Literature Review Mobile Computing Devices

Question: Discuss about theLiterature Reviewfor Mobile Computing Devices. Answer: Introduction Mobile computing devices have become central in teaching along with learning in higher learning institutions and play a leading role in promoting education. Students in higher education are embracing mobile computing devices that include cell phones, tablet computers, as well as smartphones. These computing devices are being adopted in large-scale, especially in the modern era where the Internet is the order of the day among the students. Many students and educations in higher education believe that these computing devices are vital because they help them to attain their academic success since they use these devices in their academic activities. Furthermore, these computing devices will enable the students to explore the different educational prospects that will allow them to access the content and easily intermingle with educators and their colleagues wherever they are. These mobile devices have been used in conjunction with social media, which permit communication and promote learn ing in higher education. Gikas and Grant (2013) undertook the research to assess the role of computing devices plus social because they are still novel. The assessment through research will play a leading role because it will provide the understanding of the effectiveness of these devices and social media in enhancing learning in higher institutions of learning (Gikas Gant 2013, pp. 18). The authors primarily used focus group interviews to collect the needed data, which was vital in allowing illustration of authenticity in the eyes of those being interviewed so that they share their narratives and listen to their voices. This was a qualitative method because the objective of the study was to offer learners exhaustively views of experiences with executing the devices. The inclusion method used by authors in the study, include: (a) the background of the study was both public in addition to private campuses, (b) educators that had successfully implemented devices for a minimum of 3 years, and (c) educators who had used the mobile devices for teaching with learning. Marshall and Rossman (2011) suggested that recording information during the interviews was important towards promoting the reliability and quality of research through quality recording. Based on these suggestions by these authors, the research carried out the focus group interviews through the Skype recorder (Marshall Rossma 2011). Gikas and Grant (2013) used Kruegers (2002) guidelines to undertake successful focus group interviews that offered an effective structure for the interviews. Furthermore, the authors ensured that semi-structured protocol was used to guarantee flexibility of the interview questions to accommodate the developing environment of the discussion during the interview. The interviews from the focus were transcribed while the extra non-verbal behaviours recognized were acknowledged and at the same time notes on student statements were written down. The authors of the study extracted the collected data by inductive analysis. The inductive analysis was based on Bogdan and Biken (2003) where the consistent assessment of the data collected was carried out in 3 rounds of inductive analysis- open, a prior plus research coding (Bogdan Biklen 2003). In terms of findings, Gikas and Grant (2013) established that there were two explicit themes that emerged following the interviews regarding the influences of the devices on scholar learning, as well as the role of social media. Thus, the two themes were: merits of mobile devices for learning, as well as frustrations from learning using the devices. The authors started with advantages from the interviews of the students in their focus groups (Gikas Gant 2013, pp. 20). The students cited several advantages of the devices on their learning. The students asserted that the computing devices offered them easy and fast access to information due to the convenience of consistent connectivity. Also, the mobile computing devices allowed students to easily communicate with fellow students and instructors, which facilitated communication. The authors established that the computing devices offered a variety of methods to learn and interact with course material, as well as other students within a nd outside the institution. On the other hand, Gikas and Grant (2013) found from the study that the computing devices had some frustrations. The authors cited that one of the frustrations was anti-technology instructors who are not willing to adopt these technologies. The other challenge in the study regarding the devices was the device challenges, like small keyboards that make it hard to type faster. There was also the frustration of device distraction among older students. In their discussion, Gikas and Grant (2013) explained that the majority of the present text on the devices concentrates on employing the mobile device to distribute information or access resources in higher education. This was supported by Greenhow (2011) and Sharples (2000) that mobile computing devices are used to fashion, as well as interact with the content, team up plus learn the course of their daily activities with the use of social media tools and Web 2.0 (Sharples 2000, pp. 178). The authors further claimed that the mobile computing devices were beneficial to students because as it was seen in the findings as it allows them to access content faster and interact with content and colleagues easily (Greenhow 2011, pp. 140). The students could access allowed the students to quickly access course documents and upload and post content anywhere. The authors also discussed that it was easy to communicate using the devices with each other through social media tools, such as Twitter a nd QuickPolls and allow them to get instant feedback regarding the course content and interaction with content specialists. Based on the findings of Ruta et al (2010), the authors found that the mobile computing devices allowed the students to situate their learning in the background of the surroundings. The challenges were also cited by students on mobile devices that include small keyboards, and faculty members inability to adopt these devices (Gikas Grant 2013, pp. 24). In conclusion, the future research should be designed in a way that it will allow the students to make a clear distinction between their identity and the mobile computing devices. The present study by Gikas and Grant (2013) was blurred on the lines of personal identity and devices. Because of the evolving field of information, there is the need for continuous research on the influence of the devices and social media on educators teaching and students learning. References Bogdan, R.C., Biklen, S.K, 2003, Qualitative research for education: An introduction to theories and methods, New York: Allyn and Bacon. Gikas, J Grant, M.M., 2013, Mobile computing devices in higher education: Student perspectives on learning with cellphones, smartphones social media, Internet and Higher Education, 19, 18-26. Greenhow, C, 2011, Youth, learning and social media, Journal of Educational Computing Research, 45 (2), 139-146. Krueger, R.A, 2002, Designing and conducting focus group interviews, Retrieved January 25, 2017. Marshall, C., Rossman, G., 2011, Designing qualitative research (5th Edition), Thousand Oaks, CA: SAGE Publications. Pang, L., 2009, A survey of Web 2.0 technologies for classroom learning, The International Journal of Learning, 16 (9), 743-759. Ruta, M., Scioscia, F., Colucci, S., Di Sciascio, E., Di Noia, T., Pinto, A, 2010, A knowledge-based framework for e-learning in heterogeneous pervasive environments. In T.T. Goh (Ed), Multiplatform e-learning systems and technologies: Mobile devices for ubiquitous ICT-based education (pp. 20-41). Hershey, PA: IGI Global Publishing. Sharples, M, 2000, The design of personal mobile technologies for lifelong learning, Computers in Education, 34 (3-4), 177-193.

Short Story on Morals free essay sample

Wendy followed behind trying to calm her daughter down until she was standing face-to-face with the closed door. Steve, let me In now. I want to help. Please Just let me know whats going on, I cant help unless you talk to me. Wendy pleaded behind the door Leave me alone Mum, I dont want to talk about it, I just want to be on my own. Sobbed Steve in reply Darling please let me in. I have chocolate. The door slowly opened and Steve stood their red-nosed and pup-eyed, Wendy wrapped her arms around her and they sat on the bed.Oh Mum I dont know what to do, so many things are going wrong and I dont know what to do. I have so many decisions to make and I just dont know what I want to do. Eve been keeping everything bottled up Inside and I feel like I have reached breaking point Spilled Steve Like word vomit Steve, youre only fifteen years old. We will write a custom essay sample on Short Story on Morals or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page You have several years before you need to start making major decisions about what you want to do and where you want to go In life, take life as It comes. And honey dont worry about making mistakes, remember what your Dad used to say Wendy paused Never let he fear of striking out, keep you from playing the game Steve finished her mums sentence Steve and her mum sat there for several hours talking and eating chocolate. Thank you Mum, I feel much better now that Ive talked about it. Steve said as she hugged her Mum uniform most welcome, Im always here for you no matter how far away I am, or when my time is up, I will always be here to support you. Im so proud of you Steve. Next time something is bothering you come to me, dont keep it bottled up Inside, all that leads to Is overthrowing and makes a bigger problem than what there really is.

Harvard Referencing †Citing a Journal Article

Harvard Referencing – Citing a Journal Article Harvard Referencing – Citing a Journal Article The â€Å"Harvard† referencing system – actually a generic term for author-date referencing – is used around the world for citing sources in written work. As such, every college student should know the basics of the Harvard system. In this post, we go over how to cite a journal article using Harvard referencing. However, it’s worth remembering that many institutions have their own in-house versions of this system, so you should always check your style guide before setting to work on a paper! In-Text Citations As the term â€Å"author-date† implies, Harvard citations include the surname of the author and date of publication: Rational reflection need not compromise the status of something as a mystery (Boyer, 2007). If the author is already named in the text, only the year of publication needs to be given: According to Boyer (2007), there are five kinds of mystery. A sixth type of mystery can be found in the mystery spot. [Photo: Sanjay ach]In citations, you also need to give  relevant page numbers when quoting a source directly: Boyer (2007, p. 89) focuses on the metaphysics of how we experience mystery. Multiple Authors When  citing a work with three or more authors, only name the first listed author, followed by â€Å"et al.† (meaning â€Å"and others†). An article by Mark Pagani, Ken Caldeira, and David Archer, for instance, would be cited as: The source of this carbon remains mysterious (Pagani et al., 2006). Reference List All sources cited in your work should be listed in a reference list at the end of your document. This is where you provide full publication information for your reader, with sources listed alphabetically by author surname. For a journal article, the detail required is: Author Surname(s), Initial(s). (Year) Article Title, Full Title of Journal, Volume Number, Issue/Part Number, Page Numbers. The Boyer article used in the example above would therefore appear in a reference list as: Boyer, S. D. (2007). The Logic of Mystery, Religious Studies, vol. 43, no. 1, pp. 89-102. If you’re citing an online version of a journal article, make sure to provide a URL or DOI too, along with a date of last access: Pagani, M., Caldeira, K., and Archer, D. (2006) An Ancient Carbon Mystery, Science, vol. 314, no. 5805, pp. 1556-7. [Online]. Available at jstor.org/stable/20032976 [Accessed 30 March 2016].

Saying Yes in French With Oui, Ouais, Mouais, and Si

Saying Yes in French With Oui, Ouais, Mouais, and Si Any student of French,  whether class-taught or self-taught, knows how to say yes: oui (pronounced like we in English). But there are some secrets to be revealed about this simple French word if you want to speak like a French native. Yes, I do. Yes, I am. Yes, I can...Just oui in French Saying yes looks pretty straightforward. - Tu aimes le chocolat? Do you like chocolate?- Oui. Yes, I do. However, things are not as easy as they seem. In English, you would not answer this question simply by saying yes. Youd say: yes I do. Its a mistake I hear all the time, especially with my beginner French students. They answer oui, je fais, or oui, jaime. But oui is self-sufficient in French. You may repeat the whole sentence: - oui, jaime le chocolat. Or just say oui. Its good enough in French.   Ouais: the informal French yes When hearing French people speak, youll hear this one a lot.   - Tu habites en France? Do you live in France?- Ouais, jhabite Paris. Yep, I live in Paris. Its pronounced like way in English. Ouais is the equivalent of yep. We use it all the time. Ive heard French teachers say it was vulgar. Well, maybe fifty years ago. But not anymore. I mean, its definitely casual French, just like you wouldnt say yep in English in every situation... Mouais: showing little enthusiasm A variation of ouais is mouais to show that you are not too crazy about something. - Tu aimes le chocolat?- Mouais, en fait, pas trop. Yeah, in fact, not that much. Mouais: showing doubt Another version is mmmmouais with a doubtful expression. This is more like: yeah, youre right, said ironically. It means you doubt the person is saying the truth.   - Tu aimes le chocolat?- Non, je naime pas beaucoup à §a. No, I dont like it a lot.- Mouais... tout le monde aime le chocolat. Je ne te crois pas. Right... everybody likes chocolate. I dont believe you. Si: but yes I do (although you said I didnt) Si is another French word to say yes, but we only use it in a very specific situation. To contradict someone who made a statement in the negative form. - Tu naimes pas le chocolat, nest-ce pas? You dont like chocolate, right?- Mais, bien sà »r que si! Jadore à §a! But, of course I do! I love that! The key here is the  statement in the negative. We dont use si for yes otherwise. Now, si is yes in other languages, such as Spanish and Italian. How confusing! Mais oui This is the typical French sentence: mais oui... sacrebleu...blah blah blah...I really dont know why. I promise you French people dont say mais oui all the time... Mais oui is actually quite strong. It means: but yes, of course, its obvious, isnt it? Its often used when youre annoyed. - Tu aimes le chocolat?  - Mais oui! Je te lai dà ©j dit mille fois! YES! I already told you a thousand times! Now, lets see how to say no in French.

International Tax and Estate Planning Discussion Post 6 Coursework

International Tax and Estate Planning Discussion Post 6 - Coursework Example Cassandra should also note that the will has legal binding only when at least two witnesses watch when she is signing the will document. Spenceley (2009) advises that the two witnesses will form a reliable defense should someone contests the will in a legal system. Likewise, she should ensure that the witnesses’ signatures are verified by a public attorney. Furthermore, Cassandra is required to make clear and detailed instructions on how to distribute her properties after her demise. In this particular case, she ought to explain in the will that Aidan should inherit the house with Danika as the trustee. She should also mention the sale and subdivision of the sale amount among the three beneficially. If clear instructions are not available, Spenceley (2009) argues that the properties will be distributed according to the state’s intestacy laws Lastly, Cassandra must appoint a person that she trusts to act as her personal representative or executor of her will. The will must clearly identify the executor who will ensure that the will is executed. The trustee plays a significant role in ensuring that minors and beneficiaries living overseas are taken care of according to the provisions of her

Service Marketing Essay Example | Topics and Well Written Essays - 2000 words

Service Marketing - Essay Example Hart (1990) stated that recruiting a new customer costs five times than to keep current customers happy and content. This statement holds great value in every sense as organizations often try hard to keep customers happy by offering great services. At the same time, organizations have service recovery tools that help in gaining customers loyalty and trust back. Service recovery tools often help in enhancing customer’s retention by properly responding to service failures. The assignment aims at highlighting the impact of service failure on the business along with developing a service recovery model based on understanding and empowering customers. The organization chosen for this purpose is Tiger Airways Australia based in Melbourne, Victoria. In the past, Tiger Airways has received a number of complaints ineffective customer care service, flight delays and improper handling of grievances. This can be considered as a serious service failure offering a reason to be dissatisfied a nd frustrated with the services being offered. The analysis would help in understanding and analyzing the ways through which service failure can be addressed using service recovery tools in an effective and efficient manner helping the organization to win customer’s trust and loyalty back. An Overview of the Organization Tiger Airways Australia is a low cost airlines based in Melbourne, Australia. It started its operations in the year 2007 with strong focus on domestic markets. The organization has been performing well but not that well to compete with other competitors because of serious problems pertaining to the services being offered. As per the Bureau of infrastructure, Transport and Regional Economics in Australia, Tiger Airways have consistently lower percentage of on-time arrival and departure with high percentage of cancellations. Tiger Airways also used marketing strategies to boost its sales figures and presence across the country through an advertisement campaign named â€Å"The Low Fare Revolution†. Tiger Airways have been hit by a number of criticisms pertaining to its services and can be considered as an ideal organization to analyze the concepts of service failure and recovery. Concept of Service Failure When organizations offer services to customers, the only motive is to make them feel good and content with the offered services. Customers also have pre-conceived and experienced notions on services and when these notions do not match with the services being offered; it is termed as a service failure. Service failure often frustrates customers along with making them change the service provider. It creates negative a negative impact on the business activities along with offering an edge to customers. It needs to be mentioned that service failure is bound to happen and organizations are supposed to be good enough to tackle service failures. Tiger Airways have been accused of poor customer service and high rate of cancellation. Furth er, the support and guidance from the management is almost negligible that has reduced the satisfaction level of customers. The service recovery tools that could have been of great help in dealing with service failures have been discussed in the following part in an analytical manner. Service Recovery and its Importance

Lesson Plan Essay Example for Free

Lesson Plan Essay In modern times there are opposing views about the practice of education. There is no general agreement about what the young should learn either in relation to virtue or in relation to the best life; nor is it clear whether their education ought to be directed more towards the intellect than towards the character of the soul. And it is not certain whether training should be directed at things useful in life, or at those conducive to virtue, or at non-essentials. And there is no agreement as to what in fact does tend towards virtue. Men do not all prize most highly the same virtue, so naturally they differ also about the proper training for it. Aristotle wrote that passage more than 2,300 years ago, and today educators are still debating the issues he raised. Different approaches to resolving these and other fundamental issues have given rise to different schools of thought in the philosophy of education. We will examine five such schools of thought: Essentialism, Progressivism, Perennialism, Existentialism, and Behaviorism. Each has many supporters in American education today. Taken together, these five schools of thought do not exhaust the list of possible educational philosophies you may adopt, but they certainly present strong frameworks from which you can create your own educational philosophy. Essentialism Gripping and enduring interests frequently grow out of initial learning efforts that are not appealing or attractive. William Bagley Essentialism refers to the traditional or Back to the Basics approach to education. It is so named because it strives to instill students with the essentials of academic knowledge and character development. The term essentialism as an educational philosophy was originally popularized in the 1930s by the American educator William Bagley (1874A1946). The philosophy itself, however, had been the dominant approach to education in America from the beginnings of American history. Early in the twentieth century, essentialism was criticized as being too rigid to prepare students adequately for adult life. But with the launching of Sputnik in 1957, interest in essentialism revived. Among modern supporters of this position are members of the Presidents Commission on Excellence in Education. Their 1983 report, A Nation at Risk, mirrors essentialist concerns today. Underlying Philosophical Basis (American) essentialism is grounded in a conservative philosophy that accepts the social, political, and economic structure of American society. It contends that schools should not try to radically reshape society. Rather, essentialists argue, American schools should transmit the traditional moral values and intellectual knowledge that students need to become model citizens. Essentialists believe that teachers should instill such traditional American virtues as respect for authority, perseverance, fidelity to duty, consideration for others, and practicality. Reflecting its conservative philosophy, essentialism ten(tends to accept the philosophical views associated with the traditional, conservative elements of American society. For example, American culture traditionally has l)placed tremendous emphasis on the central importance of tile physical world and of understanding the world through scientific experimentation. As a result, to convey important knowledge about our world, essentialist educators emphasize instruction in natural science rather than non-scientific disciplines such as philosophy or comparative religion. The Essentialist Classroom Essentialists urge that the most essential or basic academic skills and knowledge be taught to all students. Traditional disciplines such as math, natural science, history, foreign language, and literature form the foundation of the essentialist curriculum. Essentialists frown upon vocational, lift-adjustment, or other courses with watered down academic content. Elementary students receive instruction in skills such as writing, reading, measurement, and computers. Even while learning art and music, subjects most often associated with the development of creativity, the students are required to master a body of information and basic techniques, gradually moving from less to more complex skills and detailed knowledge. Only by mastering the required material for their grade level are students promote(l to the next higher grade. Essentialist programs are academically rigorous, for both slow and fast learners. The report A Nation at Risk reflects the essentialist emphasis on rigor. It calls for more core requirements, a longer school day, a longer academic year, and more challenging textbooks. Moreover, essentialists maintain that classrooms should be oriented around the teacher, who ideally serves as an intellectual and moral role model for the students. The teachers or administrators decide what is most important for the students to learn and place little emphasis on student interests, particularly when they divert time and attention from the academic curriculum. Essentialist teachers focus heavily on achievement test scores as a means of evaluating progress. In an essentialist classroom, students are taught to be culturally literate, that is, to possess a working knowledge about the people, events, ideas, and institutions that have shaped American society. Reflecting the essentialist emphasis on technological literacy, A Nation at Risk recommends that all high school students complete at least one semester of computer science. Essentialists hope that when students leave school, they will possess not only basic skills and an extensive body of knowledge, but also disciplined, practical minds, capable of applying schoolhouse lessons in the real world. Progressivism We may, I think, discover certain common principles amid the variety of progressive schools now existing. To imposition from above is opposed expression and cultivation of individuality; to external discipline is opposed free activity; to learning from texts and teachers, learning through experience; to acquisition of isolated skills and techniques by drill is opposed acquisition of them as means of attaining ends which make direct vital appeal; to preparation for a more or less remote future is opposed making the most of the opportunities of present life; to statistics and materials is opposed acquaintance with a changing world. John Dewey Progressivisms respect for individuality, its high regard for science, and its receptivity to change harmonized well with the American environment in which it was created. The person most responsible for the success of progressivism was John Dewey (1859-1952). Dewey entered the field of education as a liberal social reformer with a background in philosophy and psychology. In 1896, while a professor at the University of Chicago, Dewey ounded the famous Laboratory School as a testing ground for his educational ideas. Deweys writings and his work with the Laboratory School set the stage for the progressive education movement, which, beginning in the 1920s, has produced major lasting innovations in American education. The progressivist movement stimulated schools to broaden their curricula, making education more relevant to the needs and interests of students. Its influence waned during the 1950s, particularly after the 1957 launching of Sputnik by the Soviets prompted schools to emphasize traditional instruction in math, science, foreign languages, and other defense-related subjects. In the late 1960s and 1970s, under the guise of citizenship education and educational relevance, many of Deweys ideas enjoyed a renewed popularity that decreased again during the education reform movement of the 1980s.