Improving science literacy with hypermedia Essay Example for Free

Improving science literacy with hypermedia Essay Methods Learning Design Architecture The four cornerstones of this Science learning and teaching design are goal-based and constructivist learning, simulation, computer-based creative learning environment, computer-based creative assessment, as well as the traditional lectures and tutorials. In the present research, the Discovery Channel â€Å"Pompeii: The Last Day† site was used as the hypermedia environment for investigating the science topic of Plate Tectonic Theory, first, and the impact of natural processes on human history (Pompeii), second. A few words need to be said about the structure of this hypermedia resource and its value for the current research. It is organized as the complex system of thematic hypermedia audio/video-packages accompanied by informational texts in written form. The structure of the site appears to be complex, so far as on the macrolevel it consists of the hypermedia sections: â€Å"What Happened Here? ,† the â€Å"Virtual Volcano† simulation, Pompeii Quiz, and Eruption Videos. Each macrounit, meanwhile, is designed as another macroentity. For example, the section â€Å"What Happened Here? † provides learners with different types of information on the theme of volcanic activity having erased ancient cities from the earth surface. The â€Å"Step Back in Time† slide-show is organized as a series (7 parts or pages) of the typed texts (â€Å"The Long, Deathly Silence,† â€Å"Herculaneum,† â€Å"Two Days in August,† â€Å"The Story of Lupercus,† â€Å"Pompeii: Part I,† â€Å"Pompeii: Part II,† and â€Å"The Story of Caius Julius Polybius† by Rossella Lorenzi). The â€Å"Ongoing Excavations,† or â€Å"Ongoing Archaeology† slide-show comprising 6 parts or pages (â€Å"Uncovering Pompeii,† â€Å"Bringing the Oldest Pompeii to Light,† â€Å"A Unique Glimpse,† â€Å"Herculaneums Lost Papyri,† â€Å"Lost Plays of Sophocles,† and â€Å"Multi-Spectral Imaging†) is analogous in structure to the â€Å"Step Back in Time† macrounit. Besides, within the same â€Å"What Happened Here? † macrosection, there is a â€Å"Pompeiis Eyewitness Account† web documentary. The students listen to the text and watch the video accounting for Pliny the Younger’s story about the ancient Pompeii devastation. Whereas the aforedescribed macrounit explores the issues of human history in relating to natural catastrophes, the other macrosections concentrate on Plate Tectonics theory and scientific description of volcanoes as natural pressure valves. Under the umbrella of Volcanology, there are the hypermedia macrounits â€Å"Virtual Volcano† and of â€Å"Eruption Video. † The section â€Å"Virtual Volcano† consists in its turn of the Overview and the â€Å"Virtual volcano† simulation sections. The theme of the section is â€Å"Tectonic Plates and Volcanoes. † The Overview dwells on the Earth’s tectonic structure, volcano types (three subsections) and structure. The information is presented through both visual and textual form (typed text). In the macrounits of â€Å"Global Perspective† and â€Å"Virtual volcano† a specific type of hypermedia symbolic simulation or microworld – introduces students to the details of tectonic structure and volcanic activity. Simulation is â€Å"a computer-based simulation of a work or decision-making environment† as a system (Sauer, Wastell, Hockey, 2000, p. 46, qtd. in Gredler, 2004, p. 577). Whereas a â€Å"Global Perspective† is a genuine symbolic simulation of Earth with delineated plate boundaries and active volcanoes, the â€Å"Virtual volcano† section is an experiential simulation. This is an alliance of hypermedia and video images â€Å"to create a virtual experience for students who are fulfilling roles as researchers† (ibid. ). The macrounit seems to be designed to improve students’ comprehension of the theme by projecting the concepts from short-term to long-term memory, training topical vocabulary and operating knowledge in the goal-based settings. Six informational video packages within the section of â€Å"Eruption Video† train audition as well as visual comprehension. It also broadens students’ vocabulary with useful terms and present visual information on useful concepts (e. g. pyroclastic flow, lava flow, underwater volcano, etc. ). The informational section â€Å"Volcano news† provides learners with interesting facts on ancient and modern volcanic activity (as well as other scientific facts; there are 13 news pieces, 2 of which are corrupted). The hypermedia assessment tool is given in the form of the Pompeii Quiz. This is an interactive multiple-choice test â€Å"Would you survive after the eruption of Mount Vesuvius?. † To accomplish the test, a student must use knowledge having been gained during the research of the site. The Discovery Channel â€Å"Pompeii: The Last Day† site seems to be a useful hypermedia environment for investigating the topics of Plate Tectonic Theory and its impact on human history. First, students pick up useful concepts related to several branches of science (tectonics, Volcanology, history, archeology, etc. ). Second, they learn important vocabulary on the topics in the flow of constructivist and creative learning process. Due to the fact that the hypermedia environment is used for achieving the learning goals, the body of information is presented through various media (typed text, oral speech, graphics, videoimages, photographs, simulations) and organized flexibly. A learner is free to step from one macrounit to another being led by his/her personal background and motivation, return to the sections which are of most interest for him/her essentially and train comprehension skills in the Quiz as many times as (s)he needs. Finally, it refines students’ ICT skills while they use the World Wide Web to reach the site and proceed from page to page. Instruments To evaluate the effect of the hypermedia learning environment on students’ comprehension of Science (Plate Tectonics, Volcanology, History, Archeology), the researcher investigated each of the four â€Å"Pompeii: The Last Day† sections for the most significant scientific concepts to be utilized by students in the learning process. The search was done by qualitative linguistic analysis of the informational texts. The concepts were grouped into three main sections: geographical names, personal names and scientific terms and concepts (see Table 1 for the list). The students were assumed to learn those terms in the constructivist educational process through the hypermedia tools to incorporate them into their evaluation assignments as the evidence for their improved science reading and visual comprehension. Second, an end-of the week questionnaire was administered to the eight-graders in the Science Hypermedia class to find out feedback on their learning experience from using the hypermedia learning environment including time spent on independent research in the hypermedia environment (â€Å"Pompeii: The Last Day†) (see Tables 3, 4 and Figure 1). Third, Power Point presentations were used as creative evaluation instrument to check the learning outcomes of students’ comprehension. All the students were trained to create computer-based presentations by the given program. In an effort to guide and improve the learning of science concepts in the realms of Geology, History and Archeology with eight-graders in the middle school, a week study of the Topic â€Å"Plate Tectonic Theory and the Impact of Volcanic Activity on Human History† was designed as an action research experiment. From the point of view of settings and partly qualitative assessment of the outcomes of research on specific stages (e. g. students’ feedbacks), this study may also be called a case study, since only one science topic was investigated in regard to students’ comprehension and motivation. Two classes of eight-graders relatively equal in achievements and learning potential were invited to participate in educational experiment. However, there was no internal sampling conducted within each of the classes. All the students participated voluntarily and for no reward in grades or other. The goals of the present research were clarified to all the participants (N = 40). The total number of participants (N = 40) was invited to study the topic of Plate Tectonics and its impact on human history through different learning resources. The students of experiment group (n = 20) studied the topic in the hypermedia environment (a school computer laboratory equipped with Windows-based microcomputers and, optionally, at home), whereas the other group of students (control group, n = 20) did not use any hypermedia resources learning solely from printed textbooks and handouts as well as teacher’s oral instructions. To comment, the student of the experiment group received small portions of a teacher’s instruction while researching the hypermedia context. They were also assisted by a teacher in proceeding from one structural part of the site to the other in order to investigate the topic on each other’s individual pace. However, the general framework of scientific topic was introduced to a group of students. Thus, both group and individual types of instruction tool place in the research. One more thing to note, the studies in both the experiment and the control groups were conducted by one and the same teacher of a teaching style being familiar to the students from previous experience. After a week of studies, the students from both the groups designed Power Point presentations on the topic within the Hypermedia Evaluation Project in lieu of a formal examination. The assessment comprised: 45% on the subject comprehension (major concepts and direct conceptual links), 45% on utilizing Power Point hypermedia resources, and 10% on creativity. All the students (n = 40) were trained in using the Power Point program. Presentations were evaluated by three examiners. The point of degree between the evaluators was high (r = . 088).

The Rationality of Probabilities for Actions in Decision Theory Essays

The Rationality of Probabilities for Actions in Decision Theory ABSTRACT: Spohn's decision model, an advancement of Fishburn's theory, is valuable for making explicit the principle used also by other thinkers that 'any adequate quantitative decision model must not explicitly or implicitly contain any subjective probabilities for acts.' This principle is not used in the decision theories of Jeffrey or of Luce and Krantz. According to Spohn, this principle is important because it has effects on the term of action, on Newcomb's problem, and on the theory of causality and the freedom of the will. On the one hand, I will argue against Spohn with Jeffrey that the principle has to be given up. On the other, I will try to argue against Jeffrey that the decision-maker ascribes subjective probabilities to actions on the condition of the given decision situation. Spohn's (1977, 1978) decision model, an advancement of Fishburn's theory (1964), is valuable for making explicit a principle which is used by Savage (1954/1972) and Fishburn (1964). The principle is the following: "Any adequate quantitative decision model must not explicitly or implicitly contain any subjective probabilites for acts." (1) (Spohn 1977, p. 114) This principle is not used in the decision theories of Jeffrey (1965, 1983) and of Luce and Krantz (1971). According to Spohn (1977) this principle is important, because it has implications for the concept of action, Newcomb's problem, theory of causality and freedom of will. On the one hand I will try to argue against Spohn (1977, 1978) with Jeffrey (1965, 1968, 1977, 1983) that the principle has to be given up. On the other hand I will try to argue against Jeffrey (1965, 1968, 1977, 1983) that the decision-maker ascri... ..., I. (1982), "A Note on Newcombmania", The Journal of Philosophy 79: 337-342. Lewis, D. (1981), "Causal Decision Theory", Australasian Journal of Philosophy 59: 5-30. Luce, R. D. and Krantz, D. H. (1971), "Conditional Expected Utility", Econometrica 39: 253-271. Nozick, R. (1969), "Newcomb's Problem and Two Principles of Choice", in N. Rescher et al. (eds.), Essays in Honor of Carl G. Hempel, Reidel, Dordrecht: 114-146. Savage, L. J. (1954/1972), "The Foundations of Statistics", Wiley, New York, Dover. Skyrms, B. (1980), "Causal Necessity", Yale University Press, New Haven, London. Spohn, W. (1977), "Where Luce and Krantz Do Really Generalize Savage's Decision Model", Erkenntnis 11: 113-134. Spohn, W. (1978), "Grundlagen der Entscheidungstheorie", Monographien: Wissenschaftstheorie und Grundlagenforschung vol. 8, Scriptor Verlag, Kronberg/Ts.

Legalization of Drugs

SURE WANT TO LEGALIZE DRUGS? In the century of freedom that we are living in, we have started to face this new world’s new problems and new situations such as legalization of drugs. Many people are having dilemmas about drug legalization coming between ethical values and right of freedom. However, surely forbidding something for people’s and communities’ own benefits doesn’t go along with our perception of democracy and freedom. What freedom means is being able to do whatever individuals want without disturbing others’ rights and freedoms.Then we should mainly focus on the â€Å"†¦without disturbing others’ rights and freedoms. † part . Therefore , even if we are not the one’s that are capable of legislating , governments should care about our voices and be careful about this subject; because of legalizing drugs and giving people the right individually use of drugs regarding public’s rights and freedom will cause lot s of consequences and problems. Therefore , in this precise situation , drugs should not be legalized in Turkey. Legalization of drugs will bring some problems with itself.First of all, legalization of drugs will increase drug usage and the number of drug addicts as it will be stabled in our daily lives with power of laws. Therefore drug usage will seem normal as everyone will have right to use it, and people will find enough confidence to try it even tough they don’t really want to use it , but fur to curiosity. If we look into our past legalization experiences such as legalization of alcohol or smoking , we can easily see the correlation between the number of addicts and legalization of additional materials.Secondly, increase in drug usage will increase the crime rate related to drugs. We are going to be able to the violence movie scenes in our streets as underground drug wars will spread to aboveground, the increase in drug addicts will increase the number of people in nee d of drugs, and it will occur the easiest way of drug afford: violence. As Magnnins (n. d. ) stated in his article although drug legalization will reduce the cost of drugs it will feed the habit. Therefore, the crimes with related to drugs will increase. (pg. 3-4).Lastly , drug legalization will damage the social relations among in public. The drug users are mostly psychologically unhealthy people as they do not care about anything but drugs , and due to their lack of logical thinking. The careless attitude that drug addicts exhibit in their social lives could be managed for a time by their relatives, but how long this relatives can stand this as more and more people become addicts? Specifically, Turkish traditional and religious norms do not fit to legalization of drug usage and this will lead us to having social problems.In such a country like Turkey that has population is formed by more than %95 Muslim people , it is hard to expect everyone to obey a law which is strictly forbidd en in their holly book. The ones who are for legalization of drugs mostly have same supporting ideas that they see enough evidence for drug legalization. Firstly, as legalization will make drug usage legal and provide some laws, it will put drug usage under government control. They assume that government control will help drug users as governments will be able to keep track of drug usage, put quotes and even can generate income by putting taxes.However, they miss some really important points like government control will not only be unable to stop drug usage also creates some responsibilities for Turkish government. If we look into the alcohol and smoke usage in Turkey , we can easily see that governments can not control drug usage by quotes and taxes. In addition, government control issue will bring problems for the Turkish government such as building rehabilitation centers for addicts and governmental care and responsibility for drug usage as Gargaro(1996) stated in her article â⠂¬Å"notice all the regulation and laws surrounding cigarettes?Legal drugs means MORE LAWS , MORE REGULATION AND MORE GOVERNMENT, higher taxes and higher insurance rates. †(pg:3). The second point that drug legalization fans cry is â€Å"Drug usage is an individual choice† which actually means to do whatever individual likes ,which is a right given by freedom , and drugs should be legalized as alcohol and smoke usage in Turkey. We understand this also from Block’s(2000) words which mainly points that not legalizing drugs means controlling individuals opinions and rights(pg:4-5). Yet, regard that it is a social issue more than individuality problem.As drug users physiologic situations don’t let them think critically, it will lead us to have more troubles in the community. As Maginnis(n. d. ) claims drug usage is not a personal issue as drug users’ families and society also endures the consequences like the baby on its drug user mother’s stomach (pg:10). To sum up, drug legalization is a sensitive situation, and the ones that stand for drug legalization should think critically, take into account the consequences of it such as effects of increasing number of addicts on ociety like increasing crime rate, possible damages on social relationships before they yelling â€Å"legalization will put it under government control† and â€Å"drug usage is an individual choice†. They should mainly not regard the meaning of freedom: being able to whatever individuals would like to do WITHOUT DUSTURBING OTHERS’ RIGHTS AND FREEDOMS. REFENANCES: * Block , W. (2000) . Legalize Drugs Now. American Journal of Economics and Sociology * Gargaro , C. C. (1996). Drugs * Maginnis , R. L. (n. d. ). Legalization of drugs: The Myths and the Facts

The Influence of Technology on Literature Essay - 1697 Words

The Influence of Technology on Literature This essay will discuss the way new technologies have influenced some of the areas of literature. Whilst the writer of this essay acknowledges the development of cyber books for their pure entertainment value, this essay will focus on the influence of new technology in the practical advances in the literature and associated industries. This includes the influences that new technology has had on the entertainment aspect, the educational aspect, the industry aspect and the employment aspect. This essay will discuss the influence that new technologies and new uses for old technologies have had on some aspects of literature and the producers and consumers of books. This includes authors,†¦show more content†¦One of the noted limitations of this ‘new technology’ is its seemed ability to mishear or misinterpret the voice activation. The author must remember that even though utilising new technologies, they must still ensure they perform editing and drafting. One of the major topics of ‘new technology’ seen emerging in the literature industry is that of the E-Book. The E-Book’s purpose is eventually to outsell and make obsolete the written book. Hirsh (2003) makes the argument that the paperback book will never become extinct. He argues that those readers who read as a hobby enjoy the physical aspects of the book such as the weight, feel and experience of reading a book. He also argues that that experience would be diminished were they to sit in front of their palm pilot or computer screen to experience the book (Hirsh, 2003). One author (Staley, 2003) argues that new technology, far from removing the book from existence, more so creates a new and more efficient method of distributing and buying books for the end user. Through the use of e-commerce and electronic bookshops, avid readers, students and academics have access to all manner of books via the internet and their credit card. Whilst there are many advances and influences of new technology on the authors of books, large steps have also been made that influence the users of theseShow MoreRelatedDystopian Literature : The Dark Sides Of Our Dreams1456 Words   |  6 PagesUsing the text as a frame of reference, how does dystopian literature demonstrate the power of fear? Dystopian fiction shows what happens if people don t fear for what s to come. Fear influences people very substantially, changing the actions they make. As it says in the text, â€Å"Dystopias are the dark sides of our dreams. There are common themes and stylistic choices because all of the distorted mirrors that authors are holding up are trying to show us the same things. 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