Effects on Individual Preparation for Work

Effects on Individual Preparation for Work Individual Assignment- Three Future Trends Lim Mei Nuan This assignment will talk about the three future trends that will have positive effect for an individual preparation for work and how one of it has the most impact for an individual to prepare for work. Three future trends that I will discuss are the â€Å"use of new technologies for training delivery†, â€Å"increased emphasis on capturing and sharing intellectual capital† and â€Å"increased use of true performance support and social learning†. Nowadays, the growing and use of new technologies is continuously changing and this can show that the use of new technologies in learning will be taking place. Increased uses of new technologies will definitely help students to gain knowledge and better prepare for the workforce. However, not every individual will accept the increased use of new technologies into the learning environment. Therefore, effective learning will attract an individual to increase use of new technologies (Winn, 2002). This is because effective learning can be occurred through informal learning (Roy, 2010). Informal learning means the learner controls the learning process that includes when to start an action and this process will not involve an instructor or a trainer and totally control by the learner (Noe, 2013). Informal learning is the critical aspect for increased use of new technologies; this is because it involves the student interactions with the peers and lecturer, sharing experience and knowledge o f study (Winn, 2002). This informal learning can happen through different methods, such as e-mail and social networking websites (Noe, 2013). Furthermore, this will become more usual as combined social networking tools and Web tools to create this easier to implement (Roy, 2010). Thus, this can increase use of new technology and also can increase emphasis on capturing and sharing intellectual capital. Nevertheless, informal learning can help students to increase the chance for learning and sharing knowledge (Allen Lewis, 2006). Students will know how to social interaction with others by using the social networking that allows the students to enhance the collaboration with peers and lecturer, increased informal learning and discussion. Social interaction can help the student to use time productive because students can learns knowledge with and others through the social networking platforms (Brotherton, 2011). This also can be explained that social learning can help students to share their knowledge, experiences and information through social networking tools (Noe, 2013). This assists students to gain more knowledge compare to previously they must attend class only can obtain information. Students are not required to spend time to travel to school or college and they can directly get knowledge through social networking platforms and Web tools. Furthermore, all learning process will become very easy and convenient because the student can use social networking tools such as iPhone, iPad and notebooks to gain knowledge. Therefore, increased use of true performance support and social learning can bring a huge impact for students to gain more knowledge and experience. Increased the use of new technologies such as the Internet can promote the collaborative activities in college and this can increase the students to engage in the activities and encourage to talk in class and knowing more information about the subject (Goldman et al., 1996). This can be said that when increase the use of new technologies, will increase emphasis on capturing and sharing intellectual capital and thus will increase use of true performance support and social learning. All these new sets of future trends should include in the learning environment to help students to prepare for the future. The most important future trend is increased use of new technologies for training delivery. The use of new technologies is not only preparing students to step into the workplace it also enhances students to learn new information and to think critically when using new technologies (Kidwell, Linde Johnson, 2000). Increased use of new technologies can increase the student’s critical thinking skills and this can produce high productivity for the task (Wang, 2012). An organization is looking for an individual who can solve problems critically, can communicate well with others about ideas and information and those can collaborate with colleagues (Beers, 2012). Higher education institutions are using the technologies to enhance the student’s social learning, performance and intellectual aspects (Kidwell, Linde Johnson, 2000). For instance, many universities are using e-learning to deliver the educational material through electronic media such as internet, video/audio tape an d CDs. By using the new technologies for training delivery, the content is easy to understand, easy to access and easy to update the information (Beers, 2012). It also can help the student to perform the task in an efficient and effective ways (Chizmar Walbert, 1999). Through the e-learning, it can give the student the flexibility in where and when they want for accessing the educational material (Song, Singleton, Hill, Koh, 2004). Research had shows that students who are used to the new technologies to create an electronic school yearbook were having a high level of confidence and more active in the task commitment (Liu, 1998). This result indicates that used of new technologies can have a positive effect on the students. Utilizing technology can enhance the students to share their knowledge with others and increase the development for the workplace (Kidwell, Linde Johnson, 2000). For example, this can increase the productivity and the quality of work, enhance the collaboration with colleagues and increased the motivation of the students and all of these can help the students to prepare in the workplace (Chandra, Theng, Lwin, Foo, 2009). In 21st century, many students cannot apply what they have learned from the college into the real world problem (Daggett, 2010). This problem can overcome through the uses of technologies. This is because technologies tools can provide students to apply the theories in the different settings. According to Scheffler and Logan (1999) stated that integrating technology can help students to analyze, evaluate and applying the theories and the knowledge into a real life situation. It means that it uses technology tools to sustenance the learning objective and enhance the student problem solving skills and critical thinking skills. In this digital age, teachers and educators play an important role to help students to be well prepared to enter the workforce. This is because teachers can use of new technologies as supporting tools to help them to enrich their teaching method and increase the student learning (Koc, 2005). Teachers should help students to utilize the technologies tools in a proper way (Koc, 2005). Technology should be used effectively and consistently in the learning environment and teaching materials can be delivered through technology tools to help the students to improve their study (Schwarz, 2000). For example, teacher can play a short video clip for helping the students to understand the concepts and theory through the visuals. It also can aid the teachers to benefit the student to build networks with other countries (Davidson, 2000). Sinclair (2009) reported that the effectiveness of technology in the classroom is depends on the teacher competency levels and how the teacher uses the technolog y. Furthermore, teachers should create awareness for the students to know about why technology is being used and explained to the students that how this new technology can help them in their learning process (Sinclair, 2009). Research shows that there is a positive effect for students learning in mathematics and science through technology tools (Roschelle et al., 2000). This shows that teachers and educators should always use technology tools in teaching and learning to help students to make use of these tools. Therefore, teachers should practice using the new technologies in the teaching process. In addition, the collaboration between universities and industry is important for the lecturer and trainers to upgrade and widening their knowledge as well as the capability to use the new technologies (Kidwell, Linde Johnson, 2000). This can build the foundation for the lecturer and trainers to use the new technologies and also for students (Matthew, 2014). This foundation can also increase the awareness of and the experience to use the new technologies effectively (Matthew, 2014). Moreover, it can help lecturer and trainers to build confidence and knowledge when using the new technologies (Matthew, 2014). Therefore, it provides direct information and the current knowledge for the lecturer and also for the students. Moreover, students should ne advances using tacit knowledge in order to use the new technologies in an effective way. This is because tacit knowledge includes personal experience and ideas and relationship with other people, it is very difficult to explain it out or write it down (Kidwell, Linde Johnson, 2000). Tacit knowledge is important in various high-tech productions such as electronics, telecommunication and aircraft production all are based on tacit knowledge (Rosenberg, 1982; Vincenti, 1984). Therefore, advances using tacit knowledge can improve an individual to prepare for work in the future. Technology not only can use an educational tool for teachers and students it also can be implemented into the curriculum. This can serve to enrich the understanding and increase the academic performance of the students (Klein, 2010). Past research had shows that implemented the digital technology into the curriculum can help students to participate and increase their motivation to involve in the activities, and increase the student decision making skills (Abbott Shaikh, 2005). This result shows that it helps students to engage in the activities and motivated the students to involve in the whole process. Therefore, implemented the technology into the curriculum can prepare the students before enter into the workplace. In conclusion, problem solving skills, critical thinking skills and can work collaborative with other people are very important to help students to be well prepared to enter the workforce. Teachers and educators can guide students and provides students to use the new technologies in an effective and successful way. Reference Abbott, C., Shaikh, A. (2005). Visual representation in the Digital Age: Issues arising from a case study of digital media use and representation by pupils in multicultural school settings. Language Education: An International Journal, 19(6), 455-466. Allen, B., Lewis, D. (2006). Virtual learning communities as a vehicle for workforce development: A case study. Journal of Workplace Learning, 18(6), 367-383. doi: 10.1108/13665620610682099 Beers, S. Z. (2012). 21st century skills: preparing students for their future. In STEM Education Coalition, 1-6. Retrieved from http://www.yinghuaacademy.org/wp-content/uploads/2014/10/21st_century_skills.pdf Brotherton, P. (2011). Social Networks Enhance Employee Learning. T+D, 65(4), 18-19. Chandra, S., Theng, Y., O. Lwin, M., Foo, S. (2009). Examining the role of cognitive absorption for information sharing in virtual worlds. Conference Papers — International Communication Association, 1-33. Chizmar, J. F., Walbert, M. S. (1999). Web-based learning environments guided by principles of good teaching practice. Journal of Economic Education, 248-264. Daggett, W. R. (2010). Preparing students for their technological future. International Center for Leadership in Education. Retrieved from http://www. leadered. com/pdf/Preparing Students for Tech Future white paper. pdf. Davidson, S. (2000). Teaching with the world wide web. Phi Delta Kappan, 37, 13-16. Goldman, S.R., Petrosino, A.J., Sherwood, R.D., Garrison, S., Hickey, D., Bransford, J. D., Pellegrino. (1996). Anchoring science in multimedia learning environments. In S. Vosniadou, E. De Corte, R. Glaser, and H. Mandl (Eds.). International perspectives on the psychological foundations of technology based learning environments. Hillsdale, NJ: Lawrence Erlbaum Associates. Kidwell, J. J., Linde, K. M. V., Johnson, S. L. (2000). Applying corporate knowledge management practices in higher education. Educause Quarterly, 4, 28-33. Klein, J. D. (2010). When you cant bring your classroom to the world, bring the world into your classroom. Youth Media Reporter, 486-88. Koc, M. (2005). Implications of learning theories for effective technology integration and pre-service teacher training: a critical literature review. Journal of Turkish Science Education, 2(1), 2-18. Liu, M. (1998). A study of engaging high-school students as multimedia designers in a cognitive apprenticeship-style learning environment. Computers in Human Behavior, 14, 387–415. Matthew, H. (2014, July 2). Further Education Workforce Strategy: The Government’s strategy to support workforce excellence in further education. Department for Business, Innovation Skills, 1-29. Retrieved from https://www.gov.uk/government/publications/further-education-workforce-strategy Noe, R. A. (2013). Employee Training and Development (6th ed.). New York: McGraw-Hull. Rosenberg, N. (1982). Inside the black box: Technology and economics. Cambridge, UK: Cambridge University Press. Roschelle, J. M., Pea, R. D., Hoadley, C. M., Gordin, D. N., Means, B. M. (2000). Changing how and what children learn in school with computer-based technologies. Children and Computer Technology, 10(2), 76-101. Retrieved from http://www.futureofchildren.org Roy, J. N. (2010). Transforming informal learning into competitive advantage. T + D, 64(10), 23-25. Scheffler, F., Logan, J. (1999). Computer technology in schools: what teachers should know and be able to do. Journal of Research on Computing in Education, 31, 305- 325. Schwarz, G. (2000). Renewing teaching through media literacy. Phi Delta Kappan, 37, 8- 12. Sinclair, G. B. (2009). Is Larry Cuban right about the impact of computer technology on student learning? Nawa: Journal of Language Communication, 3(1), 46-54. Song, L., Singleton, E., Hill, J., Koh, M. (2004). Improving online learning: Student perceptions of useful and challenging characteristics. The internet and higher education, 7(1), 5970. doi: 10.1016/j.iheduc.2003.11.003. Vincenti, W.G. (1984). Technological knowledge without science: The innovation of flush riveting in American airplanes, ca. 1930-ca. 1950. Technology and Culture, 25(3), 540-576. Wang, V. (2012). Encyclopedia of E-Leadership ,Counseling and Training. Hershey, PA: IGI Global. Winn, W. (2002). Current trends in educational technology research: the study of learning environment. Educational Psychology Review, 14(3), 331-351.

Should Scholarship Athletes Work? :: essays research papers

Should Scholarship Athletes Work? Should college athletes on full ride scholarships be able to hold a job during the school year? Well up until Monday, January 12, 1997, full scholarship athletes were forbidden to hold jobs during the school year. For the last five years this has been a very controversial issue in the National Collegiate Athletic Association, known as the NCAA. Imagine being from a poor family and going to college on a full-ride scholarship for basketball. Under the old legislation, that player is not allowed to work or receive money from the school. In turn the player cannot afford to even travel home over the holidays to be with his family. Athletes should be able to hold a job during the school year in order to get the valuable experience of working and make enough money to cover living expenses and traveling costs. Under the new legislation, which was passed at the NCAA Convention, Division I athletes on full scholarship will be allowed to earn enough money to match the full cost of attending school. Athletic scholarships typically cover room, board, books and tuition, but do not cover costs for trips home, gas, laundry and other items. The determination of how much money covers those things is made by each school's financial aid office; most administrators have estimated the costs to be between $2,000 and $3,000 a year. Athletes who choose to work, and their employers, will be required to sign an affidavit that says the athletes have not been hired on the basis of their athletic ability or status and that they will be compensated only for the work they perform at a rate commensurate with the local rate of pay for such work. Critics of the legislation that passed said it opens the door for the very problems that originally sparked the regulation, athletes being paid for menial labor, and that keeping track of how much money athletes are earning will be difficult. But according to Big Ten Commissioner Jim Delany, "Sure there will be bogus jobs,'' he said. "It'll open up a can of worms, but I think we have to start living with cans of worms and let the presidents, athletic directors, and board of trustees handle it.'' It makes more sense to have the schools required to enforce the new regulations involved than it does to ask the NCAA to handle it. The schools have first hand account o f all the players at their school, therefore they are in the best position to enforce the new legislation's requirements. On the job experience is essential when looking for a job after college.

Personal Exploration Worksheet Essay

1) Describe your assumptions, beliefs, and perceptions about members of this group. The men are allowed to have more than one wife. The women are to be submissive and obey the men without question. Their wardrobe consist of lots of fabric and the women are fully covered and never show skin or they will be thought as fast, promiscuous they still believe in arranged marriage. 2) When you think about working professionally with members of this group, are there traits, characteristics, or other issues about the group that you would be curious about, concerned about, or intimidated by? Why would understanding diversity issues be important to you as a human services worker? The thing I would most be curious about would be if they marry out of their race. I would be concerned to know if they feel threatened to live  in the united states do they feel as if they are discriminated against as much as in the time of fall of the 911 towers. I would be intimidated if a group spoke loudly in their language after I asked a question. I have to understand diversity issues to help, understand and communicate on a deeper level if not I will be of no help. 3) How could advanced knowledge of the group address concerns and assumptions? Advanced knowledge of this group addresses the assumptions and concerns that not all Arab/Muslim Americans thought or felt that the attacks on American were right or justified and many may feel they receive a bad reputation because of a small few, but they all receive the back lash of those events. 4) What kind of information, learning experiences, contact, and so forth would you need to increase your knowledge about this group? Reading their bibles would be one way of increasing my knowledge about Arab/Muslim Americans history beliefs and customs, sometimes getting to know who you are going to try to help and knowing their way of doing certain things will help me to better understand what makes a culture tick. Group 2: Latino(a) 1) Describe your assumptions, beliefs, and perceptions about members of this group. The members of this group of people are colorful, family oriented big partiers and heavy drinkers of tequila, always hosting a huge party always speaking loud, fast Spanish. Will work any job to provide for their family and loved ones. They dress their little girls in big frilly dresses and tennis shoes. 2) When you think about working professionally with members of this group, are there traits, characteristics, or other issues about the group that you would be curious about, concerned about, or intimidated by? Why would understanding diversity issues be important to you as a human services worker? I would be concerned about understanding what was being said due to  the fact that I do not speak any Spanish I would be worried that I would not be understood and I would not understand them and most of our time would be spent or wasted on the language barrier we would both have to learn first. 3) How could advanced knowledge of the group address concerns and assumptions? Addressing the concerns would be for me to learn to speak Spanish first of all I have to be able to communicate with my clients and be able to understand what is being said to me and for me to not only understand them but for me to be able to speak back and they understand me. My assumption would be that the do not already know English and everything would be just fine. 4) What kind of information, learning experiences, contact, and so forth would you need to increase your knowledge about this group? I would first have to learn the language I will be of no good giving ideas of help in my language if no one that I am speaking to can understand a word I am saying. I may have to hier a translator until I get more fluent in speaking Spanish Group 3: Native Americans 1) Describe your assumptions, beliefs, and perceptions about members of this group. They can make it rain with a rain dance. I remember being a little girl and playing with wooden nickels and watching a commercial about keeping America clean and at the end of the commercial there was an Indian that was shedding a tear because we had so much trash and pollution in America, the land that once was their own clean beautiful home. So in my mind they were only concerned with the land they once owned and nothing else. 2) When you think about working professionally with members of this group, are there traits, characteristics, or other issues about the group that you would be curious about, concerned about, or intimidated by? Why would understanding diversity issues be important to you as a human services worker? My only issue would be that I did not think it was any more Indians alive, so I would never feel as if I needed to learn anything about a population that no longer existed. Just getting to know them and starting to  take their traditions and culture as .a serious fact and not just the funny parts that I once joked about 3) How could advanced knowledge of the group address concerns and assumptions? Just because I do not see long black hair that is braided in two braids with two red strings at the bottom, does not mean I am not dealing with a Indian. I must get over my stereotype of Native Americans. I am sure the pure race has been mixed and it is less pure but any part of native American is just that. 4) What kind of information, learning experiences, contact, and so forth would you need to increase your knowledge about this group? Getting over my stereotype thinking, I will not know they are Native Amerian because I do not see them doing a rain dance in the woods as they walk around crying at the looks of once their land and shedding tears of sadness due to the condition our land is in. Group 4: Immigrants Describe your assumptions, beliefs, and perceptions about members of this group. They are people that have come to live permanently in a foreign country, they come to this country and are not made to pay taxes and they get a tax break to open stores for seven years, after their years are up another member of their family comes and the seven years starts over. 1) When you think about working professionally with members of this group, are there traits, characteristics, or other issues about the group that you would be curious about, concerned about, or intimidated by? Why would understanding diversity issues be important to you as a human services worker? I would be curious to see what makes the US cater to someone coming into this country, a country I have lived in all my life and as I work everyday and pay my taxes but I cant as easily get a lone or skip out on paying my taxes as they let immigrants do. It would be important to me to 2) How could advanced knowledge of the group address concerns and assumptions? I would not be so angry or maybe even jealous of the facts that I may have misconstrued. Things that we as a people do not understand many times make us angry until we dig in and understand that they are not as different from  us as what we once believed. 3) What kind of information, learning experiences, contact, and so forth would you need to increase your knowledge about this group? To increase my knowledge I would first have to set aside my bias feelings of feeling as if people that come to this country get a better treatment than I do being a legal born member of society. I will have to go in with a open mind and wipe out all the things I think I know and start as if I never even heard of immigrants in any negative way.

Chicano ( A ) Studies 260 - 1212 Words

Chicano(a) Studies 260 Midterm 1. There is a magazine company that caters to adult men called Gallismo. The magazine goes out to over 5 million men between the ages of 18 and 40 in the United States. In the magazine, there is an article paid for by a wealthy person, Sadam Jose, who supports the take over of the Southwest part of the United States. The article reads, â€Å"don’t support the false propaganda by the American Government, they stole the land from Mexico, we should get it back by any means necessary.† Let’s begin the movement before it is too late. Join the movement.† â€Å"We will one day be the majority†. Sadam Jose is arrested by the FBI for violating a federal law because he was trying to start a revolution. Did the US violate†¦show more content†¦Even though he is a wealthy man who can potentially find access to military equipment, it will not compare to the equipment the U.S. military has as its disposal. Sadam Jose does not pose a clear and present da nger, because we don’t have evidence that his plan is working to going to work. This is something that the government should follow up on, but at this moment we don’t have evidence that there is a clear and present danger. 2. Explain the RAV and Mitchell case. Why did the Supreme Court rule that RAV s First Amendments rights were violated, but ruled against Mitchell? Do you agree with each ruling? (10 pts.) In the R.A.V v. City of St. Paul case, a white teenager was arrested for burning a cross in the lawn of the only black family in the neighborhood. According to the state, this was in violation of a 1989 city ordinance making it a crime to place on public or public property a burning cross, swastika, or other symbol likely to arouse anger, alarm, or resentment in others on the basis of race, color, creed, religion, and gender. In this case, a higher court decided that R.A.V’s first amendments were violated because the state was punishing expression. The ordinance didn’t simply make burning a cross illegal, but instead made the expression associated with this act illegal, which the court considered a violation of freedom of speech under the First Amendment. In the Wisconsin v. Mitchell case, after watching the movieShow MoreRelatedThe Benefits of Spanish Speaking Home and English in School Essay1298 Words   |  6 Pagespsychological abuse Anzaldua continue her American education, why? Her mother played a role. At home, her mother reminded her to, â€Å"speak English properly† and not â€Å"like a Mexican† to get a good job in American society (Anzaldua 374). Anzaldua writes, â€Å"Chicanos and other people of color suffer economically†¦ for not acculturating† (381). Like Anzaldua, her mother had experience the effects of â€Å"Anglo colonization† (Anzaldua 376). 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