Major Theological Divisions in the Islamic World Research Paper

Major Theological Divisions in the Islamic World - Research Paper Example The purpose of this paper is to establish the origins and evolution of the major divisions in Islam, and identify their ideologies and historical significance until the period of the Mongol Conquests. The paper argues that the major divisions of Islam were caused by struggles for power and authority, and evolved over a long period of time starting in the eighth century after the death of Prophet Muhammad. The major Islamic divisions include: Sunni, Shiite, Wahhabis, and Suffis. As the discussion stresses Prophet Muhammad had predicted in his ruling time that the Islamic religion would divide into seventy-three sects, which would all go to hell except himself and his true followers. The Islam divisions are now up to 150. The first Islamic group which was a successor of Prophet Muhammad was formed immediately after the death of the prophet in the seventh century. This division is known as the Sunni Muslims. Sunni Muslims are the majority of Muslims in the world, and they follow the four Khalifs who succeeded Prophet Muhammad – Hanifa, Hannibal, Malik and Shafi. This group has evolved to pursue their religion alongside secular societies. Ansary suggests that â€Å"they have followed the three Islamic sources of law namely, Hadith, Quran and Muslim consensus†. They consider themselves as those who have been saved by Allah; hence deriving the title of Najiyah.  

Plan for Closing the Achievement Gap for Latino Students

Plan for Closing the Achievement Gap for Latino Students Chapter 1 Definition of the Problem The American education experienced long and sustained period of school reforms filled with significant challenges. The policymakers as well as the governors made the school reform movement their top project priority since the 1980s (Sindelar, Shearer, Yendol-Hoppey Liebert, 2006). The school reform movement undergone profound achievements in the past and continues to tackle significant challenges although it has achieved its goal in creating changes to school conditions, student performance, and institutional policy. The National Governors Association for Best Practices is looking into the achievement gap challenge facing the schools today (Grant, 2009). This requires creating new policies and developing old policies to close in the achievement gap problems happening in several states. The policy primer discloses the nature of the achievement gap problem, its history, and the different states efforts to solve the existing problem. The primer also discusses alternative solutions and strategies at state level including important issues and factors to avoid in implementing solutions. Understanding the achievement gap context The achievement gap context is all about the differences one sees between people coming from different race and class (Chubb Loveless, 2002). There is an increasing difference concerning the performance of students coming from the disadvantaged minority as compared to the performance demonstrated by white students of the same grade level (Chubb Loveless, 2002). This achievement gap is a clear issue of racism and the effects of the power of the privilege. Educational institutions, educators, and policymakers face genuine lack of understanding creating and developing schools that can cope up with the context of a diversified society. The challenge goes on with the creation of correct policy that could help close the achievement gap. Federal response to the urgent persisting achievement gap problem The No Child Left Behind Act or NCLB is an attempt by the Federal government to close the achievement gap (Chamberlain, 2004). The policy set forth a new accountability practice for American schools to set the same standards with detailed plan for testing performance to ensure students meet preset standards of the schools. The framework of the NCLB allows a student to transfer to other schools located at the same district if he fails to pass the test performance set by the school. It is the responsibility of the school district to provide persistently failing students supplemental services as well as choices to study at other schools operating within the same district (Chamberlain, 2004). The school needs to demonstrate adequate progress about the problems of persistently failing students. Failure to show progress makes them open for state law corrective action (Chamberlain, 2004). The schools focus their performance targets based on the conditions of the students with disabilities a nd coming from disadvantaged family background. This includes students coming from ethnic or minority group that possess limited English language skills and proficiency. However, well performing schools are still required to alter school practices, policies, and governance to accelerate and enhance the educational experience of the disadvantaged group of students. The state considers a school as well performing only when they become successful in bridging the achievement gap. The intervention of the new Federal law on the educational scene has created quite a stir among schools struggling to meet the new set of policies and criteria. How do you measure the achievement gap? NCLB Act is clearly a Federal strategy to challenge the achievement gap brought by the effects and challenges of inequality among students in the US. Schools measure achievement gap by comparing African-American test scores and academic performance with the Hispanic group and white Americans using standard assessment tests (Chamberlain, 2004). Survey statistics gathered by the National Assessment of Educational Progress (NAEP) reflected a narrow gap between Hispanic and African-American 17 year old students reading scores for the period 1975 to 1988 (US Commission on Civil Rights, 2004). The gap becomes wider or somehow constant in the areas of mathematics and reading during 1990 to 1999. The NAEP charts on achievement gap raised concern over the intelligence and skills of the disadvantaged minority students. The Education Trust analysis on the NAEP data bothered policymakers. It concluded that the grade 12 level disadvantaged minority students performed similar to the level of the students studying four years behind them (Ferguson Mehta, 2004). The skills of the Latino and African-American 17 year old students are comparable to the skills possessed by the 13-year-old White students in the subjects of English, science, and mathematics (Ferguson Mehta, 2004). The educational attainment is another way to measure the achievement gap between races. The different ethnicities showed wider gap as to the highest educational level of attainment they had achieved in the past. The groups showed gaps in all discipline. Dropouts among African-American and Hispanic groups in high school are heavier even though the tuition fee rates are lower than those rates given to the Whites (Ferguson Mehta, 2004). The Whites show more effort in trying to get a college degree than the Blacks and Hispanic young adults. Policymakers and schools do not overstate the importance of achievement gaps but actually noted the big difference between Whites and other ethnic groups educational achievement specifically Hispanic and African-American groups (Chubb Loveless, 2002). The achievement gap is the outcome of local and national standard test measures between diversified groups of students mostly categorized by ethnicity and socioeconomic status (Chubb Loveless, 2002). The other forms of category applicable to the groups are their gender and ability. There are many ways that a school can measure the achievement gap between the groups such as test scores resulting from standardized test and average grades obtained by each group. The dropout rates, highest level of educational attainment, and population of college enrollees are other ways to measure the achievement gap between ethnicities (Strictland Alvermann, 2004). Although the results of this statistic survey came from different American states, the same thing is also happening with other countries. These achievement gaps noted across countries showed the possible effects brought by discrimination and social injustice. The government made a good move eradicating social discrimination. The move to bridge the achievement gap between ethnicities also responds to their effort to solve existing social discrimination at the same time. Eradicating the gap as a public policy would help eliminate the other problem of social discrimination. However, some people disagree that the core causes of the achievement gap come from a persons class, culture, or even biology. These people believe that policymakers can directly influence economics and education using progressive education based on multiculturalism. This idea is more effective in helping them achieve equality among ethnic groups. Identified factors causing the widening achievement gap Researchers do not have any clear idea about the real reason for the increasing achievement gap between ethnic groups. Structural as well as cultural factors played a major role to the widening discrepancy. Students lacking the cultural capital portrayed by the middle class are likely to show low academic scores and achievements especially if they experience little parental involvement concerning their education and home coursework (Strictland Alvermann, 2004). Annete Lareau stated that better resource students demonstrate more accomplishments in academics and life (Lareau, 2000). Other researchers believed that a persons ability to achieve more in life and academics largely depends on its socioeconomic condition and the classification of race from which he belongs. It is evident that students belonging to the disadvantaged minority suffer the adverse result of the achievement gap because they find themselves at a disadvantage position than the White students. Understanding the effects of the environment and culture to students performance The culture, traditions, beliefs, social roles, and environment of the student influence the students performance and are factors that need extra consideration and study when dealing with the core causes of achievement gap (Lareau, 2000). It would be for the researchers advantage that he should look into the lives, environment, economic condition, and practices of the disadvantaged minority to ascertain and identify specific cultural differences that can help explain the differences of the child-parent relationships between ethnic group families (Lareau, 2000). Cultural differences shaped the childs behavior and motivation to become achievers. The authors Jencks and Phillips argue that a child belonging to the Black family do not have much motivation and encouragement from their parents because of the lack of understanding about the benefits of education and obtaining academic skills (Jencks Phillips, 1998). The lack of awareness resulted to Black children going to school with little vocabularies than their White counterparts. Studies claimed that students with parental involvement such as homework assistance show more progress in school (De Carvalho, 2001). In comparison, the disadvantaged minority consists of single parents have to spend more of their time looking for money to cope up with their household economics and other needs rather than staying and getting involve with their childs homework (De Carvalho, 2001). The minority group also consists of parents that do not understand nor speak English well. The study points two major causes of the childs difficulty namely unavailable English speaker at home and lack of parental involvement for homework. Researchers highly believed that children from the minority group do not attend school because they are not willing to find themselves in comparison with the Whites and accused as behaving like the White children by their peers (De Carvalho, 2001). The children of the minority group simply lack the motivation and the understanding to pursue higher education because they do not see and believe the benefits and role of education in their future. They possess little understanding about the benefits that knowledge and higher education bring to their lives and how it could improve years of hard work (De Carvalho, 2001). The common minority behavior from lack of motivation to do better in school is plain rejection of the idea to achieve something more in their future. It is like giving up their potential and the ability to do more by not studying and working hard to make any progress in their social status as well as to receive higher wages. Furthermore, researchers found that schools often set up their performance measures based from the students knowledge as well as familiarity about the White group that belongs to the middle class cultural capital. It is obvious that the disadvantaged minority is not familiar about the middle class cultural capital background of the White group. Schools need to change their test for students performance and base it on their understanding of the subject matter. The test should be solely base on how they understand and perceive the subject they are taking. How structures of the institutions influence the students? Students coming from the disadvantaged minority group definitely go to schools categorized by the district as poorly funded schools (Danielson, 2002). Children belonging to low-income household attend poorly funded schools because it is the only affordable form of education. Schools belonging to the poorly funded school category have limited resources and employ teachers with less qualification (Danielson, 2002). Schools tried to solve the achievement gap between ethnicities by placing students in tracking education groups. The framework of the tracking education group assigns students within the same school into several groups base on their skills and academic abilities (Ansalone Biafora, 2004). The schools then tailored the teachers lesson plans to meet the varying requirements of the different sets of learners abilities (Ansalone Biafora, 2004). The strategy made dramatic progress to some learners. However, some schools based their grouping from the students cultural capital and socioeconomic status that results to the disadvantaged minority overly representing the lower educational group (Ansalone Biafora, 2004). This made schools placed the African-Americans and the Hispanic students into the lower educational group. Their perception about the minority group wrongly placed the African-Americans and the Hispanic students, which reflects practice of institutional racism (Ansalone Biafora, 2004). This confirms some researchers beliefs that the initiation of the tracking education groups implies the existence of racial segregation within the school system itself. Several studies performed on tracking education groups provided negative results. The implementation of the tracking education groups harmed the potential of the minority students to learn more skills because the teachers assigned to their groups are less qualified (Molnar, 2003). The curriculum design for the minority group is also less challenging and provides less opportunity for advancement in their academic fields. The peers as well as the teachers of the students belonging to the lower tracking educational group labeled them as slow learners. This greatly affected their self-confidence and motivation to continue their studies, which resulted to increasing minority school dropouts. Concerned psychologist claimed that the schools tracking groups outcomes might not be beneficial to all groups (Molnar, 2003). They cannot identify any lasting benefit to the grouping. Chapter 2 Rational The schools explanation over the creation of the tracking education widely varies. The goal to find applicable institutional and policy solutions to narrow the achievement gap gave birth to drafting education reforms. The categorization leads schools to provide remedial classes as well as tutoring sessions for identified less performing students. Strategies applied to narrow the ethnicities achievement gap The school provided tutoring sessions to the less advantaged and low performing students after school. They also offer remedial classes to help underperformers. The main problem noted with the categorization program is the pressure it gave to minority students. The program pushes minority students or underperformers to learn at a fast pace in an attempt to catch up with the performing groups usually comprise of their White counterparts. The catch up required more efforts from the teachers and gave much pressure to the students. The schools changed their categorization by race to grouping the students according to their ability. This new grouping criteria enabled schools to provide fair quality education for the students without considering ethnicity. The detracking scheme made schools and teachers perceive students equally (Burris Welner, 2005). This also made schools provide more teachers that are qualified to the different groups, design their curriculum appropriately, and provide more resources to the learners. Understanding the condition of the minority The Blacks and the Latinos usually describe the low-income minority of the United States (Aragon, 2000). These students usually come from poor families and comprise the less performing group in school. The schools can easily identify minority students based on their SAT scores. Minority students often obtain lower scores than their White peers (Aragon, 2000). The schools broke down their SAT scores according to their socioeconomic status. The results showed that the Blacks and the Latino students usually achieve lower SAT scores than the Whites. However, Asians still achieve higher SAT scores than their White peers who belong to the same family income level. The analysis of the authors Steven G. Rivkin and Eric A. Hanushek fully explained the core causes of the increasing achievement gap. In their book published last 2006, the authors discussed the effects of the schools effort to group the students according to their socioeconomics and ethnicity (Hanushek Rivkin, 2006). The racial concentration in certain groups created the unequal distribution of experienced teachers and the inexperienced teachers (Hanushek Rivkin, 2006). The study noted the increasing achievement gap in the grades 3 and grades 8 levels. Looking into the structure of the high performers that belongs to the minority group There are minority students who managed to excel in their grade levels. One great example of minority high performers is the students attending at Davidson Magnet School of Augusta, Georgia. The other school with minority high performers is the Amistad Academy located in New Haven, Connecticut. The schools strategically employ traditional and rigorous training instructions that include providing direct instruction to students. Researchers found direct instruction effective and efficient in developing the skill levels of the learners coming from the inner city of the research title Project Follow Through (Harris Graham, 2007). Black schools sometimes perform higher than their White counterparts do. The results of the annual test during the later part of the 19th century at Washington, DC can prove this claim. The Blacks performing higher than the Whites do continued until the middle of the 20th century. The M Street School gave quite a performance during this period by exceeding on the national standardized test. The author Carl L. Bankston III and his partner researcher Stephen J. Caldas claimed that the achievement gap causes the segregation of the schools in US (Caldas Bankston, 2005). The book titled â€Å"A troubled dream: The promise and failure of school desegregation in Louisiana† published in 2002 and the other book titled â€Å"Forced to fail: The paradox of school desegregation† published in 2005, clearly pointed that students benefit more when placed in the same school with high achieving students (Caldas Bankston, 2005). Their research also showed that students experienced academic disadvantage when they interact more with low achieving schoolmates. This proves their perception about the achievement gap as the core cause of school segregation. This means that parents played a major role and are greatly involve in the creation of school segregation for the fact that many parents even avoid sending their children to schools with larger minority student population (Caldas Bankston, 2005). Understanding the standards based form of education reform The standard based education reform based its classification by the education characteristics and income level of the student regardless of performance (US Commission on Civil Rights, 2004). Most schools in US decide to adopt the education reform. The policymakers believed that students regardless of race and gender have the potential to become achievers and receive higher pay levels. There is a need to study the content and context as well as the effects of the states education policy and compare them with the education policies of other nations. Improved performance is attainable using the standard based assessments with clear set of incentives such as examination for high school graduation (US Commission on Civil Rights, 2004). The student reforms of whole language, multiculturalism, affirmative action, block scheduling, desegregation, inquiry-based science, and reform mathematics were not successful in improving the achievements of the students. The recent NCLB legislation requires students to take annual testing and demonstrate progress at an acceptable rate every school year. The federal government imposed sanctions to schools with larger population of under performing students. Obviously, the schools having the greatest attendance of minority and poor students face the problems of coping up with the legislation and working on the skills of the students. Those who favored the traditional education claimed that the schools are not designing the education reforms in a constructive way because the reforms are not curriculum and student based. The IQ tests and the SAT are widely accepted as norm-referenced tests. Some people claimed the ACT as limiting chances for the minorities. Many people favored the standards based assessment because they have a clear definition and design of the criteria for the reference test (US Commission on Civil Rights, 2004). The criteria are acceptable and regarded as free from any cultural bias. The students can easily pass the reference test criteria. In 2006, states like the Washington questioned the effectiveness of the approach. The assessment became a mandatory requirement for graduation. Terry Bergeson, a Superintendent, believes that students coming from the disadvantaged minority can compete and are capable of achieving higher scores (Thomas, 2005). However, these minority students need additional help to perform more. MCAS in Massachusetts showed higher percentage of graduating students for all races. In the Fairtest point, there are still many minority students dropping out and performing less than the Whites and Asians. Although the Washington state has narrowed the achievement gap, researchers cannot find any conclusive evidence that the standard based reforms are effective in closing the achievement gap. The author of the book titled â€Å"The Bell Curve†, Charles Murray, looked into the point gaps and its relative improvement (Locke, 1995). His analysis implied that the test is theoretically easy to pass but actually difficult to answer. The test consists of open-response questions that are mostly problem solving, reading, writing, and mathematics. Minorities who fail the test are about twice or even four times than the population of the students that achieve high scores of the testing history. In 2006, only one sophomore student belonging to the minority group passed the standard test. One needs to pass WASL to obtain a diploma. The tasks of keeping American public schools from educational failure depends on how fast policymakers and educators provide efficient policies and effective structure of framework for teaching that can respond to the students individual differences and capabilities. There is a rising need for educational institutions to meet projected challenges posed by changing demographic trends and requirements. The most crucial part is the transmission of societal values from diversified students of differing religion, philosophy, history, and political context. The lack of understanding of each ethnic group values and culture endangers the opportunity of any education reform to work for the learners. Chapter 3 Significance of the problem The American Indian group always ranked below the Latino and the African American students in terms of graduation rates and standardized test scores. The three groups always showed significant numbers concerning dropout rates. The achievement gap persists in the US history. The study published in the Education week revealed that American Indian or Alaska Native students graduation rate is about 47.4 percent. The foundation of the couple Bill and Melinda Gates funded the study. The statistics showed that American Indians were 30 points below their White peers, which means that about half of the graduating students belonging to the minority failed. The Council of Chief State School Officers report in 2006 declared that the low attendance of American Indian students across the country is a significant problem among the states specifically West Mississippi (Council of Chief State School Officers, 2006). The persisting problem about the achievement gap of the African Americans, Hispanic, Asian Americans, and Caucasian students present a challenge to the present structure of public education (Zajda, 2005). The gap narrowed a little during the 1970s and the 1980s and then started to widen again in 1990. The gap persists to widen until today (Vanneman, Hamilton, Anderson Rahman, 2009). There were about 22% grades 4 White students who scored below the basic NAEP test for reading in 2007. The report also showed about 50% Hispanic and 54% Black students who obtained scores below the basic NAEP. There were about 16% White students at grades 8 who scored below the basic mark required to pass the reading test. There were about 42% Hispanic and 45% Black students performing below the basic mark required to pass the reading test. The wide achievement gap reflected in their math scores also. Some people argued that district resegregation across the states reinforced the rising disparity problems. This is especially true in the northern and southern districts (Kozol, 2005). The White parents enroll their children in high quality suburban schools while the African-American as well as the Hispanic families enroll their children in racially isolated schools. These racially isolated institutions normally provide school instruction of very low quality and normally face other types of problems (Zajda, 2005). The California state is the most affected state in the US. Jack OConnell, State Superintendent, considers the task of helping the minority as moral, economic, and ethical imperative (Gerston Christensen, 2009). The California Department of Education (2009) revealed the state needs to prepare and train the students especially the African-American and the Latino to compete in the global economy. This would make California gain a competitive edge over world economic leaders. The success of the task largely depends on how well the students respond to the NCLB standardized test. Taylor (2006) is the main advocate of the Critical Race Theory. He tried to bring awareness about the racial minority and institutionalized oppression hidden under the Federal as well as state policies. Although the Federal government created the NCLB in an attempt to bridge the achievement gap, Taylor claimed that the Federal regulation puts too much pressure over the educators and students in trying to improve academic performance. Taylor claimed that the movement did not correctly address the issues stated in The Colors of Poverty by Lin and Harris. Taylor claimed that putting pressure to perform better does not respond to the racial segregation practices and policies. People and policymakers do not even understand the occurrence and the consequence of the practices nor do they have the ability to reverse its occurrence (Taylor, 2006). Understanding the context of differentiated instruction Differentiated instruction makes students the center of learning and teaching based from the theory that students come to school bearing different skills implying unique differences on their learning needs (Tomlinson, 1999). The varying degrees of differences may refer to their personal and educational context, community or environment background, and academic skills. The educators under the differentiated instruction design and employ several methods of instruction that can facilitate the learning experiences of the diversified students in the classroom effectively. The goal is to match students skills to the resource materials in a qualitative manner. The program includes blending the needs of the whole class with the design of their individual instruction using effective approaches and methods to expedite the processing of knowledge, input and output, of the learners. This requires constant assessment of the students progress by their respective classroom teachers. Policymakers considered the differentiated instruction movement as a proactive approach to educational issues facing practitioners today (Tomlinson, 1999). The proactive approach makes the students become more comfortable in pursuing their education. Educators refine and tailor their instructions according to the needs of the students. This also entails adjusting the curriculum to fit the students academic needs. Teachers committed to this approach understand that the students they teach shape their teaching style and practically believe that students create awareness on teachers how to shape them. The students personality and learning style necessarily influence the instructors teaching philosophy and methods (Tomlinson, 1999). This is the only way to get through them and seems the only possible way that they get to learn things. Creating a model for differentiated instruction requires student centered approach that supports the key elements of interest, readiness, and learning profile (Allan Tomlinson, 2000). The Russian psychologist, Lev Vygotsky, declared that people receive and learn more things when they are ready to learn these things (Daniels, 2001), which is the theory behind the differentiated instruction movement. The differentiated instruction approach matches the individuals interest and methods of learning. This approach supports the student interest, which is one of the key elements of differentiated instruction. Jerome Bruner claimed that the moment a teacher gains the interest of the student is the specific moment that a student starts to learn and the learning experience becomes more rewarding (Tomlinson Allan, 2000). The American psychologist who wrote about the multiple intelligence theory, Howard Gardner, claimed that a human being is a unique individual that possesses different levels of intelligence and perceives learning in different ways. This led him to suggest that schools need to look into the possibility of providing individual-centered approach. The framework tailors the curriculum to the intelligence and preferences of the child (Tomlinson Allan, 2000). This suggestion fits to the different student learning profile key element of differentiated instruction. The context of differentiated instruction supports and integrates the learning styles of the students to the conditions of their brain development. This constructivist learning theory details and analyzes the various factors that influence the readiness, intelligence preferences, and the interest of the students that motivate and engage them to learn at school (Anderson, 2007). Kathie Nunley, an educational psychologist, stated that the movement for differentiated instruction is crucial to the classroom makeover from the 1970s homogeneous groupings to the present heterogeneous learners (Nunley, 2006). Educators using the differentiated instruction approach are able to ascertain and meet the differing needs of the students, help each student in their learning process, and exceed expectations from established standards (Levy, 2008). Tomlinson believed that the need to implement differentiated instruction came from the fact that learners are unique individuals that vary in different ways. The student population is also fast becoming academically diverse, which presents higher probability that diversity will continue for a long time. Pre-assessment criteria for differentiated instruction The most crucial part of the differentiated instruction program is the assessment, identification, and determination of the students skills and knowledge. Educators need to understand the level of their skills for identification and design of the instruction methods and approach. The students skill levels and knowledge base are crucial

Existentialism in Kafkas Metamorphosis :: Metamorphosis essays

Existentialism in Kafka's Metamorphosis      Ã‚  Ã‚  Ã‚  Ã‚   The book Metamorphosis, written by Franz Kafka, is based on the views of existentialism.   One of these main views is alienation or estrangement which is demonstrated by Gregor's relationship with his family, his social life, and the way he lives his life after the metamorphosis.      Ã‚  Ã‚  Ã‚  Ã‚   Although Gregor doesn't realize it, the relationship between him and his family is not good. Gregor is taking over his father's responsibilities leaving nothing for Gregor's father to be responsible for. At the same time, Gregor is making plans to send his sister to a good school, but he fails to discuss this idea with her.   To make things worse, Gregor even goes as far as to lock his own bedroom doors at night. He thinks that his family is content with what he is doing, but the only thing that Gregor accomplishes is to alienate himself from his family.      Ã‚  Ã‚  Ã‚  Ã‚   Not only is Gregor alienating himself from his family, but he is also alienating himself from society.   Gregor goes on many trips for his job, and instead of going out to meet people, he stays at the motel and does nothing. For this reason Gregor doesn't have a friend or a girlfriend that he can find support in.   He follows the same routine everyday of his life and fails to look ahead into the future.   By secluding himself like this, Gregor's life becomes like the life of a cockroach.   It is for this reason that he transforms into this creature.      Ã‚  Ã‚  Ã‚  Ã‚   Gregor's life as a cockroach is no different than his life as a human. Whenever Gregor tries to communicate with someone, the only thing that comes out of his mouth are cockroach noises that scare his family, and his appearance causes his family to not want be around him. His sister tries to take care of him, but eventually she becomes weary of this never ending task and forgets about him. Gregor is once again alienated from his

University of Manila

Organizational Framework This Chapter consists of History of the company, mission and vision of the company, Nature of the company, size of the company, organizational chart, strategic trust and program, critical business and system management as well as strategic concern and IT used. Name of the company / school: The University of Manila Proposed System : Payroll System and Employees Information System History of the SchoolNinety one years ago there were five visionaries whose dreams where for the Filipino youth. Their collective vision: to establish institution of learning which would mold the minds of the youth and ultimately shape the destiny of this country? Undaunted by the challenge s that lie ahead and an incurable optimist that they were, they pursued the realization of their dreams with unflagging devotion and unflinching courage. Armed with hard rock determination, steely idealism and unparalleled dynamism, they tenaciously blaze the trail.The men behind such grand dream, dream a rainbow coalition of sort four men and woman of diverse interest yet united in a single purpose of establishing an institution geared towards excellence: Apolinario de los Santos, Mariano de los Santos, Maria de los Santos, Buenaventura Bello and Manuel Montilla. From these giants, the INSTITUTO DE MANILA was born on October 5, 1913, with Dr. Apolinario de los Santos as its first president. The INSTITUTO’S doors first opened in school year 1914-1915.The forerunners of this institution, offered only elementary and high school courses in a leased building on the corner of Madrid and Penarubia Streets. Binondo District. Effective school year 1919-1920 however, the INSTITUTO conducted its burgeoning populace and to provide better education facilities. Before embarking on a more ambitious program of expansion to meet the growing needs of the country, the INSTITUTO perforce had to undergo internal changes.Its original incorporators unanimously agreed, on the occasion of the eight anniversary of the founding of the institution, effect massive reorganization geared towards the attainment of a universities status. The decision was subsequently followed by the reincorporation of the INSTITUTO as THE UNIVERSITY OF MANILA on November 3, 1921 under the provision of act 1459 of the former Philippine Legislature. Right after its re-incorporation, the university progressed by leaps and bounds. The development marked the turning point of these democratic and progressive institutions, which has withstood the ultimate test of time.It fortunately survived two world wars and bewildering variety of changes – ideological, social, economic, and political. From being an institution which offered only elementary and high school programs, the university crescendo dramatically, with its building reaching for the sky. The mustard seed that was THE UNIVERSITY OF MANILA continue to grow throughout the years. Its genesis of growth was meteoric. In March 1919, the Colleg es opened in 1922-1923 namely: College of Philosophy and Letter, College of Education, College of Business administration.The Department of Graduate Studies (LIM) opened in 1941-1942. The College of Engineering opened in December 1945. In 1946, the Academy on Music and the school of Foreign Service were born. In 1949, M. A. in Political Science was offered in the Department of Graduate Studies followed by M. A. in History in 1951. Bachelor of Science and Elementary Education was offered in 1951. Then from 1963-1966, the College of Criminology and penology, School of Secretarial and Master’s degree in Public Administration was opened.The fruition of these labors was products of the highly innovative, creative and brilliant mind of those who occupied the reign of the presidency. Dr. Apolinario de los Santos headed this seat of higher learning since its inception until 1927 when he was succeeded by his brother, Dr. Mariano de los Santos. Dr. MVDLS assumed the presidency at the a ge of 29 and it is a matter of record and source of pardonable pride that he held the distinction of being the youngest president until his untimely demise on October 13, 1959.The unfinished task of leading the University was continued by Madame Helen de los Santos, who was later described by Dr. Mariano as a life partner in his book, Education and Life, as one â€Å" who has shared with me all the tribulation of life but cared so little for its vainglories†, was a complete Filipino women. She held presidency with the distinction from 1959 up to 1981. Another chapter of U. M’s history unfolded when the incumbent president, Dr. Virgilio de los Santos (from the second generation of the de los Santos’s) took over the reign of presidency in 1981.With Dr. Virgilio de los Santos the helm, the University continually strives to strengthen its resolve and commitment for total academic excellence. It has remained true to its trilogy: Patria, Sciencia ET Virtues. Under Vir gilio’s stewardship, the University has placed to a higher level of credit and standard. In line with the thrust of the government and in order to cope up with the tempo of the times, the University offered courses in Tourism, Hotel and restaurant Management and Computer Technology in the later part of the 80’s.The University of Manila has come of age. In response to the clarion call of the 90’s. It has another string of new course to offer: Doctor of Education, Doctor of Public Administration, and Master of Business Administration to provide administrators, Businessmen, educators, Analyst Researcher with the board theoretical and conceptual background and the specialized technical skills needed for the planning, implementation, management, supervision, and evaluation of public policies, in a developing country like the Philippines.These three new programs are design with the board purpose of developing competent government managers, strengthening executive lead ership and raising standards of administrative performance in the public and private service. The Elementary and High School department is presently undergoing expansion. The elementary building in Turtuosa St. has been demolished to give way for the contraction of the University hospital. The presidentVirgilio, who is endowed with a thousand and one ideas declared: â€Å" I have plans in the future to open medical courses like Nursing, Medical Technology, Physical Therapy, Midwifery, Dentistry and even Medicine. â€Å" Under a workaholic president who refused to understand the word rest, the University is headed towards a glimmering future ahead. These are positive proofs that the University continue to grow throughout the years.The complete composite and all around education of the youth is the major reason why the University exists. It is concerned with the making of man, the search for academic knowledge, the development of technical and vocational skills and most importantly, instilling and inculcating on the learners mind lasting and far reaching spiritual and moral values such as deep reverence of God, patriotic fervor and love of country and benevolent good will and peaceful co-existence with his fellowmen.The University of Manila aims to give the young men and women, who posses requisite talents, aptitude and moral fitness, a convenient opportunity to acquire a well rounded education and the necessary training for any of the various professions needed to cope with the complex demands and requirements of the present age. Mission StatementThe University of Manila, an institution of higher learning aims to create an atmosphere of academic excellence and competence, that is firmly anchored with love of country, science virtue where citizens, deeply concerned and truly committed to respond to the socio-cultural, psycho-spiritual and politico economic challenges of the contemporary Filipino community are formed, fully empowered with modern scientific tech nological skills with which to brave the challenges of the global society. Vision StatementThe University of Manila envisions a dynamic community that is deeply steeped in the trilogy of UM ideals; love of country, love of science, and love of virtue; fully equipped with human conceptual and technological skills, firmly determined to make life for changes, better brighter, lighter, and more livable by making quality education accessible to all. Nature of the school The University of Manila is one of the oldest and prestigious private universities in the Philippines. It is located in the center of commerce, industry and education.It is right in the heart of Sampaloc District Manila. Bigger challenges and opportunities face the University of Manila as it approaches the 21st century in pursuit of world class research. With its newly-acquired computer and Engineering equipment, UM is preparing itself to become one of the â€Å"Leading institutions in the Philippines and in the Asia Pac ific region. With its growing culture of research in all its colleges particularly in the Graduate School and with the infusion on high-tech devices. UM gains an advantage in undertaking project of scientific merit and excellence.For eighty years, the University of Manila has served not only the Filipino youth of the land but also other Asian who have hosen this institution as their second home in their educational pursuit. UM is headed towards the year 200 and beyond with the goal of rendering better service through the quality of education. The University of Manila is totally committed to academic excellence, which is the benchmark to its revered founders would continue to live throughout the ages as history unfolds. Size of the School University President – 01Executive Vice – President & Registrar – 01 Senior Vice President & Chief Academic Office – 01 Treasurer – 01 Executive Officer & Dean of the College of Liberal Arts-01 University Comptroll er & Consultant -02 College of Law – 01 College of Business Administration & Accountancy -01College of Criminology -01 College of Engineering -01 College of Education – 01 College of HRM 7 School of Foreign Service -01 ROTC Commandant – 01 Head, Computer Department -01 University Physician -01 University Dentist – 01 Executive Assistant, Office of the Senior Vice President – 01Executive Secretary College of Criminology – 01 Executive Secretary College of Engineering – 01 Chief, Record Section II, Registrar Office – 01 Chief Librarian – 01 Assistant Chief Librarian – 01 Security Guard – 04Maintenance – 06 HR Department – 06 Total: – 39 Strategic Thrust and Program of the School Another building has been constructed to be able to meet the demands of the changing time and the growing population of the school. Other laboratories have been erected and modified for the convenience of the stud ents and to be able to make learning easier but knowledgeable.The university administration has been complying with all CHED and DECS requirements to be able to provide added knowledge for the students. The Revised Audio-Visual Learning Resource Center has been added to help the student to improve their learning process, thus, teaching become more innovative, creative and effective. The New Physical Education Building was also created the construction of these new physical education building in a manifest sign of their vibrancies and relevance as an educational institution attuned to the needs of the new millennium.The University of Manila is home to the winning’s basketball team of the decade not only in the Philippines but all throughout the Asia. Also the newly-erected UM Gymnasium was renovated as sign of UM’s growth and progress as it moves toward the next millennium. The University of Manila also held some programs like dancing, beauty contest, and etc. every fou ndation day in order to help the students to enhance their skills, powerful and amazing talents as well as their abilities. In this research, the researcher found that there is no existing format information about the salary of their employees.The system software proponents has conducted study and developed systematically designed payroll system. This proposed system makes the work easier, faster, effective and less human effort through computerized system that the user or authorized personnel are the first beneficiaries of this proposal. In the long term the company will benefit from having less expenditure because of the latest version and automated system that can make payroll transaction accelerated and accurate. As part of this system, it limits the number of Information that only certain user responsible to know and getting information to the epartment not allowed to know the information of anybody. Critical Business and System Management Basically, the school used a system wh ich is not secured, intruders might access and resulted into a tampered of inputs because there is no Database Management System. The computation of the wages of their employees is manually done. The authorized personnel of this institution encountered some different problem like the computation is time consuming. The information of their employee is not secured because there is no Database Management System in Storing data.The computation of the total hours of employee is also manually done as well as the computation of deduction such as SSS, tardiness and withholding taxes are also manually computed. Strategic Concerns for IT used Stated here are the possible problems that will need information technology as possible solutions. 1. School’s employee records can be edited without anybody noticing if it is not secured. 2. Deleting, editing and storing new employee records may become a hard task if records are nowhere to be found. 3.The computation of the wages of their employe es is manually done. Based on the problems encountered, the following solutions are: 1. School’s employee records should be secured by passwords to avoid accidental editing and maintenance of privacy. 2. Editing, deleting and storing new employee records will be easier to do if the records for their employees are intact. Creating databases will help make the task easier. 3. Computerized payroll system should be developed for faster transactions and efficient in payments.

How to Succeed in College Essay

For most, the collegiate experience represents a major cornerstone in life. Attending college can provide identity, give direction and fortify the foundation of its students. Success in college means always demonstrating responsible decision making. Attendance policies and rules of participation may not appear to be significant, but they can move a student to the right or to the left in the grading scale. It is also crucial to adhere to rigid standards that command accountability. Some Professors are adamant about participation and class involvement. Academia mandates setting goals and becoming objective. You will discover that these habits, when applied, enhance the window of opportunity for success to enter. Confidence is an essential part of being a successful college student. Likewise, a student that lacks this sort of discipline, readiness and mental strength will most likely be lackadaisical and less likely to thrive in college. The first key to succeeding in college is attenda nce. Being present and on time ensures that pertinent knowledge is ascertained. Most of all, showing up on time for every class allows the individual to develop positive attendance habits that are just as important in the job market. These habits reflect a sense of dependability to professors and employers alike. A student simply cannot gain information from a lecture if they are not present. Nonetheless, being present is only half of the equation. The next step is class participation. Professors want to see that their students can apply what is being taught to them. This element may stimulate debate, or even trigger thorough research on something in particular. At the college level, participation and attentiveness really exercise the mind. Consequently, when students work in groups, are involved in research and share opinions they are able to hone their communication skills. Subsequently, it is critical for any college student to set goals and concise objectives for accomplishing them. Individuals with something to work toward are most likely to thrive in any c ollege or university. Goals provide the determination to fuel students through adversity; school related or not. Objectives should be well-defined. They are actually small steps indicative of levels of accomplishment and success. For college students, enormous goals are not far-fetched, nor do they seem impossible to reach when clear  objectives exist. Students who regularly set goals and objectives possess more ambition and drive than those who do not. Goal-oriented people have a more resilient work ethic due to the fact that they can see the progression of their hard work when they arrive at specific objectives. This hard work creates a sense of gratitude and individual accomplishment. Ultimately, college students must be prepared mentally and harbor a positive attitude. Self-confidence must be present if anyone is to endure the investment and sacrifice that pave the way to becoming a college graduate. A confident student is one that can evade social distractions and work through personal adversity to get to the finish line. Successful college students and college graduates are mentally poised. This frame of mind beckons the hard-working college student to accept challenges, explore new modes of learning and to appreciate their individuality. A confident mind is a mind for success. The rigors of college can, at times, seem overwhelming. With so much information to process, students are bound to enter their respective careers with a solid grasp on what they are doing. Success in college is contingent almost completely on attitude and fortitude. The college freshman will discover that the road ahead is bumpy, demanding and can be painstaking. The graduating senior will be indebted forever for the journey. The investment is precious; the success affiliated with reaching the destination is boundless.

Free Essays on Rocking Horse Resorts

Immagistic Writting What is paradise? Well, according to Webster’s Dictionary it is a place of bliss. One thing I want to know is what factors make any one place a paradise. A paradise varies from one person’s eyes to another. Some people think paradise is somewhere like Hawaii. Another person can feel a state of bliss can be found in grandma’s kitchen. To me, paradise is a place where I can forget everything on my mind sit back and simply free myself physically and intellectually. My personal paradise is a place in upstate New York called Rocking Horse Resorts. The first thing I noticed, when I arrived in Rocking Horse was the air. From the minute I step out of my car I can immediately tell that I am no longer in New York City. Each breath that I take when I am here is unforgettable. The air here is clean and crisp; in addition it carries a feeling of pure innocence. The air here has not been corrupted with heavy pollution from cars or factories. In a place of purity like this just taking in one breath is an experience for all five senses. The aromas of the many types of wild flowers, the tall evergreen trees, and the mist of the surrounding running water allows you not only to smell the freshness of the countryside, but to see and feel theses sensations as well. In addition to the air at Rocking Horse, the lake is marvel of its own. When I go outside at sunrise and look at the lake from abroad it appears to be a sheet of glass. The reflection of the rising sun makes the water look golden and undisturbed. When the cool morning breeze of that brisk mountain air blows by, the water develops soft ripples that gracefully flow over its top in tranquil, yet irregular patterns. The water in this lake is so clean that you can drink from it. When I move closer to the lake and stand at its shoreline I can look straight down and see the bottom. I see an array of fish that are all different colors, shapes and sizes. The specie... Free Essays on Rocking Horse Resorts Free Essays on Rocking Horse Resorts Immagistic Writting What is paradise? Well, according to Webster’s Dictionary it is a place of bliss. One thing I want to know is what factors make any one place a paradise. A paradise varies from one person’s eyes to another. Some people think paradise is somewhere like Hawaii. Another person can feel a state of bliss can be found in grandma’s kitchen. To me, paradise is a place where I can forget everything on my mind sit back and simply free myself physically and intellectually. My personal paradise is a place in upstate New York called Rocking Horse Resorts. The first thing I noticed, when I arrived in Rocking Horse was the air. From the minute I step out of my car I can immediately tell that I am no longer in New York City. Each breath that I take when I am here is unforgettable. The air here is clean and crisp; in addition it carries a feeling of pure innocence. The air here has not been corrupted with heavy pollution from cars or factories. In a place of purity like this just taking in one breath is an experience for all five senses. The aromas of the many types of wild flowers, the tall evergreen trees, and the mist of the surrounding running water allows you not only to smell the freshness of the countryside, but to see and feel theses sensations as well. In addition to the air at Rocking Horse, the lake is marvel of its own. When I go outside at sunrise and look at the lake from abroad it appears to be a sheet of glass. The reflection of the rising sun makes the water look golden and undisturbed. When the cool morning breeze of that brisk mountain air blows by, the water develops soft ripples that gracefully flow over its top in tranquil, yet irregular patterns. The water in this lake is so clean that you can drink from it. When I move closer to the lake and stand at its shoreline I can look straight down and see the bottom. I see an array of fish that are all different colors, shapes and sizes. The specie...

102 Week 1 Journal Response Professor Ramos Blog

102 Week 1 Journal Response Find an article that relates in some way to the things we have been talking about in class. First, summarize the text, explaining how you are understanding what they are saying. Second, connect it to our class. Why did you pick it? How does it connect to our class? Include a link to the text. Should be about 250 words in length. Some things we have talked about: Critical Thinking Writing Genres Music and Movies 102 Week 1 Journal Response Find an article that relates in some way to the things we have been talking about in class. First, summarize the text, explaining how you are understanding what they are saying. Second, connect it to our class. Why did you pick it? How does it connect to our class? Include a link to the text. Should be about 250 words in length. Some things we have talked about: Critical Thinking Ignorance Writing Process Research Population Control 2BR02B Problems/Solutions Decisions and Repercussions

Boas - Boidae - Constricting Snakes

Boas - Boidae - Constricting Snakes Boas (Boidae) are a group of nonvenomous snakes that include about 36 species. Boas are found in North America, South America, Africa, Madagascar, Europe and many Pacific Islands. Boas include the largest of all living snakes, the green anaconda. Other Snakes Called Boas The name boa is also used for two groups of snakes that do not belong to the Boidae family, the split-jawed boas (Bolyeriidae) and the dwarf boas (Tropidophiidae). The split-jawed boas and the dwarf boas are not closely related to members of the family Boidae. Anatomy of Boas Boas are considered to be somewhat primitive snakes. They have a rigid lower jaw and vestigial pelvic bones, with small remnant hind limbs that form a pair of spurs on either side of the body. Although boas share many characteristics with their relatives the pythons, they differ in that they lack postfrontal bones and premaxillary teeth and they give birth to live young. Some but not all species of boas have labial pits, sensory organs that enable the snakes to sense infrared thermal radiation, an ability which is  useful in the location and capture of prey but which also provides functionality in thermoregulation and detection of predators. Boa Diet and Habitat Boas are predominantly terrestrial snakes that forage in low lying bushes and trees and feed on small vertebrates. Some boas are tree-dwelling species that stalk their prey by hanging their head down from their perch amongst the branches. Boas capture their prey by first grasping it and then coiling their body quickly around it. Prey is then killed when the boa constricts its body tightly so that the prey cannot inhale and dies of asphyxiation. The diet of boas varies from species to species but generally includes mammals, birds and other reptiles. The largest of all boas, in fact, the largest of all snakes, is the green anaconda. Green anacondas can grow to lengths of over 22 feet. Green anacondas are also the heaviest known species of snake and may also be the heaviest squamate species as well. Boas inhabit North America, South America, Africa, Madagascar, Europe and many Pacific Islands. Boas are often regarded solely as tropical rainforest species, but although many species are found in rainforests this is not true for all boas. Some species live in arid regions such as the deserts of Australia. The vast majority of boas are terrestrial or arboreal but one species, the green anaconda is an aquatic snake. Green anacondas are native to the slow-moving streams, swamps, and marshes on the eastern slopes of the Andes Mountains. They also occur on the island of Trinidad in the Caribbean. Green anacondas feed on larger prey than most other boas. Their diet includes wild pigs, deer, birds, turtles, capybara, caimans, and even jaguars. Boa Reproduction Boas undergo sexual reproduction and with the exception of two species in the genus Xenophidion, all bear live young. Females that bear live young do so by retaining their eggs within their body give birth to multiple young at once. Classification of Boas The Taxonomic Classification of boas is as follows: Animals Chordates Reptiles Squamates Snakes Boas Boas are divided into two subgroups which include the true boas (Boinae) and the tree boas (Corallus). True boas include the largest species of boas such as the common boa and the anaconda. Tree boas are tree-dwelling snakes with slender bodies and long prehensile tails. Their bodies are somewhat flat in shape, a structure that gives them support and enables them to stretch from one branch to another. Tree boas often rest coiled up in the branches of trees. When they hunt, tree boas hang their head down from the branches and coil their neck in an S-shape to give themselves a good angle from which to strike their prey below.

Why was stable democracy so late in coming to Germany Essay

Why was stable democracy so late in coming to Germany - Essay Example Followed by most nations across the world, the concept of a democracy has been widely accepted as the form of government that allows political freedom to the maximum number of people in a country. It is thus, the most egalitarian form of government in a lot of senses, whatever be its other drawbacks. The popularity of this form of government can be seen in the dissatisfaction that members of non-democratic and authoritarian regimes express with their governments and the revolutions that have happened in history for the establishment of democracies. Such fights have often bore fruit with the result of a greater freedom to the masses of a nation and the distribution of power into a wider pool. Stable democracy has been often defined as one that is able to endure over a large period of time. Some commentators put this at twenty-five years while others prescribe other amounts of time to qualify a democracy as a stable one. This however leads one to the question of whether one may be able to call a democracy a stable one if it meets the condition of durability but is closer in its sensibilities to an authoritarian regime. ... The increase in the importance of industry as a means of producing wealth required the importance to shift from land, which was the case till then. The rise of the bourgeoisie led to the commencement of many revolutions in different parts of Europe that took inspiration from the French Revolution of 1789 (Hobsbawm, 2008). These revolutions accelerated the onset of democracy in many countries, since most of them were based on ideologies that promoted egalitarianism. Following these revolutions, aristocracy died a slow death in most of the countries that they occurred. This was the beginning of a process of transition that led to the establishment of democracy in many countries around the world. Towards the beginning of this process of transition, the bourgeoisie was a revolutionary force that quickened the pace of the transition. However, once the process reached its logical Democracy in Germany/4 conclusion, a state of democracy where these very middle classes held the reins of power , the revolutionary fervor of this class of people quickly died out. This led to a stasis, a condition of stability which helped in the development of democracy into the dominant mode of government all over Europe. There are many conditions that a country needs to fulfill to qualify itself as a stable democracy. The holding of free and fair elections is one of the most major functions of a democracy that seeks the betterment of its people. This procedure enables the people of a nation to elect its own government through a system where they are able to vote. All the citizens of a nation may not be able to vote as some democracies reserve this right for certain sections of the society. For a very long time since the establishment of democracies,

Soft Systems Methodology (SSM) Essay Example | Topics and Well Written Essays - 1000 words

Soft Systems Methodology (SSM) - Essay Example Even though it builds up models, and those models are not considered to correspond to the â€Å"existent world†, however with the help of those rules and principles you can form or arrange your thoughts about the actual world. These models are not considered as descriptive or normative on the other hand they may comprise attributes of both (Williams, 2005). One of the most useful benefits of soft system methodology is that it imposes restrictions on your thinking in order to improve your thinking (Williams, 2005). Soft Systems Methodology efforts to promote knowledge and positive reception of the problem circumstances between a group of stakeholders rather than get started to resolve a predefined problem. The complication of numerous managerial/social problem circumstances overcomes efforts at defining a problem: in numerous such circumstances the problem is what is the problem? SSM presents a structure for handling such circumstances (Richards, 2004). Soft Systems Methodology is the only one of its kind in the fields of practical systems judgment, carrying unfussiness to perplexed and compound conditions. The tools of Soft systems methodology conceptualization, encrusted observation and design hold up the model structuring stage as well as contain the dissimilar Weltanschauungen of the circumstances. Contrast of the representations by means of the prosperous as well as disordered real-world offer general imminent concerning what must be as well as, in an iterative mode, authorize single-minded deeds to be in use (Yinghong, 2007). The application of this soft systems methodology knowledge gave way imminent to increase services. One main field spotlighted has been that of contact. Efficient information communication among and within organizations is compulsory to carry the more victorious accomplishment of information system. Getting this feature accurately will aid to take the other significant fields those are ease of access

The primate pattern Essay Example | Topics and Well Written Essays - 500 words

The primate pattern - Essay Example There are various hypotheses that attempt to explicate the original evolutionary divergence of the privates but the three hypotheses are the main in the evolutionary process. The Arboreal Hypothesis was advanced by the Elliot Smith and was later supported by Wood Jones. The Elliot Smith hypothesized that the ancient primates were terrestrial animals that at the end came to dwell in arboreal habitant because of the selective pressure divergent from their original terrestrial way of life (Srivastava 18). In the arboreal environments, the primate vision and the sense of touch became greater senses compared to the sense of smell that led to developing new methods of adaptation essential in the arboreal settings. The functional arboreal hypothesis lacked supportive and clear evidence to explain how primate adapted their terrestrial style into the arboreal environment; therefore, criticism led to evolution of other alternative hypotheses. Cartmill introduced alternative hypothesis called Visual Predation that would explicate the progression of primates. He demonstrated that the morphological pattern of the primates do not indicate arboreal adaption as shown by Smith, rather adaptation to feeding mode to bushy forest in the ground where they hunted for fruits and insects. Therefore, it is clear that little primitive, mainly insectivorous and ancient primate were capable to reach for the branches using their prehensile limbs and catch prey with a forelimb while judging the way with close-set eyes (Ravosa and Dagosto 12). Consequently, it is comprehensible from that ancient primate relied deeply on the sense of vision that why the theory is known as visual predation hypothesis. Similar to the first hypothesis, the Cartmill hypothesis was criticized because it was yet to be proven and the primate pre-adapted for the arboreal living. However, it is harmless to point out that the arboreal and visual predations are not mutu ally exclusive

Talent Practices at the Home Depot Essay Example | Topics and Well Written Essays - 1250 words

Talent Practices at the Home Depot - Essay Example Therefore the only manner in which the company can truly differentiate itself is through its service standards. Employees are key to offering customers with the highest levels of service. Home Depot is aware of this fact and therefore uses its employees to gain competitive advantage over its rivals in all the different countries that it operates in. In order to gain competitive advantage through its employees, the company communicates the strategic importance of them to the company (Burke & Cooper, 2004). The performance levels that are expected of them are constantly communicated to them and they are provided with ongoing training to help them to update their knowledge and upgrade their skills, based on the area of the business the work in, whether it is on the shop floor or the office (Adamson, 2006). However since the company has to differentiate itself from its rivals in a highly competitive market, the company pays special attention to employees on the shop floor, who are the first line of contract with the customers and hence the most able to make a difference. Since this is the 'do it yourself' industry, the best employees are those who can help customers in their 'do it yourself' projects. ... refore when recruiting individuals to work on the floor in the retail outlets the company always looks for individuals who have an interest in 'do it yourself' projects (Clarke & Layman, 2004). The company gives priority to individuals who have specialist trades knowledge in areas such as plumbing, wood work, crafts, painting etc. Further individuals who are home owners themselves and have embarked on many different 'do it yourself' projects at home and have the necessary experience to help a customer are given priority. This is not to say that the company does not employ teenagers, high school and college kids. The company does recruit many such individuals but does so only if they have some interest in gardening or home maintenance or areas specific to electronics and home appliances. Therefore the company appeals to the above segments through various means such as trade schools for individuals who have specialist knowledge in such areas, these individuals not only work on the shop floor and as independent contractors for Home Depot but they also deliver work shops in areas such as gardening, wiring, tiling, etc. Next the company also uses the Internet through its website and also job sites such as Workopolis to recruit individuals. Another channel used by the store is in-store advertising for associates during high seasons, and walk in interviews. Discuss the critical programs used by Home Depot to keep talent in their pipeline. The company works with many different trade and vocational schools and builds relationships with these schools to gain access to their graduates, thus having a pipeline of qualified candidates to work for the company as independent contractors. Likewise all individuals who apply for positions within the company but are not successful at

Developing a Teaching Capacity Enhancement Plan Essay

Developing a Teaching Capacity Enhancement Plan - Essay Example They will also be based on my choice of my aspired career as a long distance teacher. The choice of goal selection as an adult is further reinforced by the fact that Malcolm Knowles has identified that adults are goal oriented (Knowles, 1970) and therefore I will prefer to have clear goals for myself and then construct a clear set of goals for my adult students so that surety of transference and development of cognitive interest is assured. Goals For the teaching capacity enhancement plan, I have selected four basic goals which I plan to achieve in the next 12 months. The first and the foremost goal is to develop a capacity for learner centered teaching. This will be achieved by developing not only empathy but also detailed study and application of the theory of cognitivism. This theory will give me precise knowledge of the thought process behind behaviors and what goes on in the learners mind. (Schuman, 1996) Thus ultimately this goal will enhance my capabilities as a cognitive thin ker and teacher. The second is to enhance my capacities as a distance learning teacher and to develop ideas and processes around it. This goal also includes development of a plan and program which will ensure captivation of the students thus learners interest even when they are learning online and not directly. The third goal is also centered on the second goal and includes actions for modification and development of online degrees to provide life-long grounding for individuals who pursue them. Last but not the least, my final goal is to imbibe flexibility in myself as a long distance teacher and create a program which is flexible to ensure optimum learning for all those who value learning but cannot achieve it due to their commitments. This last goal will include both a personal development and grooming as an individual and will also include designing and implementation of a negotiated learning contract and program of study. Justification of selection and significance of goals (T-D EPLOY) Theory Multiple theories support my selection of goals and they are extremely significant for all educators, particularly those who wish to enter the adult education and distant learning dimension. Learner centered teaching is has been defined as the form of teaching which removes emphasis from the teacher and directs it towards the learner and the process of learning. As for developing my capabilities as a long distance teacher many theorists have encouraged the fact that lifelong learning opportunities must be encouraged and supported and Reushle in his doctoral thesis has been particularly vocal about the importance of both learning and its easy availability throughout life. (Reushle, 2005). He also believed that a transformative approach should be available for all online educators and my goal is to get that transformative approach to transform the lives of individuals I teach. The topic of distance-learning has been frequently debated by theorists and researchers. Marsha ll McLuhan (McLuhan, 1964) has described media as the carrier of the message from the transmitting source to the receiver. Thus media is often regarded as the extension of humans that allow for convenient affecting of people in the absence of a face to face contact. Therefore internet and video learning is a very strong medium to teach

Summarize the Article Essay Example | Topics and Well Written Essays - 250 words

Summarize the Article - Essay Example population. These results support the notion that those with exceptional longevity may interact with environmental and lifestyle factors differently than others. Lifestyle factors play a larger role in human lifespan than due to genetic factors. The presence of longevity genes in people with exceptional longevity counters the presence of disease-associated genes. To live long and to live a healthy life is the normal expectation of a human being. Two significant factors have been identified for the important role they play in longevity and they are lifestyle and genetic factors. The relative contributions of these two factors are a matter of conjecture. But the scale tilts more in favor of genetic contribution to a healthy life span in those with exceptional longevity may be greater than that in the general population and several genes have been found to be associated with longevity in these individuals. But in studies the lifestyle of this population has received less

Developing a Teaching Capacity Enhancement Plan Essay

Developing a Teaching Capacity Enhancement Plan - Essay Example They will also be based on my choice of my aspired career as a long distance teacher. The choice of goal selection as an adult is further reinforced by the fact that Malcolm Knowles has identified that adults are goal oriented (Knowles, 1970) and therefore I will prefer to have clear goals for myself and then construct a clear set of goals for my adult students so that surety of transference and development of cognitive interest is assured. Goals For the teaching capacity enhancement plan, I have selected four basic goals which I plan to achieve in the next 12 months. The first and the foremost goal is to develop a capacity for learner centered teaching. This will be achieved by developing not only empathy but also detailed study and application of the theory of cognitivism. This theory will give me precise knowledge of the thought process behind behaviors and what goes on in the learners mind. (Schuman, 1996) Thus ultimately this goal will enhance my capabilities as a cognitive thin ker and teacher. The second is to enhance my capacities as a distance learning teacher and to develop ideas and processes around it. This goal also includes development of a plan and program which will ensure captivation of the students thus learners interest even when they are learning online and not directly. The third goal is also centered on the second goal and includes actions for modification and development of online degrees to provide life-long grounding for individuals who pursue them. Last but not the least, my final goal is to imbibe flexibility in myself as a long distance teacher and create a program which is flexible to ensure optimum learning for all those who value learning but cannot achieve it due to their commitments. This last goal will include both a personal development and grooming as an individual and will also include designing and implementation of a negotiated learning contract and program of study. Justification of selection and significance of goals (T-D EPLOY) Theory Multiple theories support my selection of goals and they are extremely significant for all educators, particularly those who wish to enter the adult education and distant learning dimension. Learner centered teaching is has been defined as the form of teaching which removes emphasis from the teacher and directs it towards the learner and the process of learning. As for developing my capabilities as a long distance teacher many theorists have encouraged the fact that lifelong learning opportunities must be encouraged and supported and Reushle in his doctoral thesis has been particularly vocal about the importance of both learning and its easy availability throughout life. (Reushle, 2005). He also believed that a transformative approach should be available for all online educators and my goal is to get that transformative approach to transform the lives of individuals I teach. The topic of distance-learning has been frequently debated by theorists and researchers. Marsha ll McLuhan (McLuhan, 1964) has described media as the carrier of the message from the transmitting source to the receiver. Thus media is often regarded as the extension of humans that allow for convenient affecting of people in the absence of a face to face contact. Therefore internet and video learning is a very strong medium to teach

What is European Security Essay Example | Topics and Well Written Essays - 5000 words

What is European Security - Essay Example One of the most important difficulties when trying to develop effective security schemes has been the identification of the conditions under which these schemes will operate; another issue in regard to the above initiative is the understanding of the needs that these schemes will serve. Current paper focuses on the examination of the various aspects of European Security; it has been proved that the concept of security can refer to a variety of issues aiming to address different needs. These needs are identified in the literature presented in the sections that follow. It is revealed that the identification of the characteristics and the role of the European Security is related with the environment – mostly political and social – in which this concept is developed. In this context, European Security has been found to be related with specific factors, like the following ones: a) the practices adopted by other similar Frameworks, for example the US Security Framework, and organizations, like the NATO, b) the rules of international authorities, especially those referring to the defense of a state’s rights and existence, c) the political systems in countries across the European Union; these political systems can strongly affect the form and the eleme nts of the European Security Framework at the level that the rules included in this framework may not be fully accepted by a specific member state and d) the cultural and other conflicts that are developed in European Union; usually, these conflicts are expected to be handled using the rules included in the European Security Framework; however, in many cases the above Framework has been ignored – referring especially to the cases that US or NATO military forces has entered a country in Europe aiming to define the terms under which the regional conflicts will be ended. The above fact, which is strongly emphasized in the literature, indicates the failure of the European Security

The Suggestibility of Child Witnesses

The Suggestibility of Child Witnesses Karpinski and Scullins (2009) study tests whether theory of mind and executive functioning affects childrens inclination to adopt the view asserted by misleading questions under pressured interviews. In addition, effects of age ranging from three to five as a factor of suggestibility was investigated. The procedures required 80 preschoolers, over four sessions, to witness a video and live show prior to a theory of mind test, performance on executive function tasks and a Video Suggestibility Scale for Children (VSSC) to rank them based on assents to misleading questions (Yield), changing of answer after feedback (Shift) and total affirmative answers given after feedback in Shift (Yield 2). The results showed that children performed better in theory of mind and executive tasks functions with increasing age, making them less suggestible. This suggests that older children, by understanding the theory of mind, comprehending that the interviewer might have an existing false belief, and thu s avoids assenting. Through the VSSC, lower Yield 2 scores correlated with poorer executive functioning, which was observed in younger children. Additionally, pressure from the interviewer has shown a higher suggestibility in children. However, the study only studied children from ages three to five, limiting the age group to a smaller range and did not include older children into the study. Moreover, executive functions and theory of mind are not the sole factors of individual differences in children that play a part in suggestibility. Allwood, C. M., Granhag, P. A., Jonsson, A. (2006). Child witnesses metamemory realism. Scandinavian Journal of Psychology, 47(6), 461-470. The study conducted was to determine the degree of acceptance of confidence judgments to childrens answers regarding a video about a kidnapping event. This was investigated using a sample of 80 children, from 11 to 12 years old. Four confidence scales, the numeric scale, picture scale, line scale and written scale were used. Frequency judgments of the children were also acquired. Prior training was provided to ensure that the children understood the probability scale. Results were that participants show overconfidence over all four confidence scales after calibration. No significant effect was found whether any of the confidence scales had affected the confidence judgment. However, a significant difference was found by comparing genders, with girls being better calibrated that boys to confidence scales, and the girls had a significantly lower frequency judgment than boys. However, both genders had a higher frequency judgment than the number of questions they actually had answered cor rectly. Lastly, by comparing the results obtained from adults who watched the same video in another study by Allwood et al. (2003), it showed that children were more overconfident than adults. However, this comparison to another study cannot promise that the conditions undertook were exactly the same. The study should extend its age range of children to younger children, who are still developing, though it is not known whether they would comprehend the different confidence scales to render it effective to children that age. Warren, A. R., McGough, L. S. (1996). Research on childrens suggestibility: Implications for the investigative interview. Criminal Justice and Behavior, 23(2), 269-303. This review contains consolidated result from various researches to report the best conditions under which childrens recount of experiences would be reliable to use in court. This targets eliminating the possibility of childrens suggestibility. By using the role of the interviewer, the timing of the interview and the process, it emphasizes on points which interviewers should take note of. Specifically, interviewers should not hold any bias, nor ask misleading questions. This should also be coupled with a non-biased response and building ground rules such as the acceptance of unsure as a response. Repetition of questions are not encouraged, though it may require several sessions before details are noted. As for interviews, delays would result in more errors in recalling, especially in children. Video recorded interviews are welcomed, serving as evidence in court for reliability and a source for children to remember previous interviews. For the interview process, guidelines do include the necessity of building rapport with the child and allow free-recall of events, as they give higher accuracy of memory. One method widely encouraged is the cognitive interview. Though anatomically correct dolls are not endorsed, age-appropriate language can be used to encourage the child to indicate abused body parts. Lastly, the interview should be done in stress free environment. Though these information would greatly help interviewers, the best formula is to allow states to train specialists in interviewing children or building specific protocol for other interviewers to follow. 4. Quas, J. A., Goodman, G. S., Ghetti, S. Redlich, A. D. (2000). Questioning the child witness: What can we conclude from the research thus far? Trauma, Violence and Abuse, 1(3), 223-249. The study review conducted a summary of researches and their association to investigating child witnesses. First, the articles reported differences in development between younger and older children. It was found that younger children are more suggestible due to poorer recall. However, preschoolers are proficient in script memory, although it is limited to repeated events. Also, though children can recall memory, they have difficulty putting the memory into a logical structure. This is limited by their source memory. The relationship between stress and memory has not been significantly proven, but children who are more distressed may have a lower recall due to a third factor, such as attention. Trauma, especially repeated ones, are not found to hinder memory. Another idea to factor in is general knowledge, where knowledge consistent to what the child knows is encoded in memory easily. Next, suggestibility was discussed. It was revealed that free-recall allows children to give accurate memories, given that no false information was given prior to recall. However, when false information was given repeatedly, childrens suggestibility increased. Thirdly, individual differences in children was reviewed. It concluded that other than age, internal characteristics of the child can affect the quality of the information elicited. Suggestibility has been related to dual representation, source memory and imaginativeness of the child. Though much has been concluded from previous studies, there are certain areas which have not been researched or little research have been done on those areas. 5. Lyon, T. D., Saywitz, K. J. (2006). From post-mortem to preventive medicine: Next steps for research on child witness. Journal of Social Issues, 62(4), 833-861. The current paper looks into future researches that can be done regarding the suggestibility of child witnesses. It proposes to researchers not to only keep abreast of current researches but also develop new models. The study agrees source monitoring training can be conducted to decrease suggestibility in younger children. Due to reluctance of some children to admit to abuse, research can look into factors affecting such victims and methods to allay the symptoms. Also, researches should encompass older children, other than preschoolers. Moreover, laboratory results should be brought out into the field to test its validity. Through combination of field and laboratory work, methods can be refined to bring about better policies. Additionally, recantation, an important topic in child witnesses, is a subject yet to be researched. Similarly, sequencing of recall in children and the extent of display or description of emotions when interviewed can be researched. A lucrative area can be to d iscover methods to allow both therapy and legal proceedings to coexist simultaneously without increasing suggestibility. Lastly, the paper suggests that instead of looking to sexual abuse cases, researchers should acknowledge that there are large proportions of non-sexual cases that can be looked into. However, authors should note that these researches must be applied to the field in order to be rendered effective. It requires policymakers and researchers to come together to allow such cooperation. Through such partnerships, interview processes can be improved to reduce suggestibility.

Eating Disorders Essay -- essays research papers

The first thing to keep in mind is that as an "outsider" (not suffering from an Eating Disorder yourself) there are many things you cannot do to help a family member or friend to get better. You cannot force an Anorexic to eat, keep a bulimic from purging, or make a Compulsive Overeater stop overeating. The first thing to realize once you have come to the awareness that your loved-one suffers from an Eating Disorder, is that you must not concentrate immediately on the food. All forms of Eating Disorders are emotionally based and the behaviors are only a symptom to emotional and stress related problems. As said many times on this site, disordered eating is an attempt to control, hide, stuff, avoid and forget emotional pain, stress and/or self-hate. If you are the parent of a child under 18 you will have difficult decisions to make regarding their care. Regardless of pleas to "not make me," and promises that the behavior will stop, you will have to stay very attuned to what is happening with your child and may have to force them to go to doctors and/or the hospital. Keep in mind how serious Eating Disorders are and that they can kill. If your relationship with someone suffering from Anorexia, Bulimia or Compulsive Overeating is anything other than their parent, or if your child is over the age of 18 then you cannot force them to seek help. You can support and encourage your loved one, and gently express concern, and the best thing you can do is to learn to attentively listen. In most cases it will be important for each sufferer to find a mode of recovery that will work for them. One-on-one therapy, support groups, clinics, in-patient or out-patient, art therapy, church groups, a combination of any, or none of the above but something completely different ... there are many options out there. Share this website, help your friend or family member to gather information if they are open to your help. Be encouraging -- there can be a lot of road blocks in searching for Eating Disorder recovery so be reassuring that recovery is possible! Be there to listen and communicate. Some options for local treatment are here ... and a listing a national organizations is here. Most of the national organizations can refer you to local chapters, support groups and therapy in your area. For the Anorexic or Bulimic who exhibits any of the following sig... ...derstanding individual. Those suffering with an Eating Disorders are not DOING anything to you, but are struggling tremendously themselves, inside. You need to keep this in mind when posing questions that are selfishly motivated or hurtful (even if unintentionally). "Why are you doing this to yourself?" "Your have good things in your life, what's the problem?" Those with an Eating Disorder do not choose to do this to themselves. There is no conscious choice (in most cases) where a person suffering from an Eating Disorder would prefer that lifestyle as opposed to one filled with self-love and happiness. This is a coping mechanism, a means for dealing with depression, stress and self-hate that has been built up over many years. It is a reflection of how the person suffering feels about themselves inside. Wonderful husbands, kids, supportive friends have little influence (other than sometimes temporarily) in creating the true self-esteem required for permanent recovery, to cope with life positively, and to learn to believe that we deserve good things in life and happiness. These disorders are about the person suffering and how they feel about themselves.

Hayeks Contribution to the Business Cycle Essay examples -- essays pap

Hayeks Contribution to the Business Cycle Friedirch August von Hayek was born in Vienna on May 8, 1899 and died on March 23, 1992, in the city of Freiburg in Breisgan in Germany. Hayek was a central figure in 20th-century economics and he represented the Austrian tradition. After Hayek served military service, he became a student at the University of Vienna where he got his doctorate in law and political science. In 1923-4, Hayek visited New York and then returned to Vienna where he continued his work. Hayek became the first director of the Austrian Institute for Business Cycle Research in 1927. He also gave some lectures in England at the London School of Economics in 1931. In England, he participated in such debates as monetary, capital, and business-cycle theories during the 1930s. Hayeks' contributions were very important. To describe, business cycles, one has to examine the historical record of a nation's overall economic performance. "It is a pattern of long-term growth marked by alternations of expansion and contradiction. These recurrent alternations above and below the long-term trend are business cycles" (Outhwaite, 55). The term "economic fluctuations" is used to describe the same phenomena. Economists have distinguished many cause of the business cycle. There are some factors outside the economic system and those within it. Outside causes such as war and major inventions are referred to exogenous factors. Whereas "endogenous factors belong to the internal working of the economy itself and its tendency to fluctuate over extended periods" (Outhwaite, 56). Before World War II, the emphasis was put on endogenous factors, and thus theories such as monetary; overinvestment; underconsumption; psychological were more important than others. In general, all cycle theories involve some kind of cost maladjustment. F. A. Hayek was one of the many economists who, indeed, explained overinvestment theory in a monetary sense. Overinvestment theory is related to the overproduction-type theories. Those theories include consumer goods, capital goods, or investment of money or credit. "They may stress fixed capital against circulating or liquid capital" (Haney, 667). However, the overinvestment theory assigned a crucial role to the acceleration principle, according to which "a mere decline in the rate of increase in business sales could gi... ... Butler, Eamonn. Hayek: His Contribution to the Political and Economic Thought of Our Time. USA: Universe Books, 1985. 8-10. Colonna, M., Hagemann, H., and Hamouda, O. Economics of F.A. Hayek. (Vol.2, pp xii- xiii). Edward Eglar Publishing Limited. England. 1994. Haney, Lewis H. History of Economic Thought. New York: The Macmillan Company, 1949. 667-84. O'Driscoll, Gerald P., Jr. Economics as a Coordination Problem: The Contributions of Friedrich A. Hayek. Kansas City: Sheed Andrews and Mcmeel, Inc. 1977. 9-11. Outhwaite, William and Tom Bottomore. The Blackwell Dictionary of Twentieth- Century Social Thought. Oxford: Blackwell Publishers, 1993. 55-57. Palgrave, Robert Harry Inglis. "Friedrich August von Hayek". The New Palgrave: A Dictionary of Economics. (Vol. 2, pp. 609-10). The Macmillan Press Limited. USA. C 1987. Palgrave, Robert Harry Inglis. "Ricardo-Hayek effect". The New Palgrave: A Dictionary of Economics. (Vol. 4, pp. 198-99). The Macmillan Press Limited. USA. C 1987. Spiegel, Henry. The Growth of Economic Thought. New Jersey: Prentice-Hall, Inc., 1971. 543-44. Tomlinson, Jim. Hayek and the Market. London: Pluto Press. 1990. 5-6.

Needs Assessment Essay

Students desire more than paper and pencil lessons. According to the National Council of Teachers of Mathematics (NCTM), â€Å"Technology is driving change in the content of mathematics programs, in methods for mathematics instruction, and in the ways that mathematics is learned and assessed† (as cited in Van de Walle, 2004, p. 103). In this study, I want to investigate whether any differences occur in the overall effectiveness of student learning of fraction lessons when the information is presented using different types of visual media, in this case, computer versus overhead. The purpose of this study is to describe the impact of presenting fraction math lessons using computer based instruction versus overhead projection presentations. Eighth-grade math students will feel more engaged while receiving computer-based instruction versus eighth-grade students who receive overhead projection instruction. The participants are 12 math students at a Middle School. All of the students have basic computer skills. The twelve students are all eighth graders but their scores vary on the math section of the Michigan Educational Assessment Program (MEAP) standardized test. However, the test scores in class show that students struggle with fraction problems. Twelve students will be randomly divided into groups; one group of six students will have computer-based instructions on solving problems involving fractions and percentages, compounded percentages and multiple discounts and the other group of six students will have lecture based instruction using the overhead and paper worksheets. â€Å"The logic of needs assessment can be summarized as a simple equation: desired status – actual status = need† (Dick, Carey, & Carey, 2005). Currently, the desired status is for the math students to score 80% on in-class fraction test. The actual status is that students are scoring between 69 – 70 %. The need is to improve the scores about ten points. Students become bored taking notes and looking at the overhead information. Students using the computer are forced to be actively engaged. Using student’s interest in present day technology gives both sides an advantage in obtaining educational success. The question that still remains is does it give students an edge over paper and pencil taught lessons? A high school in Texas, San Marcos High, put the questions to the test. Teachers were initially impressed with on-line lessons. However, during the assessment phase, it was hard to determine if students were guessing the answers to the multiple choice questions or answering the questions correctly. When questioned why the school chose to use the on-line based lessons, Mr. Darnall, the math department head, states â€Å"Both of us really thought it was a way to capture the students’ attention† (Trotter, 2007). According to Gagne’s Nine Events of Instruction, â€Å"in order for any learning to take place, you must first capture the attention of the student† (Kruse, n. d. ). Computer based lessons will satisfy this event. The students will be studied in their own groups. Data collection method included pre-test and posttest, interviewing, and observing students. Data will be collected in the form of daily worksheets and graded test. Also, students will completed a questionnaire about how involved they felt in each lesson. Answers from the questionnaire provided insight into the level of comfort student’s felt in using visual media to learn fractions. Students were observed during each presentation to look for a degree of understanding or misunderstanding. Triangulation is essential to cross-check information and presents an accurate view of the results. Three types of data to allow for triangulation are observing, interviewing, and examining records. These instruments were appropriate because these factors support the action of ensuring that the students have the prerequisite knowledge to begin instruction and supports informing the students what they will learn ( Dick, et al, 2005). Data will be analyzed through the use of descriptive statistics for measures of central tendency (mean, mode, median) and variability (standard deviation) (Gay, Mills, & Airasian, 2006). Interviews will be analyzed by grouping similar responses into clusters that address the same issue and develop total scores across an item cluster (Gay et al, 2006). References Dick, W. , Carey, L. , & Carey, J. O. (2005). The systematic design of instruction (6th ed). Allyn & Bacon. Gay, L. R. , Mills, G. E. , & Airasian, P.(2006). Educational research: Competencies for Analysis and applications (8th ed. ). Upper Saddle River, NJ: Prentice Hall. Kruse, K. (n. d. ). Gagne’s nine events of instruction: An introduction. Retrieved February 23, 2008, from http://www. e-learningguru. com/articles/art3_3. htm Trotter, A. (May 9, 2007). School subtracts math text to add e-lessons, test. Education Week. 26(36), 10-11. Van De Walle, J. A. (2004). Elementary and middle school mathematics: Teaching Developmentally. MA: Allyn and Bacon.