Introduction
It is the purpose of this manual to teach instructional designers how to properly utilize the selected learning strategies when creating learning materials. The strategies discussed in this manual are: positive reinforcement, chunking, mnemonics, signaling, and scaffolding. Techniques were selected to range the most common theories of how students learn. Also these strategies are among the most recognizable of learning techniques. After reading this manual, designers will be well informed on the basics of strategies of learning and how to implement them in instruction. Each section is structured in the following manner:
· A short example of the strategy
· Vocabulary and definitions for the section
· A discussion of the how the strategy is fits into learning theory
· What types of instruction or learning fits best with the strategy
· A short review of the literature on the subject
· Tips for implementing the strategy
· Further reading on topics discussed in the chapter
Objectives
For each of the strategies the instructional designer will:
1. know how the strategy is based in specific learning theory
2. be able to think critically on when to select and use the strategy
3. familiarize themselves with research on the topic
4. be able to utilize the discussed aspects of the strategy to create instruction
Table of Contents
Introduction 1
Objectives 1
Table of Contents 2
Positive Reinforcement 3
What it is 3
When to select and use it 3
Why it should be selected 4
How it is best utilized 4
Related research 5
Chunking 6
What it is 6
When to select and use it 6
Why it should be selected 6
How it is best utilized 7
Related research 7
Mnemonics 8
What it is 8
When to select and use it 8
Why it should be selected 8
How it is best utilized 9
Related research 9
Signaling 10
What it is 10
When to select and use it 10
Why it should be selected 10
How it is best utilized 11
Related research 11
Scaffolding 12
What it is 12
When to select and use it 12
Why it should be selected 12
How it is best utilized 12
Related research 12
References 13Positive Reinforcement
Example
A student, seen sharing his toys with another student, is told “That was very nice of you, Sam.”What it is
Behaviorism forms the background of positivereinforcement. Popularized by B.F. Skinner, behaviorism is the theory that learning occurs because the student is conditioned to react in a certain way to stimuli. Learning strategies for this theory seek to change the probability that an event will happen by presenting the learner with consequences for performing an action. This consequence, whether good or bad, reinforces a desired outcome. Skinner believes that it is only the consequence that affects the probability of an action reoccurring, the thought process of the subject is not important (Driscoll 2005, p. 32-36).
Positive reinforcement is possibly the most well-known of behaviorist strategies. Driscoll defines positive reinforcement as “presentation of a reinfor.
Gagne's 9 steps of instruction are designed to optimize the learning process. The steps include gaining student attention, describing the learning goal, stimulating prior knowledge, presenting new material in chunks, providing guidance on how to learn, eliciting student practice, providing feedback, assessing performance, and enhancing retention and transfer of knowledge. Following these steps helps instructors engage students, build on their existing knowledge, break content into manageable pieces, guide the learning process, evaluate outcomes, and solidify long-term understanding.
This document discusses Bloom's taxonomy and its application in education. Bloom's taxonomy categorizes learning into cognitive, affective, and psychomotor domains. It was created to help design educational objectives and assessments. The document also provides an example of how Bloom's taxonomy could be applied to a physical education class, with example questions for each level of learning - remember, understand, apply, analyze, evaluate, and create. Overall, Bloom's taxonomy is an important tool that teachers can use to assess students' learning in different domains and ensure lessons target higher-order thinking.
Different Learning Styles and the 4 MAT in Scienceijejournal
This document discusses different learning styles and the 4 MAT model for integrating them into science education. It reviews various learning style theories including NLP, Kolb, Felder & Silverman, and Herrmann. It then explains the 4 MAT model, which incorporates these styles and brain hemisphere characteristics into an 8-step pedagogical cycle. The 4 MAT model aims to effectively connect teaching to student learning by accommodating their different styles. Studies have found the 4 MAT approach improves student motivation and meaningful learning in subjects like chemistry and physics.
[1 6]from previous epistemologies to current epistemologiesAlexander Decker
This document discusses deep and surface approaches to learning in university education. It begins by defining key concepts like epistemology, pedagogy, and the differences between deep and surface learning approaches. It then discusses how these approaches can be encouraged or discouraged from both the student and teacher perspective in a university psychology lecture setting. The document concludes that while both approaches have uses, education should focus more on deep learning to develop higher-order analytical skills needed for disciplines like psychology.
Significant Contribution of Robert Gagne & Maria Montessorri.pdfJessaFrancisco2
Gagne's theory of instruction outlines 5 categories of learning - intellectual skills, cognitive strategies, verbal information, motor skills, and attitudes. It also describes 9 instructional events that are necessary for effective learning - gaining attention, informing learners of objectives, stimulating recall of prior learning, presenting the content, providing learning guidance, eliciting performance, providing feedback, assessing performance, and enhancing retention and transfer. The theory emphasizes that different types of learning exist and different instructional methods are needed to facilitate each type.
Reflection (1)This chapter explains learning and memories base.docxdebishakespeare
Reflection (1)
This chapter explains learning and memories based on the biology. Driscoll shows some theories that human’s learning is related to the genetic inheritance and brain physiology in Biology. There are two kinds of causes to explain human’s behavior: proximate cause and ultimate cause. Ultimate cause is kind of instinctive desires our ancestors have had been formed to survive for a long time and inherited, the other one, proximate desire is related to the expression of genes or presence of certain behaviors. Ultimate cause interacted with environment leads evolution effects on conditions and cognition. Proximate cause drags on the interest of neurophysiologists, which is studied in the area of the brain with attention, learning and memory, and cognitive development.
This chapter shows that implication of evolution psychology for learning and instruction. First, human may be predisposed to certain fear but it is possible to overcome it with appropriate instructions. Second, it is very difficult to establish if behaviors are not predisposed to learn, but it also can be established using certain instructions. Third, previously adapted behaviors and “actions associated with decreased fitness in ancestral population may be difficult to overcome and establish, respectively, but if we give proper instructions to overcome and establish, it is possible.
In addition, Driscoll shows implication of neurophysiology for learning and instruction. Cognitive functions play different roles in learning and human development, the brain has plasticity naturally, the learning of language may be biologically pre-programmed and disabilities with learning may be related to neurological basis. Yet we don’t know still how the brain works to store memory and information, and what roles the brain play in learning. Many researches are ongoing to find out how we improve our faculties in learning and developing.
Reflection (2)
This chapter of Driscoll’s Psychology of Learning for Instruction evaluates the effects of biology in memory and learning. This affects are divided into two parts: evolution and neurophysiology. Evolution has an effect on cognition and conditioning. It is considered the main cause or ultimate of learning and memory. Neurophysiology is the direct cause of learning and memory. The indirect causes of neurophysiology’s effect on learning and memory are the brain and attention. Evolution and conditioning refer to the age old psychology argument nature vs. nurture. It is between what we are born knowing and what the environment gives (teaches ) us. According to Driscoll (2005), there is evidence to recommend that operant and classical conditions are subject to biological influences. The reason for that is based on the study pointed by Garcia and Koelling. They made a research on taste aversion focus on how rats regarded illness and pain.
The chapter also claims that our evolutionary heritage and genetic require specific constrain ...
1. Modern instructional approaches in science education aim to engage diverse learning styles and encourage more students to pursue science. Concept mapping, collaborative learning, and the jigsaw technique are strategies discussed.
2. Collaborative learning involves grouping students to work towards a common goal and learn from each other. Research shows it improves learning outcomes over individual work.
3. The jigsaw technique divides a topic into parts and assigns a part to each student. Students then teach their part to their group, integrating their knowledge. This encourages cooperation and perspective-taking.
International Journal of Education (IJE)ijejournal
International Journal of Education (IJE) is a Quarterly peer-reviewed and refereed open access journal that publishes articles which contribute new results in all areas of Educatioan. The journal is devoted to the publication of high quality papers on theoretical and practical aspects of Educational research.
The goal of this journal is to bring together researchers and practitioners from academia and industry to focus on Educational advancements, and establishing new collaborations in these areas. Original research papers, state-of-the-art reviews are invited for publication in all areas of Education.
Gagne's 9 steps of instruction are designed to optimize the learning process. The steps include gaining student attention, describing the learning goal, stimulating prior knowledge, presenting new material in chunks, providing guidance on how to learn, eliciting student practice, providing feedback, assessing performance, and enhancing retention and transfer of knowledge. Following these steps helps instructors engage students, build on their existing knowledge, break content into manageable pieces, guide the learning process, evaluate outcomes, and solidify long-term understanding.
This document discusses Bloom's taxonomy and its application in education. Bloom's taxonomy categorizes learning into cognitive, affective, and psychomotor domains. It was created to help design educational objectives and assessments. The document also provides an example of how Bloom's taxonomy could be applied to a physical education class, with example questions for each level of learning - remember, understand, apply, analyze, evaluate, and create. Overall, Bloom's taxonomy is an important tool that teachers can use to assess students' learning in different domains and ensure lessons target higher-order thinking.
Different Learning Styles and the 4 MAT in Scienceijejournal
This document discusses different learning styles and the 4 MAT model for integrating them into science education. It reviews various learning style theories including NLP, Kolb, Felder & Silverman, and Herrmann. It then explains the 4 MAT model, which incorporates these styles and brain hemisphere characteristics into an 8-step pedagogical cycle. The 4 MAT model aims to effectively connect teaching to student learning by accommodating their different styles. Studies have found the 4 MAT approach improves student motivation and meaningful learning in subjects like chemistry and physics.
[1 6]from previous epistemologies to current epistemologiesAlexander Decker
This document discusses deep and surface approaches to learning in university education. It begins by defining key concepts like epistemology, pedagogy, and the differences between deep and surface learning approaches. It then discusses how these approaches can be encouraged or discouraged from both the student and teacher perspective in a university psychology lecture setting. The document concludes that while both approaches have uses, education should focus more on deep learning to develop higher-order analytical skills needed for disciplines like psychology.
Significant Contribution of Robert Gagne & Maria Montessorri.pdfJessaFrancisco2
Gagne's theory of instruction outlines 5 categories of learning - intellectual skills, cognitive strategies, verbal information, motor skills, and attitudes. It also describes 9 instructional events that are necessary for effective learning - gaining attention, informing learners of objectives, stimulating recall of prior learning, presenting the content, providing learning guidance, eliciting performance, providing feedback, assessing performance, and enhancing retention and transfer. The theory emphasizes that different types of learning exist and different instructional methods are needed to facilitate each type.
Reflection (1)This chapter explains learning and memories base.docxdebishakespeare
Reflection (1)
This chapter explains learning and memories based on the biology. Driscoll shows some theories that human’s learning is related to the genetic inheritance and brain physiology in Biology. There are two kinds of causes to explain human’s behavior: proximate cause and ultimate cause. Ultimate cause is kind of instinctive desires our ancestors have had been formed to survive for a long time and inherited, the other one, proximate desire is related to the expression of genes or presence of certain behaviors. Ultimate cause interacted with environment leads evolution effects on conditions and cognition. Proximate cause drags on the interest of neurophysiologists, which is studied in the area of the brain with attention, learning and memory, and cognitive development.
This chapter shows that implication of evolution psychology for learning and instruction. First, human may be predisposed to certain fear but it is possible to overcome it with appropriate instructions. Second, it is very difficult to establish if behaviors are not predisposed to learn, but it also can be established using certain instructions. Third, previously adapted behaviors and “actions associated with decreased fitness in ancestral population may be difficult to overcome and establish, respectively, but if we give proper instructions to overcome and establish, it is possible.
In addition, Driscoll shows implication of neurophysiology for learning and instruction. Cognitive functions play different roles in learning and human development, the brain has plasticity naturally, the learning of language may be biologically pre-programmed and disabilities with learning may be related to neurological basis. Yet we don’t know still how the brain works to store memory and information, and what roles the brain play in learning. Many researches are ongoing to find out how we improve our faculties in learning and developing.
Reflection (2)
This chapter of Driscoll’s Psychology of Learning for Instruction evaluates the effects of biology in memory and learning. This affects are divided into two parts: evolution and neurophysiology. Evolution has an effect on cognition and conditioning. It is considered the main cause or ultimate of learning and memory. Neurophysiology is the direct cause of learning and memory. The indirect causes of neurophysiology’s effect on learning and memory are the brain and attention. Evolution and conditioning refer to the age old psychology argument nature vs. nurture. It is between what we are born knowing and what the environment gives (teaches ) us. According to Driscoll (2005), there is evidence to recommend that operant and classical conditions are subject to biological influences. The reason for that is based on the study pointed by Garcia and Koelling. They made a research on taste aversion focus on how rats regarded illness and pain.
The chapter also claims that our evolutionary heritage and genetic require specific constrain ...
1. Modern instructional approaches in science education aim to engage diverse learning styles and encourage more students to pursue science. Concept mapping, collaborative learning, and the jigsaw technique are strategies discussed.
2. Collaborative learning involves grouping students to work towards a common goal and learn from each other. Research shows it improves learning outcomes over individual work.
3. The jigsaw technique divides a topic into parts and assigns a part to each student. Students then teach their part to their group, integrating their knowledge. This encourages cooperation and perspective-taking.
International Journal of Education (IJE)ijejournal
International Journal of Education (IJE) is a Quarterly peer-reviewed and refereed open access journal that publishes articles which contribute new results in all areas of Educatioan. The journal is devoted to the publication of high quality papers on theoretical and practical aspects of Educational research.
The goal of this journal is to bring together researchers and practitioners from academia and industry to focus on Educational advancements, and establishing new collaborations in these areas. Original research papers, state-of-the-art reviews are invited for publication in all areas of Education.
Assessing Knowledge, Process, Understanding, Performance/ProductCarlo Magno
The document provides a guide on assessing students based on four domains: knowledge, process, understanding, and performance/product. It describes each domain and provides examples of questions to assess each one. Knowledge refers to basic facts and information, while process refers to cognitive operations and thinking skills. Understanding involves making connections and has six facets. Performance/product assesses what students can do by having them complete authentic tasks. The guide aims to help teachers properly assess students under the Philippines' K to 12 education reform.
The Implementation of Talking Chips and Fan-N-Pick Cooperative Learning Model...inventionjournals
This study is aimed to describe how Talking Chips and Fan-N-Pick learning model to improve VIII D class students’ motivation and learning outcomes at SMP Kristen Citra Bangsa Kota Kupang. The study is a Classroom Action Research (CAR) study. The study consists of four phases, i.e. plan, action, observation, and reflection. The phases in CAR are conducted in 2 cycles. The subject of the study is 20 VIII D class students of SMP Kristen Citra Bangsa Kota Kupang. The collected data consists of students’ motivation and learning result test. The result of the study shows that there is an improvement on students’ motivation in the first cycle and the high criteria is improved to very high criteria in the end of the second cycle. The improvement is also occurred in students’ learning outcome and implementation whether it is from the students or the teacher.
The document discusses various activity-based teaching strategies that can be used in health education, including cooperative learning, simulations, problem-based learning, and self-learning modules. Cooperative learning involves structuring small groups to work together towards shared learning goals. Simulations are controlled representations of reality that allow students to learn without risk. Problem-based learning confronts students with real-life problems to identify information needs. Self-learning modules are self-contained study packages for individual use. Research shows that activity-based strategies increase achievement and improve attitudes compared to traditional methods.
Week 2 Discussion Learning Contract· Analyze two learning gaps .docxjessiehampson
Week 2 Discussion: Learning Contract
· Analyze two learning gaps that you have with the concepts of this course.
. Post a brief analysis of your 2 learning gaps to the discussion board.
. Write a brief learning contract addressing how you will address these learning gaps by the end of the course.
Read: Self-Directed Learning: Learning Contracts: https://uwaterloo.ca/centre-for-teaching-excellence/teaching-resources/teaching-tips/tips-students/self-directed-learning/self-directed-learning-learning-contracts
23
Chapter 4
The Andragogical Process Model for Learning
Introduction
The andragogical model is a process model, in contrast to the content models employed by most traditional educators. The difference is this: in traditional education the instructor (teacher or trainer or curriculum committee) decides in advance what knowledge or skill needs to be transmitted, arranges this body of content into logical units, selects the most efficient means for transmitting this content (lectures, readings, laboratory exercises, films, tapes, etc.), and then develops a plan for presenting these content units in some sort of sequence. This is a content model (or design). The andragogical instructor (teacher, facilitator, consultant, change agent) prepares in advance a set of procedures for involving the learners and other relevant parties in a process involving these elements: (1) preparing the learner; (2) establishing a climate conducive to learning; (3) creating a mechanism for mutual planning; (4) diagnosing the needs for learning; (5) formulating program objectives (which is content) that will satisfy these needs; (6) designing a pattern of learning experiences; (7) conducting these learning experiences with suitable techniques and materials; and (8) evaluating the learning outcomes and rediagnosing learning needs. This is a process model. The difference is not that one deals with content and the other does not; the difference is that the content model is concerned with transmitting information and skills, whereas the process model is concerned with providing procedures and resources for helping learners acquire information and skills. A comparison of these two models and their underlying assumptions is presented in Table 4.1 in which the content model is conceived as being pedagogical and the process model as being andragogical.
Table 4.1 Process elements of andragogy
Preparing the Learner
It was not until 1995 (Knowles, 1995) that it became apparent that the preparation of the learner step needed to be added as a separate step to the process model. Previously the process model had consisted of only seven steps, all of which will be discussed in this chapter. It became apparent that an important aspect of program design flowed from the adult educational models that assumed a high degree of responsibility for learning to be taken by the learner. Especially in the andragogical and learning projects models, the entire systems are built around ...
This document summarizes best practices and tools for teaching in multilingual classrooms. It discusses both general tools like considering learning environments and emotions, as well as specific tools such as note-taking, summarizing, questioning techniques, and cooperative learning. Both general and specific tools can become second nature for effective teachers. The document recommends choosing one unfamiliar tool to apply in teaching, such as using organizers, reinforcing effort, or providing feedback.
Simulation, games, and role playing are effective teaching tools that involve participants and facilitate meaningful learning. These techniques create controlled scenarios that model real-world situations. Role playing is similar to simulation but often includes winners and losers. Games also involve elements of competition but with a defined end goal. These active learning strategies encourage discovery and examination of concepts while building rapport among participants.
Simulation, games, and role playing are effective teaching tools that involve group members and facilitate meaningful learning. These techniques create controlled scenarios that reflect real-world situations through dramatic portrayals of life experiences. Role playing is similar to simulation but often includes winners and losers, while games involve suspense and a defined end or payoff. As long as participation is voluntary, competition from games can encourage discovery and learning. Educators also use these active strategies as icebreakers to ease communication and build rapport among groups of any age.
Week 5 - Weekly LectureWeek Five LectureImplementation .docxmelbruce90096
Week 5 - Weekly Lecture
Week Five Lecture
Implementation
In previous weeks, you learned how to conduct an effective training needs assessment and initial steps of designing training, especially designing outcome-oriented learning objectives that become the road map for the next phases of training. You read the Domtar case and how Raymond Royer, the CEO, took initiative to develop employees; how he focused on developing strategic direction and specific goals that focused on (a) return on investment and (b) customer service. You also learned about appropriate training methods selection in the design and development phases.
The delivery methods and implementation of training are critical for the success of training in terms of employees’ engagement and motivation to learn. It is important to understand individuals’ learning styles to decide what methods are appropriate for a particular group of learners. To be more effective, training should include multiple training methods (e.g. lectures, brain storming, group work, discussions, role play, case analysis, simulations and games) and activities to motivate learners who have different types of learning styles, preferences, learning goals and personal expectations. Learner engagement is the key to learning. There are various methods you can use to engage and motivate learners for better results, such as role play, discussion, on-the-job training, simulation, self-directed learning, business games, case studies, team work, behavior modeling, etc.
Styles of Learning
People have different styles of learning. These learning styles help them to acquire new information and knowledge. There are many different learning styles but for simplicity they can be broken down into four major categories.
Watch these videos on Adult Learning Styles.
4MAT 4Business. (2010, July 15). Three things every trainer should know about learning styles[Video file]. Retrieved from https://www.youtube.com/watch?v=BhqtaYy-mIs
KroofConsulting. (2013, October 7).Adult learning styles [Video file]. Retrieved from https://www.youtube.com/watch?v=6eT44OlGdLk
1. Written Word - Knowledge is acquired best through the written word. Reading is the preferred way of gaining knowledge.
2. Auditory - Listening to presented information and retaining the major portion of what has been heard.
3. Visual - Seeing pictures, diagrams, and illustrations enables the learner to grasp the concepts being presented.
4. Kinesthetic/Tactile - Involves touch and manipulative activities. Requires eye-hand-body coordination.
As you select a delivery method you need to keep in mind that by varying the methods you will be focusing on the different learning styles of your participants.
The outputs of the development phase serve as inputs to the implementation phase. The implementation phase’s output is the trainees’ response to training, the trainees’ learning, their behavior back on the job, and its effect on key organizational outcomes. These out.
This document discusses different learning theories including behavioral theory and cognitive theory. Behavioral theory, proposed by theorists like Edward Thorndike, focuses on observable behaviors and stimuli-response associations. Thorndike proposed three laws of learning: readiness, exercise, and effect. Cognitive theory, developed in response to behaviorism, focuses on internal mental processes and believes behaviorism oversimplifies learning explanations. Theorists discussed include Robert Gagné, who proposed five categories of learning and nine steps of instructional design based on information processing. The document analyzes applying different learning theories to classroom settings and delivery methods.
Intervention for
Education
Markis’ Edwards
January 29, 2018
1
Area of Focus
Enforcing IEPs children with
Autism
Learning and behavioral difficulties
In reinforcing learners in Individualized Educational Programs(IEPs), educators will assist in shaping the behaviors of the students, as well as, becoming more self-sufficient (Bambara, Koger, & Bartholomew, 2011). The students’ educational needs are met in areas, such as reading, writing, math, adaptive living, and science. The objective is to meet the learners' needs via creating a plan that will effectively ensure the students’ educational and behavioral level are met or exceeded (Tyner, 2014).
2
Explanation of Problem
Lack of reinforcement by teachers
No use of different learning techniques
No use of technology
3
Variables
Mixed Group of children
Verbally proficient but with behavioral difficulty
Nonspeaking children with severe behavioral difficulty
Basic speaking skills with minimal behavioral difficulty
4
Research Questions
Qualitative Questions
Why should I consider eLearning-based training?
Can eLearning courses be customized?
What is the perspective of researcher in regards to having daily awareness of students IEP goals?
Quantitative Questions
What are 2-3 hardware and software requirements for online training?
What is the difference in researchers expectations of students when applying IEP goals daily verses being applied over three weeks?
5
Locus of Control
Being part of the intervention
Confidential Research for myself
Research Summaries
The main goal of being part of the intervention is the assurance that children are educated regardless of limitations or disabilities (Wehmeyer, 2005).
6
Intervention/Innovation
The Use of iPads
Use of designated applications
This will all be provided by the designed application known as “Proloquo” that is designed for such activities (Brown, Dehoney, & Millichap, 2015).
7
Negotiations
Observation of children in their learning environment
Terms set by the DHR had to be followed
8
Ethics
Student Rights
Training of students on the usage of the devices
Restricting the devices to specific sites
When the intervention is being implemented several things have to be considered and at the top of the list is the maintenance of the students rights (Bamb.
Applications Of Psychological Science To Teaching And Learning Gaps In The L...Christine Williams
This document summarizes gaps identified in the psychological literature by an APA task force developing teacher-friendly modules on topics related to teaching and learning. For the module on practice for knowledge acquisition, key gaps included a lack of research on the role of practice in areas beyond math/athletics, how to motivate students to practice, differentiating practice, and neuroimaging studies on optimal practice conditions. For the module on using classroom data to provide feedback, gaps pertained to applying these strategies in science/math courses, exemplifying how strategies are tailored to different teacher/student contexts, and enhancing student motivation/resilience through formative assessment. The task force's work highlights opportunities for further research to strengthen the application of psychological science in
· Write in paragraph format (no lists, bullets, or numbers).· .docxLynellBull52
The document discusses California becoming the first state to pass a law in 1999 legalizing electronic contracts and signatures. The law aims to ensure electronic contracts and signatures have the same legal standing as paper contracts. However, the law only applies when parties agree in advance to electronic transactions and excludes some transactions like wills and certain consumer protection agreements. While the law will significantly impact contract law in California and nationwide, its full effects remain to be determined through future legal cases involving electronic contracts.
This presentation is based on a pilot study and dissertation on reciprocal teaching in a community college course for higher levels of learning using discussion forums.
Effects of Multiple Intellgences on Academic EducationQuinn Collor
This paper reviews Critical studies on the effects of Multiple Intelligences on Academic Education. Based on the critically acclaimed work of Educational Theorist Howard Gardner.
1. The document discusses different learning theories including behaviorism, cognitivism, and constructivism.
2. Behaviorism views learning as occurring through reinforcement and punishment, cognitivism sees it as information processing and storage, and constructivism considers learning as constructing knowledge based on experiences.
3. Different learning theories inform different approaches to teaching, with behaviorism using reinforcement, cognitivism focusing on rehearsal, and constructivism emphasizing group collaboration and exploration.
Improving Second Semester Students' Learning Outcomes in Sharia Business Cour...inventionjournals
This research aimed to reveal the benefits of using the cooperative learning model think pair sharein improving student learning outcomes inShariah Business courses at the Faculty of Economics at Muhammadiyah University of North Sumatra. This research using class room action research with the stage of planning, action, observation and reflection. This study used cluster sampling in which a class of sampled study consisted of 42 students. The results of this study revealed that the cooperative learning model think pare share could improve student results in Sharia Business subjects. Students responded positively to the learning process about the method of Think Pair Share.
DISCUSSION ISSUES ON TEACHING APPROACHESFatin Amira
This document discusses issues related to teaching approaches for mathematics science. It begins with an introduction on the importance of mathematics education and constructivist learning. It then describes several different teaching approaches: constructivism, cooperative learning, contextual learning, and mastery learning. For each approach, it provides the definition, principles or elements, example classroom activities, and an example question. The document is intended as a reference for discussing different teaching methods in mathematics.
This document discusses the IMPACT model for developing successful online courses and programs. It addresses six key areas:
1) Individualized learning - The model supports accommodating different cognitive styles by allowing learners to choose their path through course content.
2) Measurable results - Well-defined behavioral objectives ensure alignment between competencies, lessons, and assessments. They also provide clarity for both learners and instructors.
3) Pedagogy and andragogy - The model incorporates instructional design principles for both traditional and adult learners.
3 sentences
This document discusses active learning approaches and their benefits over traditional lecture-based teaching. It provides evidence from over 600 studies that cooperation between students results in greater effort, more positive relationships, and better psychological health compared to competitive and individual learning. The document also outlines some active learning strategies like discussion, cooperative learning, and problem-based learning. It summarizes research from Miami University finding improvements in students' learning and abilities like critical thinking when faculty adopted more active approaches. Faculty reported experiential learning, student-centered approaches, discussion and cooperation worked best.
IRM 3305 Risk Management Theory and PracticeFall 2014Proje.docxmariuse18nolet
IRM 3305 Risk Management Theory and Practice
Fall 2014
Project Requirements:
I. Teams
a. 16 Students split into 3 teams .
II. Weighting
a. The Project is 30% of your grade.
i. The presentation will be attended by Dr. Braniff as well as industry professionals and representatives of the National Alliance.
ii. Start divvying up duties now – last minute work shows during the presentation.
iii. Practice! Practice! Practice! - part of your grade has to do with the presentation having been rehearsed.
iv. This is a PROFESSIONAL presentation – since we’ll most likely have outsiders joining us, presenters must dress in a professional manner (no jeans, proper professional attire).
v. This presentation should mimic what you would be comfortable presenting to your board of directors and your CFO, etc.
vi. You will be graded on the information presented, as well as the professionalism of your presentation and your team assessment.
III. Project Components:
a. Executive Summary of your findings. The purpose of the executive summary is to summarize key points.
i. Should include bulleted key points
ii. Should include 1-3 graphs for visualization
iii. No more than 3 pages (including graphs)
iv. Make the summary part of the Power Point Presentation
b. Power Point Presentation
i. A visual presentation of the questions given to you for the project.
ii. Needs to show application of information learned in class, not just a regurgitation of the questions and answers, I want to see critical thinking.
iii. Presentations will occur on Monday, Nov 30 No exceptions, you MUST be present. Each group will present during this time (up to 30 minutes per group, at least 15).
iv. ALL team members must present a portion of the project.
c. All of the presentation documents need to be submitted to me. If you did not answer all
of the questions in your power point presentation, I need to receive the answers in a document.
IRM 3305 Risk Management Theory and Practice
Group Project
October 16, 2015
The Pebbles, Inc.
GENERAL
The Pebbles, Inc. (the “Company) is a casino & resort operating company based in Las Vegas, Nevada, USA. The Company’s resorts feature high-end accommodations, gaming and entertainment, convention and exhibition facilities, celebrity chef restaurants, and clubs. In the past several years, the Company has decided to add a couple of other types of businesses, the most profitable being the Spinout School of Racing in Monte Carlo and the Big Shark Surfing School in Sydney. The current primary properties are listed below:
LAS VEGAS, NEVADA
The Big Gambler Resort-Hotel-Casino
- 05/03/1999
Non-Gambler Expo & Convention Ctr.
- 02/01/2002
Pebbles Resort-Hotel-Casino
- 12/30/2007
MONTE CARLO, MONACO
Pebbles, Monte Carlo – Resort-Hotel-Casino
- 05/18/2004
Spinout School of Racing
- 06/14/2009
SYDNEY, AUSTRALIA
Pebbles, Sydney – ResortHotel-Casino
- 04/27/2010
Big Shark Surfing School
- 04/27/2014
LAS VEGAS, NEVADA.
Ironwood Company manufactures cast-iron barbeque cookware. During .docxmariuse18nolet
Ironwood Company manufactures cast-iron barbeque cookware. During a recent windstorm, it lost some of its accounting records. Ironwood has managed to reconstruct portions of its standard cost system database but is still missing a few pieces of information.
Required:
Use the information in the table to determine the unknown amounts. You may assume that Ironwood does not keep any raw material on hand.
2. Lamp Light Limited (LLL) manufactures lampshades. It applies variable overhead on the basis of directlabor hours. Information from LLL's standard cost card follows:
During August, LLL had the following actual results:
Units produced and sold 24,800
Actual variable overhead $9,470
Actual direct labor hours 15,800
Required:
Compute LLL's variable overhead rate variance, variable overhead efficiency variance, and over or under applied variable overhead.
Variable Overhead Rate Variance
Variable Overhead Efficiency Variance
Variable Overhead Spending Variance
3. Olive Company makes silver belt buckles. The company's master budget appears in the first column of the table.
Required:
Complete the table by preparing Olive's flexible budget for Rs.5,700, 7,700 and 8,700 units.
Ironwood Company manufactures cast
-
iron barbeque cookware. During a recent w
indstorm, it lost
some of its accounting records. Ironwood has managed to reconstruct portions of its standard cost
system database but is still missing a few pieces of information.
Required:
Use the information in the table to dete
r
mine the unknown amount
s. You may assume that Ironwood
does not keep any raw material on hand.
2.
Lamp Light Limited (LLL) manufactures lampshades. It applies variable overhead on the basis of
directlabor hours. Information from LLL's standard cost card follows:
During August, L
LL had the following actual results:
Units produced and sold 24,800
Actual variable overhead $9,470
Actual direct labor hours 15,800
Required:
Compute LLL's variable overhead rate variance, variable overhead efficiency variance, and over or under
a
pplied variable overhead.
Variable Overhead Rate Variance
Variable Overhead
Efficiency
Variance
Variable Overhead
Spending
Variance
3.
Olive Company makes silver belt buckles. The company's master budget appears in the first column of
the table.
Required:
Ironwood Company manufactures cast-iron barbeque cookware. During a recent windstorm, it lost
some of its accounting records. Ironwood has managed to reconstruct portions of its standard cost
system database but is still missing a few pieces of information.
Required:
Use the information in the table to determine the unknown amounts. You may assume that Ironwood
does not keep any raw material on hand.
2. Lamp Light Limited (LLL) manufactures lampshades. It applies variable overhead on the basis of
directlabor hours. Information from LLL's standard cost card follows:
During August, LLL had the following actual results:
Units prod.
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Introduction
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Area of Focus
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Autism
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2
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No use of technology
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Variables
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Verbally proficient but with behavioral difficulty
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Can eLearning courses be customized?
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What are 2-3 hardware and software requirements for online training?
What is the difference in researchers expectations of students when applying IEP goals daily verses being applied over three weeks?
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Ethics
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IRM 3305 Risk Management Theory and PracticeFall 2014Proje.docxmariuse18nolet
IRM 3305 Risk Management Theory and Practice
Fall 2014
Project Requirements:
I. Teams
a. 16 Students split into 3 teams .
II. Weighting
a. The Project is 30% of your grade.
i. The presentation will be attended by Dr. Braniff as well as industry professionals and representatives of the National Alliance.
ii. Start divvying up duties now – last minute work shows during the presentation.
iii. Practice! Practice! Practice! - part of your grade has to do with the presentation having been rehearsed.
iv. This is a PROFESSIONAL presentation – since we’ll most likely have outsiders joining us, presenters must dress in a professional manner (no jeans, proper professional attire).
v. This presentation should mimic what you would be comfortable presenting to your board of directors and your CFO, etc.
vi. You will be graded on the information presented, as well as the professionalism of your presentation and your team assessment.
III. Project Components:
a. Executive Summary of your findings. The purpose of the executive summary is to summarize key points.
i. Should include bulleted key points
ii. Should include 1-3 graphs for visualization
iii. No more than 3 pages (including graphs)
iv. Make the summary part of the Power Point Presentation
b. Power Point Presentation
i. A visual presentation of the questions given to you for the project.
ii. Needs to show application of information learned in class, not just a regurgitation of the questions and answers, I want to see critical thinking.
iii. Presentations will occur on Monday, Nov 30 No exceptions, you MUST be present. Each group will present during this time (up to 30 minutes per group, at least 15).
iv. ALL team members must present a portion of the project.
c. All of the presentation documents need to be submitted to me. If you did not answer all
of the questions in your power point presentation, I need to receive the answers in a document.
IRM 3305 Risk Management Theory and Practice
Group Project
October 16, 2015
The Pebbles, Inc.
GENERAL
The Pebbles, Inc. (the “Company) is a casino & resort operating company based in Las Vegas, Nevada, USA. The Company’s resorts feature high-end accommodations, gaming and entertainment, convention and exhibition facilities, celebrity chef restaurants, and clubs. In the past several years, the Company has decided to add a couple of other types of businesses, the most profitable being the Spinout School of Racing in Monte Carlo and the Big Shark Surfing School in Sydney. The current primary properties are listed below:
LAS VEGAS, NEVADA
The Big Gambler Resort-Hotel-Casino
- 05/03/1999
Non-Gambler Expo & Convention Ctr.
- 02/01/2002
Pebbles Resort-Hotel-Casino
- 12/30/2007
MONTE CARLO, MONACO
Pebbles, Monte Carlo – Resort-Hotel-Casino
- 05/18/2004
Spinout School of Racing
- 06/14/2009
SYDNEY, AUSTRALIA
Pebbles, Sydney – ResortHotel-Casino
- 04/27/2010
Big Shark Surfing School
- 04/27/2014
LAS VEGAS, NEVADA.
Ironwood Company manufactures cast-iron barbeque cookware. During .docxmariuse18nolet
Ironwood Company manufactures cast-iron barbeque cookware. During a recent windstorm, it lost some of its accounting records. Ironwood has managed to reconstruct portions of its standard cost system database but is still missing a few pieces of information.
Required:
Use the information in the table to determine the unknown amounts. You may assume that Ironwood does not keep any raw material on hand.
2. Lamp Light Limited (LLL) manufactures lampshades. It applies variable overhead on the basis of directlabor hours. Information from LLL's standard cost card follows:
During August, LLL had the following actual results:
Units produced and sold 24,800
Actual variable overhead $9,470
Actual direct labor hours 15,800
Required:
Compute LLL's variable overhead rate variance, variable overhead efficiency variance, and over or under applied variable overhead.
Variable Overhead Rate Variance
Variable Overhead Efficiency Variance
Variable Overhead Spending Variance
3. Olive Company makes silver belt buckles. The company's master budget appears in the first column of the table.
Required:
Complete the table by preparing Olive's flexible budget for Rs.5,700, 7,700 and 8,700 units.
Ironwood Company manufactures cast
-
iron barbeque cookware. During a recent w
indstorm, it lost
some of its accounting records. Ironwood has managed to reconstruct portions of its standard cost
system database but is still missing a few pieces of information.
Required:
Use the information in the table to dete
r
mine the unknown amount
s. You may assume that Ironwood
does not keep any raw material on hand.
2.
Lamp Light Limited (LLL) manufactures lampshades. It applies variable overhead on the basis of
directlabor hours. Information from LLL's standard cost card follows:
During August, L
LL had the following actual results:
Units produced and sold 24,800
Actual variable overhead $9,470
Actual direct labor hours 15,800
Required:
Compute LLL's variable overhead rate variance, variable overhead efficiency variance, and over or under
a
pplied variable overhead.
Variable Overhead Rate Variance
Variable Overhead
Efficiency
Variance
Variable Overhead
Spending
Variance
3.
Olive Company makes silver belt buckles. The company's master budget appears in the first column of
the table.
Required:
Ironwood Company manufactures cast-iron barbeque cookware. During a recent windstorm, it lost
some of its accounting records. Ironwood has managed to reconstruct portions of its standard cost
system database but is still missing a few pieces of information.
Required:
Use the information in the table to determine the unknown amounts. You may assume that Ironwood
does not keep any raw material on hand.
2. Lamp Light Limited (LLL) manufactures lampshades. It applies variable overhead on the basis of
directlabor hours. Information from LLL's standard cost card follows:
During August, LLL had the following actual results:
Units prod.
IRM 3305 Risk Management Theory and PracticeGroup Project.docxmariuse18nolet
IRM 3305 Risk Management Theory and Practice
Group Project
October 16, 2015
The Pebbles, Inc.
GENERAL
The Pebbles, Inc. (the “Company) is a casino & resort operating company based in Las Vegas, Nevada, USA. The Company’s resorts feature high-end accommodations, gaming and entertainment, convention and exhibition facilities, celebrity chef restaurants, and clubs. In the past several years, the Company has decided to add a couple of other types of businesses, the most profitable being the Spinout School of Racing in Monte Carlo and the Big Shark Surfing School in Sydney. The current primary properties are listed below:
LAS VEGAS, NEVADA
The Big Gambler Resort-Hotel-Casino
- 05/03/1999
Non-Gambler Expo & Convention Ctr.
- 02/01/2002
Pebbles Resort-Hotel-Casino
- 12/30/2007
MONTE CARLO, MONACO
Pebbles, Monte Carlo – Resort-Hotel-Casino
- 05/18/2004
Spinout School of Racing
- 06/14/2009
SYDNEY, AUSTRALIA
Pebbles, Sydney – ResortHotel-Casino
- 04/27/2010
Big Shark Surfing School
- 04/27/2014
LAS VEGAS, NEVADA
The Big Gambler Resort, Hotel & Casino is the pride and joy of Pebbles, Inc. There are over seven thousand spacious suites, designer shopping, world-class dining, and incredible entertainment. The location also includes a theatre where very well-known acts perform year round. The venue has an estimated seating capacity of 5,000. Typically, the theatre books a resident performer for 9-12 months at a time. Most recently, they signed on Brianne Smalle – a chart topping twenty-five year old pop sensation – to begin performing in the next 30 days. Unfortunately, Brianne has just been arrested after a multi-state car chase. To make matters worse, when she was finally stopped, the police found proof of major involvement in an international drug ring. In addition to her charges of DUI, she is now being accused of various charges related to the drug ring including money laundering, drug trafficking, human trafficking, kidnap and murder.
The Non-Gambler Expo & Convention Center was opened in 2002 to respond to the demands of the city. The Expo & Convention Center boasts over 2 million square feet with exhibit space of 1.5 million square feet. The location is central and is walking distance from over 100,000 guest rooms. The Convention Center is in the process of undergoing major renovations in order to accommodate the technology needs and desires of their guests and vendors. The intention was to complete the renovations by the end of the summer. Unfortunately, the main contractor, Trust Us Construction, is three months behind schedule due to the main project manager’s recent problems with gambling addiction. The convention center has a major exposition scheduled in two weeks for Fine China and Crystal of The World. The owner of the Center is convinced that the expo will go on as planned, confident that spare boards, exposed cords, drilling, hammering and multiple construction workers walking through the ex.
Iranian Women and GenderRelations in Los AngelesNAYEREH .docxmariuse18nolet
Iranian Women and Gender
Relations in Los Angeles
NAYEREH TOHIDI
In California, the popular face of immigration tends to be either Latin American or
Asian, but large numbers of immigrants who come from other regions in the world,
especially the Near East, have been quietly reshaping California demography. In this
study, Nayereh Tohidi focuses on the Iranians who have come to Los Angeles in the
wake of the 1979 Iranian revolution, largely middle- and upper-middle-class Tehrani-
ans who have fled the repressive policies of the current post-Shah, fundamentalist
regime. But American freedoms have offered particular challenges to Iranian immi-
grants, especially women, who tend to have "more egalitarian views of marital roles
than Iranian men," in Tohidi's words, a "discrepancy" that has led to "new conflicts
between the sexes." Thus, Iranian women immigrants are at once freer than their
sisters in Iran, more conflicted, and more in need of a "new identity acceptable to
their ethnic community and appropriate to the realities of their host country." Tohidi
is an associate professor of women's studies at California State University, Northridge.
She directs a new program in Islamic Community Studies at CSUN and is also a re-
search associate at the Center for Near Eastern Studies at the University of Califor-
nia, Los Angeles. Tohidi's publications include Feminism, Democracy, and Islamism in
Iran (1996), Women in Muslim Societies: Diversity within Unity (1998), and Global-
ization, Gender, and Religion: The Politics of Women's Rights in Catholic and Muslim
Contexts (2001).
I mmigration is a major life change, and the process of adapting to a newsociety can be extremely stressful, especially when the new environ-
ment is drastically different from the old. There is evidence that the im-
pact of migration on women and their roles differs from the impact of
the same process on men (Espin 1987; Salgado de Snyder 1987). The mi-
gration literature is not conclusive, however, about whether the overall
effect is positive or negative. Despite all the trauma and stress associated
with migration, some people perceive it as emancipatory, especially for
women coming from environments where adherence to traditional gen-
der roles is of primary importance. As [one researcher] said, "When the
traditional organization of society breaks down as a result of contact and
collision .. . the effect is, so to speak, to emancipate the individual man.
Energies that were formerly controlled by custom and tradition are re-
leased" (Furio 1979, 18).
My own observations of Iranians in Los Angeles over the past eight
years, as well as survey research I carried out in 1990,1 reveal that Iranian
1 This article draws on a survey of a sample of 134 Iranian immigrants in Los Angeles, 83
females and 51 males, and on interviews with a smaller sample of women and men.
149
1 50 The Great Migration: Immigrants in California History
women immigrants in Los Angeles are a homogeneou.
IRB HANDBOOK
IRB A-Z Handbook
Effective September 16, 2013
Capella University
225 South Sixth Street, Ninth Floor
Minneapolis, MN 55402
1
IRB HANDBOOK
Table of Contents
Introduction to the IRB A to Z Handbook ................................................................................ 3
Preparation for IRB Review ...................................................................................................... 4
Developing a Human Research Protection Plan 5
Documenting the Plan in Your IRB Submission Materials 5
Determining Submission Requirements ......................................................................... 5
Selecting the IRB Application 6
Selecting the Informed Consent or Assent Form Templates 7
Identifying Instrument Requirement(s) 8
Identifying Other Supporting Documents 8
Completing Application Forms, Letters, and Templates .................................................... 8
Completing the IRB Application 9
Drafting the Informed Consent or Assent Form(s) 10
Drafting the Recruitment Material(s) 10
Obtaining Research Site Permissions 10
What if I can’t get permission before IRB review? 11
Assessing and Revising Submission Materials ............................................................... 12
Assessing IRB Submission Materials 12
Revising IRB Submission Materials 12
IRB Submission and Review .................................................................................................. 13
Submitting Your IRB Application ................................................................................. 13
Registering and Activating an Account 13
Starting an application 13
Sending your application to your mentor 14
Completing IRB Office Screening Process .................................................................... 14
Undergoing IRB Review ............................................................................................. 15
Introduction to the Levels of Review 15
Receiving the IRB Decision Letter 16
IRB Decisions 16
Revising Your Study in Response to IRB Decision 17
Obtaining IRB Approval or Exemption ......................................................................... 18
Reviewing the IRB Approval Letter 19
Post-IRB Approval Procedures .............................................................................................. 20
Ensuring Ongoing Compliance .................................................................................... 20
Requesting Modifications to IRB-approved Studies........................................................ 20
Submitting a Modification Request Package ................................................................. 20
Implementing the Modification 21
Undergoing Continuing Review ................................................................................... 21
Submitting a Continuing Review Package 21
Reporting Adverse Events or Unanticipated Problems .....
IQuiz # II-Emerson QuizGeneral For Emerson, truth (or.docxmariuse18nolet
I
Quiz # II-Emerson Quiz
General: For Emerson, truth (or Spirit) is indwelling in the Universe, expressed through
nature and man and perceived through Reason (or Intuition) rather than just
understanding (reason, logic). All things are potentially microcosms, containing the
germs of all Truth, and so are not to be read as logical arguments
Here are some quotes from "Self Reliance," Choose one and explain what Emerson
means in your own words in 500 words. Due at our next meeting-Oct. 31, 2013
1. "Speak your latent conviction, and it shall be the universal sense"
2. We but half express ourselves, and are ashamed of that divine idea which each of
us represents."
3. "Society everywhere is in conspiracy against the manhood of everyone of its
members."
4. "Nothing is at last sacred but the integrity of your own mind."
5. "A foolish consistency is the hobgoblin oflittle minds, [famous Emersonism]
adored by little statements and philosophers and divines. With consistency a
great soul has simply nothing to do."
6. "The centuries are conspirators against the sanity and authority of the soul."
7. "Life only avails, not the having lived. Power ceases in the instant of repose."
[another famous Emersonism]
8. "Just as men's prayers are a disease of the will, so are their creeds a disease of the
intellect. "
9. 10. "In the Will work and acquire, and thou has chained the wheel of Chance, and
shalt sit thereafter out of fear from her rotations .... Nothing can bring you peace
but yourself." .
------ --
.
This document provides a summary of the Python 2 For Beginners Only document in 3 sentences:
The document is a beginner's guide to Python programming derived from Think Python: How to Think Like a Computer Scientist and is released under the GNU Free Documentation License to allow copying, distribution, and modification of the document. It includes information on copyright and permissions for copying and distributing the document. The GNU Free Documentation License is designed to make manuals and documents free to copy, distribute, and modify while allowing authors and publishers to get credit for their work.
Iranian Journal of Military Medicine Spring 2011, Volume 13, .docxmariuse18nolet
Iranian Journal of Military Medicine Spring 2011, Volume 13, Issue 1; 11-16
* Correspondence; Email: [email protected] Received 2010/09/08; Accepted 2010/12/14
Personality traits, management styles & conflict management in a
military unit
Salimi S. H.
1
PhD, Karaminia R.
2
PhD, Esmaeili A. A.
*
MSc
*
Behavioral Sciences Research Center, Baqiyatallah University of Medical Sciences, Tehran, Iran;
1
Sport Physiology Research Center, Baqiyatallah University of Medical Sciences, Tehran, Iran;
2
Department of Clinical Psychology, Baqiyatallah University of Medical Sciences, Tehran, Iran
Abstract
Aims: Personality of managers affects their managerial style and their conflict management method. This study was
performed with the aim of investigating the relation between personality traits, leadership styles and conflict management
methods in a military unit.
Methods: This cross-sectional correlation study was performed on 200 senior managers of a military unit in Qom who were
selected by available sampling method. The leadership style was investigated by leadership styles questionnaire and
managers’ personality traits were investigated by NEO questionnaire and their conflict management method was studied by
Robbins questionnaire. Data was analyzed by SPSS 16 using descriptive and inferential statistical methods.
Results: The benevolence-consolatory imperative leadership style was the most frequent style (65.5%) and compatible
personality was the most observed characteristic (19.5%). The extrovert personality had positive relation with participatory
management style. There was a significant positive relationship between the extrovert personality and management style
score. In addition, there was a significant positive relationship between neuroticism and incompatible style.
Conclusion: The benevolence-consolatory imperative leadership style is the most frequent style and compatible personality
is the most observed characteristic among the studied unit’s senior managers. There is a significant positive relationship
between solution-seeking and controller methods of managing conflict and management style score and there is a significant
negative relationship between neuroticism and management style score.
Keywords: Personal Traits, Management Styles, Conflict Management, NEO Questionnaire
Introduction
In the current era, understanding the personality of
individuals is necessary in many situations of life.
Managers' personality is effective in the process and
choice of conflict resolution method and management
style. Research shows that there is a significant
correlation between personality traits and style of
conflict management. An indifferent or impassive
manager passes the issue and ignores it, while another
manager shows serious reactions [1]. Therefore, for
achieving organizational go.
IoT References:
https://www.techrepublic.com/article/how-to-secure-your-iot-devices-from-botnets-and-other-threats/
https://www.peerbits.com/blog/biggest-iot-security-challenges.html
https://www.bankinfosecurity.asia/securing-iot-devices-challenges-a-11138
https://www.sumologic.com/blog/iot-security/
https://news.ihsmarkit.com/press-release/number-connected-iot-devices-will-surge-125-billion-2030-ihs-markit-says
https://cdn.ihs.com/www/pdf/IoT_ebook.pdf
https://go.armis.com/hubfs/Buyers%E2%80%99%20Guide%20to%20IoT%20Security%20-Final.pdf
https://www.techrepublic.com/article/smart-farming-how-iot-robotics-and-ai-are-tackling-one-of-the-biggest-problems-of-the-century/
Video Resources:What is the Internet of Things (IoT) and how can we secure it?
https://www.youtube.com/watch?v=H_X6IP1-NDc
What is the problem with IoT security? - Gary explains
https://www.youtube.com/watch?v=D3yrk4TaIQQ
Final Research Project - Securing IoT Devices: What are the Challenges?
Internet security, in general, is a challenge that we have been dealing with for decades. It is a regular topic of discussion and concern, but a relatively new segment of internet security is getting most attention—internet of things (IoT). So why is internet of things security so important?
The high growth rate of IoT should get the attention of cybersecurity professionals. The rate at which new technology goes to market is inversely proportional to the amount of security that gets designed into the product. According to IHS Markit, “The number of connected IoT devices worldwide will jump 12 percent on average annually, from nearly 27 billion in 2017 to 125 billion in 2030.”
IoT devices are quite a bit different from other internet-connected devices such as laptops and servers. They are designed with a single purpose in mind, usually running minimal software with minimal resources to serve that purpose. Adding the capability to run and update security software is often not taken into consideration.
Due to the lack of security integrated into IoT devices, they present significant risks that must be addressed. IoT security is the practice of understanding and mitigating these risks. Let’s consider the challenges of IoT security and how we can address them.
Some security practitioners suggest that key IoT security steps include:
1. Make people aware that there is a threat to security;
2. Design a technical solution to reduce security vulnerabilities;
3. Align the legal and regulatory frameworks; and
4. Develop a workforce with the skills to handle IoT security.
Final Assignment - Project Plan (Deliverables):
1) Address each of the FOURIoT security steps listed above in terms of IoT devices.
2) Explain in detail, in a step-by-step guide, how to make people more aware of the problems associated with the use of IoT devices.
Bottom of Form
Top of Form
Bottom of Form
Personal data breaches and securing IoT devices
· By Damon Culbert (2019)
The Internet of Things (IoT) is taking the world b.
IP Subnet Design Project- ONLY QUALITY ASSIGNMENTS AND 0 PLAG.docxmariuse18nolet
The document summarizes Anthony Lewis's book "Gideon's Trumpet", which details Clarence Earl Gideon's struggle for justice and freedom. Gideon, an indigent man accused of a crime, demanded counsel be appointed to him but was denied. He took his case to the Supreme Court, arguing this violated his civil rights. Ultimately, the Court ruled in Gideon's favor, establishing the precedent that states must provide legal counsel to criminal defendants who cannot afford private attorneys. The book examines Gideon's case and its impact in establishing this important civil liberty. It demonstrates how even a poor individual can challenge unjust laws and effect meaningful change through the legal system.
Iran:
Ayatollah
Theocracy
Twelver Shiism
Vilayat-e Faghih (jurist's guardianship)
Imam
Shari’a
Dual Society
Constitutional Revolution
White Revolution
Islamic Revolution
Iranian Revolutionary Guard (Pasdaran)
Rentier state
Resource curse
Maslahat
Green Movement
reformers vs. conservatives
Majmu’eh (Society of the Militant Clergy) vs. Jam’eh (Association of the Militant Clergy)
Iman Jum'ehs
Hojjat al-Islams
Powers and roles of Guardian Council, Supreme Leader, Majles, President, Expediency Council and Assembly of Religious Experts
1. Discuss the source of the legitimacy problem associated with “earthly” regimes in Shia Islam prior to Khomeini’s book, Vilayat-e Faghih. How does Khomeini’s revision of this allow for the establishment of a theocracy within this country?
2. Describe in detail how Iran combines theocracy with democracy in its governmental system. Assess the relative balance between these two forces.
3. What are some of the ways in which the oil industry has advanced or distorted development in Iran?
4. List the steps in the electoral process used to elect the Iranian president. What is considered to be the main obstacle to fair elections in Iran?
5. What are the powers and limitations of Iran’s parliament?
6. What are the most important political challenges that now face Iran?
Mexico:
Mestizo
Ejidos
maquiladoras
import substituting industrialization (ISI)
parastatal
clientelism
state capitalism
Institutional Revolutionary Party (PRI)
National Action Party (PAN)
Party of the Democratic Revolution (PRD)
NAFTA
el dedazo
sexenio
amparos
1986 Immigration Reform and Control Act
Corporatist state
Anticlericalism
Porfiriato
Accommodation
1. What is the PRI? Describe how it has traditionally dominated the Mexican political system. List the other main political parties and briefly discuss their general platforms and typical supporters.
2. Describe the process of el dedazo. Describe two reasons why this process is no longer utilized in Mexico.
3. Mexico’s political system was traditionally characterized as a “hyper-presidential” system. What formed the basis for this characterization? Is this characterization still true? (Make sure to support your argument here.)
4. Are state institutions like the military and the judiciary truly independent of the executive branch of government? In what ways have these institutions promoted or hindered the growth of democracy in recent years?
5. What are the power bases of the main political parties in Mexican politics? What factors made it possible for the PAN to unseat the long-dominant PRI in 2000? What accounts for the continuing viability of the PRI as a political force?
6. What challenges does the process of globalization pose to Mexican’s strong sense of national identity?
.
ipopulation monitoring in radiation emergencies a gui.docxmariuse18nolet
i
population monitoring in radiation emergencies: a guide for state and local public health planners
Developed by the
Radiation Studies Branch
Division of Environmental Hazards and Health Effects
National Center for Environmental Health
Centers for Disease Control and Prevention
U.S. Department of Health and Human Services
August 2007
PREDECiSioNal DRaft
this planning guide is provided as a predecisional draft. Please send your comments
and suggestions to the Radiation Studies Branch at CDC via e-mail ([email protected])
or mail them to:
Radiation Studies Branch
Division of Environmental Hazards and Health Effects
National Center for Environmental Health
Centers for Disease Control and Prevention
1600 Clifton Rd, NE (MS-E39)
atlanta, Ga 30333
Electronic copies of this document can be downloaded from
http://emergency.cdc.gov/radiation/pdf/population-monitoring-guide.pdf
population monitoring in radiation emergencies:
a guide for state and local public health planners
ii
population monitoring in radiation emergencies: a guide for state and local public health planners
acknowledgments
the Centers for Disease Control and Prevention (CDC) thanks the many individuals and
organizations that provided input to this document, including the office of the Secretary,
Department of Health and Human Services, and the Population Monitoring interagency Working
Group.
Representatives from the following agencies and organizations participated in the CDC
roundtable on population monitoring on January 11–12, 2005, and many provided comments on
initial drafts of this document:
American Red Cross (ARC)
Armed Forces Radiobiology Research Institute (AFRRI)
Association of State and Territorial Health Officials (ASTHO)
Conference of Radiation Control Program Directors, Inc. (CRCPD)
Council of State and Territorial Epidemiologists (CSTE)
Columbia University, Center for International Earth Science Information Network
Pennsylvania State University, Milton S. Hershey Medical Center
Indian Health Services
International Atomic Energy Agency (IAEA)
National Association of County and City Health Officials (NACCHO)
New York City Dept. of Health and Mental Hygiene
Oak Ridge Institute for Science and Education (ORISE)
State of Arkansas Department of Health
State of California Department of Public Health
State of Georgia Division of Public Health, Emergency Medical Services (EMS)
State of Illinois Emergency Management Agency (IEMA)
State of Iowa Hygienic Laboratory Department of Health
State of Maine Health and Environmental Testing Laboratory
State of Washington Department of Health
Texas A&M University, Department of Nuclear Engineering
University of Alabama-Birmingham, School of Public Health
University of Georgia, Grady College of Journalism and Mass Communication
University of New Mexico Health Sciences Center, Department of Radiology
iii
population monitoring in radiation emergen.
In Innovation as Usual How to Help Your People Bring Great Ideas .docxmariuse18nolet
In Innovation as Usual: How to Help Your People Bring Great Ideas to Life (2013), Miller and Wedell-Wedellsborg discuss the importance of establishing systems within organizations that promote not only the creativity that results in innovation, but also make it possible for employees to bring innovative ideas to fruition. Miller and Wedell-Wedellsborg argue that a leader’s primary job “is not to innovate; it is to become an innovation architect, creating a work environment that helps . . . people engage in the key innovation behaviors as part of their daily work” (p. 4). Such a work environment must be reinforced by innovation architecture—the structures within an organization that support an innovation, from the brainstorming phase to final realization. The more well developed the architecture and the simpler the processes involved, the more likely employees are to be innovators.
For this assignment, you will research the innovation architecture of at least three companies that are well-known for successfully supporting a culture of innovation. Write a 1,500-word paper that addresses the following:
1. What particular elements of each organization’s culture, processes, and management systems and styles work well to support innovation?
2. Why do you think these organizations have been able to capitalize on innovation and intrapreneurship while others have not?
3. Based on what you have learned, what processes and systems might actually stifle innovation and intrapreneurship?
4. Imagine yourself as an innovation architect. What structures or processes would you put in place to foster a culture of innovation within your own organization?
Include in-text citations to at least four reputable secondary sources (such as trade journals, academic journals, and professional or industry websites) in your paper.
.
Investor’s Business Daily – Investors.comBloomberg Business – Blo.docxmariuse18nolet
Investor’s Business Daily – Investors.com
Bloomberg Business – Bloomberg.com
Bonds Online – Bondsonline.com
CBOE – CBOE.com
Yahoo Finance – Finance.Yahoo.com
SEC GOV EDGAR – sec.gov/edgar
Barron’s – barrons.com
CNBC – cnbc.com/pro
Treasury Direct – treasurydirect.gov
Goldman Sachs – goldmansachs.com
YouTube – Portfolio Management
Motley Fool
Morning Star – Morningstar.com
FI360 – fi360.com
Value Line – valueline.com
Earnings Cast – earningcast.com
WEEK 1
CHAPTER 1
DISCUSSION:
1. Briefly discuss each of the eight steps in the investment planning process. (p. 1)
2. Explain the importance of client assessment and capital markets assessment. (pp. 1-2)
3. Describe the three types of investments that can be included within a portfolio. (p. 2)
4. Discuss the importance of continuous monitoring of portfolios. (p. 3)
CHAPTER 2
DISCUSSION:
1. Describe some of the debt instruments that may be included in a money market fund and the nature of these type instruments. (p. 5)
2. Explain how an investor might manage interest rate risk through the use of CDs. (p. 7, item #8)
3. Briefly discuss the nature of fees associated with the purchase of CDs as they relate to (a) banking institutions and (b) brokerage firms. (p. 9)
CHAPTER 3
DISCUSSION:
1. Describe why a risk adverse investor would be inclined to favor a direct issue of Treasury Department over a corporate issue of similar length to maturity. (pp. 13-14)
2. Discuss the tax ramifications of purchasing a T-bill on the open market prior to its maturity. (pp. 14-15)
3. Briefly discuss, if all government securities with like maturites have the same risk/reward characteristics, WHY an investor might be selective in the type of security he purchases? (p. 16)
CHAPTER 4
DISCUSSION:
1. Explain the rationale behind why an investor might choose NOT to sell bonds. (pp.20-21)
2. Discuss how interest income is usually received and the tax ramifications to an investor who receives such income in a taxable account. (pp. 21-22)
3. Briefly explain what the affect of interest rate movements are on the price of corporate bonds, especially as it relates to their term to maturity. (p. 24)
Chapter 5
CHAPTER DISCUSSION:
1. Briefly discuss how a convertible security can offer a “floor” value below which an investor can protect his investment (pp. 27-28)
2. Explain why the rates offered by convertible securities are generally lower than those available on nonconvertible issues of similar quality (p. 29)
3. Tell how profits and losses on a preferred stock are treated (p. 29)
4. Discuss the major advantages of an investor who buys a “stock purchase warrant” and a nonconvertible bond (pp. 27-28)
CHAPTER 6
DISCUSSION:
1. Distinguish between the three types of municipal bonds presented in the introduction, and decide when investors might find these financial instruments to be a useful “tool” in their portfolios (p. 35)
2. Explain why a risk averse investor might prefer investing in a “general obligation’ bond, rather th.
Invitation to Public Speaking, Fifth EditionChapter 8 Introdu.docxmariuse18nolet
Invitation to Public Speaking, Fifth Edition
Chapter 8: Introductions and Conclusions
By Cindy L. Griffin
elizabeth () - changed
elizabeth () - changed to reflect new chapter numbers
Introduction
The speaker’s first contact with the audience
Introductions are like first impressions:
Important
Lasting
elizabeth () - new slide
Introduction
Catch the audience’s attention
Reveal the topic to the audience
Establish credibility with the audience
Preview the speech for the audience
Prepare a Compelling Introduction
Ask a Question
Tell a story
Recite a quotation or a poem
Give a demonstration
Make an intriguing or startling statement
Prepare a Compelling Introduction
State importance of topic
Share expertise
State what’s to come
Tips for the Introduction
Look for introductory materials as you do your research
Prepare and practice the full introduction in detail
Be brief
Be creative
elizabeth () - modified to reflect subhead
Conclusions
The speaker’s final contact with the audience
The conclusion represents your last impression:
Lingers with your listeners long after your speech is over
elizabeth () - new slide
The Conclusion
Bring your speech to an end
Reinforce your thesis statement
Prepare a Compelling Conclusion
Summarize main points
Answer introductory question
Refer back to the introduction
Recite a quotation
Tips for the Conclusion
Look for concluding materials
Be creative
Be brief
Don’t leave the conclusion to chance
Speech Introduction and Conclusion
Watch Mike deliver a speech introduction and conclusion.
Discuss if and how Mike Piel met the objectives of a speech introduction and conclusion.
Ellen DeGeneres
Ellen Degeneres Commencement Speech
Listen to the first 2 minutes of Ellen DeGeneres and identify how she remains audience-centered
There is more to citing sources than merely the accurate transcription or recitation of someone’s words.
Invitation to Public Speaking, Fifth Edition
Chapter 7: Organizing and Outlining your Speech
By Cindy L. Griffin
elizabeth () - changed
elizabeth () - changed to correspond to new chapter numbers
Organize for Clarity
Organization: the systematic arrangement of ideas into a coherent whole, makes speeches listenable
Main Points
Main points; the most important, comprehensive ideas you address in your speech.
elizabeth () - new slide
Main Points
Identify main points
Use an appropriate number of main points
Order main points
Ordering Main Points
Chronological – Good for when the idea about which you are speaking extend over a period of time.
Spatial – An arrangement of ideas by location or direction.
Causal – A pattern that describes cause-and-effect relationships between ideas and events.
Problem-
Solution
– Identifies first a problem, then a solution.
Topical – Allows you to divide your topic into sub-topics and even sub-sub-topics.
Tips for Preparing Main Points
Keep each main point separate and distinc.
Invitation to the Life SpanRead chapters 13 and 14.Objectives.docxmariuse18nolet
Invitation to the Life Span
Read chapters 13 and 14.
Objectives:
Describe psychosocial changes in adulthood.
Describe and analyze personality theories that apply to adulthood.
Analyze the physical and cognitive changes that occur during late adulthood.
Adulthood and Late Adulthood
Introduction
The last module began an examination of adulthood. This module will finish the study of adulthood and begin a look at late adulthood.
Psychosocial Development in Adulthood
Erikson's seventh stage of generativity vs. stagnation occurs during this stage. Being generative means truly caring about the next generation (e.g., being a parent, teacher, coach, or conservationist) (Boeree, 2006b). The idea of a mid-life crisis has been a popular notion since the 1970s (see Berger's description of Levinson's research on page 459), but very little evidence for it exists. Modern personality theorists have backed off the word crisis, which implies a do-or-die decision point, and instead have started using terms like marker events, turning points, or passages (Sheehy, 1976).
Abraham Maslow created another prominent theory of personality development (examine his five stages of the hierarchy of needs in Berger, 2010, Figure 13.1, p. 457). The lowest level, physiological needs, must be satisfied first, followed by the others in ascending order. Because people spend so much time satisfying the four lowest needs, very few reach the highest stage of self-actualization, where people live up to their potential; at one point, Maslow estimated the percentage of self-actualizers to be around 2% (Boeree, 2006a). Numerous longitudinal studies have shown evidence of considerable stability and continuity in personality across the adult years (see Berger's discussion of Costa and McCrae's research).
Robert Havighurst (cited in Newman & Newman, 2010) states that adults in their 20s and 30s must face four developmental tasks. Tasks 1 and 2, marriage and childbearing, are affected by societal expectations (called the social clock). The probability of divorce hits its peak 2 to 4 years after marriage. Qualities for a successful marriage include similarity in personal characteristics, trust, sensitivity, and adjustment (including a mutually satisfying sexual relationship, economic factors, sleep patterns, food patterns, and toilet habits) (Kimmel, cited in Newman & Newman, 2010). Task 3 involves work, and includes four components: having technical skills, handling authority relationships, coping with unique demands of the job, and establishing and maintaining interpersonal relationships. Task 4 involves establishing a lifestyle that is compatible for both spouses (as well as dealing with constraints placed on the marriage by the children) (Newman & Newman, 2010).
For adults in their 40s and 50s, Havighurst (cited in Newman and Newman, 2010) discusses three crucial developmental tasks. Task 1 involves managing a household, including the following sub-tasks: 1) decision-making (about fina.
IOBOARD Week 2 Lab BPage 2 of 4Name _________________ Gr.docxmariuse18nolet
This document provides instructions for an ARM project to control LEDs on an I/O board from corresponding pushbuttons. The procedure involves setting up a While loop in LabVIEW to read input from the pushbuttons on the I/O board and write the corresponding output to light the LEDs. Data is read from the pushbuttons using one IOBOARD VI, passed to a second IOBOARD VI to write to the LEDs, with a half second delay in the loop. Running the VI allows testing to verify that pressing a pushbutton turns on its corresponding LED.
INVITATION TO Computer Science 1 1 Chapter 17 Making .docxmariuse18nolet
INVITATION TO
Computer Science 1 1
Chapter 17
Making Decisions about Computers,
Information, and Society
Objectives
After studying this chapter, students will be able to:
• Use ethical reasoning to evaluate social issues
related to computing
• Describe the viewpoints of music users and music
publishers about the issue of music file sharing
• Apply utilitarian arguments to ethical issues
• Explain the social tradeoffs involved in lawful
intercept laws and their opposition
• Explain the purpose of a dialectic process
• Use analogies to evaluate ethical issues
Invitation to Computer Science, 6th Edition 2
Objectives (continued)
After studying this chapter, students will be able to:
• Provide arguments that support and oppose
hackers who claim to be performing a social good
• Perform deontological analysis of the duties and
responsibilities of parties in an ethical issue
• Describe cyberbullying and why legal remedies are
difficult to apply
• Explain the potential downsides of sexting for those
engaged in it
• Explain why information online may not be private
Invitation to Computer Science, 6th Edition 3
Introduction
• Social and ethical issues related to information
technology are unavoidable
• Develop skills to reason about such issues
• Case studies introduce important ethical issues
– Describe arguments for and against certain positions
– Evaluate arguments in terms of ethics
Invitation to Computer Science, 6th Edition 4
Case Studies
Case 1: The Story of MP3—Compression Codes,
Musicians, and Money
• MP3 standard for compressing sound developed in
1987
• Patented and worldwide by early 1990s
• Computer-based MP3 playback in 1997
• WinAmp application free on the Internet in 1998
• Users began transmitting and sharing MP3 music
• Napster file-sharing system developed, 1999
• Peer-to-peer file sharing:
– Software introduces users to each other
– Sharing happens directly between users
Invitation to Computer Science, 6th Edition 5
Invitation to Computer Science, 6th Edition 6
Case Studies
Case 1: The Story of MP3—Compression Codes,
Musicians, and Money (continued)
• Recording companies filed suit against Napster,
1999
• Lawsuit claimed Napster was a conspiracy to
encourage mass infringement of copyright
• Facts:
– Most shared music was copyrighted
– Many artists opposed sharing---no revenue for them
– Some artists supported sharing
Invitation to Computer Science, 6th Edition 7
Case Studies
Case 1: The Story of MP3—Compression Codes,
Musicians, and Money (continued)
• Napster claims:
– Napster was just a “common carrier”
– Napster reported song locations, was not involved in
actual sharing
– They were not responsible for users’ behaviors
– Swapping files this was should be “fair use” under
copyright law
• Napster lost the case and appeals, and closed in
2001
Invitation to Computer Science, 6th Edition 8
C.
Investment Analysis & Portfolio Management AD 717 OLHomework E.docxmariuse18nolet
Investment Analysis & Portfolio Management
AD 717 OL
Homework Exercise 7 - Derivatives
1) On June 21, 2011, the GE’s stock closed at $18.81 per share. The accompanying table lists the prices for GE’s exchange-traded options. Using this data, calculate the payoff and the profit for each of the following September expiration options, assuming that at the September expiration the value of the stock was $17.72.
a) Call option X = $17
b) Put option x = $17
c) Call option x = $19
d) Put option x = $19
e) Call option x = $15
f) Put option x = $21
2. It is mid July. You believe that Walmart stock which is currently priced at $53.00 will appreciate significantly over the next several months. A long-term equity call option (LEAPS) with an expiry in mid January and a strike price of $52.50 is available at a price of $2.50. You have $10,600 to invest. You consider 4 alternatives:
a) Use your entire amount of funds to buy the stock outright
b) Use the entire amount to purchase the stock on margin. Assume that the minimum margin requirement is 50% and that you will pay 7% (annually) on borrowed funds.
c) Use the entire amount of funds to buy LEAPS call options with the January expiry date.
d) Buy options for 200 shares and use the rest of the money to buy government bills paying 1% per year. (hence figure on 6 months of interest).
For simplicity ignore any brokerage charges Calculate the net gain or loss from each strategy as of mid January assuming that the price of stock is:
Gain / Loss from Investment in Walmart
Investment Strategy
Stock Price in Mid January
$45
$50
$55
$60
Stock Outright
Stock on Margin
All Options
Options & Bills
3) One of the financial instruments that attracted so much hostile fire in the analysis of the recent financial crisis were “Synthetic Collateralized Debt Obligations” (synthetic cdos) which used “synthetic debt” as its collateral. Describe how you could use a combination of risk free investments and derivatives to create the same pay-off / risk profile as if you were holding a corporate bond, say for IBM. Explain how the pay-off / risk profile is the same (a) if the company remains afloat and pays all of its debt obligations on time or (b) if the company defaults on its debt obligations.
4) A stock is currently priced at $50. The risk free interest rate is 10% per year. What is the value of a call option on the stock with a strike price of $45 due in one year?
a) Using the Binomial valuation approach, assume that at the end of one year the value of the stock could either have increased to $60 or decreased to $40.
b) Using the Black-Scholes model, assume that the annual volatility (standard deviation) of the stock price is 25%.
5) On June 29, 2010 the S&P 500 stood at 1308.44. The one year futures price on the index was 1278.7. The 1 year risk free rate was 0.238%. Using the Spot-Futures Parity relationship, calculate the annualized expected.
Investment BAFI 1042 Kevin Dorr 3195598 GOODMAN .docxmariuse18nolet
Investment BAFI 1042
Kevin Dorr 3195598
GOODMAN FIELDER LIMITED (GFF)
COMPANY VALUATION REPORT
1
GOODMAN FIELDER
LIMITED
COMPANY VALUATION REPORT
Scope
• The report looks at all publicly available data about the company via
the annual reports and publications
• An analyses of the company’s weakness and strength has been
conducted with detailed look at the fundamentals impacting the company
• The report outlines the ratios in relation to probability, return on
equity, using several modelling techniques
• There are charts and information used form the cash flow statement,
balance sheet and historical data sourced from the ASX
• The analysis of the company is compared to its competitors, industry,
sector and market it operates in.
• The report looks at stock price movement and all assumptions are
made available and are explained.
• Expert opinion and copyrighted material is used in the report and has
been appropriately
referenced.
REPORT
OUTLINE
This report attempt to
provide an analytical
evaluation of
Goodman fielder,
every attempt has
been made to make all
data accessible and
complete. This report
contains financial data,
historical analysis,
forecasts and
estimates based on
best available and
most up to date
information. The aim is
for the reader to be
able to make an
informed decision
about the fair value of
GFF stock and
compare it to GFF
peers in the industry. It
should give reader the
ability to form an
opinion on Goodman
fielder as an
investment based on
financial information
analytics.
2
Executive summary
Goodman fielder is one of the largest producers of food in Australia and it supplies product in many categories,
however it is first or second in every food category it participates in. It owns brands such as such as Nature's
Fresh, Helga's, Praise, Wonder White, Quality Bakers, White Wings, and Meadow Lea with offerings in consumer
brands such as Fresh milk, Meadow White Wings cake mixes, Praise salad dressings, and Leaning Tower frozen
pizza (Yahoo Finance 2012). It reaches over 30000 outlets in and around Australia. There are several major
shareholders of the company such as J. P. Morgan Nominees Australia Limited which owns 19%, HSBC Custody
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IntroductionIt is the purpose of this manual to teach instruction.docx
1. Introduction
It is the purpose of this manual to teach instructional
designers how to properly utilize the selected learning strategies
when creating learning materials. The strategies discussed in
this manual are: positive reinforcement, chunking, mnemonics,
signaling, and scaffolding. Techniques were selected to range
the most common theories of how students learn. Also these
strategies are among the most recognizable of learning
techniques. After reading this manual, designers will be well
informed on the basics of strategies of learning and how to
implement them in instruction. Each section is structured in the
following manner:
· A short example of the strategy
· Vocabulary and definitions for the section
· A discussion of the how the strategy is fits into learning
theory
· What types of instruction or learning fits best with the
strategy
· A short review of the literature on the subject
· Tips for implementing the strategy
· Further reading on topics discussed in the chapter
Objectives
For each of the strategies the instructional designer will:
1. know how the strategy is based in specific learning theory
2. be able to think critically on when to select and use the
strategy
3. familiarize themselves with research on the topic
4. be able to utilize the discussed aspects of the strategy to
create instruction
Table of Contents
Introduction 1
Objectives 1
Table of Contents 2
Positive Reinforcement 3
2. What it is 3
When to select and use it 3
Why it should be selected4
How it is best utilized 4
Related research 5
Chunking 6
What it is 6
When to select and use it 6
Why it should be selected6
How it is best utilized 7
Related research 7
Mnemonics 8
What it is 8
When to select and use it 8
Why it should be selected8
How it is best utilized 9
Related research 9
Signaling 10
What it is 10
When to select and use it 10
Why it should be selected10
How it is best utilized 11
Related research 11
Scaffolding 12
What it is 12
When to select and use it 12
Why it should be selected12
How it is best utilized 12
Related research 12
References 13Positive Reinforcement
Example
A student, seen sharing his toys with another student, is told
“That was very nice of you, Sam.”What it is
Behaviorism forms the background of positivereinforcement.
Popularized by B.F. Skinner, behaviorism is the theory that
3. learning occurs because the student is conditioned to react in a
certain way to stimuli. Learning strategies for this theory seek
to change the probability that an event will happen by
presenting the learner with consequences for performing an
action. This consequence, whether good or bad, reinforces a
desired outcome. Skinner believes that it is only the
consequence that affects the probability of an action
reoccurring, the thought process of the subject is not important
(Driscoll 2005, p. 32-36).
Positive reinforcement is possibly the most well-known of
behaviorist strategies. Driscoll defines positive reinforcement as
“presentation of a reinforcer (satisfying stimulus) contingent up
a response that results in the strengthening of that response”
(Driscoll 2005, p. 37). To put it another way, positive
reinforcement increase the probability of an action by
associating the action with satisfying events. This stimulus can
take the form of any type of pleasurable item. When to select
and use it
Positive reinforcement is best used to encourage desired
behaviors. It’s is found to work well with students who are
novice learners, have behavioral issues, or who are disabled
(Moffat, 2011; Park, Singer, Gibson, & Koegel, 2005). This
technique is not preferred to teach higher order logical
skills.Why it should be selected
A search for research into positive reinforcement yields a
plethora of results. In school-wide effort to create a more
positive school climate, the use of praise was a factor in
improving the environment (Caldarella, Shatzer, Gray, Young,
& Young, 2011). It should be noted that praise should be
consistent for the best results. Zentall and Morris (2010), in an
experiment using two different praise types, found that a
consistent use of one type was more effective than mixing the
two. The effects of positive reinforcement from peers have also
been studied. In one study of music students improved their
performances (Silverman, 2009). How it is best utilized
When choosing to use positive reinforcement in instructional
4. design there are a few factors to keep in mind. The first is that
the reinforcer must be something that the student finds
satisfying (Driscoll 2005, p.39). There are three types of
reinforcers: primary, where the reward is something that is of
biological importance (e.g. food), conditioned, where the
reward has been assigned importance (e.g. stickers), or social,
where the reward is a positive social action (e.g. praise). A
common instance of conditioned reinforcers is the
implementation of a token economy where when students
display a desired action they are rewarded with a token that can
be used to redeem prizes or privileges. Part of the token
economy is also the outcome that a token can be taken away; so
obviously, this means the strategy is not strictly positive
reinforcement.
It should also be noted that the desired behavior may need to be
cued for the strategy to be effective. One cannot reward a
student for a behavior if it is never displayed. So give learner’s
opportunities to perform the behavior and follow through as
necessary.
Lastly, the frequency of the reward should be of concern. A
variableratiostrategy produces the highest rate of desired
response (Driscoll 2005, p. 51). In this strategy students are
rewarded at randomized intervals. For example, one can decide
to reward randomly during 10 iterations of a positive response.
During the first round of 10 iterations, the student could be
rewarded the second time. Then during the second round of 10
the reward could be the tenth time.Related research
Morrison, J. Q., & Jones, K. M. (2007). The Effects of Positive
Peer Reporting as a Class-Wide Positive Behavior Support.
Journal of Behavioral Education, 16(2), 111-124.
Boerke, K. W., & Reitman, D. (2011). Token economies, In W.
W. Fisher, C. C. Piazza, H. S. Roane (Eds.), Handbook of
applied behavior analysis (pp. 370-382). New York, NY US:
Guilford Press.
Vocab
5. Primary Reinforcer -
Conditioned reinforce -
Social reinforce -
Positive reinforcement -
Reinforce -
Behaviorism -
Variable Ratio Strategy -
Chunking
Example
ABCD EFG HIJK LMNOP QRS TUV WX
YZWhat it is
Cognitive theory, particularly learning strategies based in how
the brain processes information, forms the basis of chunking.
Human short-term memory is finite, and chunking seeks to
break up long strings of information into manageable pieces so
that it can be processed and stored in the long-termmemory.
Having smaller bits to remember reduces cognitive load, making
learning easier. Chunking is done organically as learners work
with material. Pieces of information are grouped into chunks,
then those chunks are grouped into larger ones, and so on
(Jones, 2012). It is this recoding that transforms chunks, and
allows the learner to process more information (Miller, 1956).
Chunking can also be imparted onto information. The grouping
of phone numbers is an example of this.When to select and use
it
Chunking is most effective when there is more information to be
processed than can be held in the short term memory. For
example, lists of states can be chunked by geographical region.
Also when memorizing chunking can help build up to the full
content of the data to be memorized.Why it should be selected
Research into chunking has shown its value. Jones (2012) used
computer simulations to show that as the amount and size of
chunked information grows, development of linguistic
knowledge grew and short term memory capacity increased. In a
2001 study of high school Latin students, students who received
a list of 21 vocab words chunked into groups of 7, preformed
6. significantly better on a vocab test than their control group
peers (Carter, Hardy, & Hardy, 2001). Lastly, it was found that
chunks based around a perception theme (color) were more
easily remember than other non-themed groups (Glicksohn &
Cohen, 2011).How it is best utilized
Using chunking in instruction is straightforward. Break
complex information down into smaller, logical sets, then after
those sets have been learned combining the small sets into
bigger sets. An example of this is memorizing a monologue.
Students can start by memorizing the first paragraph, then move
on to the second. Then combine those two and add the third; and
so on until the whole piece is memorized.Related research
Bor, D., & Seth, A. K. (2012). Consciousness and the prefrontal
parietal network: Insights from attention, working memory and
chunking. [Review]. Frontiers in Psychology, 3. doi:
10.3389/fpsyg.2012.00063
Vocab
Chunking
Cognitive load
Short Term memory
Long-Term Memory
Recoding
Mnemonics Comment by Andrea Boehme:
Example
Figure 1 Knuckle MnemonicWhat it is
Mnemonics are also rooted in the cognitive domain of learning
strategies. Mnemonics encode information in the memory by
adding meaningful context to the content. This can be done in
three ways: dual coding, organization, or association (Mayer
2008, p. 393).
In dualcoding the information is encoded in the mind in two
ways giving multiple access points for information.
Organization arranges information so that it is not a collection
of separate pieces. Lastly, association creates links between
information.When to select and use it
7. The use of mnemonics is best suited when learners are studying
material that may not form direct connections in their minds.
For instances, lists, procedures, foreign language vocabulary,
and facts can all be encoded by using mnemonics. Mnemonics
should have the student actively make cognitive links between
information. Why it should be selected
Compared to rote memorization mnemonic strategy have proven
to be more effective for remembering information (Brahler &
Walker, 2008). Additionally, in an experiment with college
accounting students mnemonics were found to improve the rate
in which information was learned (Laing, 2010). Recall and
application of concepts was also seen to improve in Saber and
Johnson’s study of mnemonics in teaching marketing framework
(2008). However, mnemonics should not be the catch all for
instruction. Wang and Thomas (1996) found that mnemonics can
help provide immediate recall of information, but may not be
useful in long term retention (Wang & Thomas, 1996).
Additionally, the use of mnemonics to represent symbols in
mathematics (such as letter in algebraic equations) may hinder
student’s comprehension (McNeil et al., 2010).How it is best
utilized
When using mnemonics in in instruction, Driscoll (2005, p. 86)
mentions that students should be encouraged to create their own
mnemonics so that the connection are more meaningful.
However, teach supplied mnemonics can be useful if students
are trained in their use (Mayer 2008, p. 398). Given the results
found in McNeil et al., (2010) and Wang and Thomas (1996),
mnemonics should be used with care and should be
supplemented with other types of instruction so that information
is retained.Related research
Wolgmuth, J. R., Cobb, R., & Alwell, M. (2008). The effects of
mnemonic intervention on academic outcomes for youth with
disabilities: a systematic review. Learning Disabilities
Research & Practice 23(1), 1-10.
Vocab
8. Mnemonic
Cognitive Theory
Encoding
Signaling Comment by Andrea Boehme:
Example
The first step in making a cake is to gather all of the
ingredients.What it is
Another technique within the cognitive realm of learning theory
is signaling. Signaling uses non-content words or standardized
cues so that students can organize the information in their mind.
There are many types of signals, so many that not all can be
named here. When to select and use it
In its myriad of forms, signaling is used to ease the
transmission of large amounts of verbal or textual information.
Using signaling can help draw attention to important material.
It also helps students who do not have the best reading skills
hone their attention on relevant material which helps with
comprehension (Mayer 2008, p. 368).Why it should be selected
Signaling research shows that the practice is a useful one.
Lorch, et al (2001) experiment with college students and sixth-
eighth graders showed that when given headings, students were
more likely to in their summaries of a text. Lorch, et al goes on
to say that readers are more likely to rely on signals when given
a task to complete. Research also shows that students who are
trained to recognize signals remember more information and are
better able to recall important information than those who have
the same signals but no training (Meyer & Poon, 2001).
Student’s ability to take notes is also improved when signaling
was used in vocal passages (Rickards, Fajen, Sullivan, &
Gillespie, 1997). In a meta-analysis of writing instruction,
Graham, et al (2012) found that teaching student’s text structure
improved their writing.How it is best utilized
Before using this technique, one must be sure that students are
aware of how to use it. Uses such as numbered lists may be
more easily understood, but standardize headings (such as
9. literature review) may not be obvious to students who have
never worked with the material before.
For text documents, formatting can play an important role in
creating understanding. Techniques such as bolding vocab
words and italicizing definitions can be useful. To help create
outlines, formatting can be used by bolding main headings,
italicizing supporting headings, and underlining main points
within the sections. Obviously, this is not the only method, just
an example. In verbal applications, the use of cues (The first
topic of discussion…) can help students create connections
between material and organize the information in their mind. It
is important to keep your formatting, or any other types of
signals consistent to avoid confusion.
Signaling can also be used to improve confusing text (Mayer
2008, p.372). You could have students underline the main topic
of paragraphs, or create their own outlines of a speech. This
serves the purpose of teaching signaling, creating meaning, and
building note taking skills all at the same time.Related research
Cook, L.K., & Mayer, R.E. (1988). Teaching readers about the
structure of scientific text. Journal of Educational Psychology,
80(4), 448-456. Doi:10.1037/0022-0663.80.4.448
Vocab
Signaling
Cues
Abstracted statements
Summary statements
Pointer words
Scaffolding Comment by Andrea Boehme:
Example
What it is
Scaffolding works within the concept of the Zone of Proximal
Development (ZPD) as developed by Vygotsky. In the ZPD,
students are developing their understanding of a topic.
Scaffolding works within the zone through more knowledgeable
peers, or instructors guiding students through their developing
knowledge. This instructor works with the student to co-
10. construct knowledge. Vygotsky’s ideas fit within the learning
theory of Constructivism where students seek out understanding
of their experiences, and actively assess their assumptions until
they find one that fits. New experiences that disrupt their
assumptions start the process anew. (Driscoll 2005, p.
387).When to select and use it
Scaffolding is best used to enhance critical thinking skills.
Driscoll discusses the use of scaffolding in creating new
perspectives (2005, p. 258). As students are learning with and
in cooperation with others who have differing viewpoints, they
must assess their own views. Additionally, Bockarie (2002)
notes in his discussion on scaffolding supporting social
cognition in vocational education, that scaffolding allows
students to stretch their knowledge by giving precision guidance
so that students are neither bored nor seen as incompetent. Both
of these require students to expand on what they already know
and create their own understanding in a collaborative
environment. Comment by Carey: Why it should be selected
Words words words words
How it is best utilized
· Co-construction of concepts
· Group work Create groups of students with mixed skills and
viewpoints
Related research
Van de Pol, J., Volman, M., & Beishuizen, J. (2010).
Scaffolding in teacher-student interaction: a decade of research.
Educational Psychology Review, 22(3), 271-296.
doi:10.1007/s10648-010-9127-6
Vocab
Scaffolding
ZPD
Constructivism
References
11. Brahler, C. J., & Walker, D. (2008). Learning Scientific and
Medical Terminology with a Mnemonic Strategy Using an
Illogical Association Technique. Advances in Physiology
Education, 32(3), 219-224.
Caldarella, P., Shatzer, R. H., Gray, K. M., Young, K. R., &
Young, E. L. (2011). The Effects of School-wide Positive
Behavior Support on Middle School Climate and Student
Outcomes. [Article]. Research in Middle Level Education
Online, 35(4), 1-14.
Carter, T., Hardy, C. A., & Hardy, J. C. (2001). Latin
Vocabulary Acquisition: An Experiment using Information-
Processing Techniques of Chunking and Imagery. [Article].
Journal of Instructional Psychology, 28(4), 225.
Driscoll, M. P. (2005). Psychology of learning for instruction
(3rd ed.). Boston: Pearson Allyn and Bacon.
Glicksohn, A., & Cohen, A. (2011). The role of Gestalt
grouping principles in visual statistical learning. Attention,
Perception and Psychophysics, 73(3), 708-713. doi:
10.1111/j.0956-7976.2004.00702.x
Graham, S., McKeown, D., Kiuhara, S., & Harris, K. R. (2012).
A meta-analysis of writing instruction for students in the
elementary grades. Journal of Educational Psychology, 104(4),
879-896. doi: 10.1037/a0029185
Jones, G. (2012). Why chunking should be considered as an
explanation for developmental change before short-term
memory capacity and processing speed. [Original Research].
Frontiers in Psychology, 3. doi: 10.3389/fpsyg.2012.00167
Laing, G. K. (2010). An Empirical Test of Mnemonic Devices to
Improve Learning in Elementary Accounting. [Article]. Journal
of Education for Business, 85(6), 349-358. doi:
10.1080/08832321003604946
Lorch Jr, R. F., Lorch, E. P., Ritchey, K., McGovern, L., &
Coleman, D. (2001). Effects of Headings on Text
Summarization. Contemporary Educational Psychology, 26(2),
171-191. doi: http://dx.doi.org/10.1006/ceps.1999.1037
Mayer, R. E. (2008). Learning and instruction: Pearson Merrill
12. Prentice Hall.
McNeil, N. M., Weinberg, A., Hattikudur, S., Stephens, A. C.,
Asquith, P., Knuth, E. J., & Alibali, M. W. (2010). A is for
apple: Mnemonic symbols hinder the interpretation of algebraic
expressions. Journal of Educational Psychology, 102(3), 625-
634. doi: 10.1037/a0019105
Meyer, B. J. F., & Poon, L. W. (2001). Effects of structure
strategy training and signaling on recall of text. Journal of
Educational Psychology, 93(1), 141-159. doi: 10.1037/0022-
0663.93.1.141
Miller, G. A. (1956). The magical number seven, plus or minus
two: some limits on our capacity for processing information.
Psychological Review, 63(2), 81-97. doi: 10.1037/h0043158
Moffat, T. K. (2011). Increasing the Teacher Rate of Behaviour
Specific Praise and its Effect on a Child with Aggressive
Behaviour Problems. Kairaranga, 12(1), 51-58.
Park, S., Singer, G. H. S., Gibson, M., & Koegel, R. L. (2005).
The Functional Effect of Teacher Positive and Neutral Affect on
Task Performance of Students With Significant Disabilities.
[Article]. Journal of Positive Behavior Interventions, 7(4), 237-
246.
Rickards, J. P., Fajen, B. R., Sullivan, J. F., & Gillespie, G.
(1997). Signaling, notetaking, and field independence–
dependence in text comprehension and recall. Journal of
Educational Psychology, 89(3), 508-517. doi: 10.1037/0022-
0663.89.3.508
Saber, J. L., & Johnson, R. D. (2008). Don't Throw out the Baby
with the Bathwater: Verbal Repetition, Mnemonics, and Active
Learning. Journal of Marketing Education, 30(3), 207-216.
Silverman, M. J. (2009). The Effect of Positive Peer
Reinforcement on Psychological Measures and Guitar
Songleading Performance in University Students. Update:
Applications of Research in Music Education, 28(1), 3-8.
Wang, A. Y., & Thomas, M. H. (1996). Mnemonic instruction
and the gifted child. [Article]. Roeper Review, 19(2), 104.
Zentall, S. R., & Morris, B. J. (2010). "Good Job, You're So
13. Smart": The Effects of Inconsistency of Praise Type on Young
Children's Motivation. Journal of Experimental Child
Psychology, 107(2), 155-163.
Running Head: INSTRUCTIONAL STRATEGIES IN
TEACHING KINDERGARTEN 1
INSTRUCTIONAL STRATEGIES IN TEACHING
KINDERGARTEN 12
Here are my comments on your paper. I think you will need to
Do more work before submitting it. I have also attached
YOUR FRIEND draft for that class so you can see how SHE
handled all the sections. The draft doesn't have assessments nor
has it been formatted.
I think you can keep what you have with a little rearranging.
And then add more.
Instructional Strategies in Teaching Kindergarten
7/25/2013
YOUR NAME
THE CLASS
INSTRUCTOR
Table of Contents
4Purpose of the training manual
Team work instructional strategies
5
5Advantages of team work in teaching kindergarten children
5Disadvantages of team work in teaching kindergarten children
5Use of visual and audio aids in teaching
6Advantages of using audio and visual aids in teaching
kindergarten children
Disadvantages of using audio and visual aids in teaching
14. kindergarten children
6
7Learner instructor participation strategy
8Advantages of applying participation in teaching kindergarten
learners
Disadvantages of applying participation in teaching
kindergarten learners
8
Assignment strategy
8
10Advantages of using assignments in teaching kindergarten
learners
10Disadvantages of using assignments in teaching kindergarten
learners
10Cooperative Learning Strategy
12Advantages of using cooperative learning strategy in teaching
kindergarten pupils
12Disadvantages of using cooperative learning strategy in
teaching kindergarten pupils
Use of Carousal Questions
12
Advantages of Carousal Questions
13
Disadvantages of Carousal Questions
14
Use of Assignments that Require the Choice of the Child
14
Advantages of Use of Assignments that Require the Choice of
the Child15
Disadvantages of Use of Assignments that Require the Choice
of the Child15
16Conclusion
17References
Introduction
Learning is a continuous process in the human development.
Learning involves both the practical and cognitive aspect. In
15. order for effective learning to be accomplished, these two
aspects should be well coordinated. Instructional strategies are a
very essential application in the learning process. This method
is highly recommendable for small children especially children
in kindergarten. The creatively use instructional techniques to
ensure all the students get the concept being taught. In order to
achieve this, instructors should be enlighten on how to
effectively apply instructional learning techniques in their
classrooms (Driscoll, 2004). This training manual will vividly
describe how instructors should use different forms of teaching
in order to achieve the set goal. Every instructor’s goal or
dream is the success of his or her students. On that note, using
instructional method is one of the significant ant ways of
achieving this.
According to Siemens and Driscoll, cognitivism, constructivism
and behaviourism are the three main traditional learning
theories. Siemens and Driscoll theories basically support the
theoretical aspect of learning. Contrary to this, Mayer advocates
for practical learning as the recommended method for instilling
knowledge in students. Motivational and case based theories are
more of practical than practical. Even though different
instructors have their own preferences, instructional strategies
deal with both Mayer’s and Driscoll learning theories (Mayer,
2002). This paper is deals with educating instructors on the
importance of using instructional teaching methods. Apart from
that, the paper also highlights various advantages and
disadvantages of this method.Purpose of the training manual
The main objective of this training manual is to educate
instructors on how to make the learning process more
interesting and lively by applying instructional learning
strategies. Secondly, this manual also aims at enhancing the
level of understanding of kindergarten students by application
of instructional techniques (Mayer, 1996
). The target audience are kindergarten instructors
who can also be referred to as teachers. Various instructional
16. methods and strategies which are essential in teaching
kindergarten students shall be discussed in this paper.Objectives
Chapter 1 Team work instructional Strategies
Team work instructional strategies
Learners have different levels of understanding. Some learners
are quick learners while others are slow learners. Instructors
should therefore apply team work
especially in teaching kindergarten students. This is because
most of these students are illiterate and have a very short
concentration span. Using team work will ensure that the
students maintain their focus for the concept being taught.
Instructors can apply different techniques in using this method.
One important aspect is the use of reasonable groups.
Instructors should divide the students into reasonable groups
(Driscoll, 2004). The groups should consist of a minimum of
three students and a maximum of five students. This number
will ensure that the student understand more
. According to the cognitive theory by Driscoll
, children have a shorter concentration span than adults. This
means that the instructor should give the students work which
requires a short period. Instructor should also make the team
work session to be interesting and living
. Kindergarten children should be allowed
to mess around as they indulge in the learning process. In order
to ensure the efficiency of the groups, the instructor should
keep an eye on all the students. Educational psychologists
prefer placing the students in a round table for easy monitoring
. This arrangement also makes it easy for the instructor to
observe the behaviour of his or her students in class.
Advantages of team work in teaching kindergarten children
-Helps the instructor to effectively observe a child’s cognitive
and behavioural development.
-Assists in the physical development of the child especially the
fine motor skills.
17. -Makes the learning lesson lively and interesting.
-Avoids boredom in class (Driscoll, 2004).
-Ensures that all students participate in the learning
process.Disadvantages of team work in teaching kindergarten
children
-It is tiresome and involving as kindergarten children are very
difficult to handle and control.
-The children might loss interest and concentration if the lesson
is prolonged.
-It is not that effective as kindergarten children are mostly
illiterate.
-This method is suitable for specific lessons like physical
education lessons.
Description of Strategy
This you already have, although I would try to bring in more
Driscoll and relate a strategy to a theory.When to select and use
it
You could use what you already have for advantages and
disadvantages, but make it a narrativeWhy it is effective?
You need to do outside research to show that this strategy is
valuable. You need evidence of why this is a good strategy for
instructors to useHow it is best utilized
Here you would talk about Related research
You should find other articles for people to read on the
subjectAssessment
You should build in some way for the person reading this
manual to assess their knowledge of the strategy.
Use of visual and audio aids in teaching
18. In order to enhance the understanding of kindergarten children,
instructor should use visual and audio aids. This is advisable as
children tend to grasp and remember what is taught visibly than
theoretical. Instructors should use drawing of various things
like animals and shapes in teaching. This will assist the learners
to remember the name and the identity of that object. In
addition, instructors can also use songs in teaching (Mayer,
1996). Songs are a source of entertainment by using this; the
instructor will have made the process of learning very
interesting. Songs are also significant as the children can sing
while at home or even in their play time. Children will also be
able to relate the knowledge that they have achieved in class to
the existing reality of the world. This is strongly supported by
the constructivist
theory of Driscoll.
In the course of the training period
, instructors will be taught how to compose song in relation to
the subject to be taught. The instructors will also be advised on
the most preferred song length and the appropriate wording to
be used. Kindergarten songs
should be in simple English and of a good rhythm. The song
should also have some aspects of repetition for easier
memorisation of the song by the children (Driscoll, 2004).
Instructors can also incorporate digital devices in the teaching
process. These devices will make the learners to concentrate
more than using the theoretical aspect only. Apart from this,
audio aids are also important in teaching kindergarten children.
Kindergarten children can be directed by their instructor to
listen to an audio conversation and then repeat what is being
said. This method can be effectively applied by instructors
while teaching alphabets and simple numbers. The instructors
will be taught during this manual how to handle students and to
ensure than their level of concentration is not disrupted while
using audio aids. In addition, instructors will also be instilled
with the knowledge of how to prepare kindergarten students for
a visual and an audio class session.
19. Advantages of using audio and visual aids in teaching
kindergarten children
-The learners tend to understand more.
-Learners are able to relate what is being taught in class with
the real world.
-The concentration level of learners is maintained (Mayer,
1996).
-Audio aids and visual aids make the lesson to be interesting.
-Learner’s memory ability is enhanced.Disadvantages of using
audio and visual aids in teaching kindergarten children
-Some learners might concentrate more on the entertainment
part and forget the learning process.
-Audio visual aid can lead to laziness of some learners.
-Audio visual aids are limiting to some learners who are either
hearing or visually impaired.
Learner instructor participation strategy
This strategy is highly recommended for learners at all level
especially in kindergarten. Participation involves the sharing of
ideas by both the students and learners. Application of
motivational theory by Mayer can be essential in this strategy
(Mayer, 2002). The instructor can apply the reward technique
in ensuring the effectiveness of this technique. The most active
student can be rewarded or appreciated by the instructor. In
order to ensure the effectiveness of this strategy, the instructor
should reward the students publicly. This will motivate other
learners to participate more in class with the soul purpose of
being appreciated or rewarded like their fellow students.
Participation method is also good as it helps in improving the
learners’ performance. Learners who previously had a hard time
in understanding the concepts being taught in class by the
instructor can improve due to this strategy. The learners will be
encouraged to participate in class like his or her fellow learners.
This step will help the instructor to identify the strengths and
20. weaknesses of that particular child and the most appropriate
way of handling them. The learners will also enjoy the aspect of
being appreciated by the instructor as majority of learners look
up to their teachers as their role models (Driscoll, 2004). Being
rewarded by the instructor is on that note a great achievement to
kindergarten students. Instructors are trained not to be biased in
their reward and appreciation strategy. The deserving learner
should be appreciated appropriately. In addition to this, the
teacher should also encourage the participation of all learners.
This can be done through rotational; participation in class. The
instructor can choose the children according to the rows or
columns.Advantages of applying participation in teaching
kindergarten learners
-The instructor is able to identify a learner’s areas of strengths
and weaknesses.
-It is appropriate in building the self esteem of the learners.
-Through the reward system, learners feel appreciated for their
efforts.
-Students will participate due to the rewards being given.
-Makes the process of learning more lively and entertaining as
it involves the whole class.
-It is important for maintaining the learners’ concentration in
class. This is because the learners are fully involved in the
learning process.
Disadvantages of applying participation in teaching
kindergarten learners
-Some kindergarten learners can be bright but very shy in
participating in class activities.
-Learners can be participating with the intention of being
rewarded and not understanding the concept being taught.
-This kind of strategy is time consuming and tiresome to the
instructor (Mayer, 1996). This is because the instructor has to
ensure that all the learners have participated or grasped the
21. concept being taught.
Assignment strategy
This is also another effective instructional learning technique to
be applied by instructors. This method is important as it assists
the instructor to gauge a learner’s cognitive ability. However,
while using this strategy instructors should be very keen and
considerate. Firstly, the kind of assignment given to the learner
should be of his or her educational level. Secondly, instructors
should give learners the adequate amount of assignment. This
means that the instructor should not overload or under load a
learner with assignments. The assignments given should be
proportion to the Childs
ability and understanding. Thirdly, instructor should give
assignments from topics that have been covered in class.
Instructors should avoid giving kindergarten learners
assignments from topics which have not been covered in class
. This training manual provides effective methods of how
instructors should issue assignments to kindergarten learners
(Driscoll, 2004). These assignments do not necessarily have to
be theoretical. Instructors can diversify the type of assignments
that they give their learners in order to gauge all their
developmental aspects.
Relying on theoretical assignments only assist the instructor in
gauging the cognitive development of the child. On the other
hand, giving kindergarten learners assignments in all the areas
greatly assists the instructor to gauge the improvement of the
learner in all sectors. In addition, it also assists the learner to
improve in both the cognitive, behavioural and physical aspects.
During the process of this training manual, instructors will be
advised on how to diversify the type of assignment they give to
their kindergarten learners (Mayer, 2002). Instead of an
instructor giving the students assignments which require him or
her to use majorly use the cognitive aspect, the instructor can
apply different techniques. The instructor can instruct other
students to do some painting, draw or even to construct an
22. object. By so doing, the instructor will also have achieved the
goal of nurturing the learner’s talent.
By giving assignment, the instructor can also apply the concept
of problem based learning. The teaching can give learners
problems which are almost similar from the ones taught in class.
The teacher can then be able to establish the competence and
how motivated the child is. Alternatively, instructors are
advised to give learners a question and an example which show
how to approach the given problem. This also assists learners in
doing their assignments (Mayer, 1996).
Advantages of using assignments in teaching kindergarten
learners
-The learners are able to understand the concept while on his or
her own.
-The teacher is able to gauge the learner’s level of
understanding.
- The instructor can easily know a learner’s area of weakness
and strengths.
-Practical assignments like painting enable the instructor to
identify a child’s talent (Mayer, 2002).
-Assignments to be done at home are important as they involve
the parents in the learning process.
Disadvantages of using assignments in teaching kindergarten
learners
-Some parents instead of assisting their kids in dong the
assignments do the assignment themselves.
-Some parents are not concerned about their child’s
performance.
-Instructors can over rely on assignments and therefore
neglecting other teaching techniques.
-This strategy is time consuming as instructors have to be
patient and give the learners a humble time to complete the
given assignment.
Cooperative Learning Strategy
23. This learning strategy is similar to the team work strategy. The
only difference between these two learning strategies is that
cooperative learning strategy focuses mainly on the social
aspect of the learners. In this strategy, instructors should focus
more on the social interaction of the learners. Instructors can be
able to clearly and easily note learners’ social interaction
through involving activities. These activities include sports and
other related activities. The theory of behaviourism can be
suitably applied to this strategy (Jonassen, 2013). Through the
application of this strategy, the instructor can be able to observe
learners behaviour. Social interaction between learners
identifies the true characteristics and identity of a learner.
Sporting activities also helps in the development of the learners
psychomotor skills. Some sporting activities are essential for
aiding in the development of fine motors skills. Such activities
include throwing a ball and grasping an object.
On the contrary, some activities like kicking a ball and climbing
the staircases are essential for the development of gross motor
skills. In all of the instructional learning strategies applied,
cooperative learning strategy is the most efficient and flexible.
This is because all the other learning strategies can be
complemented by these strategies (Mayer, 2002). Instructors
can use academic songs during sports activities and hence
reminding the students of what they learnt in class. A child’s
behavior can also be observed by use of this strategy.
In addition, the aspect of motivation can also be applied in this
strategy. Learners can be told to compete in a given sporting
activity and the winner can be rewarded. Through this process,
the instructor can be able to identify a child’s improvement
from the previous performance. Apart from noting
improvement, the instructor can also identify his or her
learners’ talents. A learner’s good sporting performance can be
used by the instructor as a motivational factor for him to
perform well (Driscoll, 2004). The instructor can use examples
relating to the learner’s favourite sport in order to make
24. understand a certain concept. This training manual emphasises
on the need of instructors to use cooperative learning strategies.
Instructors should however be careful not to use it
inappropriately. This learning strategy has the purpose of
incorporating all the other strategies. To add on this,
cooperative learning strategy makes the learning process
enjoyable and involving. Instructors are advised on that note, to
embrace this learning strategy in teaching kindergarten pupils.
Advantages of using cooperative learning strategy in teaching
kindergarten pupils
-Cooperative learning strategy makes the learning process
enjoyable.
-It can be used as a way of motivating kids to perform better.
-Instructor can be able to identify his or her learners’ talent.
-Knowledge gained in class can also be applied in the field
events. A good example is the use of songs by kids while
playing.
-Instructors are able to identify both the cognitive and physical
development of the child.Disadvantages of using cooperative
learning strategy in teaching kindergarten pupils
-Cooperative learning strategy requires a lot of concentration
from the instructor (Mayer, 1996).
-This learning technique is time consuming and demanding on
the part of the instructor.
-Some children are not good in practical activities and therefore
they cannot be motivated through this instructional learning
technique.Use of Carousal Questions
Carousal questions refer to the strategy which engages the
interest of the learners by utilizing cooperative skills, as well
as, allowing movement. In addition, it encourages the learners
to practice HOTS which is the acronym for “higher order
thinking skills”. This strategy is actually classified as part of
the cooperative learning strategies (Mayer, 1996). The
utilization of the carousal questions within the classroom
25. setting leads to carousal brainstorming. Carousal brainstorming
is also termed as the rotating review. Carousal brainstorming
offers scaffolding
for novel information which is to be learned or even existing
information that is waiting to be reviewed by making use of
movement, conversation in addition to reflection. Basically,
Carousal brainstorming is actually the cooperative learning
activity which can be utilized to not only discover but also
discuss background information before studying new topics.
Nevertheless, it can also be utilized in the reviewing of the
content which has already being learned within the previous
lessons (Mayer, 2002). While applying the carousal questions
technique, the learners first indulge in small group discussions
which are later followed by a reflection which is made by the
whole class.
While in the process of carrying out the carousal brainstorming,
the learners rotate within the classroom while they are
subdivide into small groups, stopping within certain “stations”
for a set time period (which is mostly one to two minutes). At
every station, learners improve their initial knowledge
concerning a certain concept or topic. Moreover, they also share
their ideas while attempting to come up with the best answers to
the given carousal questions while conducting discussions
within the small groups. Every group posts its ideas within
every station so that the other groups can be able to read.
Prior to the commencement of the strategy, it is of great essence
to give clear instructions to the learners on how to complete the
questions presented to them. Generally the carousal strategy
offers knowledge, attitude, as well as, interest assessments. It
also allows the exploration of a certain topic in diverse
perspectives, encouraging not only conversation but also the
exchange of ideas (Mayer, 1996). This strategy can be applied
within various topic areas, for instance reading and
26. mathematics. The brainstorming encourages the learners to
express their opinions freely, as well as, work with others.
Advantages of Carousal Questions
There are several advantages which are associated with the
utilization of the carousal questions as a learning strategy. The
advantages are such as:
-Carousal sharing is considered to promote conversation
.
-The utilization of the carousal questions encourages idea
generation.
-It allows the students to express their individual thoughts
within the structured learning situation.
-Within the classroom setting, it fosters decision making along
with creativity.
-It offers learners the opportunity to make reflections on a
certain topic (Driscoll, 2004).
Disadvantages of Carousal Questions
-It usually leads to the consumption of many learning hours.
-Some learners simply camouflage within the groups and thus
do not make any contributions.
-The instructor cannot evaluate each learner’s understanding of
a certain topic as everything is done in group work. Use of
Assignments that Require the Choice of the Child
There are certain reasons which make giving young learners the
opportunity to make choices quite beneficial. Allowing the
children to undertake assignments of their choice is crucial to
their development. Offering choices to the young learners is a
high-quality fundamental aspect of early childhood curriculum
(Driscoll, 2004). So as to offer the learners a wide range of
27. choices; the instructor should comprehend the essence of
choices. In addition, the instructor should be willing and in the
position of allowing an array of activities, as well as,
behaviours within the classroom. Basically, this learning
approach is not teacher centred but child centred.
This strategy is considered to play a significant role in the
cognitive development of the children. Making choices is
actually one of the components of problem solving. Once given
choices, young learners stretch their minds thereby creating
novel, as well as, unique ideas along with materials
combinations. Nevertheless, prior to being able to make choices
which are wise, the young learners should learn the convergent
thinking skills, which involves identifying the correct answer
along with divergent thinking that involves seeing numerous
possible answers. In the event that they are presented with the
opportunity to make choices, the young learners get the
necessary skills which will assist them in making meaningful
choices within their later life (Driscoll, 2004).
Moreover, allowing the young learners to make choices makes a
significant contribution to their moral development. Within the
classroom setting whose basis is on the renowned Piaget’s
constructivist principles, each one has a share within the
decision making responsibility. By presenting the young
learners with the opportunity to make choices, the instructors
promote their self-regulation. Once the children are accorded
the opportunity to make their individual choices, they feel
powerful daily and shy away from breaking the rules once their
teachers are absent. When the young learners’ desires are
respected, they in turn respect the wishes of other persons. This
strategy enables the learners to comprehend how to make
decisions. It also assists them on comprehending the importance
of considering other parties’ needs while making choices
(Mayer, 1996).
28. Advantages of Use of Assignments that Require the Choice of
the Child
This strategy is associated with several advantages such as:
-Facilitating the development of confidence amongst the young
learners.
- It also makes the children have a feeling of independency as
they control themselves.
-Young learners are more committed in the activities which they
have individually chosen.
-Making choices assists the young learners in learning
persistence, as well as, task completion. Disadvantages of Use
of Assignments that Require the Choice of the Child
-Insome cases the learners can make the wrong choices.
-It can make the learners rely on misleading information
especially after making the wrong choices (Mayer, 2002).
-Some of the learners may never comprehend the essence of
choosing a certain choice at the expense of the others.
-Making of choices is sometimes a complex task foe the young
learners.Conclusion
Instructional learning is an effective method of ensuring the
proper understanding of concepts by the student. This system is
very advantageous as it involves the participation of the
learners and the students. By using this method, instructors are
able to attain more positive results as compared to using only
one teaching technique. Instructional learning strategies are also
effective as they comprise both the learning theories of Driscoll
and Mayer. The above training manual has illustrated how
various instructional learning strategies can yield positive
results while teaching kindergarten pupils. Positive results can
29. however be achieved if the strategies are used appropriately and
effectively (Driscoll, 2004). This approach has various
advantages which can apply in the learning process by
instructors. On the other hand, these strategies can also be
disadvantageous due to some factors. The above training manual
outlines all the advantages and disadvantages of using various
learning techniques by instructors. Effective ways of using
these strategies by the instructors are also provided (Jonassen,
2013).References
Driscoll, P. (2004). Psychology of Learning for instruction.
USA: Publisher Ally and Bacon:3rd ed
Jonassen, D. & Driscoll, M. (Eds.). (2013). Handbook of
research for educational communications and technology (Vol.
2). Routledge.
Mayer, R. E. (1998). Cognitive, metacognitive, and
motivational aspects of problem solving. Instructional science,
26(1-2), 49-63.
Mayer, R. E. (2002). Multimedia learning. Psychology of
Learning and Motivation, 41, 85-139.
�Don’t limit the audience. This should be for any instructor
designer
�Make these into chapters 1 chapter for each strategy
�Why are you citing this?
�The audience should be instructional designers. It doesn’t
need to be for a specific grade level of teacher.
30. �You need to list the objectives for this manual. After reading
this manual students will be able to …
�Make each strategy a chapter
�Which theory does team work belong to?
�How?
�This is confusing. Driscoll didn’t come up with cognitive
theory. I would take out Driscoll, and instead cite her at the
end of the sentence.
However, bringing in cognative theory is very good.
�Word choice
�Why? Back this up with evidence
�Can you cite this from somewhere?
�This needs to be added to every chapter
�This needs to be added to every chapter
31. �This needs to be added to every chapter
�This needs to be added to every chapter
�In what way. Also remember that Driscoll did not come up
with this theory.
�You aren’t training them on creating songs. You will need to
reword this.
�
�Where do you do this?
�Relate this to behaviorism
�Remove childs. Use learner or student instead
�Why?
�Move this up to be behind team work strategy
�Explain scaffolding
�Cite this