Formative Assessment and Feedback with Teacher Immediacy Behaviors in an E-Text-Based Context

2011 ◽  
pp. 350-370 ◽  
Author(s):  
Ni Chang
Keyword(s):  
Formative Assessment ◽  
Lifelong Learning ◽  
Assessment Process ◽  
Teacher Immediacy ◽  
Know How ◽  
Immediacy Behaviors ◽  
The Right

Most students favor feedback from an instructor to their assignments, as it informs them of whether or not their finished work is on the right track. However, solely awarding a grade or score to students’ assignments, even if with very brief comments, does not enable students to know how to improve their work. This type of assessment tends to gauge students’ work for evaluation, making students become competitive with peers for grades or scores (Harlen & Crick, 2003; Nicol & MacFarlane-Dick, 2006). Deviating from this orientation, this chapter converges on the importance of constructive and beneficial feedback through the assessment process in an e-text-based context, for the purpose of lifelong learning. The chapter also discusses teacher immediacy cues, which are intended to assist the reader in developing a better understanding of how feedback should be provided to students. To aid the reader to walk along this path, this chapter also provides suggested practical strategies.

The Right to Information in India Implementation and Impact

2015 ◽  
Vol 2 (1) ◽  
pp. 17
Author(s):  
_______ Naveen ◽  
_____ Priti
Keyword(s):  
Public Life ◽  
Public Authorities ◽  
The Public ◽  
Know How ◽  
The People ◽  
The Government ◽  
Right To Information ◽  
The Right ◽  
The Impact

The Right to Information Act 2005 was passed by the UPA (United Progressive Alliance) Government with a sense of pride. It flaunted the Act as a milestone in India’s democratic journey. It is five years since the RTI was passed; the performance on the implementation frontis far from perfect. Consequently, the impact on the attitude, mindset and behaviour patterns of the public authorities and the people is not as it was expected to be. Most of the people are still not aware of their newly acquired power. Among those who are aware, a major chunk either does not know how to wield it or lacks the guts and gumption to invoke the RTI. A little more stimulation by the Government, NGOs and other enlightened and empowered citizens can augment the benefits of this Act manifold. RTI will help not only in mitigating corruption in public life but also in alleviating poverty- the two monstrous maladies of India.

Benin: Governance, lifelong learning and development

2021 ◽  
pp. 147797142199941
Author(s):  
Idowu Biao
Keyword(s):  
Lifelong Learning ◽  
Analysis Method ◽  
Learning And Development ◽  
Thematic Content Analysis ◽  
National Education ◽  
Know How ◽  
Content Analysis Method ◽  
Preparation Period ◽  
Independence Era ◽  
Access To Knowledge

This article analyses and identifies the extent to which the different pre- and post-independence typologies of governance in Benin have facilitated the promotion of lifelong learning as instrument for development. Relying on the thematic content analysis method, the article identifies three themes and three main typologies of governance spanning the independence preparation period and post-independence era. Of the three styles of governance, only the Marxist–Leninist government succeeded in promoting lifelong learning by default. Lifelong learning being one type of learning that promotes the re-engineering of society through the constant dissemination of knowledge, information and know-how and through the constant retooling of the citizenry for purpose of investment of their talents in ever renewable ways, Benin is called upon to prioritise the promotion of lifelong learning soon. Specifically, Benin has been advised to restructure her national educational sector by bringing the whole sector under one Minister of Education with a view to enabling a seamless interaction across all sections of the national education. This restructuring as described in Figure 1 within the article, would facilitate timeous access to knowledge, information and skills that would enable individuals to participate in different sectors of the economy and thereby advance rapid national socio-economic development.

Common Sense Propositions

Philosophy ◽  
1973 ◽  
Vol 48 (186) ◽  
pp. 363-379
Author(s):  
A. C. Ewing
Keyword(s):  
Common Sense ◽  
Religious Beliefs ◽  
Physical Object ◽  
Human Beings ◽  
Vast Number ◽  
Know How ◽  
Justified Belief ◽  
The Past ◽  
The Right ◽  
Past Experiences

Philosophers have not been sceptical only about metaphysics or religious beliefs. There are a great number of other beliefs generally held which they have had at least as much difficulty in justifying, and in the present article I ask questions as to the right philosophical attitude to these beliefs in cases where to our everyday thought they seem so obvious as to be a matter of the most ordinary common sense. A vast number of propositions go beyond what is merely empirical and cannot be seen to be logically necessary but are still believed by everybody in their daily life. Into this class fall propositions about physical things, other human minds and even propositions about one's own past experiences based on memory, for we are not now ‘observing’ our past. The phenomenalist does not escape the difficulty about physical things, for he reduces physical object propositions, in so far as true, not merely to propositions about his own actual experience but to propositions about the experiences of other human beings in general under certain conditions, and he cannot either observe or logically prove what the experiences of other people are or what even his own would be under conditions which have not yet been fulfilled. What is the philosopher to say about such propositions? Even Moore, who insisted so strongly that we knew them, admitted that we did not know how we knew them. The claim which a religious man makes to a justified belief that is neither a matter of purely empirical perception nor formally provable is indeed by no means peculiar to the religious. It is made de facto by everybody in his senses, whether or not he realizes that he is doing so. There is indeed a difference: while everyone believes in the existence of other human beings and in the possibility of making some probable predictions about the future from the past, not everybody holds religious beliefs, and although this does not necessarily invalidate the claim it obviously weakens it.

scholarly journals The Right Qualities and Responsibilities of Teachers of Arabic

2021 ◽  
pp. 243-253
Author(s):  
DR. A.R. AMINULLAHI
Keyword(s):  
Effective Teaching ◽  
Educational System ◽  
Assessment Process ◽  
Policy Makers ◽  
Remedial Actions ◽  
The Right

The success of an educational system shows the quality of the teachers employed. The teacher is undoubtedly one of the main challenges facing Arabic education. The assessment process of the teachers’ quality would help those concerned identify the weakness before preventive and remedial actions being taken. This paper attempts to examine the qualities and responsibilities of Arabic teachers to encourage the learning of the subjects in Nigeria and offers suggestions on how to encourage teachers of the language to perform their role effectively. It intends to call the attention of policy makers to identify some militating against the effective teaching of Arabic at all levels of learning with a view to providing lasting solutions to them. In the study, conclusions and appropriate recommendations were made.

scholarly journals Modern Educational Technologies and National Interests

2021 ◽  
Vol 12 (6) ◽  
pp. 1348-1355
Author(s):  
Emin Garibli, Aysel Garibli
Keyword(s):  
Lifelong Learning ◽  
New Technologies ◽  
Mother Tongue ◽  
Educational Technologies ◽  
Negative Effects ◽  
National Interests ◽  
Positive Effects ◽  
Remote Training ◽  
The Right ◽  
Effective Use

As we know, one of the lifelong learning forms, which is the correspondence education, has received a wide circulation in our country. However, we have recently mentioned that the type of education should be adapted to modern conditions. As a way out from this situation, the article analyzed the specifics of the distance and supplementary education in the world and the stages of development. Mechanisms of application of existing educational technologies in Azerbaijan were studied. In order to achieve the goals mentioned in the article, the relevant legislation of Azerbaijan has been prepared and recommendations for institutional reforms have been prepared. In the context of globalization, the development of new technologies has negative effects, though there are positive effects. The strengthening of globalization leads to the inequality of development among countries, the sharp differences in the living standards of the population, the escalation of language, religion, traditions and, ultimately, the weakening of national state institutions. In this case, the protection and development of the state language is of great importance and special attention should be paid to this problem. At the end of the article, we came to the problem from another aspect, and we believe that if we use the right technologies properly and precisely, it can be achieved through the promotion of mother tongue.  Our compatriots living abroad will be able to acquire new knowledge and will not forget and develop their mother tongue with effective use of remote training technologies. Millions of our compatriots living abroad will be able to benefit from these advantages. In order to achieve this, it is important to use the modern IT technologies' innovations as well as the effective use of language teaching methods for language development carried out by linguists. We believe that there is a relationship between these two factors, and when analyzing lifelong learning issues, there is a need for two aspects. At the end, it should be noted that we have to analyze the problem from different perspectives and make suggestions.

scholarly journals PENGEMBANGAN BUKU PENGAYAAN BERGAMBAR KETERAMPILAN MENULIS (MERINGKAS) UNTUK SISWA KELAS VII SE-KECAMATAN PEMALANG

2020 ◽  
Vol 7 (2) ◽  
pp. 34-43
Author(s):  
Isya Dina Kamalia
Keyword(s):  
High School Students ◽  
Research And Development ◽  
Junior High School ◽  
Writing Skills ◽  
Learning Activities ◽  
School Students ◽  
Know How ◽  
True Story ◽  
Teachers And Students ◽  
The Right

Abstrak: Siswa kelas VII SMP idelanya sudah bisa menghasilkan ringkasan cerita yang baik. Akan tetapi sebagaian besar siswa kelas VII SMP di Kecamatan Pemalang masih kesulitan dan tidak tahu cara meringkas cerita yang benar. Selain buku paket dan LKS, sekolah belum menyediakan buku lain untuk mendukung kegiatan belajar siswa dalam memahami pembelajaran meringkas cerita. Penyebab siswa belum tahu tentang cara meringkas yang benar adalah karena buku yang memuat tentang cara meringkas cerita belum ada. masalah tersebut berpengaruh terhadap keterampilan menulis siswa dalam mengembangkan ringkasan yang baik. Tujuan penelitian ini adalah (1) menganalisis kebutuhan guru dan siswa terhadap buku pengayaan keterampilan menulis (meringkas) bergambar, (2) menyusun prototipe buku pengayaan keterampilan menulis (meringkas) bergambar, (3) mendeskripsikan hasil uji validasi ahli pengembangan buku pengayaan keterampilan menulis (meringkas) bergambar. Penelitian ini menggunakan pendekatan Research and Development (R&D).Hasil penelitian ini berupa buku pengayaan bergambar keterampilan menulis (meringkas) yang berjudul Wasis Ngringkes Crita. Kata kunci: buku pengayaan, keterampilan meringkas Abstract: The seventh grade junior high school students have been able to produce a good summary of the story. But most of the VII grade students of SMP in Pemalang Subdistrict are still having difficulties and do not know how to summarize the true story. In addition to textbooks and LKS, schools have not provided other books to support student learning activities in understanding learning to summarize stories. The reason for students not knowing about how to summarize the right one is because the book that contains how to summarize the story does not yet exist. the problem affects students' writing skills in developing good summaries. The objectives of this study are (1) to analyze the needs of teachers and students for illustrative illustrative writing enrichment books, (2) to compile prototypes of enrichment writing (summarizing) illustrative books, (3) to describe the results of expert validation test writing skills enrichment books ( summarize) pictorial. This research uses a Research and Development (R & D) approach. The results of this study are in the form of a book enriching writing skills (summarizing) pictorial entitled Wasis Ngringkes Crita. Keywords: enrichment books, summarizing skills  

scholarly journals Article 33: The Right to Protection from Illicit Use of Narcotic Drugs and Psychotropic Substances

2022 ◽  
pp. 237-244
Author(s):  
Damon Barrett ◽  
Ziba Vaghri
Keyword(s):  
Asia Pacific ◽  
Know How ◽  
Psychotropic Substances ◽  
Illicit Use ◽  
The Right ◽  
Narcotic Drugs

AbstractSchools have courses for students and communities to understand well the consequences of harmful drug and know how to deal with the activities of drug trading. (Asia-Pacific)

scholarly journals Consumer Protection on Nonofficial Drugs Case in Indonesia: How Far the Legal Protection is?

2021 ◽  
Vol 7 (4) ◽  
pp. 459-472
Author(s):  
Chatrin Intan Sari
Keyword(s):  
Consumer Protection ◽  
Research Method ◽  
Legal Protection ◽  
Illegal Drugs ◽  
Know How ◽  
Consumer Law ◽  
Consumer Rights ◽  
The Government ◽  
The Right

The purpose of this study is to know how the legal protection for consumers on the circulation of illegal drugs and how the accountability of business actors on the circulation of illegal drugs. By using normative juridical research method this study found that the legal protection to consumers on the circulation of illegal drugs conducted by the government through the Agency of Drugs and Food. The Agency highlighted that the attention that the government has run its supervision. In addition, the protection of consumer law arising from the existence of rights and obligations set forth in Article 4 letters a and c, article 7 letters a and d, article 8 paragraph 1 letter a, d and e of Law Number 8 Year 1999 concerning Consumer Protection. The fulfilment of consumer rights over security, the right to be heard, the correct, clear, and honest information regulated in the UUPK is still not fulfilled. Article 98 paragraph 2, Article 106 paragraph 1 and 2 of Law Number 36 Year 2009 on Health. The business actor is responsible as the manufacturer of the goods because the importer of the goods is not an agent or official importer. The business actor who is an individual shall be liable for the losses incurred even if only as an importer not as a producer of the goods. 

scholarly journals Vanhuksen oikeus hoivaan ja omaisolettama

Gerontologia ◽  
2017 ◽  
Vol 31 (3) ◽  
pp. 227-242
Author(s):  
Laura Kalliomaa-Puha
Keyword(s):  
Family Members ◽  
Elderly Person ◽  
Social Health ◽  
Legal Responsibility ◽  
Public Authorities ◽  
The Public ◽  
Know How ◽  
The Family ◽  
The Right ◽  
To Receive

Jokaisella vanhuksella on Suomessa yksilöllinen, viime kädessä perustuslaissa taattu, oikeus riittävään hoivaan ja huolenpitoon. Silti tämä oikeus on usein käytännössä riippuvainen siitä, onko vanhalla ihmisellä omaisia tukenaan. Tässä artikkelissa tarkastellaan sitä, miten oikeus hoivaan ja hoitoon taataan lainsäädännössä. Omaisilla ei lain mukaan ole vastuuta hoivan järjestämisestä, mutta silti lainsäädäntö monessa kohdin ikään kuin olettaa omaisten olevan vanhuksen tukena. Vaikka omaiset usein ovatkin tukena, miten perusoikeus hoivaan ja huolenpitoon toteutuu niillä vanhuksilla, joilla ei ole omaisia? Artikkeli nostaa vakavimpana omaisolettaman riskinä esiin ne vanhukset, joilla on omaisia, mutta joiden omaiset eivät osaa tai halua auttaa. Right to care and presumption of family and friends in the Finnish legislation According to Finnish legislation the public authorities must guarantee adequate social, health and medical services for those old persons who cannot obtain means necessary for a life of dignity. Yet in practice this right to receive indispensable subsistence and care often depends on the fact whether the old person happens to have family or friends to help her or him. As if the legislation supposes there are friends and family to help, even though, according to Finnish law, family members do not have legal responsibility to take care of an elderly person. This article elaborates how the right to care is guaranteed in Finnish legislation and what the law says about the responsibilities of the family. Even though most of the relatives do help their elderlies, how is the right to care fulfilled for those old persons who do not have family? Perhaps the elderlies who have family and friends, which do not help or do not know how to, are in the most vulnerable situation.

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