How can Hofstede’s model of national cultural dimensions be used to help explain Osborn et al.’s findings? Which dimension is more relevant when looking at pupil–teacher relationships?

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Osborn et al. (2003) conducted a study comparing the experience of young learners in England, France and Denmark in order to examine the relationship between national educational cultures, individual biographies and classroom practices in creating the context for learning. As part of their study they looked specifically at the classroom context as a reflection of national values. One aspect of this was examining teacher–pupil relationships. Before discussing their findings, how are these three countries characterized according to Hofstede’s cultural model? How might these dimensions of national culture shape the classroom environment and the teacher–pupil relationship in particular?

Denmark has a PDI score of 18, France 68, and the United Kingdom 35. In terms of individualism, the UK is the most individualistic with a score of 89. This is followed by Denmark with a score of 74 and then France with a score of 71. Finally, the most masculine of the three is the UK with a score of 66, followed by France with a score of 43 and then at the bottom is Denmark with a score of 16 (Hofstede et al., 2010).

Osborn et al. (2003, p. 115) found the following:

  • The distance between teacher and pupils was at its greatest in France.
  • There was more inequality between teacher and pupil status in France than in England or Denmark and more formality (pupils used the vous from to address teachers, teachers used tu to pupils).
  • The non-involvement of teachers in France with the affective domain of children’s learning led to a relationship which was mainly restricted to the intellectual development of pupils.
  • Interactions between French teachers and pupils were mainly restricted to the classroom context.
  • The role of the French teacher prioritizes subject expertise and pedagogic skill at transferring knowledge to pupils. Knowledge equates with power in the French classroom.

Answer the following key questions:

  • How can Hofstede’s model of national cultural dimensions be used to help explain Osborn et al.’s findings? Which dimension is more relevant when looking at pupil–teacher relationships?
  • How might Hofstede’s model also be used to explain other differences, such as assessment practice, attitudes to learning, the organisation of schools and motivation to learn?

Entering Assets into the Learning Management System (LMS)

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Assignment 4: Entering Assets into the Learning Management System (LMS)

Once your curriculum and assets have been approved by your professor, upload them into CourseSites.com at https://www.coursesites.com/webapps/Bb-sites-course-creation-BBLEARN/pages/index.html or Schoology.com at https://www.schoology.com/home.php to demonstrate how your material is delivered through an LMS. Note: These are both free sites.

In the LMS, complete the following:

1. Create a course using your curriculum. Note: The course can be short and simple depending on the topic and curriculum of your course. The goal is to test whether the assets work functionally in the LMS.

2. Perform two to three (2-3) tasks (e.g., respond to a discussion question, view a video, etc.) in the course that you are invited to participate.

Write a four to six (4-6) page paper in which you:

1. Explain the method and process that you used for uploading and maintaining your assets into the LMS (e.g., determining where to place the assets, in what order, etc.). Next, explain how you will document the need for revisions to the course as well as the process you would recommend to keep your course design agile.

2. Examine your experience as an end user in the course in which you were invited to participate. Evaluate whether or not the navigation and display of the learning assets supported your ability to synthesize, analyze, and evaluate the course material. Include at least one (1) example of such experience to support your response.

3. Determine the main constraints of the course in which you were invited to participate. Suggest at least one (1) change that you would make to the menu options and the display in order to improve the user experience. Provide a rationale for your response.

4. Compare and contrast your experience as the person creating the assets in the LMS and your experience as a student in the LMS. Next, discuss on at least one (1) change that you would make in order to improve the learning assets and the display for your own course.

5. Provide at least two (2) reliable, relevant, peer-reviewed references (no more than one [1] used previously), published within the last five (5) years that support the paper’s claims.

6. Format your assignment according to the following formatting requirements:

a. Typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides.

b. Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page is not included in the required page length.

c. Include a reference page. Citations and references must follow APA format. The reference page is not included in the required page length.

The specific course learning outcomes associated with this assignment are:

· Describe reasons for modifying the menu options and display of a Learning Management System (LMS).

· Recognize various roles of users in a Learning Management System (LMS).

· Utilize an LMS to perform tasks and communicate to users.

· Design learning assets based on end user or organizational needs.

· Use technology and information resources to research issues in technology tools to manage learning.

· Write clearly and concisely about issues in technology tools to manage learning using proper writing mechanics.

 

Points: 150

Assignment 4: Entering Assets into the Learning Management   System (LMS)

 

Criteria

Unacceptable

Below   70% F

Fair

70-79%   C

Proficient

80-89%   B

Exemplary

90-100%   A

 

1. Explain the method and process   that you used for uploading and maintaining your assets into the LMS (e.g.,   determining where to place the assets, in what order, etc.). Next, explain   how you will document the need for revisions to the course as well as the   process you would recommend to keep your course design agile.

Weight: 15%

Did not submit or incompletely   explained the method and process that you used for uploading and maintaining   your assets into the LMS (e.g., determining where to place the assets, in   what order, etc.). Did not submit or incompletely explained how you will   document the need for revisions to the course as well as the process you   would recommend to keep your course design agile.

Partially explained the   method and process that you used for uploading and maintaining your assets   into the LMS (e.g., determining where to place the assets, in what order,   etc.). Partially explained how you will document the need for revisions to   the course as well as the process you would recommend to keep your course   design agile.

Satisfactorily explained the   method and process that you used for uploading and maintaining your assets   into the LMS (e.g., determining where to place the assets, in what order,   etc.). Satisfactorily explained how you will document the need for revisions   to the course as well as the process you would recommend to keep your course   design agile.

Thoroughly explained the   method and process that you used for uploading and maintaining your assets   into the LMS (e.g., determining where to place the assets, in what order,   etc.). Thoroughly explained how you will document the need for revisions   to the course as well as the process you would recommend to keep your course   design agile.

 

2. Examine your experience as an   end user in the course in which you were invited to participate. Evaluate   whether or not the navigation and display of the learning assets supported   your ability to synthesize, analyze, and evaluate the course material. Include   at least one (1) example of such experience to support your response.
Weight: 20%

Did not submit or incompletely   examined your experience as an end user in the course in which you were   invited to participate. Did not submit or incompletely evaluated whether or   not the navigation and display of the learning assets supported your ability   to synthesize, analyze, and evaluate the course material. Did not submit or   incompletely included at least one (1) example of such experience to support   your response.

Partially examined your experience   as an end user in the course in which you were invited to participate.   Partially evaluated whether or not the navigation and display of the learning   assets supported your ability to synthesize, analyze, and evaluate the course   material. Partially included at least one (1) example of such experience to   support your response.

Satisfactorily examined your   experience as an end user in the course in which you were invited to   participate. Satisfactorily evaluated whether or not the navigation and   display of the learning assets supported your ability to synthesize, analyze,   and evaluate the course material. Satisfactorily included at least one (1)   example of such experience to support your response.

Thoroughly examined your experience   as an end user in the course in which you were invited to participate.   Thoroughly evaluated whether or not the navigation and display of the   learning assets supported your ability to synthesize, analyze, and evaluate   the course material. Thoroughly included at least one (1) example of such   experience to support your response.

 

3. Determine the main constraints   of the course in which you were invited to participate. Suggest at least one   (1) change that you would make to the menu options and the display in order   to improve the user experience. Provide a rationale for your response.

Weight: 20%

Did not submit or incompletely determined the   main constraints of the course in which you were invited to participate. Did   not submit or incompletelysuggested at least one (1) change that you would   make to the menu options and the display in order to improve the user   experience. Did not submit or incompletelyprovided a rationale for your   response.

Partially determined the   main constraints of the course in which you were invited to participate.   Partially suggested at least one (1) change that you would make to the menu   options and the display in order to improve the user experience. Partially   provided a rationale for your response.

Satisfactorily determined the   main constraints of the course in which you were invited to participate.   Satisfactorilysuggested at least one (1) change that you would make to the   menu options and the display in order to improve the user experience.   Satisfactorily provided a rationale for your response.

Thoroughly determined the   main constraints of the course in which you were invited to participate.   Thoroughlysuggested at least one (1) change that you would make to the menu   options and the display in order to improve the user experience. Thoroughly   provided a rationale for your response.

 

4. Compare and contrast your   experience as the person creating the assets in the LMS and your experience   as a student in the LMS. Next, discuss on at least one (1) change that you   would make in order to improve the learning assets and the display for your   own course.

Weight: 20%

Did not submit or incompletely   compared and contrasted your experience as the person creating the assets in   the LMS and your experience as a student in the LMS. Did not submit or   incompletely discussed on at least one (1) change that you would make in   order to improve the learning assets and the display for your own course.

Partially compared and   contrasted your experience as the person creating the assets in the LMS and   your experience as a student in the LMS. Partially discussed on at least one   (1) change that you would make in order to improve the learning assets and   the display for your own course.

Satisfactorily compared and   contrasted your experience as the person creating the assets in the LMS and   your experience as a student in the LMS. Satisfactorily discussed on at least   one (1) change that you would make in order to improve the learning assets   and the display for your own course.

Thoroughly compared and contrasted   your experience as the person creating the assets in the LMS and your   experience as a student in the LMS. Thoroughly discussed on at least one (1)   change that you would make in order to improve the learning assets and the   display for your own course.

 

5. Provide at least two (2)   reliable, relevant, peer-reviewed references (no more than one [1] used   previously), published within the last five (5) years that support the   paper’s claims.

Weight: 5%

No references provided.

Does not meet the required number   of references; some or all references poor quality choices.

Meets number of required   references; all references high quality choices.

Exceeds number of required   references; all references high quality choices.

 

6. Writing Mechanics, Grammar, and   Formatting

Weight: 5%

Serious and persistent errors in   grammar, spelling, punctuation, or formatting.

Partially free of errors in   grammar, spelling, punctuation, or formatting.

Mostly free of errors in grammar,   spelling, punctuation, or formatting.

Error free or almost error free   grammar, spelling, punctuation, or formatting.

 

7. Appropriate use of APA in-text   citations and reference section

Weight: 5%

Lack of in-text citations and / or   lack of reference section.

In-text citations and references   are provided, but they are only partially formatted correctly in APA style.

Most in-text citations and   references are provided, and they are generally formatted correctly in APA   style.

In-text citations and references   are error free or almost error free and consistently formatted correctly in   APA style.

 

8. Information Literacy /   Integration of Sources

Weight: 5%

Serious errors in the integration   of sources, such as intentional or accidental plagiarism, or failure to use   in-text citations.

Sources are partially integrated   using effective techniques of quoting, paraphrasing, and summarizing.

Sources are mostly integrated   using effective techniques of quoting, paraphrasing, and summarizing.

Sources are consistently   integrated using effective techniques of quoting, paraphrasing, and   summarizing.

 

9. Clarity and Coherence of   Writing

Weight: 5%

Information is confusing to the   reader and fails to include reasons and evidence that logically support   ideas.

Information is partially clear   with minimal reasons and evidence that logically support ideas.

Information is mostly clear and   generally supported with reasons and evidence that logically support ideas.

Information is provided in a   clear, coherent, and consistent manner with reasons and evidence that   logically support ideas.

Describe how the POW+TREE graphic organizer could help Kaynia to monitor her use of the strategy.

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Review “Case Study: Kaynia” to inform this assignment.

Discuss the following in a 250-500 word essay:

Using Topic Materials, research and describe the POW + TREE, the STOP and DARE strategies.

Provide a rationale for how each writing strategy could help Kaynia to meet her goal.

Describe how the POW+TREE graphic organizer could help Kaynia to monitor her use of the strategy.

Describe two additional writing strategies you would suggest based on your research of best practices.

In 250-500 words reflect upon how writing instruction strategies to engage students in personal reflection is beneficial to develop conceptual understanding and skills. Be sure to explain how you will use your findings in your future professional practice.

Submit your essay and reflection as one deliverable.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

Describe forward, futures and options foreign currency markets

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Describe forward, futures and options foreign currency markets, and discuss how they demonstrate arbitrage problems in international finance. Use a minimum of three resources to support your discussion. Summarize your findings in a three- to five- page paper, not including title and references pages. Be sure to properly cite your resources using APA style.
The Week Three Assignment:
1. Must be three to five double-spaced pages in length, and formatted according to APA style as outlined in the Ashford Writing Center.
2. Must include a title page with the following:
• Title of paper
• Student’s name
• Course name and number
• Instructor’s name
• Date submitted
3. Must begin with an introductory paragraph that has a succinct thesis statement.
4. Must address the topic of the paper with critical thought.
5. Must end with a conclusion that reaffirms your thesis.
6. Must use at least three scholarly sources.
7. Must document all sources in APA style, as outlined in the Ashford Writing Center.
8. Must include a separate references page, formatted according to APA style as outlined in the Ashford Writing Center

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