Function proposal Essay

Thank you for your enquiry to hold a private function at aqua dining. A dinner is on a Sunday night only from 6.30pm11.30pm. We cater for both a 3 course sit down style or cocktail style event. The sit down menu allows your guests on the day or night to choose their meal from 3 entrà ¯Ã‚ ¿Ã‚ ½es, mains and desserts. Both styles of functions can cater for all dietary needs whether they are vegan, vegetarian, coeliac, an allergy to seafood or just plain eaters. The current menus and beverage package are attached. The beverages, which are included within the package price, are served through out the duration of the function. To ensure the use of fresh seasonal produce the menus are subject to change. We have a list of preferred suppliers which can assist you in organising AV, flowers, chair covers, music and photography. We can set up your specific requirements for your use during your function at no additional cost. The price for a sit down function for 50 guests is $3700 – $5500 (inclusive of room hire and beverage) with additional guests being $100 each. The price for a cocktail style event for 50 guests is $2500 – $3350(inclusive of room hire and beverage) with additional guests being $80 each. Children’s meals (12 years and under) and service meals are $40 each. To make a booking we require a deposit of $1500 with the balance due 14 days prior to your function. A tentative booking will not be held without a deposit. Payments can be made by cheque, cash or credit card (credit card payments incur a 23% fee). Please note that this price is for functions held during 2008. The prices may be subject to change in 2009. Bookings cancelled within 3 months of the booking date incur loss of full deposit. The deposit less 10% will be refunded if the booking is cancelled 3 months or more prior to the booking date. If the booking is transferred more than a month prior to the date 10% of the deposit is withheld. If the transfer is less then a month prior to the booking 50% of the deposit is withheld. For further information or to make a booking contact our function manager – Jo Beshara on 02 9999 1234 or email jo@grandhytte.com Regards Meredith Armstrong – General Manager 1. Venue Room Options and Cost (include GST) Corporate functions are welcome to create a room plan suited to your specific requirements. Patrons are of course encouraged to come down regularly and get a feel for the room prior to the event. The followings are suitable room for 50 guests. All packages include venue hire, in house tables & chairs, table linen, glasses, crockery, cutlery and background music. If you want to discuss more how we can help make your event perfect, please call our Functions Coordinator Room One – The Chandler Room With its ceiling mounted projector, hot red lounges and access to the roof top Zen garden, The Media Room is available for that event when you want it a little more casual and intimate. It is also the perfect room for sit down dinner of up to 50 people. * Room Hire – $350 * Function Duration – area reserved till midnight. After midnight the area will be open to the public * Room Facilities – direct access to designated smoking area, bar area, male/female bathrooms, projector, audio visual, built in screen, built in microphones, speaker system & dance floor if required * View – river View Room Two – The Grange Room The Green Room is a smaller more intimate boardroom with its floor to ceiling windows boasting expansive views that can be used for smaller parties, intimate dining of up to 50 people or corporately for meetings. * Room Hire – $250 * Function Duration – area reserved till midnight. After midnight the area will be open to the public * Room Facilities – male/female bathrooms, bar area, audio visual, wall screen & dance floor if required * View – garden View 2. Floor Plan Banquet style is most suited for fund raising function. A large conference can be arranged in smaller groups seated around round or rectangular tables where group and workshop activities can be performed through the conference. The banquet style also encourages attendees to network with their immediate group at the conference. Room One – The Chandler Room 1,200 sq. ft, 30†² x 40†², not include foyer area (A) (B) Room Two – The Grange Room 1,100 sq. ft., 22†² x 50, not include foyer area (A) (B) 3. Menu Suggestions and Cost 3.1 Set Menu Options (include GST) The following is a sample of a set dinner menu available for fund raising functions. Costs may vary depending on the type of menu selected. Gluten Free, Dairy Free and Vegetarian Options are also available on request. All Set Menus are subject to availability of the freshest seasonal produce and may change if not available. Set Menu One – $34.95 per person Please choose from one of the following Entrà ¯Ã‚ ¿Ã‚ ½e * Spicy marinated calamari rings, lightly crumbed & served on a salad of roquette leaves, spanish onion & parmesan cheese accompanied with lemon & citrus caper aioli * Grilled Turkish bread brushed with garlic & olive oil, served with a selection of inhouse dips Main * Grilled Atlantic salmon on wild mushroom & soba noodle salad, topped with wasabi hollandaise sauce, served with lemon * Oven-baked chicken supreme filled with semi-dried tomato & basil cream cheese topped with tomato & avocado salsa, served with petit salad & chips Set Menu Two – $44.95 per person Please choose from one of the following Entrà ¯Ã‚ ¿Ã‚ ½e * Spicy marinated calamari rings, lightly crumbed & served on a salad of roquette leaves, spanish onion & parmesan cheese accompanied with lemon & citrus caper aioli * Grilled Turkish bread brushed with garlic & olive oil and served with a selection of inhouse dips Main * Grilled Atlantic salmon on wild mushroom & soba noodle salad, topped with wasabi hollandaise sauce, served with lemon * Oven-baked chicken supreme filled with semi-dried tomato & basil cream cheese topped with tomato & avocado salsa served with petit salad and chips * Eye fillet served with caesar salad & chips with your choice of sauces Dessert * Flourless chocolate cake with double cream & strawberries * Sticky date pudding with rum raisin ice cream * Pavlova with fresh fruit, chantilly cream and passion fruit pulp Set Menu Three – $54.95 per person Served alternatively Entrà ¯Ã‚ ¿Ã‚ ½e * Spicy marinated calamari rings, lightly crumbed & served on a salad of roquette leaves, spanish onion & parmesan cheese accompanied with lemon and citrus caper aioli * Tapas plate for one with roasted marinated vegetables, smoked salmon, marinated mussels fingers if Turkish bread & European delicacies served with a selection of dips & spreads * Plate of 6 natural oysters served on rock salt with lemon to taste Main * Grilled Atlantic salmon on wild mushroom & soba noodle salad, topped with wasabi hollandaise sauce, served with lemon * Oven-baked chicken supreme filled with semi-dried tomato & basil cream * Cheese topped with tomato & avocado salsa ,served with petit salad & chips * Fillet mignon grilled to a smoky flavour, served with caesar salad & chips with your choice of sauces Dessert * Flourless chocolate cake with double cream & strawberries * Sticky date pudding with rum raisin ice cream * Pavlova with fresh fruit, chantilly cream and passion fruit Pulp Vegetarian Options – available with all Set Menu’s Entrà ¯Ã‚ ¿Ã‚ ½e * Pesto & bocconcini pizza bread * Chickpea battered vegetables served with accompanying dipping sauces Main * Slow roasted pumpkin & baby spinach salad with pine nuts, artichoke hearts & roasted capsicum with balsamic dressing * Flat field mushrooms topped with pesto, fetta cheese, semi-dried tomato & basil, served with petit salad & chickpea vegetable stack Note: All appropriate staffing is also included in the package price. 3.2 Cocktail Style Options (include GST) The following is a sample of cocktail style menu available for fund raising functions. Costs may vary depending on what you selected for canapà ¯Ã‚ ¿Ã‚ ½s. Gluten free, dairy free and vegetarian options are also available on request. Please inform us first. All dishes are subject to availability of the freshest seasonal produce and may change if not available. Cocktail Style One – $35 per person Your selection of 3 hot & 3 cold canapà ¯Ã‚ ¿Ã‚ ½s Cocktail Style Two – $42 per person Your selection of 4 hot & 4 cold canapà ¯Ã‚ ¿Ã‚ ½s Cocktail Style Three – $48 per person Your selection of 5 hot & 5 cold canapà ¯Ã‚ ¿Ã‚ ½s + 1 substantial item Cold Canapà ¯Ã‚ ¿Ã‚ ½s * Caramelised apple & blue cheese crustini * Rare roast beef & horseradish en croute * Smoked salmon & wasabi cream cup * Chicken & smokey paprika mayo fingers * Roasted eggplant & fetta cigars * Greek spanokopita * Turkish bread with dhakka & virgin olive oil * Sesame, shallot & lime seared prawn in a spoon Hot Canapà ¯Ã‚ ¿Ã‚ ½s * Thai chicken filo wrap * Long prawn wonton * Fetta & roast pumpkin pie * Buttermilk & chive pancakes * Indian vegetable Pakoras * Double smoked bacon & cheese quiche * Tandoori chicken goujons * Breaded Italian style whiting fillets Substantial items (served in noodle boxes) Cold * Chicken caeser salad * Grilled Mediterranean vegetable salad Hot * Chicken harissa, pappadum & fruit chutney * Singapore noodles & Asian greens 4. Beverage Suggestions and Cost 4.1 Beverage Packages (include GST) For the duration of your 5 hours function unlimited consumption, these are different great option for a beverage that gives your guests to test two types of wines and non-alcohol drinks (juice, soft drink, coffee & tea). Also, our staff will refresh your drinks if your guests desire. You may like to continue with waiter service of drinks or we can arrange a bar area for later. Our drinks are as follows. Please choose 1 white & 1 red wine from each beverage packages. Standard Beverage Package – $35 per person * Stephen John N.V. Blanc de Blanc, Clare Valley SA * Willow Bridge Chardonnay, Geographe WA * Willow Bridge Sauvignon Blanc Semillon, Geographe WA * Willow Bridge Cabernet Merlot, Geographe WA * Willow Bridge Shiraz, Geographe WA * Hahn Premium Light, XXXX Gold, Tooheys Extra Dry + soft drink & juice Deluxe Beverage Package – $50 per person * Miceili Methode Champenoise, Mornington Peninsula VIC * Shottesbrooke Sauvignon Blanc, McLaren Vale SA * Shottesbrooke Chardonnay, McLaren Vale SA * Shottesbrooke Cabernet, McLaren Vale SA * Shottesbrooke Merlot, McLaren Vale SA * Hahn Premium Light, XXXX Gold, Tooheys Extra Dry + soft drink & juice Note: To upgrade beers to Crown Lager & Coronas add an extra $8.00pp. All appropriate staffing is also included in the package price. 4.2 Cocktails List (include GST) Cocktails are an additional price per guest as they are not included in the beverage package. Please choose a maximum of 2 cocktails to be served to your guests. In addition, fruit juices, coffee, tea, soft drinks and sparkling water will be available. Bellini Cocktails – $10 per person * Peach Bellini * Lychee Bellini * Apricot Bellini Fresh fruit puree, Fruit liquor, Prosecco Long Cocktails – $12 per person * Long Island Ice Tea Gin, Vodka, White rum, Cointreau, Tequila, Cola * Aqua Ice Tea Gin, Vodka, White rum, Cointreau, Blue curacao, Lemonade * Lynchburg Lemonade Jack Daniel’s, Lemon juice, Sugar, Lemonade Sour Cocktails – $12 per person * Vodka Sours Fresh Lime, Sugar, Vodka * Whiskey Sours Fresh Lime, Sugar, Whiskey * Pisco Sours Fresh Lime, Sugar, Pisco Note: All appropriate staffing is also included in the package price. 5. Running Sheet Timing details is a very important aspect of running a function. Determining the appropriate times for the different stages of the function will ensure the food and beverage and technical arrangements can be timed and coordinated to coincide with the function timing requirements. Set menu function: Guests Arrival 6:30pm Pre-dinner Drinks 6:45pm Seated for dinner 7:05pm Entrà ¯Ã‚ ¿Ã‚ ½es Served 7:15pm Speeches & Presentations 7:50pm Mains Served 8:30pm Entertainments 9:30pm Desserts/Drinks 10:00pm Coffee 10:30pm Departure 11:30pm Cocktail function: Guests Arrival 6:30pm Pre-drinks 6:50pm Seated for dinner 7:10pm Cold canapà ¯Ã‚ ¿Ã‚ ½s Served 7:20pm Speeches & Presentations 7:50pm Hot canapà ¯Ã‚ ¿Ã‚ ½s Served 8:30pm Entertainments (DJ,dance) 9:30pm Departure 11:30pm Note: The drinks provide through whole cocktail function. 6. Preferred suppliers à ¯Ã‚ ¿Ã‚ ½ Event Services Andrew Dudley 0422 206 353 www.eggnspoon.com.au à ¯Ã‚ ¿Ã‚ ½ Music & Entertainment Bethanie Tobin 02 9419 4200 www.nhmentertainment.com.au à ¯Ã‚ ¿Ã‚ ½ Flowers and Table decorations Ria Gradon 0403 798 598 www.pollenflowers.net à ¯Ã‚ ¿Ã‚ ½ Chair covers Edna Reed 02 9871 1599 e.reed@bigpond.com à ¯Ã‚ ¿Ã‚ ½ Photography Graham Monroe 02 9960 4600

The Academic Support Center Education Essay

The bulk of pupils in universities fail to recognize merely how many people struggle with disablements that affect so many facets of their day-to-day lives. When it comes to a pupil ‘s instruction, larning disablements are normally what come to mind, but the truth is that disablements can run from physical, to mental, emotional, and/or psychological damages. Although it is hard to achieve the exact figure of university-level pupils with disablements, a recent survey in the United States showed that â€Å" about nine per centum of all undergraduates in higher instruction study holding a disablement, a per centum that has tripled in the last two decennaries. † ( Clark-McClendon, and Grant ) While that may non look like much of the undergraduate population, it is merely just that a university has resources available to them. The University of California, Riverside, has a section called the Academic Support Center ( ASC ) , which is devoted to assisting pupils with disableme nts, so that they can hold an equal chance in their instruction as any other pupil. I think the Academic Support Center is an highly helpful and of import resource for pupils with impermanent and lasting disablements. Not merely does it diminish the limitations that are imposed by a pupils ‘ disablement, but it provides them an equal chance to larn. Although the ASC is where most of the services are offered, the first topographic point to travel for any pupil who is looking for the available services is the Services for Students with Disabilities Office ( SSD ) . The SSD staff is at that place to help pupils and explicate to them the general information about all the services that the ASC provides, every bit good as the needed paperwork and certification that is needed in order to be accommodated by the ASC. The ground that the SSD is the first halt is because the staff there are trained professionals, who after a audience with the pupil, will find what academic adjustments will let the pupil to entree UCR ‘s educational chances. All the adjustments are specifically modified to run into each pupil ‘s disability-related demands. Students are required to make full out the â€Å" Student Data Sheet & A ; Request for Accommodations † signifier, where they must supply information about their disablement and the lis t of adjustments that they are bespeaking. Along with that, the pupil must supply the SSD with authorised certification of their disablement which has to be certified by a accredited doctor, psychologist, or larning disablements specializer. Although this is a slightly long and boring procedure, it is highly of import because the disablement must be legitimate and the SSD staff must do certain that the information given to them is valid and non something that is made up. Besides, even though there is a batch of paperwork required, a positive facet is that it is normally merely a erstwhile process that is typically done a hebdomad or two before a pupil ‘s initial one-fourth starts. One of the grounds the ASC is every bit successful as it has been is due to the experient staff that are organized and are ever at that place to assist with the demands of the pupils. The staff is made up of the manager, Marcia Schiffer, who has her maestro ‘s in instruction, Rebecca Aguiar, the ASC Coordinator, and Sharon Kasner, the ASC Assistant, who does the clerical work. They are really helpful with organizing pupils ‘ agendas in footings of test-taking, work outing any struggles that may happen between any category times, and puting up assignments with pupils so that they can discourse anything that is needed for the adjustment for each pupil. All of their services call for utmost organisational accomplishments because there are a big figure of pupils and the ASC offers many services that need speckless coordination. In an interview with Sharon Kasner, she tells me that â€Å" the academic support centres occupation is to level the playing field for pupils and we are non here to set anyone in more of an advantage. † When asked if her occupation was nerve-racking, she said, â€Å" it is nerve-racking at extremums, but every bit long as we stay organized and hold pupils up to certain deadlines, like passing in signifiers a hebdomad in progress, it is non as feverish. † In my sentiment, the staff is making a great occupation in esteeming the demands of the pupils and supplying a comfy, contributing environment where there is equal privateness for each pupil and everything is unbroken really confidential. Many may inquire why the handiness of these services is critical to those with disablements, which is why there have been many Torahs that apply to pupils of all ages. The American ‘s with Disabilities Act ( ADA ) of 1990 and subdivision 504 of the 1973 Vocational Rehabilitation Act explain in item why it is necessary to hold such Torahs to enable the rights of pupils with disablements. Harmonizing to these Torahs, â€Å" University academic adjustments and support services are non intended to rectify, but instead to supply pupils equal entree by cut downing the negative impact of their disablements. † ( â€Å" Student Special Services † ) The services at university degree are available to give pupils equal entree to an instruction, every bit good as giving pupil ‘s entree to larn and/or achieve success. Although the ASC provides many services while assisting do up for the effects of a pupils ‘ disablement, the university itself does non alter any acad emic demands to suit a pupil. The ASC provides a broad scope of services depending on the disablement type. Test taking adjustments, note-sharing services, Communication Access Real-time Translation ( CART ) , the usage of a computing machine with altered package, and gestural linguistic communication translators are the most widely used services that the ASC offers. What each pupil is accommodated with has to make with the type of disablement. Learning disablements, for illustration, frequently affect treating information, memory, reading, and ciphering. Examples of adjustments that the ASC provides for pupil who have specific larning disablements include, note-sharing, audio taped categories, excess test times, computing machine ‘s that read inquiries, spelling and grammar draughtss. Mobility damages can be the consequence of many different things including intellectual paralysis, scoliosis, spinal cord hurt, or amputation of a certain limb. The most common adjustments for pupils with mobility damages inc lude trials in electronic formats, a note-taker, or even computing machines that are equipped with particular devices like address input, an alternate keyboard, or even Morse codification. Students with mental disablements frequently struggle with psychological upsets such as, major depressive upset, multiple personality upset, generalized anxiousness upset, or station traumatic emphasis upset. Very frequently, these upsets affect the day-to-day life of pupils and interfere with their academic advancement, therefore pupils with these conditions frequently require note-taking services, a recording of talks, extended clip on assignments and trials, and a non-distracting, quiet puting for assignments and trials. For pupils who are deaf or difficult of hearing, the usage of a comparatively new engineering called the Communication Access Real-time Translation ( CART ) is available and arranged through the ASC. CART is an instant interlingual rendition of the spoken word into English text, which is performed by a captionist ( the CART newsman ) , utilizing a stenotype machine, a laptop, and real-time package. The text is displayed on the proctor of the computing machine or other device for the pupil. The captionist sits beside the pupil, during category, and types out the professor ‘s talk for word, while the pupil reads it on a laptop computing machine. For pupils who prefer gestural linguistic communication translators over the CART service, the ASC can set up that every bit good, every bit long as the pupil gives the staff at least a hebdomad ‘s notice. Through experience and observation of the services provided by the ASC, I believe that most pupils greatly benefit from what is available to them. Not merely are the services up to day of the month with the engineering that is out to suit each pupils needs, but the service is easy accessible as good. The testing suites are broad and are set-up to suit a upper limit of three pupils at a clip, but it is really rare that more than one pupil is in there at one time. The testing suites are comfy and are really contributing to a proving environment as there are seldom of all time any distractions. It may non be easy for some pupil without disablements to understand why it is highly of import for the services of the ASC to be available to those who do hold disablements. Since there are many different disablements, there are many different factors that affect a peculiar pupil. The force per unit area of timed, in-class, tests/exams could show troubles to some pupils. The clip force per unit area in a testing state of affairs, for illustration, otherwise impacts pupils with certain larning disablements and/or pupils who have a difficult clip treating information because they frequently need more clip to understand the inquiries and come up with the replies. Besides, to pupils with sight damages, pen and paper proving turn out to be about impossible to take. Last, composing an essay or taging a scantron on an test is frequently non possible for those who are physically handicapped. For illustration, pupils with Attention-Deficit/Hyperactivity Disorder ( ADHD ) have trouble prolong ing attending in certain undertakings and frequently fail to complete school assignment. Although one may believe that this is due to oppositional behaviour or failure to understand stuff, it is non. Therefore, extended clip during trials and drawn-out deadlines for certain assignments would merely be just to them. It is apparent that the ASC is really good to many pupils, professors, every bit good as the community and universe in general. We all know and recognize that people with disablements and disabilities need to foster their instruction every bit much as possible and the ASC makes that possible. This makes more chances for people with disablements to acquire better occupations out in the â€Å" existent universe. †

Case Study Example | Topics and Well Written Essays - 750 words

Case Study Example The HR manager is also considered to be responsible for making the employees acknowledge the rules as well as regulations developed to accomplish success for the company. Thus, the HR manager needs to accept huge responsibilities which are meant to be executed for making certain of an effective performance of the company. The HR manager with regard to the concerned company is required to develop a set of questionnaire in order to interview all the employees. On the basis of the outcome of the interview, a list would be prepared for providing training to the employees in accordance with their capabilities. Specified rules as well as regulations would be developed for enhancing the morale of the employees. The performance of the employees should be scrutinized for motivating them to raise the level of their related performances. Employees need to be awarded on the basis of the degree of service provided towards the accomplishment of the purpose with regard to the company. The HR manage r is also considered to be responsible for assigning tasks to the employees in order to contribute towards the success of the company. The manager would also be accountable for formulating human resource policies as well as participating with the management of the company for developing plans and policies. The HR manager should also take part in designing strategic plans as well as deciding on the requirement of employees for the company. The employees should be selected on the basis of their suitability for the intended job and proper training facilities should be offered to enhance their performances. The employees providing better services should be awarded whereas the others should be encouraged to enhance their performances (Tutebox, â€Å"Roles and Responsibilities of Human Resource Department/Manager†). Thus, the tasks of a HR manager in a medium sized company have been summarized below: Prepare questionnaires for interviewing the employees Create a comprehensive list on the basis of the interviews In accordance with the list, employees would be trained as well as assigned tasks to be performed The performance of the employees should be scrutinized The employees performing well should be awarded while others should be motivated to improve their respective performances Ensure that the employees are working in accordance with the rules as well policies of the company. Accomplishment of the objectives of the company These are the plans which should be presented before the Senior Management with special consideration towards motivating the morale of the employees as well as providing better training facilities for enhancing their performances. Task Two The 15-20 questions to be asked to the employees of the company are: What types of aspects do you find challenging about your job? Is there a team approach in relation to your work? Do you follow individuality in your work, or do you have to pursue strict guidelines? Are you provided with proper traini ng prior to the assignment of new kinds of tasks? What is the work environment like – relaxed, competitive, exciting? What is the probable salary range for someone in this occupation according to you? Are there incentives for upgrading or taking extra courses to improve your performance? What sorts of opportunities for innovation exist? Does your profession obtain the optimum benefit of your

The Montessori pedagogy. Why has it become so popular in Norway when Essay

The Montessori pedagogy. Why has it become so popular in Norway when private schools are being established - Essay Example ities have had a strong influence on education policies concerning both the content of teaching and the management of schools (Darnell & Hoem, 1996; Lauglo, 1998). Operating parallel to this decentralized process, however, has been the states effort to exert more management and control over the schools in order to protect a democratic popular education. Such control is considered necessary for maintaining equality in education. In 1997, Norway developed a new national curriculum plan for primary and lower secondary schools. The 343-page plan (Laereplanen, 1997) is ideologically based on nationalism, is oriented both to children and to the community, and focuses on projecting methods and integrative strategies for teaching. The plan also stresses subject knowledge and explains, in detail, "what should be learned." Today, not only public schools but also private schools receive almost all of their funding from the state, and they must follow an overall state policy for education. The vast majority of students attend public schools. At the university and college level, only about 10 percent of students attend private institutions. At the upper secondary level, 4 percent are in private education. More than 98 percent of primary and lower secondary education students attend public state schools. Only a very few children are home schooled. For all intents and purposes, the state has a say in almost all school matters in Norway, and its reach is extending toward such alternative education methods as home schooling. As a result of the special geography and history of Norway, there is no historically rooted national upper class. While some children have learned from private tutors, or at Christian schools or other private schools, Norway does not have a strong tradition of private, upper-class schools. Some alternative schools at the primary and lower secondary levels were established by special interest groups for religious or other ideological

Development and Growth Requires a Strong Knowledge of Where Youve Been Essay

Development and Growth Requires a Strong Knowledge of Where Youve Been and where you Plan on Going - Essay Example In order to offer a better understanding as to what my implied meaning is in this statement, I will introduce a brief idea into the ethnic culture of Haiti and its people, to give more of a background of where I originated from, and my personal roots. Growing up in Haiti, I learned at a young age that it takes ambition and determination in life to get to where you want to be. I witnessed children struggling alongside their parents, in fields, working long hours, just to try and make ends meet, keep sustenance on the table, and clothing on their backs. Though times in Haiti could be hard, they could be fulfilling as well. For many of the young people, these hard times are exactly what lead them to strive harder to achieve something in their life, and help make their family's lives better as well. I am very much this same way. I grew up in a village similar to ones like Fondwa, where although the countryside can be seen as beautiful, life in itself was and is very straining, especially since I did not live with my mother but lived with my father and my other siblings. The house I grew up in was also very much like the houses you could find in the villages scattered about the island of Haiti. We had a very small, modest house but it was enough to keep us from the elements, and it provided a place for us to be a family as well. However, we often shared our house with other members of our village, which by doing this, taught me that sharing is a great thing to do as it brings about the emotion of compassion and emanates kindness onto others. The majority of houses in Haiti are small, domesticated types of homes, many with the famous white picket fence, and a group of children standing around outside in the summer (Williamson 2004). Furthermore, Haitian people are not lazy. This can be proven, as many of the adults, as well as children work together to bring completeness to their community. If something needs done then often times many work alongside one another until the project is complete. The following quote by a Haitian man goes to emphasize this point fully and rather matter of factly. "One must always work a little to help one's community" (Williamson 2004). In this way, the Haitian people can all feel as if they have achieved something and bettered their living environment. This was always highly impressionable on me as a child, and is yet another reason why I stay so determined to follow my goals through and do whatever it takes to get to where I want to be. Of course this is following my own roots, which at times I am not even aware that I am doing, it is just an inept attitude that I have developed about life. I have had to learn that when times get tough, you can't just give up and give in, you must do whatever it takes to continue on in your life, if you're ever going to get to that place where you want to be. Also, by understanding your own self better, and your past history, you'll come to the realization that it has a major impact on how you engage in activities in your adult life. This is exactly what I have found, as the Haitian culture and its roots are very much a part of my persona. Another aspect of my life in Haiti that has lead me to where I am in my life today is the fact that in my original country, children did not always have the

The Legal System of the European Union Research Paper

The Legal System of the European Union - Research Paper Example The treaty that established the Constitution for Europe was signed in the year 2004, but as at 2007, it became apparent that the treaty would not be ratified by member states. The Reform Treaty or the Treaty of Lisbon, which included an amended version of the original constitutional text of the Treaty that established the European Constitution, as well as numerous changes to the EU, was signed in December 2007 in Lisbon, Portugal. The aim of the new treaty was to ratify it in its member countries before the European elections held in 2009. The future of the Lisbon Treaty is uncertain following its rejection by a referendum in Ireland in the year 2008 and its ratification in other member states is still on hold since 2008 (Barnard, 2007). From the start, the plan behind establishing a common legal and economic community in Europe was to create a common market. This vision formally materialized in 1993, and is currently down the path of monetary, political and economic union. At this s tage, it is imperative to point out the EU member states. From 2008, EU member states are Germany, Austria, Cyprus, Ireland, Latvia, Belgium, Lithuania, Czech Republic, Poland, Denmark, Italy, Estonia, Finland, Luxembourg, Netherlands, France, Hungary, Greece, Malta, Portugal, Romania, Slovakia, Slovenia, Spain, Sweden and the United Kingdom. However, Turkey Republic of Macedonia and Croatia are currently official member countries while Herzegovina, Albania, Kosovo, Bosnia, Montenegro and Serbia are potential member candidates (Albi, 2008). The EU is continually enlarging its scope through the accession of new member states. The enlargement process started with the inner six nations that founded the European Coal and Steel Community in 1952, namely, Belgium, France, West, Italy, Luxembourg and Netherlands. Since then, membership to the EU has grown dramatically. European Integration refers to the method of improvement although this term also refers to the increased cooperation betwe en EU members through the process of gradual harmonization of individual, national laws. In order to become a member of the EU, a state must meet numerous political and economic thresholds referred to as the Copenhagen Criteria, established pursuant to the Copenhagen summit of 1993. The criteria require that the state has a stable, democratic government, which upholds the rule of land, as well as the consequential institutions and freedoms under law. Pursuant to the Maastricht Treaty, all member states together with the European Parliament must approve any enlargement (Bache & George, 2006). The operations of the EU run through a scheme of supranational independent institutions, as well as decisions negotiated by member states through an intergovernmental system. The EU systems allow free interchange of goods, people, services, and capital among EU member states as within a nation. This means that there are no tariff restrictions among member states. Furthermore, the EU member state s use a single unified set of tariffs on goods and services imported from outside the union. This tariff is referred to as the common customs tariff. The establishment of a single, unified EU market has had

Emerging technologies- Nanotechnology Research Paper

Emerging technologies- Nanotechnology - Research Paper Example At the same time, technology was coming up with the ability to create simple structures at a molecular level. As the concept of nanotechnology became more acceptable, the word’s meaning shifted to include the much simpler nano-meter scale kinds of technology. Richard Feynman envisioned the theoretical capability of nanotechnology in the 1950s, when he talked about building billions of tiny factories that manufactured simultaneously by maneuvering objects atom by atom. Based on this vision, advanced nanotechnology aims to use mechanochemistry via guidance using molecular systems of machines. Shortly after molecular machinery as envisioned comes into play, it is expected that a manufacturing revolution will ensue. What need does nanotechnology address? The quality of all man-made products is dependent on the atomic arrangement of the product’s components. The cost of these products is also dependent on the process used to produce them, and ease of getting molecules and at oms to link up as we want them (Wilson, 2010). The energy used to create products, and the pollution it emits is also dependent upon the methods used to place, as well as connects the molecules to give out the desired product. Nanotechnology’s goal is to improve the amount of control, over the building process of products, to ensure they are of high quality and do not cause destructive environmental impact. Nanotechnology is one of the world’s hope for the solution to dirty and crude technologies that harm the earth’s biosphere. This technology has been identified as vital in addressing renewable and clean energy, global clean water supply and health improvement, preserving and healing the environment, availing information to all, and enabling the development of space. How does it improve upon existing designs? Nanotechnology can be used to improve on existing designs by allowing for the increased control over matter’s structure, which has been a primary project for mankind since early man. Nanotechnology, in today’s world, is helping to improve many industrial and technological sectors such as transportation, food safety, security, medicine, environmental science, energy and information technology. Most of its benefits are dependent on the ability to tailor essential material structures at the nano-scale in order to achieve particular properties (Einsiedel, 2009). This extends material science’s well-used tools and techniques, via which nanotechnology can be used to make materials better. This could be making materials better conductors of electricity, more sieve-like, more reactive, more durable, lighter or stronger. Already in existence are over eight hundred everyday products sold commercially that are reliant on nanotechnology and its integrated processes. Nano-scale polymer additives can simultaneously make them resilient, durable, stiff and lightweight such as in baseball bats. Nano-scale additives in or on fabr ics can make them wrinkle, stain, and bacterial growth resistant, as well as providing ballistic energy deflections on body armor (Einsiedel, 2009). What technologies does it build upon and/or rely on? Nanotechnology is built upon quantum science and its technology. The quantum size effect describes electron property physics in solids undergoing a great reduction in the size of its particles. This effect comes into play when the nanometer range of size is reached affecting the magnetic, electrical and optical behavior of these materials

Summary and response Essay Example | Topics and Well Written Essays - 250 words - 1

Summary and response - Essay Example of the 21st century depends directly on its young generations’ ability to make use of the knowledge that was presented to them in schools and other educational and training institutions. He remarked that not only scientific and technical, but also purely economic and business advancement of the U.S. are strongly dependent on the new generations’ capacity for making rational and creative decisions. And for this end, the high-quality education, and the students’ resolve to attain it, is indispensable. I would note that Barack Obama’s speech underscored the planned administration’s policies aimed at boosting the youngsters’ resolve to follow through their school years without dropping out. The main concern that may have been discerned in the speech is that over the youth’s contribution to the society’s performance in such fields as the economy and science. Both fields are greatly affected by the current crisis; therefore, it is natural that the President should draw attention to them in his

Lung Cancer Physiology Research Paper Example | Topics and Well Written Essays - 500 words

Lung Cancer Physiology - Research Paper Example In addition to lung cancer, being the most common type of cancer, it is also often tough to treat. This paper seeks to analyze the physiology of lung cancer, as well as the diagnosis and treatment process. Smoking is one of the major causes of lung cancer as it consists 80% of all reported cases of lung cancer. When smoking, an individual is considered to be absorbing more than 4000 cancerous chemicals. Even the nonsmokers are at risk of contracting lung cancer through passive smoking. Second hand smoking is considered as bad as first hand smoking itself. Radon is also a leading cause of cancer (Sebti & Jove, 2010). Radon is a radioactive gas that is invisible and odorless. Radon is a chemical found on the surface of the earth. When anybody gets in contact with the chemical, the effect is the same as smoking itself. Other ways that people can contract lung cancer is through having contact with carcinogens. The diagnosis of lung cancer can be through physical examination and history. In this, the signs and symptoms of lung cancer can be detected. The x-ray chest scan is the most common means of detecting lung cancer. The chest X-ray technique frequently encompasses an outlook from the back to the front of the torso as well as an outlook from sideways (Petricoin III et al, 2012). Computerized tomography (CT) and computerized axial tomography (CAT) scans may be done on the abdomen, chest, brain to check for metastatic, and lung cancer. The analysis of lung cancer constantly necessitates verification of malicious cells by a pathologist. This is even when indications and X-ray examinations are apprehensive for lung cancer. Treatment of lung cancer can be done in many different ways. Lung cancer can be treated through surgery. Surgery is usually done in stage, one, and two. It is done through removal of tumors. Radiation therapy is also another form of lung cancer treatment. This can treat both SCLC and

High school Essay Example for Free

High school Essay It was once thought that when a person gets out of high school, he is invisible. He can do whatever he wants, achieve all his dreams and aspirations, and become the person that he always envisioned himself to be. It probably never daunted him that he will become independent and responsible for the consequences of his actions; he would have treated those like simple challenges anyway. Obstacles that he needed to conquer in order to make him a stronger person and to reach his destination. And all this he would achieve, amazingly with the help of the environment. The environment does not literally translate to the trees, the suburbs, or the urban metro that we have come to know as an environment. It essentially means much more than that. It is how a person adapts to where he is. It is how he makes things work to his advantage, and at the same time not harming those around him. It is how he makes his life work, whatever the given circumstance. There are several ways on how to mold the environment and make it a part of the learning experience that will help an individual achieve his goals, find better jobs, and have self-satisfaction. It is important to note that a student has to realize the importance of getting a college degree. He will realize that the environment is competitive enough to require it. It is through what he experiences that he will come to know the importance of getting into college and in learning through the environment, he will realize that he has succeeded Time management is one of those ways on how the environment plays a key role in a person’s learning experience. As much as every person would want to control time, there are instances wherein it will always spin out of control. The heavy traffic, the weather, the floods, the mode of transportation – these are all elements that we cannot predict and therefore we cannot control. Due to the unpredictability of these factors, one must always manage his time wisely, with allotment for situations like this. Being organized, following a routine and a flow of tasks also says that a person is disciplined. He has the strength to say no to distractions because he knows that he has allotted an ample time for everything, even for play. And temptation is one of the numerous obstacles that humans go through in dealing with their daily lives. The environment’s role in being able to overcome obstacles is that when we look hard enough, the answers are just out there, around us. It is magical that we sometimes have the answers right in front of us and yet we fail to recognize them. Everybody knows that we will never be given problems that we cannot solve. In trying to solve our problems, we get to know and discover ourselves more; the things that make us stronger, the emotions that make us weak. In discovering these unknown side of ourselves we create more options, we get to know more. If a person once said to himself that getting a college degree is not worth his time, effort, and money, this may not hold true if he was faced with an employment problem. The environment today is competitive enough to want more from its employees, and these employers do compensate for this. It is during the toughest times that we get to see the real attitudes of the people. Those who strive to outshine the rest will not just settle for a high school diploma, but for a higher one. Everybody’s goal in life is to become successful in whatever his or her endeavors are. It may be as small as finishing a 5-kilometer run or as big as running for the presidential seat, what we all want is success. For the individual whose environment shapes him to become the next big CEO, more qualifications have to be met. A college degree or an MBA will definitely make him go places and put an edge to his resume. It is not only in this career path that a higher education will prove to be useful, in fact, in all career paths, a higher education is always a better credential. Becoming a lawyer, a physician, an engineer, or a nurse may put you through the worst, sleepless nights you have ever had, but the end game is always a win. While one may not always understand why people want to have success and always feel like achieving a desire or attaining a goal, it is important that they know that they are working hard for themselves. There is nothing better than knowing that you have worked hard for something and you got what you wanted in the end. Reaping the fruits of your labor brings a sense of pride and self-satisfaction to one’s self. Everything that one has to work hard for, the stress of the environment, the pressure of achievement, overcoming these is necessary in order to achieve lifetime goals. In conclusion, working on lifetime goals allow people to see how hard work and studying can pay off for the future. The changing environment affects everyone differently. Employer’s at times allow employees to work on their studies while they are at work and offer the students reimbursements for their college work. For students who finish their degree, it will open many doors for them in advancing at their current professions. Students that complete their degree will have a sense of pride and accomplishment that was taken by them for all of their hard work and effort. The environment of each student is different. The variation of the stressful environments is different for each student. Some have family stress and some have work stress. Time management is a determining factor in each of these areas. It is crucial that the student completes all required materials when the assignments are due. When students look back and realize what they have accomplished they will know that they bettered themselves by working in this new environment. References: Jewell, D, (2008). One vision many paths. ProQuest Database, 16(9), Retrieved December 28, 2008, from http://proquest. umi. comezproxy. apus. edu Khalifa, M. Lam, R. (2002). Web based learning: Effects on Learning Process and Outcome. Academic Search Premier Database, 45(4), Retrieved December 28, 2008, from, http://apus. agent-graphics. com. ezproxy. apus. edu Littky, D (2004). The big picture: Education is everyone’s business. APUS online library, Retrieved December 28, 2008, from http://web. ebscohost. com. ezproxy. apus. edu/ehost/detail .Ramey, S. Ramey, C. (2008). The Learning environment, learning process, academic outcomes and career success of university graduates: The transition to school. Academic Search Premier Database, 33(4), Retrieved December 28, 2008, from http://web. ebscohost. com. ezproxy. apus. edu/ehost/detail Williams, K. (2006) Introducing Management: A Development Guide. APUS online library, Retrieved December 28, 2008, from http://apus. agent-graphics. com. ezproxy. apus. edu Zygmunt-Fillwalk, E. (2006). Encouraging School Success through family Involvement. Proquest Database, 82 (4), Retrieved December 28, 2008, from http://proquest. umi. comezproxy. apus. edu.

Six Thinking Hats Model for Learning Tool

Six Thinking Hats Model for Learning Tool Abstract The aim of this project is to implement an effective discussion tool by using six thinking hats model as the mechanism. There is a need to implement an effective learning tool for education in Hong Kong. Discuss tool is a kind of them. Although there are many discussion tool available in the web space, most of them are not developed for specific need especially education. In this project, we used the six thinking hats model as a mechanism in order to develop an effective online discussion tool. The six thinking hats model will use as a mechanism to facilitate the synchronous online discussion. By using this model, a collaborative learning assistance platform will be developed. In this project, we will show you why six thinking hats model is situation for student to learn and the author will also evaluate the proposing environment. Introduction There is a need to implement an effective learning tool for education in Hong Kong. Discuss tool is a kind of them. Although there are many discussion tools available in the web space, most of them are not developed for education. In this project, we develop an effective discussion tool by using the six thinking hats model as a mechanism. And in this section, we will go through some background information for this project. They are: specific definitions related to this project, the need e-learning resource and we will also use the Groupware and 3C Collaboration model to analysis online discussion tool. Background The need of e-learning resources in Hong Kong In October 2009, the Education Bureau of Hong Kong (2009)[1] released a report related to e-learning entitled Working Group on Textbooks and e-Learning Resources Development. The report stated that it is a global trend to use e-learning in education and there is a paradigm shift in school education from a text-based and teacher-centered mode to a more interactive and learner-centered mode. E-learning resources are encouraged to develop in order to enhance the learning effectiveness and provide the student a best mode to learn. The Secretary for Education has announced to launch a three-year Promoting e-learning pilot scheme in 20- 30 primary and secondary schools in the 2010/2011 school year. From the above, we can see there is a potential need to develop an effective learning tool for education in Hong Kong based on the government policy. What is Project Based Learning? Project Based learning (PBL) is a conceptual model that fit learning into projects. According to the definitions in the PBL handbook[2] for teachers, projects are consist of different tasks, based on challenging problems, that required students to design, problem-solving, decision making, or investigative activities; Meanwhile PBL allows the student to work relatively autonomously over extended periods of time; and eventually come up with a realistic products or presentations. The definition above is too abstract that cannot distinguish the different between projects and the instance of PBL. According to Thomas (2000)[3], he proposed five criteria that an instant of PBL project should have. They are centrality, driving question, constructive investigations, autonomy, and realism. PBL projects are central, not peripheral to the curriculum. Projects are the curriculum. The central teaching strategy in PBL is the project itself. Students learn the central concepts through projects. The centrality here means students learn things that are outside the curriculum are not examples of PBL. For example, illustrations, examples, additional practice, or practical applications like discussion is only an application of the projects, it is not considered to be the instance of PBL. PBL projects are focused on questions or problems that drive students to encounter (and struggle with) the central concepts and principles of a discipline. The project has to be about a driving question or an ill-defined problem which can motivate the student to learn. The question that student pursue, as well as the applications mentioned in the last paragraph, must be well combined in the service of an important intellectual purpose. Projects involve students in a constructive investigation. In order to be consider as a PBL project. Based on the PBL project, the students are able to transformation and construction of knowledge, making new understanding and skill by the PBL activities. If the project represents no difficulty to the student or it is about the already-learnt knowledge, the project is an exercise and it is not a PBL project. Projects are student-driven to some significant degree There is no expected, predetermined outcome for the PBL projects. It is because the PBL projects not like traditional instruction and projects, it is highly dependent to the students choice, organization and responsibility. Projects are realistic, not school-like. The PBL project give the student a feeling of authenticity, it is because of the topic, the tasks, the roles that the students play incorporates real-life challenges where the focus is on authentic (not simulated) problems or questions and where solutions have the potential to be implemented. Why Project Based Learning is effective According to George Lucas Educational Foundation (2001), the project based learning is effective for student as it is student driven, based on this situation, the attendance of the student will increase and thus increase their self-confidence, motivate them to participate in the project Secondly, research show that the academic gains equal to or better than those generated by other models, with students involved in projects taking greater responsibility for their own learning than during more traditional classroom activities (Boaler, 1997; SRI, 2000 ) Opportunities to develop complex skills, such as higher-order thinking, problem-solving, collaborating, and communicating (SRI, 2000) Access to a broader range of learning opportunities in the classroom, providing a strategy for engaging culturally diverse learners (Railsback, 2002) The problems There are many discussion tools available in the web space but seldom of them are designed for learning. Especially, they have addition feature to facilitate learning and at least, the usability of the online tools. For the learning facilitation, we would like to point out an effective discussion tools should help the participant to learn systematically. It is because, our brain was train to think inside the box (habit). This may limited our thought and make the discussion low affectivity. For the user usability, chat confusion is one of other problems for online discussion tools. Thirunarayanan, M. O. (2000)[4] suggests that there may be chat or conversation overlap in chat rooms as the student and instructor submit their responses at their unique pace. The participants may talk simultaneously and interrupt the other participant to follow the conversation. As the text area of the chat history is usually scrolled automatically, participant will have problem when they want to follow the comment of their initiated idea. Introduction to WebQuest Discussion as a learning approach in PBL Difficulties in discussion Aims The aim of this project is to build an integrate discussion tool to serve the needs of discussion task in WebQuest. We are going to used six thinking hats model as the mechanism in the discussion tool. This project will be an application to Web Quest system (Yeung 2009), while this project provides the student a platform to perform the discussion online based on project based learning and Yeungs system provided a platform for teacher to examine and manage the student project. Objective Objective To study the need of a discussion tool in e-learning To study the problem of exiting discussion tool To study the advantage of using a collaborative mechanism in PBL To review and examine the six thinking hats model as collaborative mechanism To redesign the model in order to fit the PBLS To develop a collaborative system for PBL In this section, we have gone through why there is a need to develop the e-learning resources in Hong Kong, it is because the research suggested that e-learning is good for the student and there is a trend to shift the teaching paradigm from correspondent learning to the peers learning . Hong Kong Government is totally supported the development of the e-learning resources. The students are also preferred to communicate online rather than communicate face to face. Communicate Mediated Communication and Computer Supported Collaborative learning is two main ideas in this project. In which, we have gone through the meaning of collaboration learning and the benefit of discussion as the learning activity. Report Organization Discussion as a learning strategy Askell-Willams and Lawson (2005)[5] has carried out a sophisticated study in teaching-learning discussion, they investigated the topic in different aspect, and the overview below is concluded by views of expertise in perspectives of psychological, sociological-constructivism and socio-linguists. There is a convincing reason that why discussion can serve as teaching and learning purpose. Dillon (1994)[6] stated that discussion can benefit in understanding of subject matter and resolution of issues related to the subject matter and its educational function; personal growth; and understanding of the value of group reflection and deliberation. Discussion is also a primary mechanism in students social transactions. The discussion itself served as a knowledge construction process. Social transactions in classroom can encourage student to put the knowledge into public domain, their reasoning and understands can then be the augmented, examined, elaborated, critiqued and related to the understandings of other people. Tobin, Tippins, and Gallard (1994)[7] also stated that the role of discussion provided a perfect platform for students to interact. Group interaction can provide a background in which student can be negotiate differences of opinion and seek agreement. It is more important that student can generate question and clarify understanding of specific content. Peers interaction can develop their ability to speak out, unafraid in order to take a proper stand. Based on the social cognitive perspective, discourse is also a primary deliberation tool for cognitive development. Nuthall (1997)[8] proposed that the potential benefit of discourse is transactional relationship between socio-cultural experience and self-organizational activities of the mind. Such activities of the mind are facilitated through discussion, Askell-Willams and Lawson showed us an example. If a student only acquires knowledge from a teacher, the student will only incorporate the single dependent perspective of the student-teacher relationship. If, on the other hand, the student acquires the knowledge in discussion in which different perspectives are described, explained and debated, the students performance will incorporate with a larger network of intertwined social and logical relationships. Problem rose from discussion Of course using discussion as a learning strategy is not suitable in every situation. Baxter, Woodward and Olson (2001)[9] showed that learning through class discussion might not effective for those low-achieving students, it is too difficult for them to involved in the discussion frequently and they may not have chance to speak out according to their shyness. Hollander (2002)[10] also noted that the organization of effective discussion at the individual level is not straightforward. Some student talk much while other talks little, the content of discussions can be awkward, there is no guarantee that the discussion content will be threaded in a coherent manner and not all students might have developed effective skill for contribution. It should also be noted that, leaving student discuss by their own will not engaging an effective discussion. Many students need specific instruction in order to know how to ask proper questions and give proper respond. Although the expertise may agree that discussion is a potential learning strategy for education, the key stockholder is the learner. If students knowledge is not enough to allow them to make effective use of a discussion, just like how to act effectively, how to ask proper questions and how to give proper respond, in this situation, the benefit of discussion as a learning approach are unlikely to be study. The value of collaboration and discussion in learning strategy for Online learning Environment From the above, we can see that how discussion benefit in students learning, here we will discuss the value of collaboration and discussion in learning strategy for Online Learning Environments (OLEs). Clark(2001)[11] stated that although it is achievable that learning with student interaction(passive learning), active learning through interaction including faculty acting as peers, guides, and moderators is generally consider more effective and well suited to OLEs. Discussion is not like the traditional instructor lecture method of education. Discussion and collaboration increased students involvement in which engages students actively participated in the learning process compare with the traditional instructor lecture teaching method, discussion are able promote the belonging of students achievement and satisfaction. Clark stated that, although the student and instructor remained as a key player in the discussion as learning strategy, there are still some different between the traditional classroom and OLEs. The diagram stated below illustrated their different. The Shift of Face to Face discussion to Computer Mediated Discussion From the last session, we can see that there is advantage of using OLEs in discussion than traditional classroom. How about student? Do they also want to use the electronic resources to learn and interact with each other? An and Frick (2006)[12] found that student preferred to use computer mediated communication (CMC) than face to face (F2F) as communication media under certain condition. Here are the reasons: Flexibility The location and time become an independent variable in CMC such that student can perform discussion on web anywhere. Interactivity increased The flexibility of digital learning platform also contributed to the second point, it will increase the interactivity between the students and as well as the Instructor. The learning style of the students is thus transform from independent learning to peers learning by the use of computer aids. Sutton (2001)[13] (in An and Frick, 2006) suggested that CMC has caused the shift from correspondence learning to social learning. Berge (1995)[14] (in An and Frick, 2006) has also suggested the interaction among instructors, students, contents and interface have been maximized in the online discussion and thus facilitate the constructive thinking. Allow student to learn by their own pace When compare to F2F, CMC provide student more time to respond the question. It allows student to analysis and reflect the question with enough time so that they can compose thoughtful responds. Student can thus learn by their own peak in CMC, they can also take control to their learning and interact with the peer in order to build knowledge. Overview of the Discussion Tool Synchronized and Asynchronous Discussion tool Discussion is definitely a common implementation for Computer Mediate Communication. Generally, online discussion tool can divided in to two types, they are synchronized and asynchronous discussion tool. And as educational platforms, the two distinct format of interaction impact differently. In this session, we are going to investigate the pros and cons of these discussion tools in learning. What is asynchronous discussion tool? According to Johnson(2006)[15], asynchronous instruction occurs in delayed time and does not require the simultaneous participation of student and teacher. The asynchronous instruction was used in distance education in the early year due to postal delays. The asynchronous voice conferencing are already proven useful in some instructional contexts, text-based asynchronous instruction are also widely used in the post-secondary education, it can also be considered as asynchronous online discussion. Johnson stated that educators has been investigate the efficiency of asynchronous online discussion, they reported that it can encouraging in-depth, more thoughtful discussion; communicating with temporally diverse students; holding ongoing discussions where archiving is required; and allowing all students to respond to a topic There are also potential limitations of the asynchronous discussion room. Student may not check the forum frequently, lack of spontaneous feedback may lead students feel isolated, it is necessary to spend more time in the discussion in order to make it mature. Dede and Kremer (1999)[16](in Johnson, 2006) conducted a survey to check the students preferences of asynchronous discussion tool. They found that the asynchronous discussion provided a more comprehensive interchange for them, but it required more time and provided less social interaction than synchronous chat. What is synchronous discussion tool? According to Johnson (2006), Synchronous instruction occurs in real time and requires the simultaneous participation of students and teacher. The synchronous instruction was used in the closed circuit television on university campus in the early year. Until 1980s, video-conferencing and interactive television connected remote classroom, in which, the synchronous discussion allow student to ask question and perform interaction in spontaneously, the educators start conduct study how synchronous discussion tool help student in learning. As you can see, synchronous communication tools allow multiple users communicate with each other at the same time using text messages, According to a report investigated by Branon Essex (2001)[17] (in Johnson, 2006) showed that synchronous chat tools are useful for holding virtual office hours, team decision-making, and brainstorming, community building, and dealing with technical issues. Spontaneous feedback can make student feel connected; student will not feel isolated in this situation, meanwhile, student are all actively participate in the discussion tool synchronously, not like asynchronous discussion tool, required student to login frequently to check for update. But there are still limitations for the synchronous discussion tool. It is difficult to implement synchronous discussion tool compare with asynchronous discussion tool. It is hard to get students online at the same time, and it is difficult in manage large-scale conversation. Lack of reflection time for student and it is demanding for the poor typist. Synchronous Versus asynchronous online discussion Educators are commonly agreed the learning outcome of asynchronous online discussion room is better the face-to-face discussion. But the limitations stated above (isolation and frequently participation) discourage them to use this mechanism alone. There lead to the trend of implementing synchronous chat tool, it is because synchronous chat can override those limitation, as it attempts to emulates face-to-face discussion. Using synchronous chat not only enhanced social transaction but also improve student learning outcome. Johnson(2006) suggested the best methodology is combining the synchronous and asynchronous chat tool in Online Learning Environment in order to get higher levels of student satisfaction and mastery of course requirements than implementation of either mode in isolation. Johnson stated that there is a survey supported student whos used both discussion tools are most likely to achieved the course requirement because using the both tools can maximized personal engagement in learning. Review on different discussion model Structured Academic Controversy The method was firstly introduced by David W. Johnson and Roger T. Johnson, they are the leading expert in cooperative learning. As titled, academic controversy is a structured discussion strategy by using controversy, in which, controversy means an individual has a different idea and that idea is incompatible with others idea, so two of them need to compromise in order to reach a common agreement. According to the Cooperate Learning Center, academic controversyuses the intellectual conflict to encourage student to reach higher achievement. It will also enhanced the quality of problem solving, decision making, critical thinking, reasoning, interpersonal relationships, and psychological health and well-being There are three goals which SAC are designed to help the to achieve. They are to gain a deeper understanding of an issue, to find common ground, and to make a decision based on evidence and logic The five procedures in SAC Step 1- Organizing Information and conclude Students are separate into two groups, one of them will receive materials which written in supportive side and the other receive material of the opposite side. The groups will discuss together to conclude main ideas for present. Step 2: Presenting And Advocating Positions Student will present their argument, each side have a limited time to contribute the groups ideas. After the presentation, the other side can have a minute to rebut. Step 3: Uncertainty Created By Being Challenged By Opposing Views After the rebuttal of each group, the two sides will be switched. Each of the group will receive material from their opposite side. The students are required to use their material and points they have learnt from the other side earlier to formulate points of the opposite view. Step 4: Epistemic Curiosity and Perspective Taking Students will put down their position and discuss the issue together; they are required to find points which they are agree with and disagree with based on their evidence from the argument in order to reach concurrence. If the group cannot find a consensus of the topic, they are advice to find a compromised procedure which they could use to resolve the disagreements. Step5: Re-conceptualizing, Synthesizing, and Integrating It is a sharing session, the whole class grouped together and discusses how the group worked as a team and how can SAC help them in understanding the issue. Limitation of SAC: Student may be prejudiced by first impressions, they may not able to change their mind even the evident are support the opposite idea. And thus, it is hard to reach consensus at the end of the process. As SAC involved rebuttal, student may thought they are personal attacked by the criticism if the others student are not handle the rebuttal properly. It is demanding for the low-achieving student to speak out in the group they may not have chance to speak out according to their shyness. Civil Conversation Model The model was firstly used by the Constitutional Rights Foundation for encourages student to analyst a text material. With the guidance of the team leader, groups member are encouraged to study a selected text material, they will get to know their own points of view in the discussion procedure and eventually build a shared knowledge within the group. The challenged text material is an essential step for discussion in Civil Conversation. The text should be in a proper length and the conversation will takes place with the students in a circle. The teacher usually acts as a facilitator. The aims of the facilitator are: identify the topic and main points in the text, list what they agree and disagree with in the text, and pose questions about the text they believe are worthy of discussion. The challenged text will organized as a worksheet and contains question which required student to answer. The questions are usually in the below format: What is the selection is about: What is the main points are: What do you agree with What do you disagree with A selected question for group discussion, the question should have no simple answer which can only use the materials as evidence. Debrief Questions What did you learn from the conversation? What did you find you had in common with other members of the group? For anyone not active in the conversation (those good listeners), what did you learn; what did you agree with; who said something that you would have said? The four procedures in CC Step 1- Selected a challenged text Divided students into group and set the time limit of the discussion Step 2- Ask for agreement and Disagreement Ask every member to contribute idea on agreement and disagreement (question 3 and 4). Members should carefully listens to others and contribute new ideas based on that. Step3- Discussion Then ask the entire group to respond to question 5 the predefined discussion question. They are required to jot down the issues raise and they can raise a new problem anytime.The conversation can then continue by discussing the questions raised. Step4: Sharing session It is a sharing session, the whole class grouped together and discusses how the group worked as a team and how can Civil Conversation model help them in understanding the issue. And ask students to return to the Reading Guide and answer questions 6 and 7. Step 5: Make enhancement Conclude the ideas by asking the student to advise ways to improve the model. If appropriate, add these suggestions to the conversation rules. Limitation Facilitator is essential in this model. Student needed guideline on how to make a good discussion. As the student usually asks for factual question of the article, it is only good for additional research. A good question should make student to think about an issue, take position and back it up with evidence. As you can see the quality of the discussion is mainly depended on the facilitator There is no specific guideline for student to follow while they are taking place to discuss the raised question in step 3. The free-style discussion may lead the discussion out-of -track. Civil Conversation Model are designed to analyst a selected material. It may not fitted the nature of Project Based Learning, in which, student are required to research on the topics and collected additional material by their selves. By doing their own research, they can have new ideas by reconstructing the material. Six Thinking Hats Model The Six Thinking Hats Model is a thinking/discussion strategy devised by Edward de Bono in 1994. The model suggested that human thinking was divided in 6 session and the model uses 6 different colors to represent each of them, It requires students to extend their way of thinking about a topic by wearing a range of different thinking hats: The Hats White hat thinking focuses on the information available and needed. Black hat thinking examines the difficulties and problems associated with a topic. Yellow hat thinking focuses on benefits and values. Red hat thinking looks at a topic from the point of view of emotions and feelings Green hat thinking requires imaginative, creative and lateral thinking about a topic. Blue hat thinking focuses on reflection, control and the need to manage the thinking process. The colors help students to visualize six separate modes of thinking and to convey something of the meaning of that thinking. It can be used by student in different ages, here are the 6 thinking hat model teaching materials for the primary school student and secondary school student. Procedure of using Six Thinking Hat Model: There is no parliamentary procedure for the six thinking hats model, the model can be fitted in individual thinking and it can also fit in group discussion. While using six thinking hat model in group discussion, usually, it required the group member to pick a color of hat and let them contribute their idea one by one. In this model, the blue hat is acted like a facilitator in the group. It aims to manage the thinking process and summarize the points contributed by their team member. Advantages: It allow student to think out of the box, not like SAC and CC, the six thinking hats model was a straight forward model to lead student to think the issue based on 6 different aspect. Not like SAC and CC, emotion is brought into the model other than focused in evident, it opens up an opportunity for creativity within Decision Making. Instructor is not necessary in 6 thinking hats model compare than Civil Conversation model, it is because student will take their own part as the blue hat controller, and instructor can just sit around and let the student drive the discussion by themselves. Not like SAC, by using six thinking hats model the student will not prejudiced by first impressions. It is because the six thinking hat model is not aimed for controversywhich required student to rebut for each other, it allows student to express their ideas altogether by role playing. By using this model, there is a directed way the leads the low-achieving student contribute in the discussion. Review on existing system Instructor Controlled Chat System(ICCS) ICCS (Thirunarayanan, 2000) [23] was proposed to let the instructor involve into the student discussion, it can fix the problem with chat confusion and overlap. He proposed two software enhancements in order to achieve the aim: Instructor mediated chat Instructors will have two windows on their monitor, one is the student discussion window and the other is the instructor control window. Each message raised from the student will send to the instructor window first before published to the other students, the instructor will choose the relevant question / response to publish. Students are only type and respond to the question until the instructor sends the message to the student window Instructor hints before the chat section The second point is to save short comments; questions and statement in the database before the chat session begin. Once the student is lack of idea, the instructor can make use of the pre-saved statements to ask question and remind students to stay focused on relevant topic. Potential problem of ICCS As the discussion flow is highly depended t Six Thinking Hats Model for Learning Tool Six Thinking Hats Model for Learning Tool Abstract The aim of this project is to implement an effective discussion tool by using six thinking hats model as the mechanism. There is a need to implement an effective learning tool for education in Hong Kong. Discuss tool is a kind of them. Although there are many discussion tool available in the web space, most of them are not developed for specific need especially education. In this project, we used the six thinking hats model as a mechanism in order to develop an effective online discussion tool. The six thinking hats model will use as a mechanism to facilitate the synchronous online discussion. By using this model, a collaborative learning assistance platform will be developed. In this project, we will show you why six thinking hats model is situation for student to learn and the author will also evaluate the proposing environment. Introduction There is a need to implement an effective learning tool for education in Hong Kong. Discuss tool is a kind of them. Although there are many discussion tools available in the web space, most of them are not developed for education. In this project, we develop an effective discussion tool by using the six thinking hats model as a mechanism. And in this section, we will go through some background information for this project. They are: specific definitions related to this project, the need e-learning resource and we will also use the Groupware and 3C Collaboration model to analysis online discussion tool. Background The need of e-learning resources in Hong Kong In October 2009, the Education Bureau of Hong Kong (2009)[1] released a report related to e-learning entitled Working Group on Textbooks and e-Learning Resources Development. The report stated that it is a global trend to use e-learning in education and there is a paradigm shift in school education from a text-based and teacher-centered mode to a more interactive and learner-centered mode. E-learning resources are encouraged to develop in order to enhance the learning effectiveness and provide the student a best mode to learn. The Secretary for Education has announced to launch a three-year Promoting e-learning pilot scheme in 20- 30 primary and secondary schools in the 2010/2011 school year. From the above, we can see there is a potential need to develop an effective learning tool for education in Hong Kong based on the government policy. What is Project Based Learning? Project Based learning (PBL) is a conceptual model that fit learning into projects. According to the definitions in the PBL handbook[2] for teachers, projects are consist of different tasks, based on challenging problems, that required students to design, problem-solving, decision making, or investigative activities; Meanwhile PBL allows the student to work relatively autonomously over extended periods of time; and eventually come up with a realistic products or presentations. The definition above is too abstract that cannot distinguish the different between projects and the instance of PBL. According to Thomas (2000)[3], he proposed five criteria that an instant of PBL project should have. They are centrality, driving question, constructive investigations, autonomy, and realism. PBL projects are central, not peripheral to the curriculum. Projects are the curriculum. The central teaching strategy in PBL is the project itself. Students learn the central concepts through projects. The centrality here means students learn things that are outside the curriculum are not examples of PBL. For example, illustrations, examples, additional practice, or practical applications like discussion is only an application of the projects, it is not considered to be the instance of PBL. PBL projects are focused on questions or problems that drive students to encounter (and struggle with) the central concepts and principles of a discipline. The project has to be about a driving question or an ill-defined problem which can motivate the student to learn. The question that student pursue, as well as the applications mentioned in the last paragraph, must be well combined in the service of an important intellectual purpose. Projects involve students in a constructive investigation. In order to be consider as a PBL project. Based on the PBL project, the students are able to transformation and construction of knowledge, making new understanding and skill by the PBL activities. If the project represents no difficulty to the student or it is about the already-learnt knowledge, the project is an exercise and it is not a PBL project. Projects are student-driven to some significant degree There is no expected, predetermined outcome for the PBL projects. It is because the PBL projects not like traditional instruction and projects, it is highly dependent to the students choice, organization and responsibility. Projects are realistic, not school-like. The PBL project give the student a feeling of authenticity, it is because of the topic, the tasks, the roles that the students play incorporates real-life challenges where the focus is on authentic (not simulated) problems or questions and where solutions have the potential to be implemented. Why Project Based Learning is effective According to George Lucas Educational Foundation (2001), the project based learning is effective for student as it is student driven, based on this situation, the attendance of the student will increase and thus increase their self-confidence, motivate them to participate in the project Secondly, research show that the academic gains equal to or better than those generated by other models, with students involved in projects taking greater responsibility for their own learning than during more traditional classroom activities (Boaler, 1997; SRI, 2000 ) Opportunities to develop complex skills, such as higher-order thinking, problem-solving, collaborating, and communicating (SRI, 2000) Access to a broader range of learning opportunities in the classroom, providing a strategy for engaging culturally diverse learners (Railsback, 2002) The problems There are many discussion tools available in the web space but seldom of them are designed for learning. Especially, they have addition feature to facilitate learning and at least, the usability of the online tools. For the learning facilitation, we would like to point out an effective discussion tools should help the participant to learn systematically. It is because, our brain was train to think inside the box (habit). This may limited our thought and make the discussion low affectivity. For the user usability, chat confusion is one of other problems for online discussion tools. Thirunarayanan, M. O. (2000)[4] suggests that there may be chat or conversation overlap in chat rooms as the student and instructor submit their responses at their unique pace. The participants may talk simultaneously and interrupt the other participant to follow the conversation. As the text area of the chat history is usually scrolled automatically, participant will have problem when they want to follow the comment of their initiated idea. Introduction to WebQuest Discussion as a learning approach in PBL Difficulties in discussion Aims The aim of this project is to build an integrate discussion tool to serve the needs of discussion task in WebQuest. We are going to used six thinking hats model as the mechanism in the discussion tool. This project will be an application to Web Quest system (Yeung 2009), while this project provides the student a platform to perform the discussion online based on project based learning and Yeungs system provided a platform for teacher to examine and manage the student project. Objective Objective To study the need of a discussion tool in e-learning To study the problem of exiting discussion tool To study the advantage of using a collaborative mechanism in PBL To review and examine the six thinking hats model as collaborative mechanism To redesign the model in order to fit the PBLS To develop a collaborative system for PBL In this section, we have gone through why there is a need to develop the e-learning resources in Hong Kong, it is because the research suggested that e-learning is good for the student and there is a trend to shift the teaching paradigm from correspondent learning to the peers learning . Hong Kong Government is totally supported the development of the e-learning resources. The students are also preferred to communicate online rather than communicate face to face. Communicate Mediated Communication and Computer Supported Collaborative learning is two main ideas in this project. In which, we have gone through the meaning of collaboration learning and the benefit of discussion as the learning activity. Report Organization Discussion as a learning strategy Askell-Willams and Lawson (2005)[5] has carried out a sophisticated study in teaching-learning discussion, they investigated the topic in different aspect, and the overview below is concluded by views of expertise in perspectives of psychological, sociological-constructivism and socio-linguists. There is a convincing reason that why discussion can serve as teaching and learning purpose. Dillon (1994)[6] stated that discussion can benefit in understanding of subject matter and resolution of issues related to the subject matter and its educational function; personal growth; and understanding of the value of group reflection and deliberation. Discussion is also a primary mechanism in students social transactions. The discussion itself served as a knowledge construction process. Social transactions in classroom can encourage student to put the knowledge into public domain, their reasoning and understands can then be the augmented, examined, elaborated, critiqued and related to the understandings of other people. Tobin, Tippins, and Gallard (1994)[7] also stated that the role of discussion provided a perfect platform for students to interact. Group interaction can provide a background in which student can be negotiate differences of opinion and seek agreement. It is more important that student can generate question and clarify understanding of specific content. Peers interaction can develop their ability to speak out, unafraid in order to take a proper stand. Based on the social cognitive perspective, discourse is also a primary deliberation tool for cognitive development. Nuthall (1997)[8] proposed that the potential benefit of discourse is transactional relationship between socio-cultural experience and self-organizational activities of the mind. Such activities of the mind are facilitated through discussion, Askell-Willams and Lawson showed us an example. If a student only acquires knowledge from a teacher, the student will only incorporate the single dependent perspective of the student-teacher relationship. If, on the other hand, the student acquires the knowledge in discussion in which different perspectives are described, explained and debated, the students performance will incorporate with a larger network of intertwined social and logical relationships. Problem rose from discussion Of course using discussion as a learning strategy is not suitable in every situation. Baxter, Woodward and Olson (2001)[9] showed that learning through class discussion might not effective for those low-achieving students, it is too difficult for them to involved in the discussion frequently and they may not have chance to speak out according to their shyness. Hollander (2002)[10] also noted that the organization of effective discussion at the individual level is not straightforward. Some student talk much while other talks little, the content of discussions can be awkward, there is no guarantee that the discussion content will be threaded in a coherent manner and not all students might have developed effective skill for contribution. It should also be noted that, leaving student discuss by their own will not engaging an effective discussion. Many students need specific instruction in order to know how to ask proper questions and give proper respond. Although the expertise may agree that discussion is a potential learning strategy for education, the key stockholder is the learner. If students knowledge is not enough to allow them to make effective use of a discussion, just like how to act effectively, how to ask proper questions and how to give proper respond, in this situation, the benefit of discussion as a learning approach are unlikely to be study. The value of collaboration and discussion in learning strategy for Online learning Environment From the above, we can see that how discussion benefit in students learning, here we will discuss the value of collaboration and discussion in learning strategy for Online Learning Environments (OLEs). Clark(2001)[11] stated that although it is achievable that learning with student interaction(passive learning), active learning through interaction including faculty acting as peers, guides, and moderators is generally consider more effective and well suited to OLEs. Discussion is not like the traditional instructor lecture method of education. Discussion and collaboration increased students involvement in which engages students actively participated in the learning process compare with the traditional instructor lecture teaching method, discussion are able promote the belonging of students achievement and satisfaction. Clark stated that, although the student and instructor remained as a key player in the discussion as learning strategy, there are still some different between the traditional classroom and OLEs. The diagram stated below illustrated their different. The Shift of Face to Face discussion to Computer Mediated Discussion From the last session, we can see that there is advantage of using OLEs in discussion than traditional classroom. How about student? Do they also want to use the electronic resources to learn and interact with each other? An and Frick (2006)[12] found that student preferred to use computer mediated communication (CMC) than face to face (F2F) as communication media under certain condition. Here are the reasons: Flexibility The location and time become an independent variable in CMC such that student can perform discussion on web anywhere. Interactivity increased The flexibility of digital learning platform also contributed to the second point, it will increase the interactivity between the students and as well as the Instructor. The learning style of the students is thus transform from independent learning to peers learning by the use of computer aids. Sutton (2001)[13] (in An and Frick, 2006) suggested that CMC has caused the shift from correspondence learning to social learning. Berge (1995)[14] (in An and Frick, 2006) has also suggested the interaction among instructors, students, contents and interface have been maximized in the online discussion and thus facilitate the constructive thinking. Allow student to learn by their own pace When compare to F2F, CMC provide student more time to respond the question. It allows student to analysis and reflect the question with enough time so that they can compose thoughtful responds. Student can thus learn by their own peak in CMC, they can also take control to their learning and interact with the peer in order to build knowledge. Overview of the Discussion Tool Synchronized and Asynchronous Discussion tool Discussion is definitely a common implementation for Computer Mediate Communication. Generally, online discussion tool can divided in to two types, they are synchronized and asynchronous discussion tool. And as educational platforms, the two distinct format of interaction impact differently. In this session, we are going to investigate the pros and cons of these discussion tools in learning. What is asynchronous discussion tool? According to Johnson(2006)[15], asynchronous instruction occurs in delayed time and does not require the simultaneous participation of student and teacher. The asynchronous instruction was used in distance education in the early year due to postal delays. The asynchronous voice conferencing are already proven useful in some instructional contexts, text-based asynchronous instruction are also widely used in the post-secondary education, it can also be considered as asynchronous online discussion. Johnson stated that educators has been investigate the efficiency of asynchronous online discussion, they reported that it can encouraging in-depth, more thoughtful discussion; communicating with temporally diverse students; holding ongoing discussions where archiving is required; and allowing all students to respond to a topic There are also potential limitations of the asynchronous discussion room. Student may not check the forum frequently, lack of spontaneous feedback may lead students feel isolated, it is necessary to spend more time in the discussion in order to make it mature. Dede and Kremer (1999)[16](in Johnson, 2006) conducted a survey to check the students preferences of asynchronous discussion tool. They found that the asynchronous discussion provided a more comprehensive interchange for them, but it required more time and provided less social interaction than synchronous chat. What is synchronous discussion tool? According to Johnson (2006), Synchronous instruction occurs in real time and requires the simultaneous participation of students and teacher. The synchronous instruction was used in the closed circuit television on university campus in the early year. Until 1980s, video-conferencing and interactive television connected remote classroom, in which, the synchronous discussion allow student to ask question and perform interaction in spontaneously, the educators start conduct study how synchronous discussion tool help student in learning. As you can see, synchronous communication tools allow multiple users communicate with each other at the same time using text messages, According to a report investigated by Branon Essex (2001)[17] (in Johnson, 2006) showed that synchronous chat tools are useful for holding virtual office hours, team decision-making, and brainstorming, community building, and dealing with technical issues. Spontaneous feedback can make student feel connected; student will not feel isolated in this situation, meanwhile, student are all actively participate in the discussion tool synchronously, not like asynchronous discussion tool, required student to login frequently to check for update. But there are still limitations for the synchronous discussion tool. It is difficult to implement synchronous discussion tool compare with asynchronous discussion tool. It is hard to get students online at the same time, and it is difficult in manage large-scale conversation. Lack of reflection time for student and it is demanding for the poor typist. Synchronous Versus asynchronous online discussion Educators are commonly agreed the learning outcome of asynchronous online discussion room is better the face-to-face discussion. But the limitations stated above (isolation and frequently participation) discourage them to use this mechanism alone. There lead to the trend of implementing synchronous chat tool, it is because synchronous chat can override those limitation, as it attempts to emulates face-to-face discussion. Using synchronous chat not only enhanced social transaction but also improve student learning outcome. Johnson(2006) suggested the best methodology is combining the synchronous and asynchronous chat tool in Online Learning Environment in order to get higher levels of student satisfaction and mastery of course requirements than implementation of either mode in isolation. Johnson stated that there is a survey supported student whos used both discussion tools are most likely to achieved the course requirement because using the both tools can maximized personal engagement in learning. Review on different discussion model Structured Academic Controversy The method was firstly introduced by David W. Johnson and Roger T. Johnson, they are the leading expert in cooperative learning. As titled, academic controversy is a structured discussion strategy by using controversy, in which, controversy means an individual has a different idea and that idea is incompatible with others idea, so two of them need to compromise in order to reach a common agreement. According to the Cooperate Learning Center, academic controversyuses the intellectual conflict to encourage student to reach higher achievement. It will also enhanced the quality of problem solving, decision making, critical thinking, reasoning, interpersonal relationships, and psychological health and well-being There are three goals which SAC are designed to help the to achieve. They are to gain a deeper understanding of an issue, to find common ground, and to make a decision based on evidence and logic The five procedures in SAC Step 1- Organizing Information and conclude Students are separate into two groups, one of them will receive materials which written in supportive side and the other receive material of the opposite side. The groups will discuss together to conclude main ideas for present. Step 2: Presenting And Advocating Positions Student will present their argument, each side have a limited time to contribute the groups ideas. After the presentation, the other side can have a minute to rebut. Step 3: Uncertainty Created By Being Challenged By Opposing Views After the rebuttal of each group, the two sides will be switched. Each of the group will receive material from their opposite side. The students are required to use their material and points they have learnt from the other side earlier to formulate points of the opposite view. Step 4: Epistemic Curiosity and Perspective Taking Students will put down their position and discuss the issue together; they are required to find points which they are agree with and disagree with based on their evidence from the argument in order to reach concurrence. If the group cannot find a consensus of the topic, they are advice to find a compromised procedure which they could use to resolve the disagreements. Step5: Re-conceptualizing, Synthesizing, and Integrating It is a sharing session, the whole class grouped together and discusses how the group worked as a team and how can SAC help them in understanding the issue. Limitation of SAC: Student may be prejudiced by first impressions, they may not able to change their mind even the evident are support the opposite idea. And thus, it is hard to reach consensus at the end of the process. As SAC involved rebuttal, student may thought they are personal attacked by the criticism if the others student are not handle the rebuttal properly. It is demanding for the low-achieving student to speak out in the group they may not have chance to speak out according to their shyness. Civil Conversation Model The model was firstly used by the Constitutional Rights Foundation for encourages student to analyst a text material. With the guidance of the team leader, groups member are encouraged to study a selected text material, they will get to know their own points of view in the discussion procedure and eventually build a shared knowledge within the group. The challenged text material is an essential step for discussion in Civil Conversation. The text should be in a proper length and the conversation will takes place with the students in a circle. The teacher usually acts as a facilitator. The aims of the facilitator are: identify the topic and main points in the text, list what they agree and disagree with in the text, and pose questions about the text they believe are worthy of discussion. The challenged text will organized as a worksheet and contains question which required student to answer. The questions are usually in the below format: What is the selection is about: What is the main points are: What do you agree with What do you disagree with A selected question for group discussion, the question should have no simple answer which can only use the materials as evidence. Debrief Questions What did you learn from the conversation? What did you find you had in common with other members of the group? For anyone not active in the conversation (those good listeners), what did you learn; what did you agree with; who said something that you would have said? The four procedures in CC Step 1- Selected a challenged text Divided students into group and set the time limit of the discussion Step 2- Ask for agreement and Disagreement Ask every member to contribute idea on agreement and disagreement (question 3 and 4). Members should carefully listens to others and contribute new ideas based on that. Step3- Discussion Then ask the entire group to respond to question 5 the predefined discussion question. They are required to jot down the issues raise and they can raise a new problem anytime.The conversation can then continue by discussing the questions raised. Step4: Sharing session It is a sharing session, the whole class grouped together and discusses how the group worked as a team and how can Civil Conversation model help them in understanding the issue. And ask students to return to the Reading Guide and answer questions 6 and 7. Step 5: Make enhancement Conclude the ideas by asking the student to advise ways to improve the model. If appropriate, add these suggestions to the conversation rules. Limitation Facilitator is essential in this model. Student needed guideline on how to make a good discussion. As the student usually asks for factual question of the article, it is only good for additional research. A good question should make student to think about an issue, take position and back it up with evidence. As you can see the quality of the discussion is mainly depended on the facilitator There is no specific guideline for student to follow while they are taking place to discuss the raised question in step 3. The free-style discussion may lead the discussion out-of -track. Civil Conversation Model are designed to analyst a selected material. It may not fitted the nature of Project Based Learning, in which, student are required to research on the topics and collected additional material by their selves. By doing their own research, they can have new ideas by reconstructing the material. Six Thinking Hats Model The Six Thinking Hats Model is a thinking/discussion strategy devised by Edward de Bono in 1994. The model suggested that human thinking was divided in 6 session and the model uses 6 different colors to represent each of them, It requires students to extend their way of thinking about a topic by wearing a range of different thinking hats: The Hats White hat thinking focuses on the information available and needed. Black hat thinking examines the difficulties and problems associated with a topic. Yellow hat thinking focuses on benefits and values. Red hat thinking looks at a topic from the point of view of emotions and feelings Green hat thinking requires imaginative, creative and lateral thinking about a topic. Blue hat thinking focuses on reflection, control and the need to manage the thinking process. The colors help students to visualize six separate modes of thinking and to convey something of the meaning of that thinking. It can be used by student in different ages, here are the 6 thinking hat model teaching materials for the primary school student and secondary school student. Procedure of using Six Thinking Hat Model: There is no parliamentary procedure for the six thinking hats model, the model can be fitted in individual thinking and it can also fit in group discussion. While using six thinking hat model in group discussion, usually, it required the group member to pick a color of hat and let them contribute their idea one by one. In this model, the blue hat is acted like a facilitator in the group. It aims to manage the thinking process and summarize the points contributed by their team member. Advantages: It allow student to think out of the box, not like SAC and CC, the six thinking hats model was a straight forward model to lead student to think the issue based on 6 different aspect. Not like SAC and CC, emotion is brought into the model other than focused in evident, it opens up an opportunity for creativity within Decision Making. Instructor is not necessary in 6 thinking hats model compare than Civil Conversation model, it is because student will take their own part as the blue hat controller, and instructor can just sit around and let the student drive the discussion by themselves. Not like SAC, by using six thinking hats model the student will not prejudiced by first impressions. It is because the six thinking hat model is not aimed for controversywhich required student to rebut for each other, it allows student to express their ideas altogether by role playing. By using this model, there is a directed way the leads the low-achieving student contribute in the discussion. Review on existing system Instructor Controlled Chat System(ICCS) ICCS (Thirunarayanan, 2000) [23] was proposed to let the instructor involve into the student discussion, it can fix the problem with chat confusion and overlap. He proposed two software enhancements in order to achieve the aim: Instructor mediated chat Instructors will have two windows on their monitor, one is the student discussion window and the other is the instructor control window. Each message raised from the student will send to the instructor window first before published to the other students, the instructor will choose the relevant question / response to publish. Students are only type and respond to the question until the instructor sends the message to the student window Instructor hints before the chat section The second point is to save short comments; questions and statement in the database before the chat session begin. Once the student is lack of idea, the instructor can make use of the pre-saved statements to ask question and remind students to stay focused on relevant topic. Potential problem of ICCS As the discussion flow is highly depended t