My Advices to Upcoming High School Students Essay

If I was able to go back to my high school year, some advice that I would give to upcoming students is: join many academic activities, join lots of club to stay connect to the school, do your homework assignments and turn in the assignments on time. I am sure that if you follow at least two or three of these suggestions, you will love going to school and also have a motive to go to school every day and do your homework. When you do your assignments on time, you will receive good grades and good honors, too. Firstly, when you are able to join at least one or two academic activities after school, you have so much fun and you get to meet more and more people. The activities also help you lose weight and the best benefit is competing with others. For instance, when my sister was in the swimming team her freshman, sophomore and junior year, she was barely home. She was always busy with her swimming team and having fun swimming against other schools. After every swimming competition, she will always come home with a smile on her face and we always thought her school had won, but really they didn’t win. She told me she didn’t care about winning; the most she cared about was being able to have fun, enjoy herself, and know what her capability is. For that, I would recommend students to take after school activities and be able to learn what their body is capable of doing instead of being shy like me and not do anything except coming home and just do my everyday routine. Secondly, joining after school clubs are awesome too. You are able to connect with students and also many teachers. This is a really great opportunity to do when student’s first entering a new school because you get to know other students faster and also different teacher’s in your school. They can also write you recommendations for college too. The better the teacher knows about you, the more they can write and elaborate to the colleges about you in the recommendations. Some students join clubs to help out after school activities like sports, parent conferences, school dances, and many more. This way you are able to be known in school for being a very great and helpful student and make many friends since everybody will know you by all the support you have given. Lastly, doing your homework is the number one priority in school and in college because without doing your homework, you are not able to do after school activities and play any sports. You have to be able to do the homework and turn the homework in on time to receive full credit for a good grade. Putting all your effort into the homework may seem like it is not worth it, but afterwards, you see how far you have gone and what things you have learned thanks to all the homework and all the teachers pushing deadlines and being so strict about homework. Always do your homework no matter how hard it is because the homework is doable; you just have to put all your time and effort into it to get it done the way the teacher wants it. Heeding these tips, you are able to gain many assets and help that you will be very proud of yourself and it will always help you down the future of life. You will always need recommendations for colleges and jobs and you will be able to get that easily because of all the after school activities. You will be able to go to attend more education and do all your assignments and turn them on time because you have already been down that route already. You will also learn how to stay fit because you were able to stay fit during high school with all the academic activities and learning how to motivate yourself without anyone motivating you.

The big idea...read the requirement i send you carefully Essay

The big idea...read the requirement i send you carefully - Essay Example Housing in city is an important issue that affects millions of people in the modern times. The rentals are skyrocketing mainly due to imbalances in demand and supply for housing. Ideas relating to the best utilization of resources and efficiency in human resources management for improved organizational performance call for innovative mindset in organizing, controlling and directing the workforce. Aghazadeh, S. (2003, p. 201) stated â€Å"Human resource management must change as the business environment in which it operates changes.†Ã‚  Competitive edge in business operations leads to sustainable growth and development. A strategy that takes care of transportation and housing problems of the employees can be considered as the best idea from the view point of corporate social responsibility also. This paper seeks to highlight the benefits that could be attributed to this idea from the perspective of human resources management, profitability and sustainability of the organization and corporate social responsibility. ... Technological developments in the field of information and communication technology could be properly leveraged in this idea to mitigate the hardships arising out of transportation and housing in cities to the people as well as society at large due to pollution. Digital convergence of technologies created synergy in business operations resulting in an array of opportunities. Even Alvin Toffler in his ‘Future Shock’ could neither predict the use of mobile phones by a common man nor its impact on the business and society. Digital convergence has provided an excellent platform for the big idea in relation to human resources management in business organizations. According to the Society for Human Resources Management (2008, p. 17) â€Å"Organizations that formally offer telecommuting from a satellite location or telecommuting from other locations deem this flexible work arrangement to be very successful.† Human resources management Matiza, L. (2013, P.2) stated  "Human Resources Management is basically a way of managing humans at their workplace in search of performance and rating it well in order to also remunerate them well.† Managing humans at their workplace signifies that the people work for the company assembles in a firm’s place of work at a particular time for performance of their duties. Human Resources Management involves rating of their performance as well. The firm should remunerate the employees based on their performance. Kayode, O. (2012, p. 1) stated â€Å"Now, more than ever, organizations need to place greater emphasis on attracting human capital rather than financial capital... effective human resource management is the best

Presentation & Paper Essay Example | Topics and Well Written Essays - 1000 words

Presentation & Paper - Essay Example For instance, if the society as a whole or by extension had a problem where the agriculture sector or sphere was affected negatively by whatever cause, it was the duty and role of the University to interceded and do research on the same to see to it that the anomaly was corrected. It is important to note ad record that Cyrus NuttLemuel as the President of the Indiana University, did oversee and period of transition where the new courses and programs at the inaugural stage and manner were introduced to the University. As far as his personal accolades and information is concerned, it is safe to assert that the Cyrus NuttLemuel Moss was a distinguished academicians whose accomplishments and achievements in the University helm was a correlations and reflection on the ability of the president. To begin with, he was the president of the Indiana University from the period of 1860-1875. In the year 1931, as a young man, he earned a bachelor’s of Arts degree from the Allegheny College, which was later accorded full accreditation to earn a charter and earned a charter to become a University. Later on he grew in stature and on the academic ladder and walk to become a professor of languages at the current DePauw University which was formerly known as the Asbury (Andreatta 59). This happened prior to his appointment to lead and serve the Indiana University as the President, thus he taught in the same university in the stated capacity. In the year between 1849 and 1850, he served as the President and visiting professor at the Fort Wayne Female College (Andreatta 53). At this level, it is safe to note and assert the fact that Cyrus NuttLemuel Moss held several prior positions as college heads and presidents before he was appointed as the President of the Indiana University. During this period and point in time, he grew in stature an

Cooperation between Canada and China Essay Example | Topics and Well Written Essays - 2500 words

Cooperation between Canada and China - Essay Example After the completion of the railway, the majority of Chinese left Canada after the passing of The Chinese Immigration Act of 1885. The act was followed by other acts that were focused on increasing the fees that were levied on the Chinese residents found in Canada. The period between 1923 -1947 was referred to as exclusion era. This was the time during which China was restricted from visiting or residing in Canada (Canadian Census of population 46). However, after 1947, the two countries were engaged in business activities and economic development that resulted in a remarkable economic growth of the two countries. This paper seeks to discuss how globalization influences the patterns of development in Canadian and Chinese history. Since the 1940s, Canada and China have been involved in a number of partnerships that have been growing tremendously resulting in strong economic ties between the two countries. For example, leaders from the two countries have been meeting regularly to discu ss the rich oil fields in the two countries since oil has made both countries to have a stronger relationship. When the energy ministry is not conducting its mandate well, both countries have to raise the issue and make sure that the issue is finally settled. China and Canada have been signing agreements concerning energy distributions and this provides for the exchange of experience in economic matters. One of the agreements that they signed was that Canada had to supply carbon captures and storage projects since China didn’t have the technological know-how about carbon. This agreement gave china confidence and groundwork for further industrial cooperation between the two countries. Influence of globalization on the developments in Canadian and Chinese history China and Canada are two developed countries that have a significant impact on the global economy. The two countries have been involved in trading activities since 1945. Based on the tremendous economic growth of China in the last 50 years, the majority of countries have taken the initiative to form economic ties with China and Canada. Through recognizing its growth potential, the Canadian government has taken the initiative to widen its relationship with China. Precisely, the aim of the Canadian government is to ensure that China’s growth in economy benefits Canada. This is done by making China the most preferred destination for residents of Canada. Due to high influence and emergence of China as a major player in economic sector for the last two decades it has made more countries worldwide to seek the attention from China, and strong economic ties have been established so that they can trade with China and that why Canada was no exception but rather to carry on with trade (China Index of Economic Freedom 33).

Descartes Essay Example | Topics and Well Written Essays - 1500 words

Descartes - Essay Example The wax has been used for the purposes of making comparisons and discussing the human mind. On the other hand, it is also important to note that the mind is quite complex and it is difficult to describe its nature using simple terms. The paper is therefore an analysis of the human mind in relation to the comparison with the wax as outlined in the article. According to the article, wax has different properties that can be used for different purpose. When wax is not burnt, it takes a different shape and it also has a different smell. However, when it is burnt, it changes colour and it also turns into liquid. The wax is therefore capable of innumerable changes when it is burnt. All the scent is also lost and it takes a complexity new form and shape. However, it is difficult to imagine that was may end up turning this way by just looking at it. According to the article, the mind is prone to a lot of errors and hence the difficulties in terms of describing its nature just like the wax (Ariew & Cress, 17). A false assumption may be made when analyzing the nature of the mind just like the wax. The discussion also indicates that some of the complex issues such as the human mind cannot be described through touch alone. It also requires a lot of understanding. The use of the wax and the many forms that it takes under different condition can be compared to the nature of the human mind. It is important to note that the human mind can also change depending on the condition. However, the changes in the human mind are in terms of its intellectual nature as compared to the physical changes that occurs when the wax is heated. The aspect of common sense has also been highlighted in the article. This is through the example of how it changes when it undergoes heating. According to the article, common sense may be misleading when it comes to the issues of the wax. When one sees the wax in its external form, common

Leadership in Organisation Essay Example | Topics and Well Written Essays - 1000 words

Leadership in Organisation - Essay Example There is a growing presence of women in almost all aspects of employment, and particularly in top management positions, in recent years. The contribution of women, in executive level in organizational success over the years, is unprecedented, thus indicating their strong leadership skills and professionalism at the workplace. There is also a change in their social expectations, and their advocacy by various groups, to ensure equal opportunities at the workplace has further ensured honing of such skills. It is on account of these reasons, that the performance of women managers and leaders, that the case for a strong ethical leadership, irrespective of the gender, has gained momentum. Furthermore, the rise in complexity and composition of the global markets has expanded the scope of businesses as never before, thus leading to more pressure on the top level management to perform and excel in their respective fields. Such external factors have led to retention and promotion of skilled wo men in managerial positions, across all levels in the organizational hierarchy. Such an increase in female corporate leaders in recent times can be attributed to the changing dynamics of the industry, as well as the change in conventional definitions and practices of the concept of leadership in general. Contrary to the conventional definition of the concept, leadership in the post-industrialized era refers to the ability of individuals to motivate, empower and engage the employees and subordinates, and team members as well as empathize with them. (Hammer & Champy, 1994; Senge, 1994). Research suggests that there is still a vast difference between the leadership and management styles followed by male and female leaders. It is on account of this reason that the proverbial ‘glass ceiling’ still exists in terms of appointment of women in top management positions particularly in fields such as finance and technology. According to Schein (2001) the ‘think manager, think male’ approach to appointing individuals in top leadership positions, ex ists in various countries across the globe, despite the change in socio-cultural environment, and the advancement of policies advocating equal opportunities to women. It has also been observed that in the developed

A Study Of The Predictive Effect Of Pre-Service Teacher Essay Example for Free

A Study Of The Predictive Effect Of Pre-Service Teacher Essay ABSTRACT: This paper aims to examine the relationship between the personal knowledge management (PKM) competency of pre-service teachers and their instructional design skills. Supporting the sustainable development of teachers as professionals in the knowledge society is a critical issue in teacher education. This study attempts to identify an empirical model and a curriculum framework for nurturing pre-service teachers’ PKM competency. Dorsey (2000) PKM skills were adopted for constructing the theoretical framework and the survey instrument. A quasi-experimental research design was used to collect data from pre-service teachers from Hong Kong’s largest teacher education institution. A structural equation model was applied to explore the predictive power of PKM competency on their instructional design. Results show that a four-factor PKM competency model, which consists of retrieving, analyzing, organizing and collaborative skills, was identified as a predictor of instructional design. Use of PKM tools, e-learning activities and collaborative action research for developing pre-service teacher PKM competency are recommended to teaching education institute. Keywords: Personal knowledge management, Pre-service teacher, Teacher education Introduction Rapid advances in technology and communications have greatly accelerated the emergence of information. The increases in the amounts and formats of information available do not automatically make learners more informed or knowledgeable, if a learner cannot manage and meld the accumulation of  information through their daily experience and study to construct knowledge in a systematic fashion. This competency is referred by most literatures (Frand Hixon, 1999; Dorsey, 2000; Wright, 2005) as personal knowledge management (PKM) competency. Developing learners with PKM competency is not simply a lifelong education issue, it is also an important teacher education issue in terms of sustaining a competitive human capital in the knowledge economy. Teacher development is viewed as an ongoing lifelong learning process as teachers strive to learn how to teach learner to learn how to learn (Cochran-Smith Lytle, 1999). The recent education reforms in Hong Kong (Education Commission, 2000) addressed this lifelong education issue by proposing a learning to learn slogan in the policy document. The policy suggests that teachers should develop student learning competence for acquiring knowledge through various methods. To develop students with knowledge acquisition skills, teachers should also be equipped with the competency for knowledge acquisition. However, since publication of the policy paper entitled Information Technology for Learning in a New Era Five-year Strategy that launched IT in education in Hong Kong (EMB, 1998), the Education Bureau has not addressed this issue in any teacher professional development policy documents. Recent calls for consultation on e-learning from the Education Bureau likewise generated additional demand for developing teacher information literacy capable of supporting student learning (EMB, 2004). If the government and teacher education institutions really want to develop competent teachers for the knowledge society, they may consider injecting the elements of personal knowledge management (PKM) into the teacher education curriculum for developing pre-service teachers’ teaching competency. However, little studies on teacher education were attempted to examine the effect of PKM on teacher learning and discussed the possibilities of injecting the element of PKM model into teacher education curriculum. This study aims to construct an empirical model for examining the predictive effect of pre-service teachers’ PKM competency on their instructional design skills and to discuss a personal knowledge management curriculum framework for teacher education institutions. Literature Review A review of the literature related to knowledge management suggests that the development of personal knowledge management (PKM) could be a means of enhancing pre-service teacher professional competency in managing personal knowledge for coping with the acceleration of emerging information. Frand Hixon (1999) define PKM as a conceptual framework to organize and integrate important information such that it becomes part of an individual’s personal knowledge base. Dorsey (2000) emphasizes the importance of injecting PKM into an educational framework for undergraduate education in order to bridge the gap between general education and other subject disciplines. PKM could serve as a framework for integrating general education and majors and as an approach to technology integration initiatives throughout the curriculum. PKM provides learners with both a common language and a common understanding of the intellectual and practical processes necessary for the acquisition of information and its subsequent transformation into knowledge. The significance of exploring PKM may contribute to human cognitive capabilities (Sheridan, 2008). Scholars tend to conceptualize PKM as a set of information skills (Frand Hixon, 1999; Avery et al, 2001), though there is no standard definition or model for PKM. After Frand Hixon (1999) outlined five PKM techniques as searching, classifying, storing distributing, evaluating and integrating skills, Dorsey and colleagues (Avery et al, 2001) broadened the Frand Hixon PKM framework well beyond its formulation. Central to PKM, as clarified by Dorsey, are seven information skills which when exercised together are integral to effective knowledge work. These seven PKM skills are retrieving, evaluating, organizing, analyzing, presenting and securing information and collaboration for creating knowledge. Recently, Pettenati and Cigognini (2009) grouped PKM skills under three intertwined macro-competence categories: creation, organization and sharing. PKM can also be conceptualized as an intertwined macro-competency. Wright (2005) proposes a PKM model that links distinctive types of problem-solving  activities with specific cognitive andmetacognitive, information, social and learning competencies. As a learning competency, PKM enables learners to apply a set of learning skills that are essential to lifelong learning for information processing, knowledge application and decision-making. As a cognitive and metacognitve competency, it enables learners to apply complex thinking skills to solve problems. It is knowledge concerning the learner’s own cognitive processes or anything related to them (Flavell, 1976, p232). As an information competency, it enables learners to link technology tools with a set of information skills, thus providing an intentionality that moves the focus from the technology more directly to the information. As a social competency, its underlying principles include enabling learners to understand others’ ideas, develop and follow through on shared practices, build win-win relationships, and resolve conflicts. PKM integrates human cognitive and metacognitive competency (Sheridan, 2008), social competency (Wright, 2005; Pettenati Cigognini, 2009) and informational competency (Tsui, 2002). Wright (2007) has developed a PKM Planning Guide for developing knowledge worker PKM competency. The guide is based on his research findings that the four interrelated competencies are activated in order to plan PKM training. The training process encourages participants to reflect on their knowledge activities and focus on areas for improvement. If learners know how to control this process, they can internalize information into personal knowledge, creating a foundation for effective learning. Utilizing PKM for acquiring knowledge refers to a collection of information management processes that an individual learner needs to carry out in order to gather, classify, store, search, and retrieve information in his daily activities (Tsui, 2002; Grundspenkis, 2007). In teacher education, knowledge acquisition focuses on the process how teacher apply PKM to support their day-to-day teaching and learning activities: instructional design. Instructional design is closely related to PKM which is also one of the major learning tasks for pre-service teachers. Instructional design is a process that involves determining the current status and needs of the learner, defining the end goal of instruction, and creating instructional  and learning strategies to facilitate teaching and learning. There are a wide range of instructional design models, many of them based on the ADDIE model (Seels Glasgow, 1998; Molenda, M., 2003; Strickland, A.W. 2006) which includes the following phases: analysis, design, development, implementation, and evaluation. This acronym stands for the 5 phases contained in the model. Knowledge acquisition for instructional design is conceptualized as identifying learner entry skills, formulating instructional objectives, test and design specifications, creating instructional or training materials, making recommendations and preparing a project report for lesson implementation. As instructional design is one of the key components of teacher professional competence, and helps to implement a new curriculum in the information age of the 21st century, exploring the predictive relationships of PKM competency on knowledge acquisition for instructional design becomes key to the development of teacher education. Research Methodology It appears that PKM competency can expand individuals’ knowledge and enhance their learning competency (Davenport, 1997, p146 ; Frand Hixon, 1999). It provides learners with a targeted, reflective and adaptable cognitive framework for inquiry and problem solving. In this study, knowledge acquisition will be conceptualized as the knowledge required for carrying out instructional design. This study attempts to answer the following research questions: 1. What is the empirical factor structure of PKM competency for pre-service teachers? 2. Is there any relationship between the PKM competency of pre-service teachers and their knowledge acquisition for instructional design? This study adopted Dorsey (2000) PKM skills to conceptualize PKM as a competency for acquiring knowledge (see figure 1). A quasi-experimental research design was used in this study to determine the relationship between PKM skills and knowledge acquisition for instructional design. The exogenous variables were pre-service teachers perceptions of their PKM skills. The endogenous variable is knowledge acquisition for instructional design. A  self-response quantitative questionnaire was devised to collect data from the pre-service teachers of Hong Kong’s largest teacher education institution. Figure 1: Theoretical Framework Of The Study The operationalized definitions of Dorsey (2000) PKM skills are as follows: 1. Retrieving skill is the ability of learners to retrieve information from relational databases, electronic library databases, websites, threaded discussion groups, recorded chats, and moderated andunmoderated lists. 2. Evaluating skill is the ability to make judgments on both the quality and relevance of information to be retrieved, organized, and analyzed. 3. Organizing skill is the ability to make the information one’s own by applying ordering and connecting principles that relate new information to old information. 4. Collaborating skill is the ability  to understand others’ ideas, develop and follow through on shared practices, build win-win relationships, and resolve conflicts between these underlying principles. 5. Analyzing skill is the ability to extract meaning from data and convert information into knowledge. 6. Presenting skill is the ability to familiarize with the work of communications specialists, graphic designers, and editors. 7. Securing skill is the ability to develop and implement practices that help to ensure the confidentiality, integrity and actual existence of information. This study adopted ADDIE instructional design model to conceptualize instructional design as a multiple competencies that involves analysis, design, development, implementation, and evaluation of a lesson (Molenda, 2003; Strickland, 2006). The acronym ADDIE stands for the 5 phases contained in the model. Pre-service teachers’ learning on instructional design is conceptualized by the knowledge and experiences they come across in the 5 phases of ADDIE model including analysis, design, development, implementation and evaluation. The learning outcomes include know how to analyse learner characteristics and task to be learned and identify learner entry skills; to design learning objectives and choose an instructional approach; to develop instructional or training materials; implement the lesson and deliver the instructional materials; and to evaluate the lesson plan and recommend the materials achieved the desired goals. The teaching experience that they had gained include determining the current state and needs of the learner, defining the end goal of instruction, and creating some instructional and learning strategies to facilitate teaching and learning. Instructional design is operationalized to the knowledge for: identifying learner entry skills; formulating instructional obJectives, test and designs specifications; creating instructional or training materials; and making recommendations and preparing a project report for lesson implementation (Seels Glasgow, 1998; Molenda, M., 2003; Strickland, A.W. 2006). The questionnaire was based on a number of scales constructed to measure the variables of PKM skills and instructional design. In order to develop valid items for these scales, the researcher conducted a content analysis on the PKM literature of Dorsey (2000), Skyrme (1999). Hyams (2000), and on the instruction design literature of Seels Glasgow (1998), Molenda, M. (2003); and Strickland, A.W. (2006). The questionnaire consists of two sections. Section 1 was used to measure the effectiveness of knowledge acquisition for instructional design based on 4 items. Section 2 contains 21 items designed to measure the teachers’ perceptions of their seven PKM skills. Likert 6 point scales were used in both sections to measure the variables. Likert scales are commonly used in attitudinal research. The Likert scale assumes that the difference between answering agree strongly, and agree is the same as between answering agree and neither agree nor disagree (Likert 1932, quoted in Gay, 1992 ). The data was collected directly from target subjects using the questionnaire. 225 pre-service teachers responded to the survey. Data was collected directly from them by means of the questionnaire. The subjects in the study were pre-service teachers from Hong Kong’s largest teacher education institution. Random sampling was used to collect data from the population. Exploratory factor analysis was carried out on variables using principal factor axis analysis to confirm the constructed validity of the tools (see table 1). The study is interested in a theoretical solution uncontaminated by unique and error variability and is designed with a framework on the basis of underlying constructs that are expected to produce sources on the observed variables. Principal axis factor (PAF) analysis, which aims to reveal the underlying factors that produce the correlation or correlations among a set of indicators with the assumption of an implicit underlying factor model, was applied separately to the items from the learning processes and learning outcomes. Promax rotation, a method of oblique rotation which assumes that the resulting factors are correlated with one other, was applied to extract the factors. An eigenvalue greater than one was used to determine the appropriate number of factors for the factor solutions. A Structural Equation Model (SEM) was then applied to  examine the factor structures and the paths among the variables, using Lisrel 8.3 (Joreskog Sorbom, 1999). SEM is a collection of statistical techniques that allows the examination of a set of relationships between exogenous variables and endogenous variables. Findings The results of exploratory factor analysis, presented in Table 1, clearly suggest a four- factor structure for exogenous variables that are both empirically feasible and theoretically acceptable. An eigenvaluegreater than one was used to determine the appropriate number of factors for the factor analysis solution. Items were extracted with factor loadings greater than 0.6 across and within factors. The numbers of factor solutions extracted from a Promax rotation theoretically afforded the most meaningful interpretation. The process used to identify and label the factors that emerged was based on examining the derivation of the highest loading items on each of the factors. The reliability coefficients of the scales ranged from 0.792-0.821, which was judged adequate for this study. The results of descriptive statistics show that the scale means of all the variables are higher than 4.27 within the 6 point-scale, reflecting the participants’ tendency to slightly agree with all the items. The reliability coefficient (Alphas) of the scale for instructional design is 0.854, its scale mean is 4.33 (sd = 0.691).