Public speaking and democracy Essay Example | Topics and Well Written Essays - 1250 words

Public speaking and democracy - Essay Example While one may argue that the importance that is given to demagoguery in a democratic setup subverts the role of an intelligent citizen by tricking him and showing disrespect to the wisdom and trust of an electorate, it is also true that extremely important points are made during speeches that serve to move people to the side of righteous causes and also to rightly channelize the anger of a nation for productive purposes. This has been seen time and again in the history of the United States of America. A successful democracy, America has always placed a great amount of importance on the ability of its public figures to engage in oratory. It is no coincidence that most of the American presidents were excellent orators and could move masses to their point of view time and again and in the process, win their trust and love. The importance that is placed on oratory in a free democracy may also stem from the basic right to speech that citizens are provided with in a democratic nation. The right to express oneself from a public platform in order to communicate one’s views to another person or group remains the highest expression of one’s right to free speech. ... People also share a great interest in the contents of political speeches, with replies and counter-arguments being a part of the discussions that permeate the lives of a modern man in a democratic state. These events are also a site where the political leaders who give speeches are able to demonstrate the strength of the numbers of people that follow their views, apart from being an opportunity to win more followers and thus increase their base of supporters. This would enable them to not only win elections, but also to sustain the trust that people have in them. In many cases, an emotional and moral mandate of the population is necessary before a government undertakes any action of grave importance, something that may have a profound effect on the lives of the people of a country. This may be made possible through a powerful verbal assertion of the reasons that a leader may have for undertaking that particular action. This also demonstrates the effectiveness of public speaking as a tool in a democracy for the purpose of maintaining communication between the holders of executive authority and the electorate. In a democratic nation, public speaking is a tool that political and other leaders may use in order to stay in constant contact with the masses. This may help to impart to the masses the feeling that the state is being looked after in a good manner. This also enables the government in power to block allegations that may be leveled against it by people of differing viewpoints. The act of public speaking, thus, enables a citizen of a democratic country to express dissent that may then be shared by many sections of the society. It may also be used to attract attention to a certain problem that may have otherwise gone unnoticed by the

Unilever international finance and accounting Essay

Unilever international finance and accounting - Essay Example Unilever, United Kingdom, has just dropped Boursin as one of its business entities.Unilever ia a global business focusing on personal care, food and other consumer products. It has entrenched itself in the home as one of the trusted and reliable but reasonably priced products in the market today.Unilever has always been a staunch follower of all social responsibility laws. The social responsibility laws focus on many issues (Sluyterman 2005, 12).Further, one such issue is the payment of minimum salaries to its workers. Another such issue is the implementation of work conditions where environmental laws are taken into consideration. Another issue of social responsibility it the company's role of uplifting the lives of people in its community, the customers of Unilever and the world as a whole. In this regard, companies like Unilever are required to produce products that are not harmful to the customers and the environment (Dingman 2008). Unilever is an institution today because it had gone through many years of trials and errors with the aim of making profits without sacrificing its social responsibility to the community and other stakeholders. The following paragraphs explain Unilever's important place in the business world in terms of making profits, divestment of segments and its social responsibility.Unilever (United Kingdom) is one of the country units of Unilever world. The company has been producing popular household brands that are needed by homes, offices and work places around the United Kingdom alone. The company is an institution in the field of food, home and personal care products. Unilever (United Kingdom) has under its big belt over thirty five brands that include Cornetto, Bertolli, Cif, and Sunsilk. In the area of highest country revenue, the United Kingdom is next only to the United States. The company has started smoothly the rough working conditions in order to streamline its operations. One such financially correct move was to cut its manag erial positions by half during the year. Reference: www.finance.google.com/financecid=5763516 Further, the company has also innovated its company -wide sales and marketing operational strategy. The company has reduced operating expense in its United Kingdom branch by relocating its three departments to one single location. This financially rewarding move is currently the right time for the company continue its retrenchment of more than three hundred twenty line and staff employees until the year 2009. Its office is located in St. James Road, Kingston -Upon-Thames, KTI 2BA, GBR. Reference: www.finance.google.com/financecid=5763516 Unilever company is a financially stable company. The Income statement of Unilever UK for the year 2006 shows that the company generated in billions of pounds of revenues to the tue of 26,714. This shows a two percent decrease from the prior year revenues. The 2005 revenues generated 27,304.4.This represented a decrease of four percent over the prior year revenues. The 2004 revenues generated only 28,584.1. The 2006 cost of sales amounted to 13,540.3. This shows a four percent decline over the cost of goods sold of the prior year. The prior year cost of goods sold is 14,037.6. This is definitely two percent lower than the prior year cost of sales. The prior year sales amounted to 14,309.8. The company also generated gross profit of 13,173.7 for the year 2006. This is a seven percent decrease from the prior year gross profit. The prior year gross profit only reached of 14,274.4. Also, the gross profit ratio for the year 2006 is high at forty nine percent (13,171.7 /26,714). The gross profit ratio for the year 2005 is lower than the 2006 data at forty eight ;/100 percent (13,266.8 /27,304.4). The gross profit ratio for the year 2004 is high at fifty percent (14,274.43,171.7 /28,584.1). The company's operating income for the year 2006

Ancient Indian Mathematics Essay Example for Free

Ancient Indian Mathematics Essay There are opposing views prevalent regarding the prominence of mathematics in ancient India. One, there are those who make excessive claims for the antiquity of Indian mathematics with the motive of emphasizing the uniqueness of Indian mathematical achievements. Whereas, the other conflicting views denies the existence of any ‘real’ Indian mathematics before A. D. 500. This view is the result of deeply entrenched Euro centrism that does not negotiate with the idea of independent developments in early Indian mathematics. Whereas mathematics grew out of philosophy in ancient Greece, it was an outcome of linguistic developments in India. In fact the algebraic character of ancient Indian mathematics is but a byproduct of the well-established linguistic tradition of representing numbers by words. ? Around 800 B. C. Vedic mathematics declined and Jains School of mathematics gradually which was to do notable work in the field. ? From about 200 B. C. was period of instability and fragmentation due to foreign invasions but also of useful cross cultural contacts. Probably the only piece of existing mathematical evidence from this period is the Bakhshali manuscript. ? This period ranges from 3rd to 12th centuries and is referred to as the classical period of Indian civilization. Mathematical activities reached a climax with the appearance of the famous quartet: Brahmagupta, Mahvika and Bhaskracharya. Indian work on astronomy and mathematics spread westward, reaching the Islamic world where it was absorbed, refined and augmented before being transmitted to Europe. This last period described as the medieval period of Indian history, saw the migration of astronomy and mathematics from the north to south. Particularly in present day state of Kerala, this was a period marked by remarkable studies of infinite series and mathematical analysis that predated similar works in Europe by about three hundred years. Harappan society was a highly organized society. There is every possibility that the town dwellers were skilled in mensuration and practical ar ithmetic of a bid similar to what was practiced in Egypt and Mesopotamia. Archaeological findings from that period provide the following indications of the numerate culture of that society: ? It shows uniformity of weights over such a wide area and time which is quite unusual in the history of metrology. Taking 27. 584 grams as a standard, representing 1, the other weights form a series of 0. 05, 0. 1, 0. 2, 0. 5, 2, 5, 10, 20, 50, 100, 200 and 500. Such standardization and durability is a strong indication of a numerate culture with wellestablished, centralized system of weights and measures. Scales and instruments for measuring length have also been discovered with remarkably high accuracy. A notable feature of Harappan culture was its extensive use of kiln-fired bricks and the advanced level of its brick-making technology. These bricks are exceptionally well baked and of excellent quality and may still be used over and over again provided some care is taken in removing them in the first place. Fifteen different sizes of Harappan bricks have been identif ied with standard ratio of the three dimensions as 4:2:1. It was thought until recently that from them evolved first the Bakhshali Number system and then the Gwalior system which is recognizably close to our present day number system. In both Bakshati and Gwalior number systems, ten symbols were used to represent 1 to 9 and zero. With them it became possible to express any number, irrespective of its largeness, by a decimal place value system. Long lists of number- names for powers of 10 are found in various early sources. In the Ramayana, it is reported that Rama had an army of 1010 +1014 +1020 +1024 +1030 +1034 +1040 +1044 +1052 +1057 +1062 +5 men. The very existence of names for powers of ten up to sixty two indicates that the Vedic Indians were quite at home with very large numbers. This is to be compared with ancient Greeks, who had no words for numbers above the myriad (104). The Jains who came after the Vedic Indians were particularly fascinated by even larger numbers which were intimately tied up with their philosophy of time and space. For units of measuring time, the Jains suggested following relationship: 1 purvis = 756 * 1011 days 1 shirsa prahelika = (8,400,000)28 purvis The last number contains 194 digits! The word numeral system was the logical outcome of proceeding by the multiples of 10. Such a system presupposes a scientifically based vocabulary of number names in which the principles of addition, subtraction and multiplication are used. Â  Due to oral mode of preserving and disseminating knowledge, the wordnumeral system persisted in India. As a replacement to this, a new concrete system was devised to help versification and memory, known as bhutasamkhya, wherein numbers were indicated by well-known objects or ideas.

Challenges in the Business Environment Essay Example for Free

Challenges in the Business Environment Essay There has been no change to Apple Code of Conduct policy since 2014 when Apple started taking previous audit scores into consideration and conduct detailed risk assessments with suppliers who had not been audited in the past before awarding the new business. In 2014, we reviewed 459 suppliers, and factored their responsibility performance into our decisions. This engagement has allowed Apple to address over 700 findings related to labor standards, worker safety, permits, environmental hazards, and chemical management before production began (Apple – 2014 Supplier Code of Conduct). Apple has made significant progress, gaps still exist, and there is more work to do. Apple knows that workers are counting on them and they will not stop until every person in their supply chain is treated with the respect and dignity they deserve (Apple Supplier Responsibility 2015 Progress Report). Apple believes that it is not enough to just set high standards they must work every day to make sure they’re upheld. Apple Supplier Code of Conduct is among the toughest in the industry. To track working conditions at suppliers’ facilities, we conduct regular, in-person audits deep into the supply chain. Audits remain essential to Apple work, but they’re only the beginning. Apple reports monthly on working hours for over one million workers with hopes that their openness will inspire other companies. But more important, Apple believe the feedback that transparency invites makes us even better (Apple Supplier Responsibility 2015 Progress Report). Apple’s suppliers are required to provide safe working conditions, treat workers with dignity and respect, act fairly and ethically, and use environmentally responsible practices wherever they make products or perform services for Apple. Apple requires its suppliers to operate in accordance with the principles in this Apple Supplier Code of  Conduct (â€Å"Code†) and in full compliance with all applicable laws and regulations. This Code goes beyond mere compliance with the law by drawing upon internationally recognized standards to advance social and environmental responsibility. This Code outlines Apple’s expectations for Supplier conduct regarding labor and human rights, health and safety, environmental protection, ethics, and management practices. Apple assesses its suppliers’ compliance with this Code, and any violations of this Code may jeopardize the supplier’s business relationship with Apple, up to and including termination. This Code applies to Apple suppliers and their subsidiaries, affiliates, and subcontractors (each a â€Å"Supplier†) providing goods or services to Apple, or for use in or with Apple products (Apple – 2014 Supplier Code of Conduct). To show that Apple believes that it is not enough to just set high standards and that they must work every day to make sure they’re upheld. In 2014, over 2.3 million workers were trained on Apple’s Co de and their rights. Apple invested millions of dollars to expand our Supplier Employee Education and Development (SEED) program since it began. SEED now totals 48 classrooms in 23 facilities equipped with iMac computers, iPad devices, education software, video conferencing systems, and more. To make sure the standards were upheld Apple performed 633 audits covering over 1.6 million workers in 2014. Apple also audited suppliers in 19 countries and calls were made to 30,000 workers to make sure their rights were being upheld (Apple – 2014 Supplier Code of Conduct). Apple Suppliers Understanding of Their Standards, Responsibilities, and Company Relationship Apple is proud of the strong relationships they have built with their suppliers, many of whom have been working with them for years. Apple periodically reviews their relationships and adds new suppliers as needed. Apple requires each of its suppliers to meet the highest standards for all goods and services. Our requirements include a commitment to rigorous quality assurance. In addition, suppliers must be committed, as we are, to ensuring the highest standards of soci al responsibility. The ideal suppliers are those who understand our culture and expectations. We value suppliers who take the time to learn about and understand our business and who look for ways to add value. These suppliers know the importance of making and meeting commitments and delivering the highest quality goods and services (Apple Apple and Procurement). Apple business environment is  competitive and fast-paced. Apple suppliers must understand this dynamic and be agile and flexible in responding to changing business conditions. All over the world, people are building Apple products and Apple has a responsibility to make sure that each person is treated with dignity and respect. It’s a massive challenge where Apple work is never done, but each year they implement meaningful, lasting changes across their supply chain. Because of this around the globe, Apple employees are united in bringing equality, human rights, and respect for the environment to the deepest layers of their supply chain. Apple goes deep into their supply chain to enforce their social and environmental standards by empowering workers through education, demanding that suppliers treat workers fairly and ethically at all times, having safe and healthy facilities, and hold their products and processes to the highest environmental standards (Apple Supplier Responsibility 2015 Progress Report). Apple believes that in order to make impactful changes across their supply chain, it’s important to understand firsthand what’s happening inside their suppliers’ facilities. That’s why they don’t simply employ and review audits from behind a desk in Cupertino. Instead, they directly gauge how their supplier facilities are doing by regularly visiting and partnering with their suppliers around the world, so when they discover a problem, they can work together to get it fixed (Apple – Accountability). To make sure the standards are understood and upheld Apple performed 633 audi ts covering over 1.6 million workers. Apple also audited suppliers in 19 countries and calls 30,000 workers to make sure their rights are being upheld. Every audit is led by an Apple auditor and supported by local third-party auditors. These third parties are experts in their fields and all have been trained to use our detailed auditing protocols. During each audit, Apple grade suppliers on more than 100 data points corresponding to each category of our Supplier Code of Conduct (Apple – Accountability). Apple auditors are highly skilled at identifying when suppliers are covering up information. Apple audits are proven to improve supplier compliance. Each year we review and raise our already strict requirements, and suppliers continue to meet our increasingly stringent standards. In 2014, facilities audited two times scored 25 percent higher than those facilities with first-time audits. Facilities audited three times or more scored 31 percent higher than facilities audited  for the first time (Apple – Accountability). In addition to these regular, prescheduled audits, Apple randomly select facilities to audit unannoun ced. These surprise audits help ensure that our suppliers continue to meet our standards at all times not just during scheduled visits. Apple conducted 40 surprise audits in 2014, where their team visited suppliers on the spot and inspected the facility within hours. After the audit Apple conducts physical inspections, reviews documents, and interviews workers in their native languages, without their managers present. Afterward, workers are given a phone number, so they have the opportunity to securely and confidentially provide additional feedback about a facility to our team, including anything they consider to be unethical behavior. Apple encourages workers to report any retaliation to us, and we follow up with all suppliers to address each reported issue (Apple – Accountability). Inclusion these audits, code of conduct, and standards give Apple suppliers the understanding of what it means to be part of the company. Reference Apple Accountability. (2015, January 1). Retrieved March 7, 2015, from http://www.apple.com/supplier-responsibility/accountability/ Apple Apple and Procurement. (2015, January 1). Retrieved March 7, 2015, from http://www.apple.com/procurement/ Apple – 2014 Supplier Code of Conduct. (2014, January). Retrieved March 3, 2015 from https://www.apple.com/ca/supplierresponsibility/pdf/Apple_Supplier_Code_of_Conduct.pdf Apple Supplier Responsibility Progress Report. (2015, January). Retrieved March 3, 2015 from https://www.apple.com/supplierresponsibility/pdf/Apple_Progress_Report_2015.pdf

Six Thinking Hats Model for Learning Tool

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

There is No Alternative to War Essay -- War Violence World History Ess

There is No Alternative to War There is an average of twenty ongoing wars in the world at any given time. Some are internal civil wars, others are between nations. But the purpose of this thesis is not to report warfare, but the act of it. This includes the evolution of conventional and nuclear warfare, the potential effect of a nuclear war and why it is necessary for nations to fight war. This analysis will be based on a study of Gwyn dwyer's seven-part series, "War". The only other references used to compound this thesis will be statements from former heads of state, as corresponding to the subject of war. War is an indispensable part of civilization an is found at every chapter of human history. It is the culmination of the basic survival instinct when provoked. In the early centuries, traditional warfare employed the use of hoplite soldiers and cavalry who met at a scheduled location and fought reciprocally. The seventeenth century changed the rules of warfare, beginning with Napoleon, who increased the scale of battle in the Baradino church in 1812. The French Revolution marked the rise of modern nationalism, with civilians volunteering to join the army. The concept of National Mobilization was introduced, but not effected until the American Civil war. The Industrial Revolution produced new weapons, such as the machine-gun and the tank. These weapons assured a greater scale of destruction than was formerly accomplished. The two world wars marked the...

The Problem With Teaching Creationism in the Science Classroom Essay

The creation stories in Genesis, though they tackle similar themes, have different points of view and focuses as to the fundamentals of the creation process. The first story centers on the process by which God creates the universe as a whole. In essence, He imposes order upon chaos: â€Å"And the earth was without form, and void; and darkness was upon the face of the deep† (Genesis 1:2, King James Version). From this raw state, He delineates different aspects of the cosmos from the night and day all the way down to man and woman. The second, on the other hand, fixates on the particulars of creating a world for humans to inhabit. Unlike the first story, man is created early in God's process after which vegetation and animals are formed, the former of which for man to take care of and the latter as an aid to man. Later, the narrative turns to philosophical matters, such as introducing the concept of good and evil, in addition to explaining such things as work and pain du ring childbirth. Such ideas are not present in the first story, which, as mentioned, takes less of an interest in the specific impact of mankind's presence in the world and more of one at the cosmic level. These stories find their roots in the cultures that surrounded the Hebrews at the time of their writing. They share motifs with other creation stories of the Near East. The flood account in The Epic of Gilgamesh, when compared with the flood narrative in Genesis, is often cited as an example of such a similarity between Genesis and other Near Eastern texts. However, the creation stories of the first two chapters of Genesis find links with other Near Eastern creation myths. The Enuma elish is a Near Eastern creation myth that contains a god who creates the... ...the Board's ID Policy violates the Establishment Clause† and that â€Å"ID cannot uncouple itself from its creationist, and thus religious, antecedents† (Kitzmiller v. Dover). Leaving aside all personal opinions about religion and issues of biblical scholarship, creationism in the science classrooms of public schools is just not legal. Whether it is right or not, it has no place there; the Constitution guarantees that. It is not a scientific theory; it is a religious belief whether it pretends to be otherwise or not. It has a place in the social sciences if any place at all, not the natural sciences. Works Cited "Kitzmiller v. Dover: Intelligent Design on Trial". National Center for Science Education. October 17, 2008. Retrieved 21 June 2015. Gabel, John B. and Charles B. Wheeler. The Bible as Literature: An Introduction. New York: Oxford U P, 1986.