nursing as a science in Europe. Even the Reports Series â„â€" 347of WHO put the stress on the fact that nurses should be less dependent in their actions, should have a higher qualification training, in addition, they need to develop professional thinking that would allow them to make their own decisions based on scientific knowledge. At the present time the range of medical services is constantly expanding; there are medical institutions of various forms of ownership, day care, developing palliative medicine. The latter includes hospices, which provide medical assistance and care to patients with severe incurable disease and to dying patients, as well (D'Antonio, 2010). To assist such patients the nurses should possess analytical thinking, the ability to develop and implement a plan of medical sur vey, MEN IN NURSING nursing care, or necessary medical procedures in accordance with the technologies for their implementation, besides they should be able to justify their actions scientifically. The creation of special research departments in a growing number of education institutions, hospital and organization are also helpful to future nurses. Greater emphasis is put on research in the undergraduate programs (Stokowski, 2009, p.354). â€Å"There is also a surging demand for Acute Care Nurse Practitioners, who

Time and Life Essay Example for Free

Time and Life Essay According to a popular saying,schooldays are the happiest days of your life. Is there any truth in this? Answers to this question are bound to vary greatly from person to person. A person’s answer will depend on how happy the person’s schooldays actually were and on how happy the rest of his or her life has been since. To give a really true answer to this question you have to be fairly close to the end of your life. Hopefully,by this time you will have lived a long time. If this is the case,then you will have a long period of time to look back on. Will no other period of your life have made you happier than your schooldays? This seems rather unlikely. There are certain momentous times in a person’s life which are usually accompained by a great feeling of happiness,even of ecstasy. One of these is being in love. Another is a person’s wedding day. Yet another, and many parents would put this at the top of their happiness list, is the birth of a couple’s child. These are milestones in human life and they bring happinessto the majority of people who experience them. However, apart from these emotional milestones, there is a wide variation in what makes people happy. To a large extent what brings happiness to a person depends on what they are interested in. For example, athletes might well regard their period of supreme happiness as the time they won a major track or field event, especially an Olympic event. Footballers might regard the peak of their happiness as the time they played for a top-ranking team and scored a crucial goal in an important game. Ambitious businesspeople might be at the hightest point of their happiness when they bring off a particulary successful and shrewd business deal. If there are all these opportunities, and many more, for achieving happiness in life, how has the idea arise that schooldays are the happiest days of our life? It is at least partly because people’s memories, particularly older people’s memories, tend to be imperfect when they look back on the past. Not only that. Especially where childhood is concerned, older people tend to look back at past through rose-coloured spectacles. For example, they might remember the weather during the summer holidays as being much better than it is now. That has nothing whatsoever to do with modern climate change. It has to do with looking back on the past with affection and nostalagia-and a lack of realism. A few people’s schooldays might genuinely have been the happiest days of their lives. On the other hand, some people’s schooldays might have been an absolute nightmare with stern schoolteachers administering harsh punishments and fellow students teasing and bullying them, not to mention the often unbearable pressure of exams. For most people,neither of these extremes fits the bill. Their schooldays are the usual mixture of happiness and unhappiness,like the rest of their lives. Schooldays are not the happiest days of their lives.

Understanding Special Needs Children And Young People Essay

Understanding Special Needs Children And Young People Essay In this assignment I hope to highlight the ADHD Disorder also show what treatments and supports are available for this special need. I hope to find some local support groups for this condition and also detail what legislation is in place to deal with special needs. I hope by the end of this assignment I will be after highlighting enough about how difficult families and teachers find it to cope and live with children who suffer from ADHD. Rational for the Project Plan of Work For this assignment I will look over the notes Christina Meyler has given me so far. I will also look up the ADHD disorder on the internet. I will also go through the book Assisting Children with Special Needs by Ellis Flood. I hope to get a lot of the assignment done during the mid-term in November and then get some feedback on what I will have done to then. I aim to have it finished and handed up by the 30th November 2012. Case Study Brian is an 11 year old boy who has been diagnosed with ADHD. Brian is a bright boy, who is very creative, he has average marks in school. But he sufferes from severe distractibility and a lack of organisational skills, all of which affects his school work. Brian would often lie about his school work and this would cause problems at home with his family. The school contacted a therapist and they saw Brian on a regular basis for four months and also held sessions with Brians parents. The therapist along with Brians parents and his teachers at school developed a checklist of acceptable behaviour programme for Brian. His parents and teachers had to learn proper responses to Brians frequent oppositional behaviour. By doing this Brians behaviour became more manageable for his parents and his teachers, Brians behaviour has become a bit calmer because of this also. Brian now also gets on better at home with his family. He will still have his outbursts but they are not as frequent as they once was the ADHD has become more manageable. Causes of ADHD The causes of ADHD are not really known at the moment, but there is research been carried out to try and find out what causes it. Some children in America with ADHD have undergone an MRI Scan and the prefrontal cortex and the basal ganglia were found to be smaller than in children who havent ADHD this would indicate that neurophysiological could be the cause of the disorder'(www.casestudies-ADHD-children) Also it is believed that children with parents that have ADHD are more likely to develop it so there for ADHD could be hereditary. Diagnosis of Attention Deficit Hyperactivity Disorder (ADHD) ADHD is usually diagnosed by a qualified psychologist, generally the psychologist will obtain information regarding the childs behaviour from the childs parents and teachers at their school. The psychologist will observe the child and give them various tasks to complete, closely observing the childs attention span, activity level and impulse control with regard to their age. In order to diagnosis ADHD the child must have a sufficient number of difficulties with concentration, activity levels and impulse control. These behaviours must be present in at least two settings usually in the home and at school. The evaluation process will also determine the type of ADHD a child has, the psychologist evaluating the child would have to have extensive knowledge and experience of children with the condition. Treatment of ADHD ADHD is usually treated using a combination of stimulant medication and behavioural therapy. Medication Several stimulant mediations are available which help to calm the child down allowing them to bring their behaviour under control. Many people are surprised to learn that stimulants are given to children with ADHD as these children seem to be over stimulated already but they do work. Ritalin is perhaps the best known ADHD medication, it has been widely used since its release in 1954. Other medications used are Adderall, Dexedrine and Metadata. Stimulants work by increasing dopamine levels in the brain, the parts whose function is to control attention, motivation, pleasure and movement. By regulating the dopamine levels doctors can regulate the attention spans and energy levels of the children they are treating. Some children are not able to take stimulation medication because of side effects, there are non-stimulant medications available such as Stiattera, there are not many children on this medication. Behavioural Therapy Behavioural Therapy can be used alone or with medication as described above. Behavioural Therapy is designed to train children to control their hyperactivity and lack of attention. Based on the work of B.F. Skinner desirable behaviour is rewarded but undesirable behaviour is not. An example of this is when a child is asked to do a task, when that task is carried out the child then gets a reward for doing the task, but if they dont complete the task they are not rewarded. Prognosis There is no cure for ADHD and children with the disorder seldom grow out of it. However many find ways to cope with and adapt to their ADHD as they get older and become adults. Many adults have ADHD and dont even know they have it, it is believed that mand of our prisoners suffer with ADHD. Many adults with ADHD have poor time keeping, they have difficulty completing a task, they would also find it hard to maintain a personal relationship. Others become unemployed and have a higher than average incidence of drug and alcohol abuse. In the past in Ireland very few children were diagnosed with ADHD, if they played up they were just expelled from school. Now in the schools if there is a problem the teacher and principle will try to find the underlying cause for the childs behaviour. This will mean that in future many more children will be diagnosed early and measures will be put in place quicker to help them manage their condition in order to reach their true potential. . Support Groups for ADHD Springborad Family Support programme operated by Youth New Ross Ltd. They hold meetings in my local area for parents with children who suffer from ADHD. The group meets every four to five weeks to share their own stories and discuss the problems they come up against on a day to day basis, they also give each other advice on how they deal with the problems they come up against. Waterford ADHD Support, 74 Farren Park, Upper Grange, Waterford. (051) 852171 Kilkenny ADHD Support, Jerpoint Abbey, Thomastown, Co.Kilkenny 056) 7754954 These are local support groups in my local area that I sourced from the internet. Current Legislation THE EDUCATIONAL ACT 1998 This was the first piece of legislation passed since the foundation of the state that outlines the governments legal obligations regarding education. The act provided the first legal definition of disability The act provides the first legal definition of Special educational Needs The act defines what it means by support services. The function of the Minister for education was also defined under this act. THE EDUCATION WELFARE ACT 2000 This act ensures all children have a right to attend a regonised school even children with special needs.This act also helped in the creation of the Educational Welfare Board THE EDUCATION FOR PERSONS WITH SPECIAL EDUCATIONAL NEEDS ACT 2004 This is the most significant piece of legislation relating to special needs in education. The act is extensive and covers the following general areas The issue of inclusion with regards to children with special needs in mainstream settings. Preparation of individual educational plans for children with special needs. Assessment of special needs. Service provision for children with special educational needs. Appeals. (Ellis Flood 2010 :10-17) The Practical and Emotional impact of having a child with ADHD Most parents of children with ADHD face a daily challenge of managing their childs behaviour. Within the home most children with ADHD who are hyperactive have difficulty complying with parental instructions. They get frustrated quickly, interrupt conversations and have a tendency to get into fights with their siblings. Their demanding tendencies can cause problems with their friends who will regard them as been bossy and quick tempered, they can also get violent with their families. Children with ADHD who are not hyperactive and impulsive can drive their parents crazy not so much with what they do but more what they dont do. In this case parents struggle with unfinished homework and major disorganization. They are often described as being passive and shy in relationships. Conclusions and Recommendations While carrying out this assignment, I did not realise how having a child with ADHD could affect the family home, I also didnt realise how many children suffer with attention deficit hyperactivity Disorder it is getting fairly common among children. I think this is mainly due to more doctors and teachers been more aware of the condition, so therefore it is getting diagnosed quicker. This is a good thing because more people will be made aware of the condition and therefore will learn how to deal with it and more supports will be put in place quicker. I feel I have done the best of my ability in carrying out this assignment, and I am pleased with what I have accomplished.

Education: The Improvement of Humanity :: Education Essays

"Education in modern society is about power. To ask who is to be educated is to ask who is to rule."(Halls, vii) This same statement could also apply to the eighteenth century; the wealthier families could afford to send their children off to college to further their education to become doctors or lawyers. This form of education progressed until 1760 when the nationalization of the education system became a noticeable progression. They believed that through making education a national topic then they could in turn influence the students to create a better society. The church was even pressing for national education. "Education became an almost universal corrective to human and social ills."(Palmer, 3) While the children were in school this gave the educators an opportunity to install "virtues and desirable attitudes and habits." (Palmer, 3) However, not everyone believed that the only way to create a better society was to train the children from a young age to act a certain way. Many believed that a child is born with a set of morals and virtues to prevent them from doing something that should not be done. If a child is not born with these morals and virtues then even being trained from a young age to act a certain way is not going to prevent them from doing something that the soc iety sees as wrong. Colleges also played into the ideal of creating a better society. "The ideal French college in the seventeenth and eighteenth centuries was a place of salutary confinement, designed to shield growing boys from the evils of the outside world." (Palmer, 13) Prior to the eighteenth century "Northwestern France, England, and the Netherlands showed about the same rate of literacy and together formed the most literate zone in Europe, until overtaken by Scotland during the eighteenth century." (Palmer, 10) As important as education began to be it didn't change the fact that the best education that one could receive (whether peasant or other wise) was in the city rather than in the more rural areas. "Between the end of the seventeenth century and the revolution, the definitive breakthrough of the majority of peasants in the north into the world of writing and literacy was more common and schools more accessible, in the towns than in the country." (Palmer, 10) As a result, if the family lived in an area that was close to a good school, were above the poverty line, and did not need the children for labor, then each family could have, at the very least, one son that could receive an education. Education: The Improvement of Humanity :: Education Essays "Education in modern society is about power. To ask who is to be educated is to ask who is to rule."(Halls, vii) This same statement could also apply to the eighteenth century; the wealthier families could afford to send their children off to college to further their education to become doctors or lawyers. This form of education progressed until 1760 when the nationalization of the education system became a noticeable progression. They believed that through making education a national topic then they could in turn influence the students to create a better society. The church was even pressing for national education. "Education became an almost universal corrective to human and social ills."(Palmer, 3) While the children were in school this gave the educators an opportunity to install "virtues and desirable attitudes and habits." (Palmer, 3) However, not everyone believed that the only way to create a better society was to train the children from a young age to act a certain way. Many believed that a child is born with a set of morals and virtues to prevent them from doing something that should not be done. If a child is not born with these morals and virtues then even being trained from a young age to act a certain way is not going to prevent them from doing something that the soc iety sees as wrong. Colleges also played into the ideal of creating a better society. "The ideal French college in the seventeenth and eighteenth centuries was a place of salutary confinement, designed to shield growing boys from the evils of the outside world." (Palmer, 13) Prior to the eighteenth century "Northwestern France, England, and the Netherlands showed about the same rate of literacy and together formed the most literate zone in Europe, until overtaken by Scotland during the eighteenth century." (Palmer, 10) As important as education began to be it didn't change the fact that the best education that one could receive (whether peasant or other wise) was in the city rather than in the more rural areas. "Between the end of the seventeenth century and the revolution, the definitive breakthrough of the majority of peasants in the north into the world of writing and literacy was more common and schools more accessible, in the towns than in the country." (Palmer, 10) As a result, if the family lived in an area that was close to a good school, were above the poverty line, and did not need the children for labor, then each family could have, at the very least, one son that could receive an education.

Plot Develops The Meaning Of The Title In The Stone Angel :: Stone Angel

Plot Develops The Meaning Of The Title In The Stone Angel    In The Stone Angel, Margaret Lawrence portrays a woman attempting to understanding herself and her life. Hagar is the narrator of the book. She is ninety, and is trying to avoid an old aged home where her son Marvin, and Marvin’s wife Doris want to put her. During this her attempt to move to Shadow Point and live alone, Hagar remembers the many parts of her life and her life story is revealed to the reader in that fashion. Hagar grew up in Manawaka, in the prairies. Hagar’s mother died while giving birth to her, and her father Jason Currie had a great stone angel brought from Italy at a great expense for Mrs. Currie’s grave. Hagar had two brothers, Matt and Daniel. Daniel was a lazy boy, and was very delicate physically. Daniel died at eighteen of pneumonia. Matt intended to go to university, but Hagar was sent by her father. Matt married, but never had children, and died of disease without putting up a fight in his death bed. Hagar eventually goes to university and returns to marry Brampton Shiptley, against her fathers’ will. At that point she loses contact with her father. Hagar eventually regrets marrying Bram, who often embarrasses her. Hagar and Bram have two boys, Marvin and John. Hagar never really loves Marvin, and when he moves out, she moves out with John. She loves him, and does everything for him. They eventually return to Manawaka when   Brampton is dying. At that point John is in love with Arlene, something Hagar does not understand nor approve of. John tragically dies while performing a stunt while drunk. Hagar moves to the coast, buys a house, and ends up living her last days with Marvin and his wife Doris. Shortly before her death Hagar realizes many things about herself. First of all that her heart is made of stone, secondly that she has a lot of pride like her father, and thirdly that she is blind, or in other words she can only see things from one perspective, her own. These characteristics and those of the stone angel, which was made of stone, was erected out of pride, and has

A Path to Education Essay example -- Teaching School Philosophy Essays

A Path to Education Life is unpredictable and there are an infinite number of paths for one to choose from as they journey through life. One â€Å"trail† that seems to be a popular choice to travel is that of an educator. Why is this? What makes the sharing of knowledge so special? Perhaps there is an unparalleled joy in enlightening someone else. Perhaps it is a combination of unlimited elements that drives individuals to be educators. And perhaps there is no one sure answer to these questions. One thing is for sure, our world has seen its share of tremendous and inspiring teachers come and go with the passing years and generations of people. Unfortunately, this world has also seen its share of educators who were not so noticeable and effective. Again, I ask why is this? What makes some teachers more effective and inspiring than others? Could the difference be discovered through viewing their individual philosophies on education? My personal conclusion to this question is a resounding YES. It is an educator’s philosophy on teaching that makes the difference. Up to this point in life, I’ve simply been a student of this world, but as I move forward in life I aspire to cross the line that all before me have crossed to become educators. How will I achieve this? More importantly, will my personal philosophy elevate me to become an inspiring and encouraging teacher? And most importantly, what exactly is my philosophy on education? In a general sense, I simply hope to look at each child I teach as an individual and to make the best situation for each child. I will achieve this goal by developing my own views on the nature of students, the nature of knowledge, the purpose of public education, teaching met... ... relative to that time period. No two educators are the same, and no two students are the same. Somewhere in the balance of teaching and learning there is a place where educators and students can come together and pass and receive knowledge in a creative and fun way. I feel that my personal philosophy can take my students and I to that place. Being an educator is the road I have chosen, and while the path I will walk will be unique it draws from the successful paths of educators that have come before me. I realize my philosophy is not set in stone and will change as I am exposed to yet more teachers. More importantly, it may change as I, myself, begin to teach. There is no hard and fast evidence claiming that my philosophy is better than any others, but I truly feel it provides a model that will enable me to be the best teacher I can be.