The Impact of Classroom Technology on Student Behavior

Journal of Technology Research The impact of classroom technology on student behavior Angeline M. Lavin University of South Dakota Leon Korte University of South Dakota Thomas L. Davies University of South Dakota ABSTRACT The trend toward technology enhanced classrooms has escalated quickly during the past five years as students have become increasingly tech-savvy. Classrooms across the nation have become â€Å"wired† and textbook publishers now offer a wide variety of computerized teaching supplements. In fact, some may argue that technology is now expected in the college classroom.The objective of this research is to examine whether the use of technology in university classes impacts student behavior and student perceptions of instructional quality. This paper summarizes the results of a survey administered to students enrolled in business courses at a mid-sized Midwestern university. The results suggest that adding technology in courses where it is not currently used is lik ely to have a positive impact on student perceptions of the instructor and on student behavior. However, removing technology from courses that already use it would not appear to have a negative impact on all aspects of student behavior.Overall there are certain aspects of student behavior (the amount of time that students study, the quantity of notes they take, their attendance, and their interaction with the instructor) which appear to be technology neutral. In contrast, technology tends to have a meaningful impact on student preparation for class, attentiveness, quality of notes taken, student participation in class, student learning, desire to take additional classes from the instructor or in the subject matter, and the overall evaluation of the course and the instructor.Keywords: class technology, instructional quality, student behavior, student perceptions The impact of classroom technology, Page 1 Journal of Technology Research INTRODUCTION Technology, it seems, is everywhere these days. As computers have become more commonplace, the use of information technology has become pervasive in most everyone’s lives. For most of us, it is hard to image daily life without the influence of technological devices, be it handheld video games, personal digital assistants, cell phones or any number of computers.This is especially true for younger generations. In academia, we have likely reached the point where the use of technology is expected, by both students and their parents (Christensen, 1999). The trend toward technology enhanced classes has escalated quickly during the past five years as students have become increasingly tech-savvy, classrooms across the nation have become â€Å"wired† and textbook publishers now offer a wide variety of computerized teaching supplements.Lowerison, Sclater, Schmid, and Abrami (2006) suggest that technology has the potential to transform the learning environment from passive to active and more subject to the control of the learner. According to Roblyer (2003), technology may enable the learner to be more actively involved in his or her own learning. While technology may enhance the classroom and engage today’s student more effectively, most do not believe it replaces the need for a structured, content-driving learning process that is grounded in theory.To be effective, technology-based tools must accompany appropriate pedagogy (Laurillard, 2002). That said, a 2001 national study showed that 87% of faculty believe computer technology enhances student learning (Epper and Bates, 2001). Despite this widespread belief that the use of technology in the classroom is generally good, such may not always be the case. Burbules and Callister (2000) suggest technology can be used well or poorly, and thus its effectiveness is dependent on how it used, by whom and for what purpose. Instructors use varying amounts of technology in their classes.For example, some professors utilize PowerPoint slides or s imilar technology extensively or moderately throughout a course, while others seldom or never use technology. There may be several reasons why instructors ultimately adopt technology for classroom use. For some, it may help them to create better organized, more focused lectures. For others, they believe that the use of technology benefits students by engaging them more in the classroom and allowing them to listen more closely without transcribing every word that is spoken.Some professors may choose technology because writing on whiteboards or blackboards hinders their ability to interact with students. Still other instructors may adopt technology as a time saving device because it is readily available today, provided by the publishers who are eager to convince faculty to adopt their textbooks. Although the motivation may differ, theoretically the overall expectation is that technology will improve the course, engage the students and enable them to learn more. There may also be at le ast the implicit hope by the faculty member that teaching evaluations will improve.The study of what makes a college teacher effective is ongoing. Witcher, Onquegbuzie, Collins, Filer, Wiedmaier, and Moore (2003) suggest that students believe that effective teachers possess many if not all of the following nine characteristics, listed in order of importance: (1) student-centered; (2) knowledgeable about the subject matter; (3) professional; (4) enthusiastic about teaching; (5) effective at communication; (6) accessible; (7) competent at instruction; (8) fair and respectful; and (9) provider of adequate performance feedback.Clearly, utilization of technology can impact several of these identified characteristics or traits. Thus, in recent years, the proliferation of technology in an educational setting has sparked considerable interest on the The impact of classroom technology, Page 2 Journal of Technology Research part of researchers, and a number of studies have focused on the posi tives and negatives of technology use from the perspectives of the institution, student and professor.A recent study by Apperson, Laws and Scepansky (2006) examined the impact of PowerPoint on the students’ classroom experience. While they found no differences in grades as a result of the use of PowerPoint in the classroom, they did find that students in PowerPointenhanced classrooms responded differently to the classroom experience. Specifically, students believed that the PowerPoint classes were better organized and more interesting. Students also rated the professor high overall and indicated that they would be more likely to take another class from that professor.Interestingly, students in PowerPoint enhanced courses also found that the instructors exhibited more positive behaviors seemingly unrelated to the use of technology, such as providing helpful feedback in a timely fashion and creating assignments that involve higherorder more critical or creative thought. Further more, Atkins-Sayre, Hopkins, Mohundro, and Sayre (1998) concluded that the use of technology adds to the instructor’s credibility. Lecturers can manage class time more fficiently as less time is spent writing on whiteboards or changing transparencies (Daniels, 1999, Mantei, 2000), and thus lectures may flow better. Overall, Apperson et al (2006) believe that the use of technology in classrooms causes students to have a more favorable attitude toward their education, and benefits accrue to instructors who utilize it in their classes. However, technology usage does not necessarily result in better teaching evaluations for faculty. Lowerison et al found no significant relationship between actual computer use and perceived effective computer usage on course evaluations (2006).Several explanations were offered for this unexpected outcome, including the fact that students may now expect technology to be used in the classroom and no longer see it as a unique class feature that enhan ces their learning. These findings are consistent with the Christensen (1999) study mentioned earlier. It may also be the case that technology is not being used in an appropriate manner, that is, as a transformative, student-centered tool for learning, a concern expressed by Burbules and Callister (2000).Computer technology may also better support diverse needs and capacities of students, providing the potential for deeper processing and understanding of information (McCombs, 2000). While the technology may enhance the classroom and engage today’s student more effectively, most do not believe it replaces the need for a structured, content-driving learning process that is grounded in theory. To be effective, technology-based tools must accompany appropriate pedagogy (Laurillard, 2002).As McFarlane states, â€Å"computer use alone, without clear objectives and well designed tasks, is of little intrinsic value (1997). This paper continues the inquiry into the impact of technolo gy on student perceptions of their own learning as well as their academic behavior. PRESENT STUDY Students taking various business classes in a medium-sized Midwestern university were invited to participate in research study seeking to assess the impact of the presence or absence of technology in the classroom on self-perceived student effort and behavior.Prior to the survey being administered in individual classrooms, instructors who participated were asked whether or not they made moderate or extensive use of technology in their courses. If the instructor used technology moderately or extensively, then the survey given in that class asked the students to give their opinion regarding how the absence of technology would impact various components of The impact of classroom technology, Page 3 Journal of Technology Research student learning.For example, students were asked whether the lack of technology would have a positive or negative impact on their attentiveness in class as compare d to what it had been. Alternatively, if the instructor indicated that he/she did not utilize technology moderately or extensively, then the survey given in that class asked the students to give their opinion regarding how the addition of technology would impact them. Thus, for example, students in these sections were asked whether more technology usage by the instructor would affect their own level of class preparation.Survey questions were based in part on three different student evaluation forms previously or currently being used by the researchers’ university, including an early version developed and used by all public institutions within the state, the Student Instructional Report II and the IDEA Diagnostic Form Report. Both versions of the survey used the following five point scale to collect student opinions: â€Å"1† was significantly positive, â€Å"2† was somewhat positive, â€Å"3† was no difference, â€Å"4† was somewhat negative, and à ¢â‚¬Å"5† was significantly negative.The survey also included numerous demographic questions to facilitate analysis of the responses. Among other things, students were asked whether they were graduate or undergraduate students, their program of study or major, and their year in school (e. g. , freshman, sophomore, etc. ), as well as their grade point average and gender. In total nine business faculty members, including two of the paper’s authors, administered the survey in their classes.Faculty participants were selected on the basis of their rank, varying degrees of technological proficiency and usage, discipline, and gender in order to provide a cross-section of courses being evaluated. Classes chosen included those at the 100 (first year), 200 (second year), 300 (junior level), 400 (senior level) and graduate (700) level. In all, the survey was administered in fourteen different business classes, including multiple sections of a few of the courses.The survey was admin istered near the beginning of last year’s fall semester. Participating faculty were asked to devote class time to allow for the completion of the survey. Enrollment in the sections surveyed totaled 700 students, including some students who were enrolled in more than one of the classes included in the sample. In total, approximately 550 usable surveys were completed and returned. A brief summary of demographic information for the undergraduate survey respondents is included in the Appendix.RESULTS Table 1 and 2 show the preliminary results of the data analysis. In each table, the mean response for each question is compared to a neutral response of â€Å"3† in order to evaluate the effects that each group might anticipate given possible changes in their classroom environments. Recall that each item was based on the following five point scale: â€Å"1† – significantly positive, â€Å"2† – somewhat positive, â€Å"3† – no differenc e, â€Å"4† – somewhat negative, and â€Å"5† – significantly negative, resulting in a lower mean for a more positive perception.The mean is provided for each question as well as the number of students who gave a particular response. Table 1 shows the results for the surveys given in the classes in which the instructor indicated that he/she used technology moderately or extensively. The survey then asked the students to give their opinions regarding how the absence of technology would impact their learning from the course. There were 374 usable surveys returned from this set of classes. The means in Table 1 fluctuate between the â€Å"high 2† range and the â€Å"low 3† range.Responses from the students in these courses that used technology suggest that students anticipate that the loss of The impact of classroom technology, Page 4 Journal of Technology Research technology would have a positive impact (mean is less than the neutral response o f 3. 0 and statistically different from the neutral response) on the amount of time they study for class each day, the amount of time they study for exams and quizzes, the quantity of notes they take, their overall attendance for the class, and their appreciation for the instructor’s effort.Assuming that students would view less study time as more positive, it appears that students feel they would study less if technology is removed from the course. It seems somewhat counterintuitive that the absence of technology would have a positive impact on the amount of notes that students take, however, the â€Å"quantity† of notes taken can be viewed from two different angles. Students may consider it a positive to take fewer notes, and students may perceive that they take fewer notes when technology is used in the classroom.The loss of technology, according to the students, would also have a positive impact on their attendance and their appreciation for the instructor’s effort. Students may perceive that it would be more important to attend class to hear the material presented if the notes were not available via technology outside of class. In addition, it appears that students believe that technology may make teaching â€Å"easier† as the loss of technology would have a positive impact on student appreciate of instructor effort.In contrast, student responses indicate that students expect that the loss of technology would have a negative impact (mean is greater than the neutral response and statistically different from the neutral response) on attentiveness in class, the amount learned from class, the students’ desire to take additional classes from the particular instructor, and the students’ desire to take additional classes in the subject matter. These results suggest that students perceive there are specific benefits associated with technology use in the classroom.Technology may be one way instructors can maintain student interest. Indeed, the responses appear to suggest that students perceive that they might learn less if technology were withdrawn. Students also indicated that they would be less inclined to take additional classes from the instructor if technology were not used, and they might also be less inclined to take more courses in the same subject matter if technology were not a part of the classroom experience.On the other hand, the responses suggest that students might be more likely to attend class and have a greater appreciation for instructor effort if technology were not used in the classroom. Results of the two questions as to how a change in technology use from moderate/intensive to none at all would impact the student’s overall evaluation of the course and the instructor are also presented in Table 1. Students who currently experience technology in the classroom would rate a course less favorably if the technology were removed (mean above the neutral 3. and statistically diff erent from the neutral 3. 0). However, the impact on the students’ ratings of the instructor appears to be neutral under the loss of technology scenario. Table 2 shows the results for the surveys given in the classes in which the instructor indicated that he/she did not use technology moderately or extensively. Those surveys then asked the students to share their thoughts regarding how the addition of technology would impact the how they behaved in the course. There were 183 usable surveys returned from this set of classes.The mean for every question was below the neutral response of â€Å"3,† which suggests that students thought that those courses that did not presently use technology could be improved by the addition of it; a lower mean again reflects a more positive impact. The responses given by the students in the courses that did not include a technology component indicated that its addition of technology would have a positive impact (mean less than and significa ntly different than the neutral response) for all questions except two, i. e. he amount of interaction with the instructor outside of class and the students’ desire to take more classes in the subject matter. These results The impact of classroom technology, Page 5 Journal of Technology Research suggest that in the opinion of the students, the addition of technology would have an overall positive impact on their behavior. The addition of technology would, according to the students, have the most positive impact on the students’ appreciation for the instructor’s effort, the amount the students learn from the course, and the quality of the notes that the students take.According to both Tables 1 and 2, the amount of interaction that students have with the instructor outside of class is technology â€Å"neutral† as the mean was close to â€Å"3† for both versions of the survey. Results of the two questions pertaining to how the addition of technology t o a course that does not currently use it would impact the student’s overall evaluation of the course and the instructor are presented in Table 2 as well. The responses were positive (mean less than the neutral response of 3. and statistically different from the neutral response of 3. 0). These results suggest that the prospect of including technology in the classroom environment appears to increase the likelihood that students would perceive both the course and the instructor in a more favorable light. In addition to comparing the means for each version of the survey to a neutral response of â€Å"3,† the means for each version can be compared to each other. In Table 3, the first set of data (i. e. the left side) shows the results for the surveys given in the classes in which the instructor indicated that he/she used technology moderately or extensively, with the students being asked how the removal of technology would impact their behavior. The second set of data (i. e. , the right side) shows the results for the surveys given in the classes in which the instructor indicated that he/she did not use technology moderately or extensively, with the students being asked how the addition of technology would influence their behavior.Responses from those students in classrooms that currently used technology (left set) appeared to suggest a relatively neutral impact on the students’ evaluation of the instructor if technology were withdrawn (mean close to 3. 0), but a slightly more negative (mean above 3. 0) response to the evaluation of the course if technology were withdrawn [see Table 1]. Students who were in class that did not currently use technology (right set) indicated that the addition of the technology would improve their evaluation of both the course and the instructor (mean below 3. 0) [see Table 2].As might be expected given the different results reported in the first two tables, the differences between the two groups were statistical ly significant for some of the variables as reported in Table 3. Students appear to want technology in the classroom and that desire appears to be reflected in the overall evaluation of the course and instructor. As Table 3 illustrates, students who are not currently exposed to technology in the classroom generally responded more favorably to the prospect of adding the technology than did students who imagined the technology being withdrawn.Eleven of the 17 questions reflected statistically significant differences (? < 0. 050) in the mean responses between the two groups. In other words, students who currently experience technology in the classroom gave significantly different responses from those who currently did not have technology in the classroom. The questions that reflected statistically significant differences are noted with an â€Å"*† in Table 3.For those questions in which a statistically significant difference between the two groups was observed, responses from st udents who currently do not experience the use of technology in the classroom reflected more positive mean responses to the addition of technology usage than did their counterparts who might experience the withdrawal of technology in the classroom. The six items that did not generate statistically significant differences between the two survey groups were as follows: †¢ Amount of time you study for class each day. †¢ Amount of time you study for exams and quizzes.The impact of classroom technology, Page 6 Journal of Technology Research †¢ Quantity of notes. †¢ Overall attendance. †¢ Amount of interaction with the instructor during class. †¢ Amount of interaction with the instructor outside of class. These results suggest that student perceptions of these six items are â€Å"technology neutral. † In other words, the addition of technology where it is currently not used or the loss of technology where it is used is not perceived to have a meaningfu l impact on the amount of time students study, the quantity of notes they take, their attendance, or their interaction with the instructor.In contrast for nine of the eleven items marked with an â€Å"*† in Table 3, technology appears to have a positive impact because the loss of technology (left side) has a mean greater than â€Å"3† (negative impact) and the addition of technology (right side) has a mean less than â€Å"3† (positive impact). Therefore, according to the comparison of the two samples, technology has meaningful impact on student preparation for class, attentiveness, quality of notes taken, student participation in class, student learning, desire to take additional classes from the instructor or in the subject matter, and the overall evaluation of the course and the instructor.The student response to one question [student’s appreciation of instructor effort] is more problematic. In each group student responses suggested a change from the ex isting situation might be viewed more positively than maintaining the status quo, and each group reflected responses that were significantly different from a neutral response on this question [see Tables 1 and 2].Although each group responded more positively than neutral to this question, students in the group without technology for whom it was suggested technology might be added responded more positively than did the students who were asked to imagine a class in which the technology might be withdrawn. SUMMARY AND CONCLUSION The results of this study suggest that adding technology to courses where it is not currently used is likely to have a positive impact on student perceptions of the instructor and the course as well as on most aspects of student behavior.However, it interesting to note that removing technology from courses that already use it would not appear to have a negative impact on all aspects of student behavior. For example, removal of technology from a course might, ac cording to student responses, have a positive impact on the amount of time they study for class each day, the amount of time they study for exams and quizzes, the quantity of notes they take, their overall attendance for the class, and their appreciation for the instructor’s effort.However, removal of technology from a course that currently utilizes it would be viewed negatively in terms of the overall evaluation of the course, the students’ attentiveness in class, the amount the students learn from class, the students’ desire to take additional classes from the particular instructor, and the students’ desire to take additional classes in the subject matter. Comparison of the loss of technology in a course that currently uses it versus the addition of technology to a course that does not use it suggests that there are certain aspects which are â€Å"technology neutral. In other words, the addition of technology where it is currently not used or the loss of technology where it is used is not perceived to have a meaningful impact on the amount of time students study, the quantity of notes they take, their attendance, or their interaction with the instructor. In contrast, technology appears to have a meaningful impact on student preparation for class, attentiveness, quality of notes taken, student participation in class, The impact of classroom technology, Page 7Journal of Technology Research student learning, desire to take additional classes from the instructor or in the subject matter, and the overall evaluation of the course and the instructor. The research is not meant to determine how effective technology was in helping students learn or which technology might be most effective. Rather, this research focuses on student perceptions or opinions regarding technology usage and how adding technology to a course that does not use it or eliminating technology from a course that does use it might impact a student’s perception of the course or the faculty member as well as his/her behavior.These results suggest that students taking business classes at this Midwestern University perceive that technology use in the classroom does indeed have an overall positive impact. While technological enhancement may not necessarily be appropriate for all classroom situations and all subject matter, these results suggest that instructors who are comfortable using technology and find that it enhances their teaching experience should continue to incorporate it in their classes. Those who do, however, must remember technology for what it is – a tool which can have a positive impact on student behaviors and perceptions when used appropriately.LIMITATIONS AND FUTURE RESEARCH There are several limitations to the present study. The results were drawn from data collected from students enrolled in business courses at a single Midwestern University and, therefore, the results may not be generalized to hold for different popul ations such as nonbusiness students or students at universities in other parts of the country or even the world. Further analysis is presently underway that considers the impact of the addition of technology to a course that does not use it or the removal of technology from a course that does use it on a student’s perception of instructor effectiveness.In addition, while this particular research focuses on student perceptions of technology use, the ultimate goal of technology integration in the classroom should be to help students learn. Therefore, further research to help to identify which technology uses are most educationally meaningful would help educators to make informed decisions regarding the plethora of technology tools available for the classroom today. Gaining a better understanding of student expectations regarding technology use for students of different ages would also be useful information.Another avenue of future research, which could only occur subsequent to the two avenues previously mentioned, would be a study of whether student perceptions are congruent with the use of technology tools that are found to be most effective in advancing student learning. The impact of classroom technology, Page 8 Journal of Technology Research Table 1 Comparison of Student Responses Relative to a Neutral Response for the Impact on Personal Behavior of the Loss of Technology Where It is Now Used Expected Effect of the Loss of Technology Std testN Mean Dev stat Alpha The level of your preparation for each class session. 72 3. 032 0. 968 0. 643 0. 521 The amount of time you study for class each day. * 373 2. 831 0. 843 3. 870 0. 000 The amount of time you study for exams and 373 2. 721 0. 960 5. 608 0. 000 quizzes. * Your attentiveness in class. * 372 3. 228 1. 197 3. 682 0. 000 The quantity of notes you take. * 372 2. 769 1. 324 3. 368 0. 001 The quality of notes you take. 373 3. 078 1. 302 1. 153 0. 250 Your level of participation in class discussions. 3 72 3. 043 0. 895 0. 927 0. 355 Your overall attendance for the class. * 373 2. 788 0. 823 4. 967 0. 000 The amount of your interaction with the instructor during class. 73 2. 976 0. 824 0. 565 0. 572 The amount of interaction with the instructor outside 373 3. 005 0. 846 0. 122 0. 903 of class. The amount you learn from class. * 373 3. 231 1. 090 4. 084 0. 000 Your appreciation for the instructor’s effort. * 372 2. 849 1. 038 2. 798 0. 005 Your appreciation for the importance of the material. 373 2. 960 0. 925 0. 840 0. 402 Your desire to take additional classes from the particular instructor. * 374 3. 112 0. 981 2. 213 0. 028 Your desire to take additional classes in the subject matter. * 374 3. 104 0. 916 2. 202 0. 028 Your overall evaluation of this course. * 372 3. 290 1. 62 5. 271 0. 000 Your overall evaluation of this instructor. 372 3. 048 1. 008 0. 926 0. 355 Note : Questions with statistically significant differences between mean responses and an expected neutral res ponse [3. 0] are marked with an â€Å"*†. The impact of classroom technology, Page 9 Journal of Technology Research Table 2 Comparison of Student Responses Relative to a Neutral Response for the Impact on Personal Behavior of the Addition of Technology Where It Is Not Used Expected Effect of the Addition of Technology Std testN Mean Dev stat alpha The level of your preparation for each class session. * 183 2. 601 0. 83 6. 112 0. 000 The amount of time you study for class each day. * 183 2. 820 0. 822 2. 967 0. 003 The amount of time you study for exams and quizzes. * 183 2. 634 0. 860 5. 762 0. 000 Your attentiveness in class. * 183 2. 634 1. 111 4. 460 0. 000 The quantity of notes you take. * 183 2. 743 1. 202 2. 891 0. 004 The quality of notes you take. * 183 2. 557 1. 179 5. 077 0. 000 Your level of participation in class discussions. * 183 2. 814 0. 776 3. 238 0. 001 Your overall attendance for the class. * 183 2. 689 0. 959 4. 395 0. 000 The amount of your interaction wi th the instructor during class. * 183 2. 891 0. 41 1. 996 0. 047 The amount of interaction with the instructor outside of class. 183 2. 962 0. 615 0. 842 0. 401 The amount you learn from class. * 183 2. 563 1. 040 5. 684 0. 000 Your appreciation for the instructor’s effort. * 183 2. 546 1. 004 6. 113 0. 000 Your appreciation for the importance of the material. * 183 2. 590 0. 890 6. 227 0. 000 Your desire to take additional classes from the particular instructor. * 182 2. 747 0. 929 3. 668 0. 000 Your desire to take additional classes in the subject matter. 182 2. 901 0. 848 1. 573 0. 117 Your overall evaluation of this course. * 182 2. 571 1. 031 5. 605 0. 00 Your overall evaluation of this instructor. * 182 2. 582 0. 976 5. 775 0. 000 Note : Questions with statistically significant differences between mean responses and an expected neutral response [3. 0] are marked with an â€Å"*†. The impact of classroom technology, Page 10 Journal of Technology Research Table 3 C omparison of Responses to Questions about Student Behavior for the Impact of the Loss of Technology Where It is Now Used (Left Set) versus the Addition of Technology in Classes Where It is Not Used (Right Set) Expected Effect of Expected Effect of the Loss of the Addition of Technology Technology N Mean Std Dev N Mean Std Dev alphaThe level of your preparation for each class session. * The amount of time you study for class each day. The amount of time you study for exams and quizzes. Your attentiveness in class. * The quantity of notes you take. The quality of notes you take. * Your level of participation in class discussions. * Your overall attendance for the class. The amount of your interaction with the instructor during class. The amount of interaction with the instructor outside of class. The amount you learn from class. * Your appreciation for the instructor’s effort. Your appreciation for the importance of the material. * Your desire to take additional classes from th e instructor. * Your desire to take additional classes in the subject matter. * Your overall evaluation of this course. * 372 373 373 372 372 373 372 373 373 373 373 372 373 374 374 372 3. 03 2. 83 2. 72 3. 23 2. 77 3. 08 3. 04 2. 79 2. 98 3. 01 3. 23 2. 85 2. 96 3. 11 3. 10 3. 29 0. 97 0. 84 0. 96 1. 20 1. 32 1. 30 0. 90 0. 82 0. 82 0. 85 1. 09 1. 04 0. 93 0. 98 0. 92 1. 06 183 183 183 183 183 183 183 183 183 183 183 183 183 182 182 182 2. 60 2. 82 2. 63 2. 63 2. 74 2. 56 2. 1 2. 69 2. 89 2. 96 2. 56 2. 55 2. 59 2. 75 2. 90 2. 57 0. 88 0. 82 0. 86 1. 11 1. 20 1. 18 0. 78 0. 96 0. 74 0. 61 1. 04 1. 00 0. 89 0. 93 0. 85 1. 03 0. 000 0. 880 0. 298 0. 000 0. 825 0. 000 0. 003 0. 205 0. 237 0. 534 0. 000 0. 001 0. 000 0. 000 0. 012 0. 000 Your overall evaluation of this instructor. * 372 3. 05 1. 01 182 2. 58 0. 98 0. 000 Note : Questions with statistically significant differences in the mean responses between the two groups are marked with an â€Å"*†. The impact of classroom te chnology, Page 11 Journal of Technology Research REFERENCES Apperson, J. , Laws, E. and Scepansky, J. (2006). The Impact of Presentation Graphics on Students’ Experience in the Classroom. Computers and Education, 47(1), 116-126. Atkins-Sayre, W. , Hopkins, S. , Mohundro, S. and Sayre, W. (1998). Rewards and Liabilities of Presentation Software as an Ancillary Tool: Prison or Paradise? Paper presented at the National Communication Association Eighty Fourth Annual Conference, New York, NY. Burbules, N. and Callister, T. , Jr. (2000). Watch IT: The Promises and Risk of New Information Technologies for Education. Boulder, CO: Westview Press. Christensen, K. (1999).A Comparison of Student Performance in Human Development Classes Using Three Different Modes of Delivery: Online, Face-to-Face, and Combined. Ed. D. Dissertation, Department of Education, Drake University. Daniels, L. (1999). Introducing Technology in the Classroom: PowerPoint as a First Step. Journal of Computing in Hi gher Education, 10, 42-56. Epper, R. and Bates, A. (2001). Teaching Faculty How to Use Technology. American Council on Education. Oryx Press. Laurillard, D. (2002). Rethinking University Teaching: A Framework for the Effective Use of Educational Technology (2nd ed. . London: Routledge. Lowerison, G. , Sclater, J. , Schmid, R. F. , and Abrami, P. C. (2006). Student Perceived Effectiveness of Computer Technology Use in Post-secondary Classrooms. Computer and Education, 47, 465-489. Mantei, E. (2000). Using Internet Class Notes and PowerPoint in the Physical Geology Lecture. Journal of College Science Teaching, 29, 301-305. McCombs, B. (2000). Assessing the Role of Educational Technology in the Teaching and Learning Process: A Learner-Centered Perspective. The Secretary’s Conference on Educational Technology 2000. www. d. gov/Technology/techconf/2000/mccombs_paper. html. McFarlane, A. (1997). What Are We and How Did We Get Here? In A. McFarlane (ED. ), Information Technology and Authentic Learning: Realizing the Potential of Computers in the Primary Classroom. London, England : Routledge. Roblyer, M. (2003). Integrating Educational Technology into Teaching. (3rd ed. ) Upper Saddle River, NJ: Merrill Prentice Hall. Witcher, A. , Onwuegbuzie, A. , Collins, K. , Filer, J. , Wiedmaier, C. , and Moore, C. Students’ Perceptions of Characteristics of Effective College Teachers.ERIC Document Reproduction Service: ED 482517. The impact of classroom technology, Page 12 Journal of Technology Research APPENDIX Demographic Information for Undergraduate Students in the Sample Technology = Technology Used; Impact of the Absence of Technology No Technology = Technology Not Used; Impact of the Addition of Technology Major for Undergraduate Students in Sample Technology No Technology (N = 329) (N = 155) Accounting 19% 15% Economics Finance Health Service Administration Management Marketing Business Undeclared Other – Non-business 5% 8% 8% 26% 13% 14% 7% 5% 13% 8% 23% 8% 18% 10%Year for Undergraduate Students in Sample Technology No Technology (N = 329) (N = 155) Freshman 18% 3% Sophomore Junior Senior 22% 32% 28% 52% 23% 22% ?2 tests for differences in the distribution of majors between the two groups and for differences in the distribution of undergraduate years did not reject the null hypothesis.It was assumed there were no significant differences in the distribution of undergraduate majors or in the distribution of students in terms of academic progress when comparing the two groups. Technology (N = 329) Female Male Student gender 40% 60% No Technology (N = 155) Female Male 49% 51% A test of proportions suggested no significant difference in the proportion of female to male students when comparing the two groups included in this study. The impact of classroom technology, Page 13

Banana

The time and temperature change of the reaction are graphed to identify the hanged in enthalpy and entropy that took place as the melted substance solidifies. Using the data we can then predict the change in free energy, GAG . Keyword's: Entropy, Enthalpy, Free energy, naphthalene II. Introduction Enthalpy, H, is a thermodynamic property of a system. It is defined as the sum of internal energy U of a system and the product of the pressure and volume of the system: H = IS+UP The UP term represents the mechanical work done on or by the system.Since we are usually more interested in changes than in absolute values, we could write H = + up Entropy, S, is an another thermodynamic property. Which we can consider as a measure of the disorder or randomness of a system. An ordered system has low entropy. A disordered system has high entropy AS equals the heat transferred between the system and Its surroundings divided by T: AS = Q/T = H/T Enthalpy and entropy are different quantities. Entropy has the units of heat, Joules. Entropy has the units of heat divided by temperature, Joules per Kelvin.In this experiment, the group would Like to compare the entropy, AS and enthalpy, AH by monitoring the temperature & time during phase change of a melted naphthalene to reeking point. And using the data to predict LEG. Ill. Experimental Section Prepare 250 ml of half full tap water In a beaker to be placed In a ring stand, light the Bunsen burner to begin heating of water. In a large test tube fill half full of thread at the end of the test tube to let it hang in an iron clamp. Place the test tube into the beaker of hot water .Notice the melting of solid crystals. Carefully remove the water bath apparatus and burner from beneath the test tube and begin recording the temperature every after 30 sec, until the naphthalene passes the reeking point of molecules. IV. Results and Discussion Initial Room Temp: 34 c Temperature vs.. Time Based from the results the naphthalene freezes at 84 0 seconds in 77. 8 degrees Celsius. Freezing reaction is an exothermic process; energy is lost from the water and dissipated to the surroundings.Therefore, as the surroundings get hotter, they are gaining more energy and thus the entropy of the surroundings is increasing. During the process of melting naphthalene, the reaction is said to be endothermic because the system absorbs the energy from its surroundings. The relationship between the mime and temperature is inversely proportional as the time increase the temperature decreases. The Gibbs Free Energy of reaction (G) is an indicator of reaction spontaneity.Obeying the Entropy change and enthalpy change together influence the spontaneity of a chemical reaction. A spontaneous process is capable of proceeding in a given direction without needing to be driven by an outside source of energy. In Second law of thermodynamics, the naturally occurring reactions always move toward a state of lower potential energy. Thus, a reaction with a negative delta applied during the reaction. A reaction that is spontaneous is always accompanied by the net release of free energy (energy available to do useful work).However, some spontaneous reactions require added energy to get started. The energy they finally release includes both this added energy and the calculated free energy of the reaction. V. Conclusion The cooling the reaction is said to be spontaneous because there is no heat applied during the process and enthalpy seemed to be the dominating factor in fingernails. The spontaneity of the process appears to be associated with a highly ordered yester going to a less-ordered, uniform state.

An economic analysis of the Bangladeshi economy

An economic analysis of the Bangladeshi economy Geography Bangladesh is situated in the Bay of Bengal in south Asia. It is bounded by India to the west and north; to the southeast, it borders Myanmar. It is mainly a low-lying floodplain. About one third the total area is deltaic and is prone to flooding in the rainy season from May through September. The river Ganga flows into the country from the northwest, while from the north enters the river Jamuna. Dhaka is the capital city and is near the point where those river systems meet. Hardwood forests are present in the Chittagong hill tracts. The vast river delta area is home to the dominant plains culture. The hilly areas of the northeast and southeast are occupied by much smaller tribal groups occurred mainly hilly regions of the southeast and many have strongly resisted control by the national government and the inhabitants pressure from Bangladeshis who move into and try to settle in their traditional areas. Demography Bangladesh is the most densely populated no island nation i n the world. With approximately 135 million inhabitants living in an area of 55,812 sq miles, there are about 2,233 persons per square mile. The mainstream of the population (98 percent) is Bengali, with 3 percent belonging to tribal and other non-Bengali groups. About 83 percent of the population is Muslim, 18 percent in Hindu. Urbanization is scheduled rapidly, and it is estimated that 33% of the population entering the manual labour force in the years to come will be a part of agriculture, though many will likely find other kinds of work in rural areas. The areas around Dhaka and Comilla are the most densely populated. Area: 147, 575 sq. km. Cities:  Capital–Dhaka .  Other cities–Chittagong, Khulna, Rajshahi. Terrain: Mostly flat alluvial plain, with hills around the northeast and southeast. People   Nationality:–Bangladeshi(s). Religions: Muslim 84%; Hindu 17%; Christian 0.3%, Buddhist 0.7%, others 0.2%. Languages: Bangla (official, which is also known as Bengali), English. Education:  62%. Work force (70.86 million):  Agriculture, forestry, and fisheries–63%; production–11%;mining and quarrying–0.2%.   . Bangladesh has a relatively young populace, where 0-25 age group comprise 65%, while 3% are 65 or older. The important tribal groups outside the Hill tract are the  Santhals and the  Garos. Also there are  Kaibartta,  Meitei,  Mundas,  Oraons, and  Zomiethnic groups.  Human trafficking  has been a everlasting problem in Bangladesh  and illegal immigration has been a cause of resistance with Burma and India. Health and education levels have lately improved as poverty levels have reduced. Bangladeshis mostly are rural, living on survival farming. Health problems abound, ranging from  water contamination, to  arsenic contamination of groundwater  and diseases including  malaria, typhoid. leptospirosis and  dengue Politics Bangladesh is a  united state  and  parliamentar y democracy.  Direct elections in which all  people, aged 18 or over, can vote are held once in five years for the  parliament  known as  Jativ Sangsad. The parliamentary building is known as the  Jatiyo Sangshad Bhaban. Currently the parliament has 345 members together with 45 retained seats for women, elected from single-member constituencies. Bangladesh is governed by a multi-party parliamentary system of government. Other ministers, state ministers and deputy ministers are selected by the Prime Minister. The PM nominates the cabinet members from the Parliament members and one-tenths of the total members are from outside of the Parliament.

IKEA Prices Essay Example | Topics and Well Written Essays - 500 words

IKEA Prices - Essay Example If not, in which country is the product cheaper than it is in the United States. In which country is it more expensive? The prices of IKEA products are not identical and vary in different countries after converting the price in USD. For comparing the prices of IKEA 365 + Gnistra Bread Knife, three different countries have been chosen namely Australia, Canada and United States. Among these three countries, USA has the cheapest price which is 12.99 USD. After converting the price in USD, the price of 365 + Gnistra Bread knife of Canada has become 17.4532 USD and in Australia the figure is 18.2721 USD. So, Australia’s cost for this particular product is expensive compared to other two countries (IKEA Systems, 2011). Question 2 What might be the reason for the prices to differ even after conversion to U.S. dollars? Individual product costs differ from one country to another. The conventional reasons for difference in price level are the exchange rates and prices of labor. Wage dis tribution at mean level has significant negative effect on product prices. The high currency conversion rate of various countries is related with higher prices. The high income generating countries enjoy large productivity advantage (Lipse & Swedenborg, 2007). Trade cost can determine the cost of product.

Multivariate Techniques Assignment Example | Topics and Well Written Essays - 500 words

Multivariate Techniques - Assignment Example This technique actually examines the relationship between a single dependent variable and more than one independent variable. It is the most common type of method used. It shows a linear relationship holding the lowest sum of the squared variances. The assumptions such as normality, equal variance and linearity and finely and clearly examined by the researcher. A coefficient knows as beta are taken which is the marginal impacts of each variable. This technique is usually used by the firm for its forecasting. This technique is actually the variation of multiple regressions and allows the firms to predict different events. The technique used non-metric dependent variables and the actual objective of the technique is to achieve eve probabilistic assessment of binary choice. The independent variable used by the researchers is either continuous or discrete. Later, a contingency table is formed holding the classification of observations and the observations and predicted results are matched. Then the researcher sum the events that are predicted to occur and they actually occur and sum the events that the researcher predicted not to occur and they actually do not occur. These two sums are added and divided by the total number of events. This shows the effectiveness of the model and helps to predict the choices.

Socrates' Death Essay Example | Topics and Well Written Essays - 750 words

Socrates' Death - Essay Example It is against this backdrop that the dikasts sentence Socrates to death by drinking a conium-laced concoction. Rebutting Socrates’ Position Socrates’ appeal that in his philosophical lectures to the youth on the nature and essence of virtue as a way of directing them to be examined, ethical life does not suffice. Calling people to examined and moral lives does not require the ignoble lampooning of the Athenian pantheon of gods. Socrates was fully aware that the Athenians heavily depended on their many deities since Athenians had assigned every force of nature or the environment to a given deity; yet he proceeded to malign these gods. In an instance, he charged publicly that contrary to Athenians’ beliefs, the gods could act neither morally nor whimsically. Given that the youth formed the majority of his audience and public lectures, it was obvious that Socrates was inspiring the youth towards socio-cultural disobedience. The legitimacy or illegitimacy of the gods that Socrates preached against in this case does not matter: what matters most is that the religious system existed to foster communal good, unity and continuity. By extension, Socrates in his teaching was threatening the very unity and continuity of the Athenian community (Blyth, 2000). ... on and politics were not divided in the Athenian total way of life, Socrates proceeded to advance his stand against the collective and ritualistic views of religion by not participating in these rituals. Socrates was aware that the rulers were considered spokespersons of these deities and thus, by attacking these gods, he was actually disparaging the Athenian oligarchy and political order. The consequences were dire as he indeed knew, but he trudged on with his impious agenda. Thus, Socrates was not only advancing an antireligious onslaught on the Athenian culture but also on Athens’ political stability. Alongside serving in the military (Ephebos) and getting an education, a good citizen of ancient Athens was supposed to exercise his religious duties. Socrates does not observe the religious duties that he owes Athenians fully. Instead, he contravenes this expectation by introducing other gods to the youth and his larger audience. While Socrates is categorical that the sun and moon are inanimate bodies in lieu of Athenian gods, he implies that he believes in gods other than the Athenians’. Socrates also confirms this as he answers Meletus in his unapologetic three hour defense. According to Miller (2000), these concepts underlie contemporary perspectives, except that they are treated as rights and freedoms in lieu of duties. Presently, democracies insist that all have a right to education, the freedom of association and conscience (religious affiliation and beliefs and any career or profession, including the military). The advantage of the contemporary view is that plurality of views in politics and religion is preserved. The shortcoming of this view is that many have not been able to tinker their democratic freedoms and rights with personal responsibilities.

Argumentative Research Essay Example | Topics and Well Written Essays - 1250 words

Argumentative Research - Essay Example This essay will try to decide the question whether multiculturalism is good or bad for America. America has been called a melting pot of cultures since the last many decades. The situation is so prevalent that when you see whole areas of cities being taken over by a particular community like Chinese, Indians, Armenians and Latinos, you wonder if you really are in America after all. It is so surprising to see that road signs, shop signs and advertisements for products, services and even jobs are put up in Chinese, Hindi, Spanish or whatever the language of use in these parts of America. Added to this, these groups are often very protective of their rights and duties and would fight if any others want to take over their turf. They also want their own members who speak their own language to be part of the local administration at City Hall and in the police and rescue services. Of course there is Little China or Chinatown in a part of many cities but this part is locally devoted to Chinese cuisine and also sports a little of Chinese culture. As an international student in America I am glad for this although the dialect I speak may not be the same as theirs. Even a person who looks like a Chinaman is good enough to please me. So I think it is the same for people of other cultures and nationalities- that they are pleased to see and hear people who are from the same country as them or have people back in the home country. They generally get together in one area and seek to help others buy property in the same area till they form a majority and then the language is also changed to their home language and the culture becomes a set part of the landscape. According to something called diversity which is practiced in America there is a rule that if the majority of the local population is belonging to a particular culture, then there should also be adequate representation of these people in the local administration and

How the Internet Has Affected Communication Behavior Essay

How the Internet Has Affected Communication Behavior - Essay Example From the essay it is clear that prior to the Internet were video games, which over time became more and more sophisticated. The social impact of video games spawned a plethora of studies on human behavior and interaction, especially regarding young people and families. As the Internet began to take hold, people began to be able to communicate and play games over long distances, in real time. It was felt that this activity interrupted family and social life. This study proposes to further examine how the internet is changing the way people communicate with each other on an everyday basis, both for better and for worse. Internet use decreases social interaction. According to a recent study by Stanford University, frequent Internet users report a drop of 15% in traditional social activities, and as much as a 25% drop in use of the phone for talking to friends. While this may be startling at first, history reflects that increased use of the telephone also decreased personal visiting and social activities. There are many variables affecting increases in social Internet use, such as savings in long distance telephone calls and less time spent in the car. This could be interpreted as social isolation if one is simply looking at the numbers and not the reasons behind the numbers. A discouraging report indicated that only 22% of Internet users of two or more years had ever made a new friend online. While this study downplayed the potential value of online friendships, it also encouraged more rigorous study in the area of balance between online communication and person-to-person communication.... 5), frequent Internet users report a drop of 15% in traditional social activities, and as much as a 25% drop in use of the phone for talking to friends. While this may be startling at first, history reflects that increased use of the telephone also decreased personal visiting and social activities. There are many variables affecting increases in social Internet use, such as savings in long distance telephone calls and less time spent in the car. This could be interpreted as social isolation if one is simply looking at the numbers and not the reasons behind the numbers. A discouraging report (Scott Sleek, 1998) indicated that only 22% of Internet users of two or more years had ever made a new friend online. While this study downplayed the potential value of online friendships, it also encouraged more rigorous study in the area of balance between online communication and person-to-person communication. A more recent study (David E. Rohall, et.al, 2002) looked for links between Internet usage and self esteem issues in the realm of person-to-person contact. Again, further research was encouraged, yet the outcome of the study was much more positive. This could lead us to believe that as use of the Internet is integrated into everyday life, a balance could create itself simply through adaptation and users' natural inclinations. These examples provide a clue as to the concerns of our society in terms of interrelationships; it is indicated that in the dawning days of the internet there was trepidation regarding how internet communication would affect person to person communication, yet research has shown that much of the communication taking place by email and chat rooms on the part of college students and others took place within the context of an already existing social

Management Efficiency Impact on Performance within CocaCola Dissertation

Management Efficiency Impact on Performance within CocaCola - Dissertation Example Coca Cola has been awarded severally for its management and market status the world over. The company has employed different management theories in different countries of operation to suit the market and human resource requirements. Betsy Morris a CNN-Money correspondent reported in her feature on Coca Cola management noted that the company’s management style directly impacted on delivery and profits. The early 2000s saw the company slur but the recent years of good management have seen it rise again. The theories of change management have seen the company record all time high profits in the last two years. Research Strategy and Methodology The evaluation process will use two instruments, the interview and the survey, to collect information on the intended Coca Cola project. The interview will be carried out on the top management of the company to gauge the management style. The process should run in a scheduled time frame of fourteen (14) weeks. The interview method provides detailed information and can develop relationships among participants. The limitations of this method are that it takes large amounts of time, can be costly and participants may feel uncomfortable. It is also hard to get time with the top brass management for the interview. The interviews should therefore be conducted face to face, over the phone or internet video calls and through emails. The second activity is to design surveys to be filled in anonymously by the low and midlevel workers of the company in different states.

Motivation for Crusades Essay Example | Topics and Well Written Essays - 1000 words

Motivation for Crusades - Essay Example The Moslems themselves kept the routes open to Christians, and the Byzantine Empire safe, until 1071, when Seljuk Turks took the lands, and persecuted Christians on the way. Lost land, religious conflict, and internal pressures were the background to Western Europe's initiation of the Crusades. R.W. Southern notes that "The worsening position of the Eastern Empire, and the genuine desire of some to save it: the even more potent though secret desire of others to profit by its disintegration; the dim realization that Islam constituted athreat to Christendomsome hoped to be saved by going; others didn't care if they were damned so long as they found new fields for profit and adventure. There was something in the Crusades to appeal to everyone." (Southern, 56) The crusades were, as Riley-Smith states "A holy war fought against those perceived to be external or internal foes of Christendom for the recovery of Christian property or in defence of the church or Christian people" (Riley-Smith, 1987, xxviii). This was certainly the overt motivation for the first Crusade, as initiated by Pope Urban II in November of 1095. This Crusade had a peculiar beginning, and Riley-Smith has made extensive note of this: "Few nobles turned up, and the theatre must have been riskyeven so, his appeal for knights to liberate Jerusalem struck a chord in western society" (Riley Smith, 1995). Urban openly declared "'Dieu le veult' - 'God wills it!'" (Bishop, 105); for many hearing the religious leader of the Western World declaring God's Will, the Crusades must have seemed to be a religious duty. In considering why this speech made such an impression, it should not be forgotten that the majority of Western Europe was, by this time, Christian in name at the very le ast. Europeans had been making the arduous pilgrimage to Jerusalem for decades, and in some ways the early Crusades might be considered another form of pilgrimage. Personal penance and justification by faith were still quite strong issues of faith, and would remain so until at least the mid-fourteenth century (Flagellants during the Black Death being one example of this). Being a Crusader, not only fighting for Christ but also traveling to the Holy Land to do so, was therefore a religious duty, atonement for sin, and a Holy Quest, similar to that being written about in Early Medieval romances. In fact, it seems as though Urban did not intend to have such a dramatic effect upon the nobles of Europe: the impression is that "The pop was taken aback by the success of his proposal. No plan had been made for the prosecution of the crusade" (Bishop, 106). The organization of the First Crusade was rather like a mopping-up exercise, after the disastrous People's Crusade in 1096. Poor people such as this marched under their own steam to free Jerusalem, and rather than the idealism of the nobility, their motivations appear to be genuine religious concern for the Holy Land. It should be clear, therefore, that the overt motivation, religion, was also an emotional force for many of the participants in the first Crusades, Kings and princes, such as Richard I of England, who were not struggling to maintain a fief, were probably

World Theme Parks Essay Example for Free

World Theme Parks Essay Name of Park| Location| Target Market| 3 Interesting Things to do | Would I go why or why not? | Ocean Park| Hong Kong, China| All ages, mainly 3-80 years old| * Symbio,Ocean Theatre, Old Hong Kong| I would go because I have been there before and there are many different kind of amusements for all ages| EuropaPark| Germany| Teens Adults, 10-40 years old| * Enchanted Forest,360 Panorama, | I would go because it has lots of rides and shows, and it is similar to Disneyland| Black Pool Pleasure Beach| England| Kids Teenagers, 10-25 years old| * Nickelodeon Land, Ice Skating, Ripley’s Believe It or Not!. | Yes I would go because there are lots of amusements I have never heard of like ‘Ripley’s Believe It or Not’| Suoi Tien| Vietnam| All ages,3-80 years old| * Dolphin Palace, Culture Festivals, Laser Zone | Yes I would go there again because not only were there rides but you could also learn about the culture| Diggerland| UK(Kent, Devon, Durham, Yorkshire)| Kids, ages 6-13 or males, ages 10-30| * Ride tractors, kids parties, JCB racing| No I wouldn’t because I am not interested in tractors and it looks boring, and it would mostly attract males| Essel World| India| Families, all ages, 5-50 years old|. * Bowling Alley, Dance Floor, Ice Skating Rink| Probably not because there isn’t really anything special there that sets them apart from other amusement parks| Happy Valley| Beijing| 17-50 years old| * Shopping complex, Imax Theatre, World History(six zones)| I would go because they offer a lot of attractions that nowhere else has like the six zones ,and it is cheap| Shijingshan Amusement Park| Beijing| Kids, ages 2-10| * Take pictures with mascots, parades, game booths| No I wouldn’t. If it is basically a copy of Disneyland, why not just go to the one in Hong Kong? | Dubailand| Dubai| Teens Adults, from 14-60 years old| * Horse-back riding, shop outlet, Autodrome| Yes I would go because they have almost everything an amusement park could have, like shopping, sports, cuisine, rides and shows| Jumeirah Hotel Resort| Abu Dhabi, Baku, Dubai, Shanghai, and more| All ages, from 4 to 60, because everyone loves water parks| * Wipeout Riptide water rides, Burj Surj, Ladies Night| Yes, because water parks are fun and there are many assortments | SeaGaia Ocean Dome| Miyazaki, Kyushu Island| For everyone, from 3-80 years old|. * Swim at an indoor ocean, eat Japanese cuisine, water slides| Yes I would go because this is something I have never seen before and would love to experience swimming in an indoor ocean| The Holy Land Experience| Orlando, Florida| Adults, from ages 25 to 80 years old| * Garden Tomb, Qumran Dead Sea Caves, Great Temple Plaza| No, because I am Buddhist |.

Video games made me burn my house down Essay Example for Free

Video games made me burn my house down Essay It’s finally the Thursday night. You’ve seen the advertisements on television and have been waiting for this night for months. You have heard all of your friends talking about it. Tonight, your favorite video game is being released at midnight. You’re getting fidgety just thinking about it. You started counting down the clock as it ticks its way to midnight. Though the clock just past eight, you can’t stand the anticipation. You get in your car, start the engine, and head to the nearest GameStop. Knowing that you are staying up all night for this great, once in a lifetime event, you make a pit stop at Starbucks to get the highest caffeine on the menu. When you arrive at the store, you see a line of people already snaking outside of the store. The sight of the endless line is daunting, but that cup of coffee you got earlier keeps your spirit high. After you fing a parking space, you move toward the end of the line. While waiting, you make new friends, talking excitedly about the game; things like: rewards, tricks, strategy, and glitches. While talking and having fun, time flies, and it’s almost midnight. This is it. The moment you’ve been waiting for, finally within your grasp. Everyone is restless at the door; but something is not right. The door is not opening. With racing thoughts, you notice the crease of those around you. What is happening? Why isn’t the door opening? You’ve been waiting so long for the door to happiness to be opened. After an hour of nothing happening, you get in your car and head home. The next morning, you wake up to the sound of the television. Disappointed that it isn’t the game that you’re supposed to be playing, you move to turn the TV off. Just as you’re about to press the button, the news comes on. The news reporter reports a new law has been passed that video games rated M have been banned for sales. Apparently, statistics have shown that M rated video games leads to violence in teenagers. While we know this is fictional, video games haven’t been banned in real life†¦ yet. In today’s society, video games are overwhelming popular, especially in teenagers. With signs of violence frequent in society, video games are an easy victim to blame for. If we don’t acknowledge fictional facts about video games, they might really be gone forever. Video games don’t cause violence in children, and in fact improve cognitive and social skills. First of all, video games don’t cause violence. It always has been a myth. The idea that video games cause violence has not been supported by any research. ProCon. org quoted Lawrence Kutner, PhD, and Cheryl K. Olson, ScD, co-founders of the Harvard Medical School Center for Mental Health and Media, in their book there has always been a â€Å"big fear† that video games are a causation for violence in today’s society. They continue to point out that with millions of children and adults playing these games, the world has not been reduced to chaos and anarchy (n.pag. ). With more and more video games being produced, the number of gamers increases. Still we see no correlation in both subjects. ProCon. org quotes another researcher Henry Jenkins, Ph. D. at University of Southern California, â€Å"According to federal crime statistics, the rate of juvenile violent crime in the United States is at a 30-year low. † He continues to say that even though America has 90 percent of its boys and 40 percent of its girls playing these video games, the majority of kids who play do not commit anti-social acts. Jenkin also quotes a 2001 U. S. Surgeon General’s report, â€Å"The strongest risk factors for school shooting centered on mental stability and the quality of home life, not media exposure† (n. pag. ). Even though violence is around every day in our lives, video games should not be the blame of the problem. If anything, video games are helping children. The first benefit of playing video games is that it teaches children work with one another better. There is no ‘I’ in team, which video games will teach to the children. ABC news reported series of experiments published in the Journal of Personality and Social Psychology, â€Å"Researchers found that participants who had just played a ‘pro-social’ game which require characters to work together are more likely to engage in helpful behavior in real life than those who play ‘neutral’ games like Tetris. † â€Å"Upsides of social games can even extend to the physical world,† also reported by ABC news, â€Å"Players of the popular social game on Facebook met a challenge from its creators and planted 25,000 trees in the game world in 25 days, leading the game’s developer to plant 25,000 trees in real life† (n.pag. ). With games today that all promotes the co-op play, children learn the idea of teamwork is needed to achieve a common objective. Thus, this activity leads to co-op play in the physical world. The second benefit of playing video games is that they teach children cognitively. Hope Gillette quotes Dr. Pamela Rutledge, Director of the Media Psychology Research Center, in her article, â€Å"Video games and your children: Pros and cons,† that video games create a multi-sensory experience for players. She also said that players could often feel as if they were transported to another world, just like when we say, â€Å"I was lost in a good book. † Players’ brains create a simulation of life for the experience, and by making progress through the game; they learn how to get around easier over time (n. pag. ). ABC news also reported a recent study from the Education Development Center and the U. S. Congress-supported Ready To Learn (RTL) Initiative found that a curriculum that involved digital media such as video games could improve early literacy skills when coupled with strong parental and teacher involvement. Interestingly, the study focused on young children, and 4- and 5-year-olds that participated showed increases in letter recognition, sound association with letters, and understanding basic concepts about stories and print. ABC recognizes college students as well saying, â€Å"Students who undergo a 3D virtual simulation at Loyalist College in Ontario reported that the number of successful test scores increased from 56 percent to 95 percent (n. pag. ). The educational benefits of video games are way overlooked by society, but once in plain sight, it’s easy to see. Video games are not as dangerous as society portrays them to be. Not only do video games promote educational growth, they also help an individual to work with others. Correlation shows that as video games become increasingly popular and violence never seems to cease, but correlation does not imply causation. So implying video games cause violence in society is like saying that Pac-Man affected us as kids, and we’re all doomed to be running around in dark rooms, munching pills and listening to repetitive electronic music.

Big Five Model of Leadership

Big Five Model of Leadership YONGKUN LI Â   Based on the results of your personality test, what do extant research say your leadership may or may not be like? Do you agree or disagree with the research findings? Identify some ways which you may be able to better develop your leadership potential. Is the leader born or made? For years, people was arguing about this question. With the development of the society, every organization or companies demand different skills and personal qualities in its leadership. Some researchers who advocate that personality traits are related to leadership emergence or effectiveness. In this essay, I will discuss the relationship between personality and leadership. There are different definitions of leadership have been presented over the years (Bass, 1998). Most definitions include one or more of the elements of goal achievement, teamwork or organization, and interpersonal reactions. According to Hogg, M (2001), leadership is a group process generated by social categorization and depersonalization processes associated with the social identity. In another word, leadership is kind of an ability to get other people to do what you want them to, willingly (Sendjaya, S., SpringerLink, 2015). However, leadership is kind of personal traits. According to Mayer, personality refers to individual differences in characteristic patterns of thinking, feeling and behaving (2015). Based on the Myers-Briggs Type Indicator (MBTI), everyone has a natural leadership style that related to their personality types. The more consistent the characteristic and the more frequently it occurs in diverse situations, the more important the trait. When executives position changing into new roles or environments, it may need to explore or rein in different facets of their personality. The famous theory study about personality is Big Five model, including openness, conscientiousness, extroversion, agreeableness and neuroticism. Neuroticism Neuroticism reflects the individual emotional adjustment process. High neuroticism individuals tend to have psychological stress, unrealistic thoughts, excessive demands and violence impulses. And it is more likely to experience negative emotions such as anger, anxiety, depression and so on. On the contrary, people with low neuroticism scores are less troubled, less emotional, and more stable. Openness Openness means that generous heart, bold, adventurous, and dislike familiar things or routine. It is described as a persons cognitive style. It has different aspects of openness. The openness of experience is defined as seeking and understanding of experience proactively. It compares curious, novel, non-traditional, and creative individuals with those that are traditional, non-artistic, and non-analytical. Openness people prefer abstract thinking, a wide range of interests. Closed people are practical, preferring, more traditional and conservative. Leaders with this tendency should be working more on openness and push themselves out of their comfort zone. Extroversion Extroversion can be advantageous in leadership. It represents the number and density of interpersonal interactions, the need for excitement, and the ability to be pleasant. This trait contrasts cross social, active, individual-oriented and silent, serious, shy, and quiet among people. It aspect can be measured by two qualities: interpersonal and vitality. The former assesses the degree to which individuals like others, while the latter reflects individual rhythms and vitality levels. Outgoing people like to contact with others, full of vitality, often feel positive emotions. They are passionate, like sports, like to stimulate adventure. In a group, they are very talkative, confident, would be attracted by the attention of others. On the other hand, introverted people are relatively quiet, cautious, do not like too much contact with the outside world. Agreeableness Extroversion is to assess the degree of individual likes with others, while the agreeableness examines the attitudes to others. It including, on the one hand, close, compassionate, trustworthy, lenient and soft-hearted. On the other hand, it including hostile, cynical, manipulative, vengeful and ruthless. Those who are agreeableness are satisfied, friendly, generous, helpful and willing to give up their interests for others. For some positions, too high agreeableness is not necessary, especially tough and objective judgments, such as scientists, critics, and soldiers. Conscientiousness Conscientiousness refers to our control, manage and regulate our own impulsive way of assessing an individual goal-oriented behavior on the organization, persistence, and motivation. It compares the trustworthy, exquisite individual and the lazy, sloppy among individuals. One risk for highly conscientious is that their perfectionism can cause them to lose sight of the big picture. On the other hand, individuals who tend to be more responsibility and flexible would make right decisions, which can get them earn more trust. References: Bass, B. (1998). Transformational leadership: Industrial, military, and educational impact. Mahwah, N.J.: Lawrence Erlbaum Associates. Hogg, M. (2001). A Social Identity Theory of Leadership. Personality and Social Psychology Review, 5(3), 184-200. Mayer, J. (2015). The personality systems framework: Current theory and development. Journal of Research in Personality,56, 4. Sendjaya, S., SpringerLink. (2015). Personal and organizational excellence through servant leadership: Learning to serve, serving to lead, leading to transform (Management for professionals).

Personal Narrative- Wearing Christian T-Shirts :: Personal Narrative

Personal Narrative- Wearing Christian T-Shirts A life defining moment of mine was when I started wearing Christian t-shirts instead of everyday t-shirts. The old t-shirts just seem so bland to me now, and I did not really care for them as much as the others. I also preferred the messages that were on the Christian t-shirts. Most of the time the messages would make fun of something, like laundry detergent Tide, or commonly use phrases, such as armed and dangerous. After a short period of time, I started to shop only at Sunshine for my t-shirts. It was one of the only Christian Book stores that had a decent selection of t-shirts in Brazoria County that was closes enough to go to. The best part is that Sunshine’s selection would be different every time. They also had ordering book at Sunshine, so if there was a shirt that they did not have it was probably in a catalog somewhere. Wearing the Christian t-shirts help me keep my focus on how I should act as a Christian. The t-shirts also help me strive to be a better Christian than what I am. Wearing Christian t-shirts have done sever thing in my relationship with God. There are several occasions were the t-shirts have affected the way I act. Many times while I was at high school some people would always pick on. Having the t-shirts on helped remind me that I was a Christian and that I should not act that way that the other people were. I also believe have the Christian t-shirts leaded to some persecution event though it was never said that way. However, I am here now so it could not have be that bad. I also strive to become a better Christian because of my t-shirts. One reason for this is if you need help who are you going to ask a friend you know is a Christian or a friend who is a Christian who wear a Christian T-shirt everyday.

Gravity Essay -- essays research papers

Gravity is really an unknown force. We can define it as a field of influence, and that it effects the entire existence of the universe. Some people think that gravity consists of particles called gravitons, which travel at the speed of light. The only thing we do know is how gravity operates in different parts of our universe. Without gravity, there would be no space and time. There is a legend that says that Galileo once dropped two objects off the Leaning Tower of Pisa to show that the heavier of the two objects dropped faster. If a feather and hammer were the two objects he used then obviously the hammer would hit the ground first. This is due to air resistance, which is the force air exerts on a moving object. This force acts in the opposite direction to that of the object's motion. In the case of a falling object, air resistance pushes up as gravity pulls down, which causes the object to slow down. When Galileo's experiment was repeated on the moon, the hammer and the feather hit the ground at the exact same time. This is due to the fact that the moon has no atmosphere. Therefore, air resistance doesn't exist on the moon. Also, the amount of air resistance on an object depends on the speed, size, shape, and density of the object. The larger the surface area of the object, the greater the amount of air resistance on it. This is why feathers, leaves, and sheets of paper fall more slowly than pennies, acorns, and crumpled balls of paper. There is another legend that states that when Newton was lying against a tree in an orchard, he was struck on the head by an apple. He wondered what provided the acceleration for the apple to fall to the ground. Was this a force of the earth on the apple? If so, then the apple must exert a force on the earth according to Newton’s law of action/reaction forces. Newton applied this theory unto the planets, which orbit the sun. He found by studying astronomical data, that the force that held the earth in orbit around the sun was the same force that drew the apple toward the earth. This was the force of gravity that is given by this scary formula: F = Gm1*Gm2 gravity _______ r^2 F equals the force in Newtons, G equals the gravitational constant which is 6.67 * 10^-11 Nm^2 | kg^2, m1 and m2 equal the mass of each body in kilograms, and finally, r equals the distance between the 2 bodies in meters. If all of this i... ...for the electronic revolution of the twentieth century. Electromagnetic waves not only revolutionized our lives, but also our knowledge of the universe. Astronomers gradually opened the electromagnetic spectrum, first using visible light and then radio, x-rays and gamma rays. Each new part of the spectrum provided us with dramatic new insights into the universe. Einstein predicted gravitational waves in 1916. They have not yet been directly detected on earth, although astronomers Joe Taylor and Russell Hulse received the 1993 Nobel Prize for proof of their existence, by showing that a star system is losing energy by producing gravitational waves. Gravitational waves are a completely new spectrum. If electromagnetic waves let us see the universe, gravitational waves will let us hear the universe. They will provide us with a new sense, the sense of hearing, with which to explore the universe. Gravity is a very complicated subject, but scientists are learning more and more about it as time goes on. Contributions from people such as Newton and Einstein helped shape the way we see things today. Without them, no telling what kind of misconceptions we all might believe in today.

Catcher In The Rye Essay -- essays research papers

Innocence, Compassion, and some ‘Crazy’ Cliff A novel, which has gained literary recognition worldwide, scrutiny to the point of censorship and has established a following among adolescents, The Catcher in the Rye is in its entirety a unique connotation of the preservation of innocence and the pursuit of compassion. With certain elegance the writer J.D. Salinger, substantiates the growth and perils, which lie between childhood and adulthood. Embellishing the differentiation between innocence and squalor in the grasps of society. The bridge that lies between these contrasting themes are personified through the novel’s protagonist, Holden Caul-field and his visualization of a cliff, which depicts a dividing point between the evident beginning and end. The connection, which binds this gap in reality, was made clear through a new found compassion, consummating Holden’s place in society through the realization of his surroundings from which he successfully cross es over. Focusing on the rebellious and confused actuality of adolescents stuck between the innocence of childhood and the corruptness of the adult world, this novel strikes a cord, which most adolescents can relate. The essence of the story The Catcher in the Rye follows the forty-eight hour escapade of sixteen-year-old Holden Caulfield, told through first person narration. After his expulsion from Pency, a fashionable prep school, the lat-est in a long line of expulsions, Holden has a few confrontations with his fellow students and leaves shortly after to return to his hometown, New York City. In the heart of New York City, Holden spends the following two days hiding out to rest before confronting his parents with the news. During his adventures in the city he tries to renew some old acquaintances, find his significance in the adult world, and come to grips with the head-aches he has been having lately. Eventually, Holden sneaks home to visit his sister Phoebe, because alone on th e streets he feels as if he has no where else to turn. Children are the only people with whom Holden can communicate with throughout the novel, not because they can help him with his growing pains but because they remind him of a simpler time (his inno-cence), which he wishes he could return. The trials of the adult world wear down Holden’s vision of a place in society, portraying innocence as a form of retreat from a confusin... ..., Salin-ger began publishing again and featured his stories in the Saturday Evening Post and Collier’s. By 1951, Salinger has established his reputation exclusively in The New Yorker and the popularity of his work was emerging among college students. And so, he re-leased The Catcher in the Rye, after working on and off on it for ten years. Although it was not an immediate hit it did give Salinger an increasing critical praise and respect. Eventually, as critical acclaim grew, the letters, autograph seekers, and interview-ers began hunting him down and so he became annoyed and moved to Cornish, New Hampshire, where he has lived ever since. While secluding himself from the rest of the world Salinger began work on Nine Stories, which includes a number of published short stories and introduces the Glass family, the central figures of his later works. Nine Sto-ries was published in 1953, after which Salinger published four lengthy short stories about the problems of the extreme ly bright and overly sensitive children of the Glass family. The books in this short story collection include Franny and Zooey (1961), and Raise High the Roof Beam, Carpenters and Seymour: An Introduction (1963).

Ideal and Goal Essay

As The Florida Bar grows, it becomes more important to articulate our ideals of professionalism and to emulate such ideals by deed. To The Florida Bar, Lawyer Professionalism includes: (1) a commitment to serve others; (2) being dedicated to the proper use of one’s knowledge to promote a fair and just result; (3) endeavoring always to enhance one’s knowledge and skills; (4) ensuring that concern for the desired result does not subvert fairness, honesty, respect and courtesy for others with whom one comes into contact, be they fellow professionals, clients, opponents, public officials, including members of the judiciary, or the public; (5) contributing one’s skill, knowledge and influence as a lawyer to further the profession’s commitment to serving others and to promoting the public good, including efforts to provide all persons, regardless of their means or popularity of their causes, with access to the law and the judicial system; (6) educating the public about the capabilities and limits of the profession, specifically what it can achieve and the appropriate methods of obtaining those results; and (7) accepting responsibility for one’s own professional conduct as well as others in the profession, including inculcating a desire to uphold professional standards and fostering peer regulation to ensure each member is competent and public-spirited. To reinforce and communicate the ideals of lawyer professionalism among our members, and particularly, to take the â€Å"abrasions† out of our conduct with others, particularly our colleagues at the Bar, The Florida Bar adopts the following statement of ideals and aspirational goals: 1. Commitment to Equal Justice Under Law and the Public Good Ideal: A Florida lawyer should, in both professional and personal conduct, recognize that a license to practice law is a privilege which gives the lawyer a special position of trust, power and influence in our society. This privilege brings corresponding duties, for which the lawyer is accountable to the public, namely, to use that position and power in an honest and fair manner which respects the dignity of others, promotes the public good, and protects our system of equal justice under the law. Goals: 1.1 A lawyer should at all times avoid the appearance of impropriety. 1.2 A lawyer should counsel and encourage other lawyers to abide by these ideals of professionalism. 1.3 A lawyer should at all times promote in the general public an understanding of the role of the legal profession in our system of equal justice under law. 1.4 A lawyer should encourage and support only those judicial candidates who by skill, knowledge, experience, integrity, temperament and commitment to public service are qualified to hold such positions. 1.5 When considering whether to advertise and what methods of advertising to use, a lawyer’s first goal should be to promote and protect public confidence in a just and fair legal system founded on the rule of law. 1.6 Upon being employed by a new client, a lawyer should discuss fee and cost arrangements at the outset of the representation, and promptly confirm those arrangements in writing. 1.7 In any representation in which the fee arrangement is other than a contingent percentage-of-recovery fee or a fixed, fiat-sum fee or in which the representation is anticipated to be of more than brief duration, a lawyer should bill clients on a regular, frequent interim basis. 1.8 When a fee dispute arises that cannot be amicably resolved, a lawyer should endeavor to refer the dispute to the appropriate fee arbitration panel. 2. Adherence to a Fundamental Sense of Honor, Integrity, and Fair Play Ideal: A lawyer should at all times be guided by a fundamental sense of honor, integrity, and fair play, and should counsel his or her client to do likewise. Goals: 2.1 A lawyer should not impose arbitrary or unreasonable deadlines for action by others. 2.2 A lawyer should not make scheduling decisions with the motive of limiting opposing counsel’s opportunity to prepare or respond. 2.3 A lawyer should not unreasonably oppose an adversary’s application for an order or an adversary’s request to insert a term or provision in a document. 2.4 A lawyer should never permit nonlawyer support personnel to communicate with a judge or judicial officer on any matters pending before the judge or officer or with other court personnel except on scheduling and other ministerial matters. 2.5 A lawyer should notify opposing counsel of all communications with the court or other tribunal, except those involving only scheduling or clerical matters. 2.6 When submitting any writ-ten communication to a court or other tribunal, a lawyer should provide opposing poraneously, and sufficiently in advance of any related hearing to assure both the court and opposing counsel have a reasonable opportunity to review it beforehand. 2.7 A lawyer should promptly comply with requests to prepare proposed orders. 2.8 When scheduling hearings and other adjudicative proceedings, a lawyer should request an amount of time that is truly calculated to permit full and fair presentation of the matter to be adjudicated and to permit equal response by the lawyer’s adversary. 2.9 A lawyer should immediately notify all counsel of any hearing time that the lawyer has reserved with the court or tribunal. 2.10 When there has been pretrial disclosure of trial witnesses, a lawyer should make a reasonable, good-faith effort to identify those witnesses whom the lawyer believes are reasonably likely to be called to testify. 2.11 During trials and evidentiary hearings the lawyers should mutually agree to disclose the identities, and duration of witnesses anticipated to be called that day and the following day, including depositions to be read, and should cooperate in sharing with opposing counsel all visual-aid equipment. 2.12 When there has been pretrial disclosure of trial exhibits, a lawyer should make a reasonable good-faith effort to identify those exhibits that the lawyer believes will be proffered into evidence. 2.13 A lawyer should not mark on or alter exhibits, charts, graphs, and diagrams without opposing counsel’s permission or leave of court. 2.14 A lawyer should abstain from conduct calculated to detract or divert the fact-finder’s attention from the relevant facts or otherwise cause it to reach a decision on an impermissible basis. 3. Honesty and Candor Ideal: A lawyer’s word should be his or her bond. The lawyer should not knowingly misstate, distort, or improperly exaggerate any fact or opinion and should not improperly permit the lawyer’s silence or inaction to mislead anyone. Goals: 3.1 In drafting a proposed letter of intent, the memorialization of an oral agreement or a written contract reflecting an agreement reached in concept, a lawyer should draft a document that fairly reflects the agreement of the parties. 3.2 In drafting documents, a lawyer should point out to opposing counsel all changes that the lawyer makes or causes to be made from one draft to another. 3.3 A lawyer should not withhold information from a client to serve the lawyer’s own interest or convenience. 4. Fair and Efficient Administration of Justice Ideal: A lawyer should always conduct himself or herself to assure the just, speedy, and inexpensive determination of every action and resolution of every controversy. Goals: 4.1 A lawyer should endeavor to achieve the client’s lawful objectives as economically and expeditiously as possible. 4.2 A lawyer should counsel the client concerning the benefits of mediation, arbitration, and other alternative methods of resolving disputes. 4.3 A lawyer should counsel the client to consider and explore settlement in good faith. 4.4 A lawyer should accede to reasonable requests for waivers of procedural formalities when the client’s legitimate interests are not adversely affected. 4.5 A lawyer should not invoke a rule for the purpose of creating undue delay. 4.6 A lawyer should never use discovery for the purpose of harassing or improperly burdening an adversary or causing the adversary to incur unnecessary expense. 4.7 A lawyer should frame reasonable discovery requests tailored to the matter at hand. 4.8 A lawyer should assure that responses to proper requests for discovery are timely and complete and are consistent with the obvious intent of the request. 4.9 In civil cases, a lawyer should stipulate all facts and principles of law which are not in dispute, and should promptly respond to requests for stipulations of fact or law. 4.10 After consulting with the client, a lawyer should voluntarily withdraw claims defenses when it becomes apparent that they are without merit, are superfluous or merely cumulative. 4.11 A lawyer should appear at a hearing before a court or other tribunal fully prepared to submit the matter at issue to the court or tribunal for adjudication. 4.12 A lawyer should not use the post-hearing submission of proposed orders as a guise to argue or reargue the merits of the matter to be determined. 4.13 A lawyer should not request rescheduling, cancellations, extensions, and postponements without legitimate reasons and never solely for the purpose of delay or obtaining unfair advantage. 5. Courtesy Ideal: A lawyer should treat all persons with courtesy and respect and at all times abstain from rude, disruptive and disrespectful behavior. The lawyer should encourage the lawyer’s clients and support personnel to do likewise even when confronted with rude, disruptive and disrespectful behavior. 6. Respect for the Time and Commitments of Others Ideal: A lawyer should respect the time and commitments of others. Goals: 6.1 Before scheduling a hearing on any motion or discovery objection, a lawyer should endeavor to resolve or narrow the issue at hand. 6.2 In scheduling depositions upon oral examination, a lawyer should allow enough time to permit the conclusion of the deposition, including examination by all parties, without adjournment. 6.3 Unless circumstances compel more expedited scheduling, a lawyer should endeavor to provide litigants, witnesses, and other affected persons or parties with ample advance notice of hearings, depositions, meetings, and other proceedings, and whenever practical, schedule such activities at times that are convenient to all interested persons. 6.4 A lawyer should accede to all reasonable requests for scheduling, rescheduling, cancellations, extensions, and postponements that do not prejudice the client’s opportunity for full, fair and prompt consideration and adjudication of the client’s claim or defense. 6.5 Upon receiving an inquiry concerning a proposed time for a hearing, deposition, meeting, or other proceeding, a lawyer should promptly agree to the proposal or offer a counter suggestion. 6.6 A lawyer should call potential scheduling conflicts or problems to the attention of those affected, including the court or tribunal, as soon as they become apparent to the lawyer. 6.7 A lawyer should avoid last-minute cancellations of hearings, depositions, meetings, and other proceedings. 6.8 A lawyer should promptly notify the court or tribunal of any resolution by the parties that renders a scheduled court appearance unnecessary. 6.9 A lawyer should be punctual in attending all court appearances, depositions, meetings, conferences, and other proceedings. 6.10 A lawyer should respond promptly to inquiries and communications from clients and others. 7. Independence of Judgment Ideal: A lawyer should exercise independent judgment and should not be governed by a client’s ill will or deceit. Goals: 7.1 A lawyer should counsel the client or prospective client, even with respect to a meritorious claim or defense, concerning the public and private burdens of pursuing the claim as compared with the benefits to be achieved. 7.2 A lawyer should at all times provide the client with objective evaluations and advise without purposefully understating or overstating achievable results or otherwise creating unrealistic expectations. 7.3 A lawyer should not permit the client’s ill will toward an adversary, witness, or tribunal to become that of the lawyer’s. 7.4 A lawyer should counsel the client against the use of tactics designed: (a) to hinder or improperly delay the process involved; or (b) to embarrass, harass, intimidate, improperly burden, or oppress an adversary, party or any other person and should withdraw from representation if the client insists on such tactics. 7.5 In contractual and business negotiations, a lawyer should counsel the client concerning what is reasonable and customary under the circumstances.