The dog house Essay Example

The dog house Essay Example The dog house Essay The dog house Essay The Importance Of Theme In the story Navajo lessons, Cline and her brother Josh, go on a voyage to spend the summer In the Navajo reservation with their grandma. As soon as Cline got there she thought that it was going to be boring, throughout the story Cline gets more and more mature by realizing to care about others other than herself. In this story my theme is coming To Age. At first, Cline thinks that shes going to hate it there, so s soon as she got there she missed her friends and the city, thinking that its going to be boring. She also didnt like it because she couldnt understand the Navajo language, so all Cline did was listen to music. Cline does what she usually does. Until one day her grandma gets sick and Cline rushes for help (this shows that Cline is starting to care about others other than herself). Cline got there and didnt know what to say until the words Just blurt out of her (this kind of shows the universal theme of fate). After Cline realizes how Important It Is to care about others, she starts to care more. Like for example at the end she doesnt really boast about her saving her grandmas life. She actually Insists on the doctor to talk in Navajo, which doesnt reflect in the beginning of the story when she didnt like the Navajo language (this shows Coming Of Age). In conclusion, the theme of this story is Coming Of Age. This theme affects the way Cline acts because, Cline starts as regular careless girl who hates the Navajo reservation and ends up as a young responsible girl who loves the reservation. The theme proves that Cline has a change of heart, and she is Coming To Age.

Critically evaluate the value and risks of informal social networks Essay

Critically evaluate the value and risks of informal social networks (communities of practice, cross-community, boundary-spanning - Essay Example Work-based communities of practice include associations based on a profession, and can also include worker guilds that are based on expertise on specific crafts, and even teams of software people working on the same sets of technologies and platforms. The value of such communities of practice cum informal social networks have come into the fore and have gained considerable recognition among all kinds of organizations (Lesser and Stork, 2001, pp. 831-833; Wenger, 2000). Disciplines focused on learning processes and the generation of new knowledge have likewise come to focus its attention on the role of communities of practice and the role that they play in those processes, in a large array of work and social contexts. Creative work, innovation, and high-value work outputs have likewise been linked in studies and discussions on communities of practice (Amin and Roberts, 2008, pp. 353-355). ... le communication technologies and information technologies have facilitated this kind of cross-boundary social networking and collaboration, it is sometimes fraught with problems, as when differing groups jostle for power and politicize the process. These identified problems of groups fighting for control over the process of knowledge creation and innovation point to possible risks associated with the use of such informal social networks. The knowledge innovation processes can fail when different communities of practice fail to cooperate and trust each other, for instance (Hayes and Walsham, pp. 2-5). Meanwhile, because of the very substantial benefits from knowledge creation and innovation that are to be had from communities of practice, many are incentivized to look for ways to harness those benefits from various communities of practice that firms are exposed to. Including from contractor groups and other valuable third parties (Kaiser, n.d.) Meanwhile, the centrality of the concep t of communities of practice to understanding knowledge generation and knowledge innovation processes is underscored by literature that attempts to refine definitions of key concepts tied to communities of practice, while trying to situate communities of practice within several contexts. Among these contexts is the personal context. This is the context or view from the inside looking out. This is the perspective of the individual learner and knowledge generator within the community. Also among these contexts or views is from the outside looking in. These are views that situate communities of practice within broader social and cultural contexts (Handley et al., 2006, pp. 641-645). Taking a step back, the value of communities of practice in innovations based on IT, and in knowledge innovation

Pinciples of Assesment Essay Example | Topics and Well Written Essays - 1500 words

Pinciples of Assesment - Essay Example The idea here is to ensure the complete transfer of knowledge to the learner and the purpose of assessment is to deduce the level of success that has been achieved in this transfer of facts, for e.g. a history teacher tested students on the topic of American Revolution in order to find the amount of information grasped by the students on the subject, an obvious affect of this assessment would be a feedback and a possible repetition of the lecture for students who scored poorly on the test. It leaves no ambiguity in the fact that The Victorian standards aim at helping out the appraisee rather than the appraiser. In comparison to this the Griffin & Gills principles of assessment aim to measure the collective affect on a group i.e. the person being evaluated and the group which is being affected by his/her performance. Moreover the Griffin & Gills methods can be utilized in the selection and recruitment or in case of students for admitting them into an institution as implied by the following principle "able to be used for purposes of selection and recognition; encourage learning of higher order skills", though the second part of the statement refers to the case of individuals who already a part of the institution or an organization the first piece is in contradiction to Victoria standards which intend to evaluate existing pupil. Victoria principles for assessment stress on the evaluation procedure to be an ongoing process i.e. students should be tested throughout the semester to use the test result attained throughout the period to be used as a basis for assessment. In contrast to this the Griffin & Gills seem to be referring to an episodic process of testing. Victoria's principles are open to moderation in times of need whereas the Griffin & Gills are based on fixed measures and these are beyond the influence of the appraiser unlike the Victorian standards. Assumptions Victorian Essential Learning Standards It has been assumed that assessments affect the students and parents and the outcome of assessment on the institutional goals and standards has been ignored. It can be seen throughout the course of points none of which relate to the effect on the teacher or the institution in the event of an unreliable or biased assessment. One major assumption made is that teachers could moderate their evaluation procedure if they cite the need for it. One should not forget that individuals have different personalities and thus they set different goals for the subject they teach moreover no two courses in the curriculum are exactly similar to have same goals. For e.g. History and Mathematics are in no way similar and the instructors in these courses might not have identical plans for assessing students. Under these circumstances the protocols of an institution would press on conformity in the procedure of assessment and hence the idea of moderation in techniques by individual teacher is rarely functional. Griffin & Gills set of principles It has been assumed that there exists a possibility of drafting plans that would completely reliable and would eliminate alternative explanation for results. This principle is a mere hypothesis which on test might not hold to be true. External influences always exist in the evaluation and research has proved that