Virginia Essays - Southern United States, , Term Papers

Virginia Virginia is located in the eastern coast of the United States. It is surrounded by the states of West Virginia, which lies to the north west of it, Kentucky, west of it, and North Carolina, which is to the south. It has also the Atlantic Ocean to the east of it. Virginia has a coastal plain with tidal swamps and marshes flowing into rivers that lead into the Chesapeake Bay. The James, York, Rappahannock, and Potomac rivers split the mainland into three peninsulas. The size of Virginia is a total of 42,326 square miles. It also has the population of 6,733,996, which is the estimated in 1997. It is made up of 77.4 percent of whites and 18.8 percent blacks. Virginia's metropolitan areas have a great deal of ethnic diversity. For the people there the religion is predominantly Protestant. The largest denominations are Methodists and Baptists. Its capital is Richmond, which was named for the Virgin Queen, Elizabeth 1st of England. Some of the largest cities there in Virginia are Virginia Beach, Norfolk, and Chesapeake. Most of the economic activity that takes place in Virginia involves services and government agencies. Some of the government agencies are The Pentagon and the Department of Defense. The manufacturing of transportation equipment contributes more to personal income than any other industry there. Virginia also has about 43,000 farms that cover more than one thirds of the states land area. They mostly produce livestock. The state bird of Virginia is the Cardinal and its state flower is the Dogwood. The first people to ever arrive in Virginia is said to be nomadic groups of hunter about 10,000 to 12,000 years ago and made communities along the Chesapeake Bay. Later in abou 1607 the english settlers landed on a swampy Virgina peninsula and built Jamestown. The town encountered many problems. They had to deal with starvation, iliness, poor leadership, and the hostilities of the Powhatan indians. All that kept the town at the brink of disaster. Finaly in about 1609 the town of Jamestown had a new leader sent to them, Daron De La Warr as governor. He reorganized the town and in two years the town was completely revitalized. The new governor let the tobacco farmers to farm for their own profit. And they also found a way to remove the bitter taste from their tobacco. Virginia is also home to Shenandoah National Park, which covers a large part of Blue Ridge. It also has the Appomattox Court House National Historical Park which is the site where Confederate forces surrendered in 1865. Some of the major colleges over in Virginia are Averett College, Bluefield College, Bridgewater College, and Christopher Newport University. A good vacation spot in Virginia is Mount Vernon, George Washington's estate and Monticello, the home that Thomas Jefferson designed for himself. So in conclusion I think I would like to live in Virginia because it has much to offer. It has clean, open spaces in which to go relax in if I ever get frustrated with the daily hassles of life. Also because it has the cites near by when I want to go back and live with all the noise of the cities.

Al-Awa Paper Essays - Criminology, Penology, Criminal Law

Al-Awa Paper Essays - Criminology, Penology, Criminal Law Alexandra Tolhurst Al-Awas paper on the Islamic penal law system is one that can easily be broken down to the main contributions that make up the theories of punishment in the system: retribution and deterrence make up the main theories, while I would argue that circumstance, morality and reformation each would make up a smaller theory. To understand the application of these theories, one must first understand what is considered a crime in Islamic law and where these are derived from. Islamic criminal law recognizes six major offenses, two of which Al-Awa doesnt even recognize because their punishments are not defined in the Quran or the Sunna, which is the definition of a hadd punishment. Along with the fact that hadd punishments are written in the text, its important to point out the distinguishing factor from tazirs in that they cannot be pardoned by any non-divine authority once reported. This divinity was the reason the original jurists found no reason to prescribe a purpose for the punishments an d is now the basis for all of the theories of punishment and the Islamic law system itself, which we will now discuss. The first theory of punishment is retribution. Retribution is a universal theory and is revealed in the Quran as the purpose of punishment in this world and the Hereafter (which greater confirms the divinity of the law.) The Arabic word for retribution is jaza which means punishment and reward, which makes the theory of retribution similar to the usage in Western law, apart from the divinity. When it comes to hadd punishments, its important to remember that they are the most severe punishments in the world for the crimes theyre prescribed to, which draws attention to the consequences, and also that mediation is prohibited, so combining these features brings a very retributive effect in Islamic culture. The theory of retribution in punishment is shown by the fact that in the case of multiple offenses, multiple sentences will be imposed, with the criminal serving them from least severe to most severe ending with the death penalty. The second theory of punishment is deterrence, which is recognized as the most dominant reason for the hadd punishments. This fact is interesting to me in that the idea of deterrence is the opposite of retribution because deterrence justifies the punishment with regards to the future while retribution justifies punishment with regards to the past, seeing each offense as an isolated offense. With deterrence, two effects are seen: general deterrence on the population as a whole and individual deterrence on the criminal. The punishment is justified with this theory because future crime is being prevented, both by the population because the punishment is made as public as possible, and by the individual criminal because the inhibitive effects of serious punishment makes one reluctant to ever offend again (or so the theory goes.) This theory has evidence to back it up in that Saudi Arabia has seen a significant decrease in their crime rate since re-implementing hadd punishments in the 20t h century. While retribution and deterrence are the main recognized theories of punishment, I think circumstance, reformation, and morality are worth being noted. What is meant by circumstance is that many determinations for punishments were once made to be based on what suited the community of the Prophet. Now because of circumstances that have changed with the times, the punishments (more-so certain characteristics of the punishment) have had to change with the times. We see this in the case of theft where one of the controversies between jurists is the value of the stolen property; a relevant value for hadd punishment in the Prophets time surely would be sufficient for our time. We also see this in the case of the hadd punishment of execution for armed robbery, which is to be done by the sword. Some would argue this is more of a medieval practice and the method should be changed to meet the current circumstances of the time. Reformation as a theory of punishment only has roots in one hadd cr ime, which is armed robbery. One of the hadd punishments for this crime is banishment or imprisonment, which naturally would suggest that the reason for the punishment is to

Why did you choose seneca college to study Essay

Why did you choose seneca college to study - Essay Example Furthermore, what attracted me to the school initially, apart from the scholastic offerings that are therein available, was the fact that the college was seemingly perfectly position between the look and feel of a very large university and that of a more intimate setting. Both of these concepts appealed to me for differing reasons. Firstly, with respect to the look and feel of a large university, this provided the necessary stepping stone I require to acquaint myself with the full-scale university experience. Similarly, I am also attracted to the small university setting and/or feel due to the individualized attention and intimate settings that such an approach necessarily invokes. As a result of these factors and the needs that I have sought to fulfill within my own personal development as a student, I have selected Seneca College as it provides me with a means to satisfy each of the above determinants that I have listed as well as providing a superior education within the majors that are

The use of Biometrics and Bio-information to Support New Systems Research Paper

The use of Biometrics and Bio-information to Support New Systems Integration - Research Paper Example metric traits (for example face, fingerprint and iris) are not able to be stolen, lost or simply forged; they are as well recognized as to be more and more constant and distinctive. Utilize of biometrics is not latest; fingerprints based reorganization have been effectively employed intended for over one hundred years in law and forensics enforcement agencies to recognize and arrest criminals. However, as biometrics infuses our society, this detection technology featuring novel challenges. Biometric is the mainly secure as well as suitable authentication system. It is not able to be stolen, borrowed or elapsed as well as falsify that is mainly impossible. Biometrics based detection and calculations are based on individuals exceptional behavioral or physical features to identify or validate their characteristics. General physical biometrics comprise hand, fingerprints or retina, palm geometry iris, plus facial features. Behavioral characters features comprise voice, signature, gait an d keystroke. Biometrics taken as an automatic detection of people foundational on their physiological or behavioral features. Uni-modal new technologies based biometric systems carry out person identification foundational on a single source of biometric data and are influenced through issues similar to non-universality, noisy sensor data plus lack of independence of the selection of the biometric attribute, lack of an invariant illustration for the biometric feature as well as vulnerability to circumvention. A number of these issues are able to be improved through making use of the state-of-the-art integrated biometric systems that combines confirmation as of numerous biometric sources. Combination of proofs acquired from numerous indication is a challenging aspect plus combining at the identical score level is the majority widespread method for the reason that it presents the most excellent trade-off among the information content as well as the easiness in integration. In this

The challenges of doing business in China and Vietnam Term Paper

The challenges of doing business in China and Vietnam - Term Paper Example The global marketplace that has no borders takes into consideration the participation of all countries. Several changes are occurring in the global scenario, more with the enhancement of communications and technology (Understanding the Global Marketing Environment, n.d., pp.4-8). Several political, social, economic and technological implications arise owing to the changes and developments in the modern business world. These factors play a major role in the international marketing. The changes and developments are eventually encountered by all marketers who face the challenges in their operations in the â€Å"global business environment†. Changes in the international market reveal the emergence of newer sources of power in Brazil, China, India and Russia. The economic development seems to be shifting towards a restricted and impartial direction engaging itself in global businesses. New customers are also emerging with higher needs and demands with increasing competition among businesses. Indistinct boundaries of industries are causing deregulation in the business world. There are frequent changes in the use of technology accompanied by the emergence of greater service sectors than manufacturing as well as increasing transparency of business practices. C onsidering all the business benefits and obstacles, this report would primarily focus on the challenges of doing business in China and Vietnam. ... Entering a Global Market: Key Areas of Concern: The essential issues needed to be taken into consideration before entering a global market include Culture, Government, Economy, Infrastructure, and Relationships. As the report focuses on the businesses in China and Vietnam, these key areas are discussed in the context of China and Vietnam. Culture: The exchange of goods and services and other expertise among different countries tend to increase globalization reflecting increasing interdependence in the economy. Universal culture arises from particular groups of individuals in the different countries involved in different businesses. These cultural issues include the values and practices followed in a business (Leung, Bhagat, Buchan, Erez & Gibson, 2005, pp.358-359). Culture in China is known for its â€Å"orderly, hierarchical and control-based society† with the Chinese people being â€Å"patient, eager to learn, respectful and accepting of authority† (McKern & Denend, 2 004). If the culture practices in China are studied, it can be observed that China has its own â€Å"unique business culture and etiquette† (Chinese Culture, n.d.). Business relationships in China mostly involve a social relationship that tends to remain for a longer period of time. They give high importance to designations. Giving appropriate respect is a very important notion followed by the Chinese companies. Gifts and presents are always esteemed and accepted as adding value to the relationships. Moreover, business discussions in China generally include a lunch or a dinner that are highly focused in China (Chinese Culture, n.d.). The Chinese business can be found to maintain corporate social responsibility that is particularly focused on the human issues, scientific development, and harmony in

Cognitive psychology, retention and learning transfer

Cognitive psychology, retention and learning transfer The way information has been retained and transferred into meaningful output has baffled the minds of Cognitive Psychologists for decades. It is in an effort to discover how this becomes possible that various Cognitive Psychologists have developed hypotheses and presented models. Estes, (1975) posited that some learning theories support hypotheses that are based on instruction that leads to learning outcomes that he regard as a two element paradigm. He however, supports a three element paradigm which involves instructions, memory structure, and learning outcome. If there is not a three structure paradigm how might one account for the retention and the processing that must take place if there is no memory structure? But the structure of the memory system is still a source of controversy. According to the modal model there is not only a memory structure but there are different kinds of memory. But most contemporary researchers assume that there are three types of memory; a sensory memory structure or register, a short term store, and a long term store. There is also support for a two structure model. This is regarded as a two storage system and this is where the emphasis lies. Support for a storage system was highlighted from (Mulner, 1959) research. Her research supports the hypothesis that if the hippocampus was removed it would be difficult for new learning to take place. Eichenbaum, (2000) states that the Hippocampus is seen as critically involved in the rapid encoding of events as associations among stimulus elements and context, in the encoding of episodes as events, and in linking episodes by common features into relational networks that support flexible inferential memory expression. Mulner, (1959) further posited that although items of learning could be held in short term memory, there is no evidence that they were transferred to Long term memory. Atkinson and Shiffrin (1968) supported (Mulner 1959) findings. Zechmeister and Nyberg (1982) posited that information enters the memory system through a sensory register that records information impinging on the sense organs. The concept of working memory has been introduced as a part of the short term memory (Bradderly and Hitch, 1974; Hastie and Carlston ( 1980). Short term memory takes information as concepts from the sensory register and maintains activated knowledge drawn from long term memory. Long term memory is comprised of semantic long term memory and episodic long term memory. Semantic long term memory stores structural information. This is information that is not dependent upon a particular time or place. Episodic long term memory stores contextually dependent information. That is information about specific events or episodes. Klatzsky (1980) purports that Episodic Long term memory is constantly changing. This is so because as (Conway, Cohen, and Stanhope, 1991; Semb, Ellis, and Aroujo, 1993) stated, although some of what is learned is lost, the amount is not significantly great. Bahrick, (1984); Bahrick, Bahrick, and Wittingler (1975), Bahrick and Hall (1991); Conway, Cohen, and Stanhope (199 1) reported retention intervals as long as fifty years. From their research they discovered that persons retained a substantial amount of the Spanish, Algebra, and psychology that they were taught in school. Research carried out by Cane and Willey (1939) and Hovland (1940) supported the hypothesis that persons who are given multiple opportunities for learning had better retention. But if one is merely interested in assessing what students have learned over a period of time, the focus will be merely on assessing remembering. However, meaningful learning supersedes mere remembering. Bransford, Brown and Cocking (1999); Lambert and Mc Combs (1998) stated that meaningful learning is recognized as an important educational goal. For meaningful learning to take place instruction must go beyond the simple presentation of factual knowledge and that assessment task should require students not just to recall or recognize but they should be able to construct meaning from what is learned. Hence, students should be able to understand what is learned, apply knowledge, analyze, evaluate and use knowledge to create. If the objective of the teacher is to assess the degree to which students have learned some subject matter content and retained it over some period of time, the focus would be on just one class of cognitive process, namely, those associated with remembering. Mayer (2001) posited that two of the most important educational goals are to promote retention and to promote transfer (which, when it occurs, indicates meaningful learning). Retention is the ability to remember material at some later date in much the same way it was presented during the instruction. Transfer is the ability to use what is learned to solve new problems, answer new questions, or facilitate learning new subject matter (Mayer and Wittrock 1996). In other words retention requires students to remember what is learned, where as transfer requires not only retention but also the application of knowledge to old and new situations (Bradford, Brown, and Cockling, 1999; Detterman and Sternberg, 1993; Heskell, 2001; Mayer, 1995; McKeogh, Lambert, and Marini, 1995; Phye, 1997). Remembering is therefore the sole ingredient of retention. On the other hand transfer involves remembering, understanding, applying, analyzing, evaluating, and creating. If the retention of information is the focus then the main focus of the cognitive process is remembering. However, if the focus is transfer it shifts to the other five cognitive processes; understanding, applying, analyzing, evaluating, and creating. Mayer, (2001) stated that students understand when they can associate old knowledge with new ones. In other words if students are able to make connections as they formulate new concepts ideas, and create new schematic formulations, they have demonstrated that they have learned. At the application stage (Mayer, 2001) students are able to use what is learned to execute procedures. In other words they are able to carry out tasks based on that knowledge. For example if instruction is based on how to bake a cake, the student should be able to bake the cake. Therefore the bass for application are remembering and understanding. As (Mayer, 2001) continues to review Blooms Taxonomy, he states that to analyze involves breaking ideas, concepts, and schemas into their component parts and demonstrate how the parts are related to each other and to the whole structure. The bases for analysis are; remembering, understanding and applying. In order to evaluate students must be able to remember, understand, apply, and analyze. Evaluation is the ability to make judgment that is based on a given criteria. Mayer (2001) states that the standards may either be quantitative of qualitative. Evaluation is further described as judgment about internal consistency and critique which is external consistency. At this level of transfer students should be able to detect inconsistencies between an operation and some external criteria. The final stage is that at which students are able to synthesize aspects of what is learned to produce a whole, a concept or a schema or something that is tangible such as a machine or a work of art. It is that which enables one to develop hypotheses with a view to solving problems. Therefore in order to create, one must be able to remember, understand, apply, analyze, and evaluate. Chandler and Sewell (1991); Mayer (2001, 2005); Mayer and Moreno (2003); Sweller (1999, 2005) posited that meaningful learning requires learners to engage in appropriate cognitive processing during learning. These cognitive processes include attending to relevant information, mentally organizing the selected information into a coherent structure, and integrating the incoming information with existing knowledge. This is regarded as the triarchic theory of cognitive load and it postulates three kinds of cognitive processing during learning. The first is extraneous processing in which the learner engages in cognitive processing that is not related to the instructional goal or in some instances there are no instructional goals. It is just learning for learning sake. The other is essential or intrinsic processing in which the learner mentally represents the material and which is determined by the inherent complexity of the material. The third is the generative or germaine processing of material such as organizing and integrating the selected material with the desire to understand the lesson. Generative processing is similar to transfer of learning that produces the ability to create. According to (Mayer ,2005; Mayer and Moreso, 2003; Sweller, 2005) line texts can be converted into a graphic organizer through selected relevant text and organized into a coherent structure. When the scaffolding of graphic organizers is provided, learners are less likely to waste precious cognitive capacity on extraneous processing which thereby reduces cognitive load and frees up capacity for essential and generative processing. De Jong (2005); Kirsner, Sweller, and Clark (2006); Klahr and Nigane, (2004); Lillard, 2005); Mayer, (2003, 2004) forwarded that activity theory is based on the idea that deep learning occurs when students are encouraged to engage in productive learning activities. Constructing a graphic organizer can be considered a productive learning activity because the learner must engage in an activity that is related to the instructional objective selecting relevant ideas from the text and organizing them in a coherent structure. Activity theory purports that learner generated graphic organizers do. However three experimental researches carried out by Stull and Mayer (2007) proved the opposite. Below is the full text of experiment 1. The summaries of the other two experiments along with the summary of experiment 1 are included in the appendix. Experiment 1 (Highest Complexity) The purpose of Experiment 1 was to test whether students better understand a scientific passage when they are asked to generate graphic organizers (following pretraining in how to generate hierarchies, lists, flowcharts, and matrices) in spaces in the margin or when the passage contains author-provided graphic organizers. In Experiment 1, participants read a 1,133-word passage about a topic in biology that was augmented by 27 author-provided graphic organizers (author-provided group), participants constructed their own graphic organizers from scratch (learner-generated group), or participants did not receive or construct graphic organizers (control group). Our primary focus is on comparing the author-provided group and the learner-generated group on measures of understanding. Method Participants and design. The participants were 156 college students recruited from the psychology participant pool at the University of California, Santa Barbara. The study was based on a between-subjects design, with three levels of graphic organizer use (author provided, learner generated, and control) as the single factor. Fifty-one students served in the author-provided group, 51 students served in the learner-generated group, and 54 students served in the control group. The mean age was 19.4 years (SD =1.5), the percentage of men was 29.5%, and the mean SAT score was 1184.5 (SD =161.4). Materials. The paper materials consisted of a participant questionnaire, two pretraining documents (author-provided and learner generated versions), three reading passages (i.e., author-provided, learner-generated, and control versions), six short-answer test sheets (one retention and five transfer questions), and eight sentence-completion (all retention questions) test sheets, each printed on an 8.5 x 11 in. (21.25 x 27.5 cm) sheet of paper. The participant questionnaire solicited basic demographic information, including the participants age, sex, and SAT scores. The full version of the pretraining document was developed for the author-provided and learner-generated group, and the control version of the pretraining document was developed for the control group. The full version of the pretraining document consisted of a two-page document printed on facing pages. The left page described and illustrated four types of graphic organizer (concept list, concept hierarchy, concept flowchart, and compare-and-contrast matrix). The right page contained a four-paragraph reading passage laid out in a two-column design. The left column contained the biology text, and the right column contained each of the four types of graphic organizer, horizontally aligned with the matching type description on the left page. The reading material was extracted from a popular college-level general biology textbook, then edited slightly to meet the desired page format as well as to remove external references, but without altering the book like style or the authors voice in the source material. The passage described three biologically important polysaccharide molecules-starch, glycogen, and cellulose. The control version of the pretraining document contained the identical biology text from the left column of the right page but not the left page describing and illustrating the graphic organizers or the integrated graphic organizers from the right column of th e right page. These modifications were made without alteration to the text layout, so the right column was empty. The control version of the reading passage consisted of six pages containing 1,133 words organized into 12 paragraphs, with three figures containing four black-and-white photographs. The three figures with four photographs were required to augment the written descriptions and to maintain the book like character of the material. The page layout matched the two-column design used in the pretraining document. The material was extracted from the same textbook used for the pretraining to maintain a consistent voice and character between the readings. The material described eight reproductive barriers between species (temporal, habitat, gametic, behavioral, mechanical, hybrid inviability, hybrid sterility, and hybrid breakdown) and was divided into two barrier groups (prezygotic and postzygotic). The author-provided version used the identical text, figures, and illustrations but included 27 graphic organizers, each placed in the margin near the corresponding text. One concept hierarchy graphic organizer augmented the introductory paragraph. Each of the eight reproductive barriers was described by a single paragraph and augmented with three graphic organizers (one hierarchy, one list, and one flowchart). A hierarchy graphic organizer and a matrix augmented the conclusion. The learner-generated version was identical to the author-provided version except that all graphic organizers were removed, which left space for learners to construct their own graphic organizers. The version used by the control group was identical to that used by the learner-generated group. Example pages of the three versions are shown in Figure 1. The six short-answer test sheets and the eight sentence -completion sheets each had a question printed at the top of the page, and at the bottom of each sheet were printed the following instructions: Please keep working until you are asked to stop. Do not go back to any previous questions. The eight sentence completion questions (eight retention questions) are presented at the top of the Appendix, and the six short-answer test questions (one retention and five transfer questions) are presented at the bottom of the Appendix. Procedure. Participants were tested in groups of 1 to 5 and randomly assigned to one of the three graphic organizer treatment groups. Each participant was seated in an individual cubicle. First, participants were asked to read and sign an informed consent form, followed by a participant questionnaire to be completed at their own rate. Then they were given oral instructions to carefully read the pretraining document (with control participants receiving the control version and all other participants receiving the full version). In the author-provided group, participants were instructed to compare the descriptions and illustrations of the four types of graphic organizer with the illustrated example on the facing page. In the learner-generated group, participants were instructed to compare the descriptions and illustrations of the four types of graphic organizers with the illustrated example but also told that they would be asked to construct their own graphic organizers. The training la sted approximately 5 min and was intended to familiarize learners with each of four types of graphic organizers-list, hierarchy, flowchart, and matrix-by providing definitions and examples. In the control group, participants were only asked to read the passage but were not provided with or informed about graphic organizers. Participants were asked to stop reading at the end of 5 min, which proved to be more than adequate for the task. Next, participants were given further oral instructions that described the reading assignment, which they could complete at their own pace. These instructions asked the participants to read the material carefully and to be aware that questions about the reading would follow. In the learner-generated group, participants were told that they could construct their own graphic organizers in the margins of the page as they read the material and were informed that this might help them understand the material. Participants in the author-provided group and the control group were not instructed to generate graphic organizers during reading and did not generate any graphic organizers. The time to complete the reading was recorded for each individual. When all participants were finished reading the material, the stack of six short-answer test sheets was passed out. Participants were given oral instructions to work only on the top sheet, to keep working until they were asked to stop, and not to turn to the next sheet until asked to do so. Participants were carefully monitored for compliance. At the end of 3 min, participants were asked to immediately stop working on the current question, turn that sheet face down onto a finished stack, and begin the next sheet. After the last short-answer question, participants were given oral instructions that described the sentence-completion questions, which followed the same procedure as the short-answer questions except that participants were given 1 min to answer each question. The short-answer and sent ence-completion questions were presented in the order listed in the Appendix. After the last sentence-completion question, all material was collected, and the participants were debriefed and excused. Results and Discussion Scoring. We computed the retention score for each participant by tallying the score for the first short-answer question (worth a maximum of 4 points) and the score for each of the eight sentence completion questions (worth a maximum of 16 points). On the short-answer retention question, participants received 1 point for mentioning each of four concepts: (a) prezygotic barrier with (b) before fertilization and (c) postzygotic barrier with (d) after fertilization. On each sentence-completion question (worth a maximum of 2 points each), the participant received 1 point for writing the correctly spelled term for the appropriate reproductive barrier and 1 point for the correct prefix for the barrier subgroup- prezygotic or postzygotic. The correct answers to the eight sentence-completion questions listed in the Appendix are (a) temporal and pre, (b) habitat and pre, (c) gametic and pre, (d) behavioral and pre, (e) mechanical and pre, (f) hybrid viability and post, (g) hybrid sterility and post, and (h) hybrid breakdown and post. Partial terms (e.g., hybrid or sterility instead of hybrid sterility), parallel concepts (e.g., time instead of temporal or geographic instead of habitat), and incorrect spellings (e.g., pro instead of pre) were not acceptable answers. Partial credit was awarded if participants provided only one of the two correct terms. Each participant could earn a maximum of 16 points on the eight sentence-completion questions and 4 points on the short-answer retention question, for a total possible of 20 points on the retention score. We computed the transfer score for each participant by tallying the individual scores on each of the five short-answer transfer questions-short-answer questions 2 through 6 are listed in the Appendix. We scored each question by counting the unique concepts presented in the reading that were used appropriately by the participant to address each question. Acceptable concepts included the 10 specific reproductive barrier concepts: (a) prezygotic, (b) postzygotic, (c) temporal, (d) habitat, (e) gametic, (f) behavioral,(g) mechanical, (h) hybrid inviability, (i) hybrid sterility, and (j)hybrid breakdown. In addition, two general concepts were also counted: (a) crossing organisms to test whether reproduction was possible or recognizing that two species might have crossed to form a hybrid, and (b) mentioning that reproductive barriers maybe relevant to the explanation. Participants were allowed to describe the concepts with partial terms and parallel concepts, and misspelled terms were not counted as wrong. One point was awarded for each of the 12 concepts, for a maximum of 12 points per question. A second person scored all material. The interrater reliability measure was significantly correlated between these two scores (r =.826, p < .001). Discrepancies in the scores between these two scorers were individually evaluated in a blind, third review, which was used to determine the final score. Data analysis. Data were analyzed with one-way analyses of variance comparing the performance of the three treatment groups on each of the dependent measures-transfer score, retention score, and study time. Our major focus was on comparing the author-provided and learner-generated groups, so for each dependent measure we conducted planned contrasts on the mean scores of these groups and computed the corresponding effect size on the basis of Cohens d (Cohen, 1988).2 Table 2 lists the mean and standard deviation of each of the three treatment groups on each of the three dependent measures. Do readers who generate their own graphic organizers while reading a scientific passage learn better than readers who are given author-provided graphic organizers? The top left portion of Table 2 summarizes the mean transfer scores of the three groups in Experiment 1. There was not a significant effect of treatment on transfer scores, F(2, 153) = 1.32, MSE = 10.15, and the author- provided group did not differ significantly from the learner -generated group, t(153) = 1.30, d = 0.24. There is no evidence that constructing graphic organizers or even studying author- provided graphic organizers results in deeper learning. The top middle portion of Table 2 summarizes the mean retention scores of the three groups in Experiment 1. There was not a significant effect of treatment on retention scores, F(2, 153) = 0.210, MSE = 21.38, and the author-provided group did not differ significantly from the learner-generated group, t(153) =0.56, d = 0.11. There is no evidence that constructing graphic organizers or even studying author-provided graphic organizers results in better memory for the presented material. The top right portion of Table 2 summarizes the mean study times of the three groups in Experiment 1. There was a significant difference among the groups in mean study time, F(2, 153) = 82.86, MSE = 9.99, p < .001, and the author-provided group required significantly less study time than did the learner- generated group, t(153) =8.97, p < .001, d = 1.51. Although constructing graphic organizers did not result in better retention or transfer performance, it did require considerably more study time. Although the main focus of this research was on comparing the test performance of the author-provided and learner-generated groups, the types and number of graphic organizers produced by the learner-generated group were also examined. The author-provided group received 27 graphic organizers containing 506 words, whereas the learner-generate group produced a mean of 5.1 graphic organizers containing a mean of 84.2 words. The mean number of graphic organizers produced fell from 2.0 on page 1 to 0.5 on page 5; the mean number of words produced fell from 34.8 on page 1 to 10.0 on page 5. Although the number of graphic organizers produced in the learner-generated group was lower than that given to the author-provided group, all but 2 of the 51 participants in the learner-generated group attempted to construct graphic organizers. Exclusion of these 2 participants from the analysis did not alter the statistical results. These results are contrary to the prediction that graphic organizers facilitate learning. Furthermore, there is no evidence that generating graphic organizers resulted in better learning than simply viewing them on the page, although there is evidence that more study time was required when students generated their own graphic organizers. The open-ended nature of the learner-generated treatment might have been too demanding and confusing for the learners. Although a majority of participants in the learner-generated group attempted to construct graphic organizers, these graphic organizers varied greatly in form and quality. Participants might have been overwhelmed by the requirement to both select and implement appropriate graphic organizers, both of which might have contributed to extraneous cognitive load. For participants in the author-provided group, the margins of the pages were densely crowded with graphic organizers, which were potentially confusing to interpret as participants attempted to compare the concepts in the text with the appropriate graphic organizer. This might also have contributed to additional extraneous cognitive load. To address these issues, we reduced the complexity of the treatment in Experiments 2 and 3 by offering fewer graphic organizers to both groups and partially completed graphic organizer templates to the learner-generated group. Knowledge of how memory works is important to teachers and Cognitive Psychologists as they seek to discover ways and means to enhance learning. But it is possible that the brain can become so inundated with ideas that much of what comes to it simply decay. Bahrick, (1979) stated that much of what is learned in classrooms is lost soon after final examination. Higbee (1977) posited that people forget what they learned in school (usually within a short time after an examination). Never-Benjamin (1990) forwarded that if this is the case it is very serious. Neisser (1982) expressed that there is a difficulty in finding studies that support retention of academic instruction. But Nesser (1982) might not have been searching wide enough. In fact the literature that is available is replete with the suggestion that much work has been carried out. Wert, (19370 suggested that studies in the area of zoology, biology, and psychology, found retention from a few months to three years. It has also been put forward that (keller, 1968) personalized system of instruction and (Blooms, 1968)learning for mastery often include a measure of retention. Studies by (Gaskey and Gates, 1985; kulik, Kulik, and Bangert- Drowns, 1990) posited that students in all conditions retained much of what was taught. Conway, Cohen, and Stanhope, (1991); Semb, Ellis, and Aranjo (1993) stated that although forgetting does occur, the amount loss is not as great as expected by popular belief. Farrs ( 1987) opinion is that the most important variable in long term memory retention is the degree of original learning. Evidence from laboratory studies shows that increasing the number of learning trials enhances retention. Research has also proven that retention often depends on the instructional strategy that is used. A comparison of studies by ( Austin and gilbert, 1973 ; Breland and Smith 1974, Cooper and Greiner, 1971; Corey and Mc Michael, 1974; Glasnapp et al. 1978, Lu, M., 1976; Lu, P. 1976; Schwartz, 1981; Semb et al., 1993; Sharples et al., 1976) advanced that course objectives, content , length, and tests were the same for all the groups in the stu dies. The only difference was the instructional delivery strategy and mastery criteria. All the studies show that mastery conditions produce superior academic performance at the end of the course. Mckenzie and White (1982) observed high levels of retention for students actively involved in learning. In their study three groups of students learned geographical facts and skills. One group was given a learning program which includes pictures, slides, worded examples, sample test items, indications of relevance of information to subsequent application, and transfer of verbal proportions to maps, diagrams and slides. The remaining two groups were given learning program and field excursion. Treatment groups were formed from eight and ninth grade classes from two different schools. The classes were not ability tracked, and class assignments to treatment groups were random. Students in the excursion classes were assigned to either a traditional excursion or a processing excursion. For the traditional excursion students were given an explanatory field guide designed to reinforce the learning program content. The teacher pointed out the geographic areas of interest, and the student veri fied the information by referring to the guide. Students did not do any recording neither di

Carl Sandburgs View of Language Essay -- Poem Poet Essays

Carl Sandburg's View of Language Carl Sandburg's poem Languages is a poem about how languages can change over time. On the surface level, it compares the evolution of language to the formation of a river. At the same time, however, it makes a statement on why languages are difficult to label and mark. The lines dividing languages blur very easily. Languages There are no handles upon a language Whereby men take hold of it And mark it with signs for its remembrance. It is a river, this language, Once in a thousand years Breaking a new course Changing its way to the ocean. It is mountain effluvia Moving to valleys And from nation to nation Crossing borders and mixing. Languages die like rivers. Words wrapped round your tongue today And broken to shape of thought Between your teeth and lips speaking Now and today Shall be faded hieroglyphics Ten thousand years from now. Sing-and singing-remember Your song dies and changes And is not here tomorrow Any more than the wind Blowing ten thousand years ago The first three lines of the poem talk about how man has no firm grip on language. It is clearly not a physical thing to be grasped, and it cannot be marked as such. There is an attachment between men and language, but it is not clear. This may be a statement on the many different languages humans speak. It may not be clear when a language has completely changed into something different, or when it is merely a different dialect. It is hard to tell where the boundaries are, which is why it is described as having no handles for men to take hold of and mark it with signs for its remembrance. These difficulties arise because exactly what makes a language is difficult to determine. Sometimes it can be... ...guage dies. In its entirety, this poem describes how a language can evolve or die, and how things said in this language can change or die with it. Boundaries between languages may not be clear. Like rivers they can travel close together, or merge completely. All languages, however, act as rivers. They start at a source and travel. They then travel, merge, or fade away. Upon closer examination, the poem also says why languages are difficult to label. The reason is that they change with time. The English language of today is not the same English language spoken hundreds of years ago. As all languages evolve similarly, this applies to all languages. Subtle changes in gestures, writing, or spoken language eventually add up. After a long enough period of time it is as though an entirely new language has formed, but kept the same name as the previous language.