A COMPARISON OF SELF-DIRECTED LEARNING IN A VIRTUAL WORLD ENVIRONMENT TO TRADITIONAL SCIENCE TEACHING METHODS paper presented at NARST 2008 by Catherine Norton et al, Cornell University
Article Review - Assignment 2 - EDUC8129 Contemporary Issues in Special Education - 2018 S1 DE
Kim Martin
Easy English and You Tube versions also available.
This document discusses 5 factors that affect language learning strategies:
1. Beliefs - Learners' beliefs about language learning and the language itself influence their choice of learning strategies.
2. Age - Younger learners tend to use different strategies than older learners. Experience and years of study also impact strategy use.
3. Gender - Some studies found females use more strategies overall, while others found males used certain strategies more, such as practicing with native speakers.
4. Motivation - The goals and purposes for language learning can influence strategy selection.
5. Proficiency level - Beginners tend to use more strategies than intermediate learners, and strategy use shifts as proficiency increases
There are five key factors that affect language learning strategy use: age, cultural background, gender, career choice, and motivation. Younger learners tend to use more cognitive and social strategies while older learners use more metacognitive strategies. Cultural background also influences strategy use, such as Asian students relying more on memorization. Gender differences have been found as well, with some studies finding females using more strategies overall. Career choice and level of motivation also impact what strategies learners employ.
This 3-page document outlines the syllabus for a genetics course offered in 2011-2012. The course is a 3-credit required course for bachelor's students in biology at the University of Kufa. The syllabus provides information on course description, objectives, outline, teaching methods, evaluation, and references. The course aims to teach fundamental genetics concepts and develop problem-solving skills through lectures, readings, discussions, and examinations.
Student's Attitudes about Computer-Assisted Writing Classes: A Qualitative StudyMxioMel Alt Alv
This study examined ESL college students' attitudes about a computer-assisted writing course delivered through the WebCT platform. Data was collected from student diaries, classroom observations, and interviews. The analysis found that students generally enjoyed the WebCT course and felt it helped improve their writing skills through features like peer feedback. However, providing feedback to other students was sometimes difficult. The researcher concluded that online platforms can effectively support writing development through interactive learning, but may need adjustments to maximize benefits.
Scott learning theory review part 1 6-14-20_esEmilyScott88
This document reviews literature on differentiated instruction. It begins with an overview of differentiated instruction, which was developed by Carol Tomlinson in the 1970s and focuses on modifying content, process, product, and learning environment based on student needs. Three articles are then summarized:
1) A study applying differentiated instruction during elementary science lessons found it increased student participation and helped meet diverse learner needs. Teachers reported potential barriers like time and confidence with execution.
2) A case study of a student with dyslexia found that differentiated instruction increased his reading interest and confidence.
3) A study of physical education classes found those using differentiated instruction and Universal Design for Learning provided more support for students with disabilities.
This document summarizes a thesis that analyzed the differences in cohesive devices used by male and female students in their thesis abstracts from a gender perspective. It collected abstracts from 36 students, 7 of which were male. The thesis used theories on gender perspective and data collection through surveys. It analyzed the abstracts to identify lexical and grammatical cohesive devices and found that female students used more cohesive devices than male students.
Factors affecting learning language strategiesNurfa Fateha
Motivation and attitudes are the primary sources contributing to individual language learning. Several studies found relationships between motivation, both integrative and instrumental, and learner's choice and use of language learning strategies. Additionally, differences in strategy use were found according to gender, with females generally using strategies more frequently than males, and according to cultural background, with Asian students preferring memory-based and metacognitive strategies more than other groups. Level of course and studying abroad can also influence language learners' choice and use of strategies.
Article Review - Assignment 2 - EDUC8129 Contemporary Issues in Special Education - 2018 S1 DE
Kim Martin
Easy English and You Tube versions also available.
This document discusses 5 factors that affect language learning strategies:
1. Beliefs - Learners' beliefs about language learning and the language itself influence their choice of learning strategies.
2. Age - Younger learners tend to use different strategies than older learners. Experience and years of study also impact strategy use.
3. Gender - Some studies found females use more strategies overall, while others found males used certain strategies more, such as practicing with native speakers.
4. Motivation - The goals and purposes for language learning can influence strategy selection.
5. Proficiency level - Beginners tend to use more strategies than intermediate learners, and strategy use shifts as proficiency increases
There are five key factors that affect language learning strategy use: age, cultural background, gender, career choice, and motivation. Younger learners tend to use more cognitive and social strategies while older learners use more metacognitive strategies. Cultural background also influences strategy use, such as Asian students relying more on memorization. Gender differences have been found as well, with some studies finding females using more strategies overall. Career choice and level of motivation also impact what strategies learners employ.
This 3-page document outlines the syllabus for a genetics course offered in 2011-2012. The course is a 3-credit required course for bachelor's students in biology at the University of Kufa. The syllabus provides information on course description, objectives, outline, teaching methods, evaluation, and references. The course aims to teach fundamental genetics concepts and develop problem-solving skills through lectures, readings, discussions, and examinations.
Student's Attitudes about Computer-Assisted Writing Classes: A Qualitative StudyMxioMel Alt Alv
This study examined ESL college students' attitudes about a computer-assisted writing course delivered through the WebCT platform. Data was collected from student diaries, classroom observations, and interviews. The analysis found that students generally enjoyed the WebCT course and felt it helped improve their writing skills through features like peer feedback. However, providing feedback to other students was sometimes difficult. The researcher concluded that online platforms can effectively support writing development through interactive learning, but may need adjustments to maximize benefits.
Scott learning theory review part 1 6-14-20_esEmilyScott88
This document reviews literature on differentiated instruction. It begins with an overview of differentiated instruction, which was developed by Carol Tomlinson in the 1970s and focuses on modifying content, process, product, and learning environment based on student needs. Three articles are then summarized:
1) A study applying differentiated instruction during elementary science lessons found it increased student participation and helped meet diverse learner needs. Teachers reported potential barriers like time and confidence with execution.
2) A case study of a student with dyslexia found that differentiated instruction increased his reading interest and confidence.
3) A study of physical education classes found those using differentiated instruction and Universal Design for Learning provided more support for students with disabilities.
This document summarizes a thesis that analyzed the differences in cohesive devices used by male and female students in their thesis abstracts from a gender perspective. It collected abstracts from 36 students, 7 of which were male. The thesis used theories on gender perspective and data collection through surveys. It analyzed the abstracts to identify lexical and grammatical cohesive devices and found that female students used more cohesive devices than male students.
Factors affecting learning language strategiesNurfa Fateha
Motivation and attitudes are the primary sources contributing to individual language learning. Several studies found relationships between motivation, both integrative and instrumental, and learner's choice and use of language learning strategies. Additionally, differences in strategy use were found according to gender, with females generally using strategies more frequently than males, and according to cultural background, with Asian students preferring memory-based and metacognitive strategies more than other groups. Level of course and studying abroad can also influence language learners' choice and use of strategies.
1) Research has examined how learning styles and gender influence student performance in blended learning environments. Studies show that while learning styles may impact initial performance, students are often able to adapt to different styles over time.
2) The needs of mature female adult learners in blended programs warrant specific consideration. Juggling family and work responsibilities can lead to stress and frustration if a program does not accommodate their learning preferences and social circumstances.
3) Ensuring that a blended program meets students' learning style preferences within the first few hours is important for retention, especially for mature women who may be more likely to abandon the program if it is incompatible with their cognitive style.
Preparation for Standardized Testing and Inquiryxeniameyer
1. The document discusses the benefits of inquiry-based science instruction over traditional instruction methods. Inquiry-based learning engages students actively and models the scientific process.
2. However, many schools have shifted away from inquiry due to pressures of standardized testing from NCLB. Research shows this diminishes meaningful learning and impacts underrepresented student groups.
3. The document argues for bringing more inquiry into classrooms to better prepare students for standardized tests and science, while promoting equity in science education.
Just-in-Time Teaching - CoLTT 2014 - August 2014Jeff Loats
This document discusses Just-in-Time Teaching (JiTT), an evidence-based instructional strategy that uses online pre-class assignments called WarmUps to actively engage students and hold them accountable for preparing for class. JiTT involves students answering conceptual questions before class, which allows instructors to modify their lesson plans based on students' responses. Research shows JiTT improves student preparation, class engagement, and learning across many disciplines. While implementation requires effort, JiTT addresses issues like student preparation and promotes evidence-based teaching practices.
The document summarizes a presentation given at the 2004 Texas Library Association Annual Conference in San Antonio, Texas titled "Research Methodology 101: Yes! You CAN Do a Research Study in Your Library". The presentation was given by Kate Manuel, Instruction Coordinator and Susan E. Beck, Collection Development Coordinator from New Mexico State University Library. The presentation provided an overview of the basic steps for conducting research projects, including topic ideas, typical methodologies, common pitfalls, and getting started. It also addressed questions about research methodologies for specific studies.
This document provides an overview of research methodologies that could be used for studies in an academic library setting. It discusses both qualitative and quantitative measures and gives examples of specific methodologies like surveys, interviews, observations, and more. Common pitfalls in research like problems with the population, operationalization, and generalizability are also outlined. The document encourages readers to think critically about numbers and statistics in research and provides tips for getting started on a research project.
What is cooperative learning?
The acronym PIES may be used to denote the key elements of positive interdependence, individual accountability, equal participation, and simultaneous interaction.
This study explored how professors implement critical pedagogy in their post-secondary classrooms. The researchers interviewed 17 professors about their classroom practices and definitions of critical pedagogy. Key findings included that professors employed practices like community building, dialogue, and experiential activities, but did not always explicitly connect these practices to social justice aims. The study concluded that critical pedagogues need to more clearly demonstrate how their practices aim to incite social change and consider strategies to address critical pedagogy's justice-oriented nature.
The document discusses a study examining why some students succeed while others struggle in Human Anatomy class. Surveys were given to students who passed with a C or better (control group) and those repeating the class (experimental group). The results showed that both groups had similar study methods and times. However, the experimental group attended class less frequently, with 54% attending nearly every class compared to 74% of the control group. While poor performance was assumed to be from lack of studying, the study found underlying causes may be related to class format and learning styles not being addressed for struggling students.
The classroom contains 22 students in the 6th grade ranging from ages 11 to 12. There is some diversity in terms of gender, race, and religion. The lesson objective is for students to understand the aftermath of the Holocaust and its impact on the world through activities using WebQuest, group work, PowerPoint, and the virtual world SecondLife. Students will complete a WebQuest, work in groups to create timelines on PowerPoint, and explore Nazi territories in SecondLife. The teacher will evaluate students' knowledge through their work and make changes to improve future lessons.
The classroom contains 22 students in the 6th grade ranging from ages 11 to 12. The lesson objective is for students to understand the aftermath of the Holocaust and its impact on the world through activities using a WebQuest, group work, and SecondLife. Students will use computers to complete a WebQuest on the end of the Holocaust. They will then be split into groups to create timelines of specific periods during the Holocaust using PowerPoint, which they will present. Finally, students will explore modern territories controlled by Nazis in SecondLife. The teacher will evaluate students' knowledge through their work and make revisions to improve future lessons.
The classroom contains 22 students in the 6th grade ranging from ages 11 to 12. The lesson objective is for students to understand the aftermath of the Holocaust and its impact on the world through activities using a WebQuest, group work, and SecondLife. Students will use computers to complete a WebQuest on the end of the Holocaust. They will then be split into groups to create timelines of specific periods during the Holocaust using PowerPoint, which they will present. Finally, students will explore modern territories controlled by Nazis in SecondLife. The teacher will evaluate students' knowledge through their work and make revisions to improve future lessons.
This document summarizes a study that examined how four teachers implemented a technology-enhanced problem-based learning program called Alien Rescue in their 6th grade science classrooms. The researchers found that the teachers' motivations were influenced by factors like addressing curricular needs and administrative support. The implementation techniques varied between teachers and were adapted based on their classrooms' technology resources, student needs, and teaching styles.
Radical Tolerance: Practical Feminist Pedagogy for the Working EAP InstructorCourtney King
This document discusses implementing feminist pedagogy approaches in English language classrooms. It begins by defining key concepts like radical tolerance, intersectional feminism, and empowerment education. It then reviews evidence that feminist pedagogies can improve student performance and satisfaction. The document provides examples of how teachers can adopt more student-centered and social justice-oriented practices, such as learning students' names, allowing input on course design, and using culture circles. It concludes by asking teachers to share their experiences and posing discussion questions.
Ability grouping has few benefits and many risks according to research. When identical curricula are taught to homogeneous and heterogeneous groups, there are few advantages to homogeneous grouping in terms of academic achievement. Mixed or heterogeneous groups offer advantages like reducing stigma for less able students and maintaining high expectations for all students. Teachers require training, materials, and support to effectively teach in detracked systems. Administrators seeking to detrack will face difficult political challenges.
In "The Library of Babel," Jorge Luis Borges described a vast library with no circumference and no center, a library exhilarating in its infinite scope but where knowledge is always frustratingly out of reach. He seemed to be describing the information landscape as today’s students experience it. How can we help students learn how to navigate their way through the Library of Babel? What role does finding, evaluating, and using sources play in the major? How do skills and dispositions students acquire by engaging in inquiry contribute to lifelong learning and engaged citizenship? In this workshop [at Illinois Wesleyan University in January 2012] faculty will be invited to consider what students need to become information literate and will work on embedding critical information literacy into courses and programs.
Three journal articles examine teacher-student interactions and how they differ by gender. 1) Female teachers interact more with male students, especially in criticism. 2) Error corrections are given more explicitly to male students. 3) Classroom discourse structure can differentially grant boys and girls access to language, depending on factors like teacher beliefs and academic content.
Three journal articles examine teacher-student interactions and how they differ by gender. 1) Female teachers interact more with male students, especially in criticism. 2) Error corrections were given to male students twice as much and more explicitly. 3) Classroom discourse access differed by gender, with girls having less opportunities, depending on teacher beliefs and classroom structure.
Clickers 201 - Effective questions in any discipline - March 2012Jeff Loats
1) The document discusses best practices for using clickers, or classroom response systems, to create effective questions that promote active learning across disciplines.
2) It provides examples of different types of clicker questions, such as factual recall questions, vote-share-vote conceptual questions, polling questions, and thought questions, along with examples.
3) The document also discusses best practices like having clicker questions in most classes, engaging students by focusing on wrong answers, and ensuring exams reflect clicker content, as well as pitfalls to avoid like not explaining the purpose of clickers.
1) Research has examined how learning styles and gender influence student performance in blended learning environments. Studies show that while learning styles may impact initial performance, students are often able to adapt to different styles over time.
2) The needs of mature female adult learners in blended programs warrant specific consideration. Juggling family and work responsibilities can lead to stress and frustration if a program does not accommodate their learning preferences and social circumstances.
3) Ensuring that a blended program meets students' learning style preferences within the first few hours is important for retention, especially for mature women who may be more likely to abandon the program if it is incompatible with their cognitive style.
Preparation for Standardized Testing and Inquiryxeniameyer
1. The document discusses the benefits of inquiry-based science instruction over traditional instruction methods. Inquiry-based learning engages students actively and models the scientific process.
2. However, many schools have shifted away from inquiry due to pressures of standardized testing from NCLB. Research shows this diminishes meaningful learning and impacts underrepresented student groups.
3. The document argues for bringing more inquiry into classrooms to better prepare students for standardized tests and science, while promoting equity in science education.
Just-in-Time Teaching - CoLTT 2014 - August 2014Jeff Loats
This document discusses Just-in-Time Teaching (JiTT), an evidence-based instructional strategy that uses online pre-class assignments called WarmUps to actively engage students and hold them accountable for preparing for class. JiTT involves students answering conceptual questions before class, which allows instructors to modify their lesson plans based on students' responses. Research shows JiTT improves student preparation, class engagement, and learning across many disciplines. While implementation requires effort, JiTT addresses issues like student preparation and promotes evidence-based teaching practices.
The document summarizes a presentation given at the 2004 Texas Library Association Annual Conference in San Antonio, Texas titled "Research Methodology 101: Yes! You CAN Do a Research Study in Your Library". The presentation was given by Kate Manuel, Instruction Coordinator and Susan E. Beck, Collection Development Coordinator from New Mexico State University Library. The presentation provided an overview of the basic steps for conducting research projects, including topic ideas, typical methodologies, common pitfalls, and getting started. It also addressed questions about research methodologies for specific studies.
This document provides an overview of research methodologies that could be used for studies in an academic library setting. It discusses both qualitative and quantitative measures and gives examples of specific methodologies like surveys, interviews, observations, and more. Common pitfalls in research like problems with the population, operationalization, and generalizability are also outlined. The document encourages readers to think critically about numbers and statistics in research and provides tips for getting started on a research project.
What is cooperative learning?
The acronym PIES may be used to denote the key elements of positive interdependence, individual accountability, equal participation, and simultaneous interaction.
This study explored how professors implement critical pedagogy in their post-secondary classrooms. The researchers interviewed 17 professors about their classroom practices and definitions of critical pedagogy. Key findings included that professors employed practices like community building, dialogue, and experiential activities, but did not always explicitly connect these practices to social justice aims. The study concluded that critical pedagogues need to more clearly demonstrate how their practices aim to incite social change and consider strategies to address critical pedagogy's justice-oriented nature.
The document discusses a study examining why some students succeed while others struggle in Human Anatomy class. Surveys were given to students who passed with a C or better (control group) and those repeating the class (experimental group). The results showed that both groups had similar study methods and times. However, the experimental group attended class less frequently, with 54% attending nearly every class compared to 74% of the control group. While poor performance was assumed to be from lack of studying, the study found underlying causes may be related to class format and learning styles not being addressed for struggling students.
The classroom contains 22 students in the 6th grade ranging from ages 11 to 12. There is some diversity in terms of gender, race, and religion. The lesson objective is for students to understand the aftermath of the Holocaust and its impact on the world through activities using WebQuest, group work, PowerPoint, and the virtual world SecondLife. Students will complete a WebQuest, work in groups to create timelines on PowerPoint, and explore Nazi territories in SecondLife. The teacher will evaluate students' knowledge through their work and make changes to improve future lessons.
The classroom contains 22 students in the 6th grade ranging from ages 11 to 12. The lesson objective is for students to understand the aftermath of the Holocaust and its impact on the world through activities using a WebQuest, group work, and SecondLife. Students will use computers to complete a WebQuest on the end of the Holocaust. They will then be split into groups to create timelines of specific periods during the Holocaust using PowerPoint, which they will present. Finally, students will explore modern territories controlled by Nazis in SecondLife. The teacher will evaluate students' knowledge through their work and make revisions to improve future lessons.
The classroom contains 22 students in the 6th grade ranging from ages 11 to 12. The lesson objective is for students to understand the aftermath of the Holocaust and its impact on the world through activities using a WebQuest, group work, and SecondLife. Students will use computers to complete a WebQuest on the end of the Holocaust. They will then be split into groups to create timelines of specific periods during the Holocaust using PowerPoint, which they will present. Finally, students will explore modern territories controlled by Nazis in SecondLife. The teacher will evaluate students' knowledge through their work and make revisions to improve future lessons.
This document summarizes a study that examined how four teachers implemented a technology-enhanced problem-based learning program called Alien Rescue in their 6th grade science classrooms. The researchers found that the teachers' motivations were influenced by factors like addressing curricular needs and administrative support. The implementation techniques varied between teachers and were adapted based on their classrooms' technology resources, student needs, and teaching styles.
Radical Tolerance: Practical Feminist Pedagogy for the Working EAP InstructorCourtney King
This document discusses implementing feminist pedagogy approaches in English language classrooms. It begins by defining key concepts like radical tolerance, intersectional feminism, and empowerment education. It then reviews evidence that feminist pedagogies can improve student performance and satisfaction. The document provides examples of how teachers can adopt more student-centered and social justice-oriented practices, such as learning students' names, allowing input on course design, and using culture circles. It concludes by asking teachers to share their experiences and posing discussion questions.
Ability grouping has few benefits and many risks according to research. When identical curricula are taught to homogeneous and heterogeneous groups, there are few advantages to homogeneous grouping in terms of academic achievement. Mixed or heterogeneous groups offer advantages like reducing stigma for less able students and maintaining high expectations for all students. Teachers require training, materials, and support to effectively teach in detracked systems. Administrators seeking to detrack will face difficult political challenges.
In "The Library of Babel," Jorge Luis Borges described a vast library with no circumference and no center, a library exhilarating in its infinite scope but where knowledge is always frustratingly out of reach. He seemed to be describing the information landscape as today’s students experience it. How can we help students learn how to navigate their way through the Library of Babel? What role does finding, evaluating, and using sources play in the major? How do skills and dispositions students acquire by engaging in inquiry contribute to lifelong learning and engaged citizenship? In this workshop [at Illinois Wesleyan University in January 2012] faculty will be invited to consider what students need to become information literate and will work on embedding critical information literacy into courses and programs.
Three journal articles examine teacher-student interactions and how they differ by gender. 1) Female teachers interact more with male students, especially in criticism. 2) Error corrections are given more explicitly to male students. 3) Classroom discourse structure can differentially grant boys and girls access to language, depending on factors like teacher beliefs and academic content.
Three journal articles examine teacher-student interactions and how they differ by gender. 1) Female teachers interact more with male students, especially in criticism. 2) Error corrections were given to male students twice as much and more explicitly. 3) Classroom discourse access differed by gender, with girls having less opportunities, depending on teacher beliefs and classroom structure.
Clickers 201 - Effective questions in any discipline - March 2012Jeff Loats
1) The document discusses best practices for using clickers, or classroom response systems, to create effective questions that promote active learning across disciplines.
2) It provides examples of different types of clicker questions, such as factual recall questions, vote-share-vote conceptual questions, polling questions, and thought questions, along with examples.
3) The document also discusses best practices like having clicker questions in most classes, engaging students by focusing on wrong answers, and ensuring exams reflect clicker content, as well as pitfalls to avoid like not explaining the purpose of clickers.
Abhay Bhutada, the Managing Director of Poonawalla Fincorp Limited, is an accomplished leader with over 15 years of experience in commercial and retail lending. A Qualified Chartered Accountant, he has been pivotal in leveraging technology to enhance financial services. Starting his career at Bank of India, he later founded TAB Capital Limited and co-founded Poonawalla Finance Private Limited, emphasizing digital lending. Under his leadership, Poonawalla Fincorp achieved a 'AAA' credit rating, integrating acquisitions and emphasizing corporate governance. Actively involved in industry forums and CSR initiatives, Abhay has been recognized with awards like "Young Entrepreneur of India 2017" and "40 under 40 Most Influential Leader for 2020-21." Personally, he values mindfulness, enjoys gardening, yoga, and sees every day as an opportunity for growth and improvement.
Fabular Frames and the Four Ratio ProblemMajid Iqbal
Digital, interactive art showing the struggle of a society in providing for its present population while also saving planetary resources for future generations. Spread across several frames, the art is actually the rendering of real and speculative data. The stereographic projections change shape in response to prompts and provocations. Visitors interact with the model through speculative statements about how to increase savings across communities, regions, ecosystems and environments. Their fabulations combined with random noise, i.e. factors beyond control, have a dramatic effect on the societal transition. Things get better. Things get worse. The aim is to give visitors a new grasp and feel of the ongoing struggles in democracies around the world.
Stunning art in the small multiples format brings out the spatiotemporal nature of societal transitions, against backdrop issues such as energy, housing, waste, farmland and forest. In each frame we see hopeful and frightful interplays between spending and saving. Problems emerge when one of the two parts of the existential anaglyph rapidly shrinks like Arctic ice, as factors cross thresholds. Ecological wealth and intergenerational equity areFour at stake. Not enough spending could mean economic stress, social unrest and political conflict. Not enough saving and there will be climate breakdown and ‘bankruptcy’. So where does speculative design start and the gambling and betting end? Behind each fabular frame is a four ratio problem. Each ratio reflects the level of sacrifice and self-restraint a society is willing to accept, against promises of prosperity and freedom. Some values seem to stabilise a frame while others cause collapse. Get the ratios right and we can have it all. Get them wrong and things get more desperate.
A toxic combination of 15 years of low growth, and four decades of high inequality, has left Britain poorer and falling behind its peers. Productivity growth is weak and public investment is low, while wages today are no higher than they were before the financial crisis. Britain needs a new economic strategy to lift itself out of stagnation.
Scotland is in many ways a microcosm of this challenge. It has become a hub for creative industries, is home to several world-class universities and a thriving community of businesses – strengths that need to be harness and leveraged. But it also has high levels of deprivation, with homelessness reaching a record high and nearly half a million people living in very deep poverty last year. Scotland won’t be truly thriving unless it finds ways to ensure that all its inhabitants benefit from growth and investment. This is the central challenge facing policy makers both in Holyrood and Westminster.
What should a new national economic strategy for Scotland include? What would the pursuit of stronger economic growth mean for local, national and UK-wide policy makers? How will economic change affect the jobs we do, the places we live and the businesses we work for? And what are the prospects for cities like Glasgow, and nations like Scotland, in rising to these challenges?
The Impact of Generative AI and 4th Industrial RevolutionPaolo Maresca
This infographic explores the transformative power of Generative AI, a key driver of the 4th Industrial Revolution. Discover how Generative AI is revolutionizing industries, accelerating innovation, and shaping the future of work.
KYC Compliance: A Cornerstone of Global Crypto Regulatory FrameworksAny kyc Account
This presentation explores the pivotal role of KYC compliance in shaping and enforcing global regulations within the dynamic landscape of cryptocurrencies. Dive into the intricate connection between KYC practices and the evolving legal frameworks governing the crypto industry.
"Does Foreign Direct Investment Negatively Affect Preservation of Culture in the Global South? Case Studies in Thailand and Cambodia."
Do elements of globalization, such as Foreign Direct Investment (FDI), negatively affect the ability of countries in the Global South to preserve their culture? This research aims to answer this question by employing a cross-sectional comparative case study analysis utilizing methods of difference. Thailand and Cambodia are compared as they are in the same region and have a similar culture. The metric of difference between Thailand and Cambodia is their ability to preserve their culture. This ability is operationalized by their respective attitudes towards FDI; Thailand imposes stringent regulations and limitations on FDI while Cambodia does not hesitate to accept most FDI and imposes fewer limitations. The evidence from this study suggests that FDI from globally influential countries with high gross domestic products (GDPs) (e.g. China, U.S.) challenges the ability of countries with lower GDPs (e.g. Cambodia) to protect their culture. Furthermore, the ability, or lack thereof, of the receiving countries to protect their culture is amplified by the existence and implementation of restrictive FDI policies imposed by their governments.
My study abroad in Bali, Indonesia, inspired this research topic as I noticed how globalization is changing the culture of its people. I learned their language and way of life which helped me understand the beauty and importance of cultural preservation. I believe we could all benefit from learning new perspectives as they could help us ideate solutions to contemporary issues and empathize with others.
Optimizing Net Interest Margin (NIM) in the Financial Sector (With Examples).pdfshruti1menon2
NIM is calculated as the difference between interest income earned and interest expenses paid, divided by interest-earning assets.
Importance: NIM serves as a critical measure of a financial institution's profitability and operational efficiency. It reflects how effectively the institution is utilizing its interest-earning assets to generate income while managing interest costs.
Optimizing Net Interest Margin (NIM) in the Financial Sector (With Examples).pdf
2008 NARST Presentation
1. Catherine Norton Cornell University NARST Annual Meeting March 31, 2008 A comparison of self-directed learning in a virtual world environment to traditional science teaching methods