Sustainable Tourism Essay Example | Topics and Well Written Essays - 2500 words

Sustainable Tourism - Essay Example Now, the question arises what is the tourism prospective of Olympic Games. It is known that a sport is an essential tourist phenomenon that offers people with thrilling and motivating sightseer experiences. Olympic is a world’s leading sporting occasion that provides tourists with diverse lively, reflexive and vividly experienced activities. Thus, Olympics provide an extensive range of greatly considerable tourism benefits (Weed, 2007). In early 1990s, tourism scholars and professionals began to contemplate the associations of sustainable development for their own enterprise. Since the Earth Summit, the idea of sustainable development has sought attention from both tourism philosophers and professionals. Its basic hypothesis has acquired worldwide approval as an adorable outcome of tourism development. This has been mirrored in the conception of sustainable tourism advancement plans, policy declarations and guidelines. The World Tourism Organization (WTO) supported the sustainable advancement to tourism, and commenced to apply sustainable advancement ethics in all of its tourism outlining and development. The United Nations and its organizations have also consigned the significance of tourism and sustainable development on several occasions. The General Assembly observed the significance of tourism and appealed for the development of a business plan particularly for tourism development in the year 1997 (Berno and B ricker, 2001). This study aims to discuss the degree of sustainability of the Beijing Olympic Games 2008. This study also examines the actions taken by the International Olympic Committee (IOC) and Chinese Government and their subsequent impacts. This research tries to establish how far Beijing have been able to achieve sustainability in tourism. Several stakeholders had a curiosity in contributing to the development and arrangement of the Beijing

Pressure Gradients Essay Example for Free

Pressure Gradients Essay The atmosphere is composed of a mixture of gases. Air has weight which is directed towards the centre of the earth. The force (weight) of air per unit area acting on object on the earth is called the atmospheric pressure (Diane, 11). The atmospheric pressure is measured by an instrument called a barometer. On a map, regions of equal pressure are linked by lines called isobars. These lines are drawn in such a way that they never cross each other. The drawing of these lines is based on the average sea level pressure reports. It is true that majority of the weather stations are situated some heath above sea level. Therefore the pressure measured at a particular place has to be converted into sea level pressure before the isobars are drawn. This is due to the fact that pressure decreases with increase in height and the pressures on maps should be as a result of weather conditions and not due to changes in height(Integrated Publishing). According to Diane, Pressure differences occur due to differences in the heat absorbed by the land or water. When air is heated, it expands reducing its density and rises. A partial vacuum is therefore created. Cold denser air flows to take up the space left by the rising air. Basically wind flows from a region of high pressure to a region of low pressure. Therefore, as the pressure changes from place to place, the speed of wind also changes. Diane defines pressure gradient as the rate of change of pressure at a particular time in a particular place. The force that pushes air from a region of high pressures to the region of low pressure is called the pressure gradient force. The force is greater when the pressure gradient is high. Eady notes that the speed of wind depends on the pressure gradient, being higher with greater pressure gradient. It could be expected that the wind will flow perpendicular to the isobars. However the pressure gradient force is somewhat circular as it depends not only on pressure gradient but also on Coriolis Effect, centrifugal force and frictional force (Eady, 142). Coriolis force is brought about as a result of the rotation of the earth. All particles at the surface of the earth rotate once every day. Since the radious is greater at the equator than towards the poles, an object rotates faster at the equator than at higher latitudes. If air moves northwards due to pressure gradient force, it maintains it horizontal motion; in accordance to Newton’s first law of motion (Ferrel, 98). The air therefore moves in a North Easterly direction. In actual sense, wind flows in a circular path (integrated Publishing). For a body to maintain a circular path, centripetal force must be provided. In accordance to Newton’s third law of motion an equal and opposites force called centrifugal force acts on the body (Eady, 139). This force tends to push winds out of their paths and it increases with speed of wind. As wind flows over objects over the earth’s surface it experiences fractional drag. This drag results to wind flowing at an angle to the isobars near the earth’s surface. At higher altitudes air flows parallel to the isobars (Joseph). Diane Fisher contends that in some cases, air cools at a particular place in the troposphere. The cooling results into contraction of air which in turn leads to increase in mass per unit volume of air. This leads to increased pressure directed downwards. This air then attempts to flow outwards towards regions of low pressure. But due to Coriolis force, the air is made to rotate clockwise in the northern hemisphere and anticlockwise in the southern hemisphere. This is referred to as an anticyclone. On the other hand, Diane tells us that a region of rising air of low pressure is called a cyclone. This occurs at the boundary of cold and warm air. It is caused by warm air rising and cools air descending which creates of reduced pressure. An inward pressure gradient is created and in addition to Coriolis Effect causes air to circulate in anticlockwise direction in the Northern Hemisphere and Clockwise in the Southern Hemisphere. The cyclone usually moves upwards and it contributes to the circulation of air in the atmosphere. Works Cited Diane Fisher. â€Å"Become a weather wizard†. In The Technology Teacher, Vol. 61, 2002:11 – 15. Eady, E. T. â€Å"The general circulation of the atmosphere and oceans. † In: The Earth and Its Atmosphere, ed. D. R. Bates. New York, Basic Books, (1957):130-151. Ferrel, W. The influence of the Earths rotation upon the relative motion of bodies near its surface. Astron. J. , Vol V. No. 109, (1858):97-100. Integrated Publishing . http://www. tpub. com/content/aerographer/14312/css/14312_16. htm Joseph E Van Riper. Mans Physical World. New York: McGraw-Hill Book Company, Inc. 1962.

The Pathogenesis of Atherosclerosis

The Pathogenesis of Atherosclerosis According to the World Health Organization, cardiovascular diseases are the leading cause of death worldwide, accounting for approximately 30 of all global deaths in 2008. A large proportion of CVDs is attributable to atherosclerosis, which is a major cause of myocardial infarction or stroke (1). The pathogenesis of atherosclerosis Over the past two decades, the inflammatory hypothesis of atherosclerosis has gained strong footing through multiple lines of supportive evidence (reviewed in (2)). Nowadays, atherosclerosis is considered a complex chronic inflammatory disease of medium- and large-sized arteries. Atherosclerosis occurs predominately at sites of disturbed laminar flow, in particular, arterial branch points and bifurcations. Human and animal studies indicate that the key initiating step is subendothelial accumulation of apolipoprotein B-containing lipoproteins (apoB-LPs). ApoB-LPs are secreted by the liver as very low-density lipoproteins, which are converted in the circulation to atherogenic low-density lipoproteins (LDL). In addition, apoB-LPs are secreted by the intestines as chylomicrons, which are converted by lipolysis into atherogenic particles, called remnant lipoproteins (3). Subendothelial apoB-LPs are believed to initiate an early inflammatory response, which may be enhanced by oxidative modification of LPs, through activation of overlying endothelial cells in a manner that leads to the recruitment of monocytes. Activated endothelial cells express adhesion molecules (e.g. intracellular adhesion molecule-1 and vascular adhesion molecule-1) and secrete cytokines and chemoattractants, or chemokines (e.g. monocyte chemoattractant protein-1 and RANTES), that act on monocytes and promote directional migration towards and into the artery wall. Once resident in the arterial intima, monocytes acquire the morphological characteristics of macrophages and increase their expression of scavenger receptors, including scavenger receptor A and CD36. Excessive uptake and internalization of modified lipoproteins via their scavenger receptors leads to the accumulation of cholesteryl esters in cytoplasmic droplets. These lipid-laden macrophages, known as foam cells, characterize the early atherosclerotic lesion (figure 1). As the atherosclerotic lesions further develops, macrophage and foam cells predominate, and further serve to alter the plaque environment, changing extracellular matrix composition and decreasing smooth muscle cell content, predisposing to plaque rupture (2, 4). Atherosclerosis and high-density lipoprotein therapy Although the development of atherosclerosis is dependent on a complex interplay between many factors and processes, a clear association has been established between elevated levels of plasma cholesterol and increased atherosclerotic disease (6). To attenuate the risk of atherosclerotic complications, primary and secondary prevention strategies seek to correct aberrant blood cholesterol levels. Actively reducing low-density lipoprotein (LDL) cholesterol through lipid-modifying therapies, such as statins, yield a proportional decrease in CVD risk (7). However, despite their potency, only 25-50% of cardiovascular events are prevented with highly potent statins, which highlights the importance of seeking for additional treatments for the optimal management of cardiovascular risk (8). Besides reducing LDL, improving HDL levels has gained a considerable amount of attention during the last decade. Epidemiological studies have shown that plasma levels of high-density lipoproteins (HDL) are inversely associated with clinical events resulting from atherosclerosis (9). Human and animal intervention studies have shown that increasing HDL results in a reduced atherosclerotic plaque size, suggesting that HDL may be an effective therapy for the regression of atherosclerosis (10). The mechanisms for plaque regression have been primarily attributed to the ability of HDL to promote cholesterol efflux from peripheral tissues, including macrophages, to the liver for excretion in the bile and feces. This process, called reverse cholesterol transport, is widely believed to account for much of the inverse relationship between plasma HDL levels and CVD revealed by population studies (11). HDL components can remove cellular cholesterol by four distinct processes. The presumed major precursor for this pathway is lipid-poor apoA-I, which is initially synthesized and secreted by the liver. Once in plasma, it rapidly acquires phospholipids and cholesterol from cell membranes in a reaction mediated by the ATP-binding cassette A1 (ABCA1) that results in the formation of pre-ÃŽÂ ² HDL particles (figure 2). A second mechanism involves ATP-binding cassette G1 (ABCG1), with pre-ÃŽÂ ² and large spherical HDL acting as the main acceptor. A third involves scavenger receptor B1 (SR-B1), which has the same acceptors as ABCG1. Lastly, cholesterol can be removed from cell membranes to HDL particles through passive diffusion. The latter three mechanisms are dependent on the presence and activity of Lecithin:Cholesterol AcylTransferase (LCAT). LCAT can esterify any unesterified cholesterol entering the outer surface of HDL, after which it will move into the intensely hydrophobic ce ntral core, leaving the outer surface of the HDL particle able to accept more unesterified cholesterol (12). Next to promoting cholesterol efflux, studies have shown that HDL is able to protect against cardiovascular diseases through a variety of additional functions, including anti-oxidant, anti-thrombotic, anti-apoptotic (reviewed in (12)). HDL has been shown to exert anti-inflammatory effects, which are mainly investigated in endothelial cells, and to a lesser extent in vascular smooth muscle cells (13, 14). Macrophages in the pathology of atherosclerosis It is generally accepted that macrophages play a pivotal role in the pathophysiology of atherosclerosis. The accumulation of macrophages and their conversion into foam cells, through the uptake of excessive amounts of lipids and cholesterol from modified apoB-LP, are considered hallmarks of atherogenesis. By expressing various effector molecules, including inflammatory cytokines, chemokines and extracellular matrix degrading enzymes, macrophages have a great impact on the activation, migration and survival of other cells in the plaque and ultimately affect plaque stability. However, within atherosclerotic plaques, macrophages represent a heterogeneous cell population, which may consist of several subsets that have distinct phenotypic and functional characteristics, ranging from large quiescent lipid-laden foam cells to a small active inflammatory cell. Furthermore, macrophages demonstrate a high degree of plasticity, which depend on the environmental cues they are exposed to. In gene ral, macrophages are skewed by interferon-ÃŽÂ ³ or lipopolysaccharide towards a pro-inflammatory or M1 phenotype, which produce mediators that have a pro-atherogenic effect. On the other hand, anti-inflammatory or M2 macrophages are polarized by interleukin (IL)-4, IL-10 and IL-13, which are believed to be of an anti-atherogenic nature. A phenotypical distinction can be made between these subsets based on their differential expression of cell surface expression (15, 16). High-density lipoproteins in modulating macrophages To date, HDL is considered to be the good cholesterol, because of its protective effects in atherosclerosis, such as anti-inflammatory properties (14). However, the effects of HDL on macrophages, which are major players in atherosclerosis, have yet to be established. The majority of the research conducted on the effects of HDL on macrophages have mainly been performed on cholesterol- or lipid-loaded macrophages. Here, HDL exerts anti-inflammatory effects by decreasing NF-ÃŽÂ ºB activation and secretion of pro-inflammatory cytokine, including tumor necrosis factor ÃŽÂ ± (TNFÃŽÂ ±), while increasing anti-inflammatory cytokines, like IL-10. To date, however, it is not known how HDL affects non-cholesterol or -lipid-loaded macrophages. Cholesterol is an important structural lipid that modulates Perturbations in cellular cholesterol levels has been shown to affect NF-ÃŽÂ ºB is an essential regulator of inflammatory processes in mammalian cells, including macrophages. When the NF-ÃŽÂ ºB pathway is activated, NF-ÃŽÂ ºB translocates to the nucleus and activates transcription of its target genes, including genes involved in cytokine production and secretion (17). In addition to NF-ÃŽÂ ºB, A Disintegrin And Metalloproteinases (ADAMs) are also implicated in numerous cellular processes, including inflammation. ADAMs are a group of enzymes that cleave the extracellular domains of various cell surface molecules, of which ADAM 10 and 17 are the best studied family members. ADAM 10 and 17 are closely related proteases and share many substrates, including TNF-ÃŽÂ ± and its receptor. ADAM activity can be regulated at various levels, including localization within the plasma membrane, where lipid rafts are thought to play a role in. Lipid rafts are cholesterol- and sphingolipid-enriched microdomains within the cell membrane, which are able to include or exclude proteins to variable extents. This dynamic process regulates protein interactions and influences their functions. Lipid rafts can be decreased and disrupted by cholesterol depletion, e.g. by HDL (18). Tellier et al. showed in vitro that TNFÃŽÂ ± shedding was increased in fibroblasts and ECs after incubation with HDL. This was attributed to an increased activity of ADAM 17, which was due to lipid raft disruption by cholesterol depletion (19). Study aim and design The purpose of this study is to investigate the effects of HDL on macrophage phenotype and whether NF-kB signaling, lipid raft disruption and increased activity of ADAM10 and 17 are involved in this. First, we will determine the effects of HDL on M1 and M2 macrophage polarization by exposing bone marrow-derived macrophages (BMDMs) from C57BL/6 mice to HDL. Here, M1 and M2 polarization markers will be determined using quantitative PCR and ELISA. Second, we will examine whether NF-ÃŽÂ ºB signaling is involved in the pro-inflammatory effects induced by HDL in macrophages. Lastly, we will investigate whether HDL skews macrophages towards a pro-inflammatory state by increasing ADAM10 and 17 activity through lipid raft disruption. activity assay We hypothesize that HDL polarizes macrophages towards a pro-inflammatory phenotype due to activation of the NF-ÃŽÂ ºB signaling pathway and an increased ADAM10 and 17 activity, through lipid raft disruption Literature 1. Mendis S, Puska P, Norrving B, editors. Global Atlas on Cardiovascular Disease Prevention and Control. Geneva: World Health Organization; 2011. 2. Wong BW, Meredith A, Lin D, McManus BM. The biological role of inflammation in atherosclerosis. The Canadian journal of cardiology. 2012;28(6):631-41. Epub 2012/09/19. 3. Williams KJ, Tabas I. The response-to-retention hypothesis of early atherogenesis. Arteriosclerosis, thrombosis, and vascular biology. 1995;15(5):551-61. Epub 1995/05/01. 4. Libby P. Inflammation in atherosclerosis. Nature. 2002;420(6917):868-74. Epub 2002/12/20. 5. Moore KJ, Tabas I. Macrophages in the pathogenesis of atherosclerosis. Cell. 2011;145(3):341-55. Epub 2011/05/03. 6. Liao JK, Laufs U. Pleiotropic effects of statins. Annual review of pharmacology and toxicology. 2005;45:89-118. Epub 2005/04/12. 7. MRC/BHF Heart Protection Study of cholesterol lowering with simvastatin in 20,536 high-risk individuals: a randomised placebo-controlled trial. Lancet. 2002;360(9326):7-22. Epub 2002/07/13. 8. Arsenault BJ, Kritikou EA, Tardif JC. Regression of atherosclerosis. Current cardiology reports. 2012;14(4):443-9. Epub 2012/06/19. 9. Rader DJ, Alexander ET, Weibel GL, Billheimer J, Rothblat GH. The role of reverse cholesterol transport in animals and humans and relationship to atherosclerosis. J Lipid Res. 2009;50 Suppl:S189-94. Epub 2008/12/10. 10. Linsel-Nitschke P, Tall AR. HDL as a target in the treatment of atherosclerotic cardiovascular disease. Nature reviews Drug discovery. 2005;4(3):193-205. Epub 2005/03/02. 11. Oram JF, Heinecke JW. ATP-binding cassette transporter A1: a cell cholesterol exporter that protects against cardiovascular disease. Physiological reviews. 2005;85(4):1343-72. Epub 2005/09/27. 12. Soran H, Hama S, Yadav R, Durrington PN. HDL functionality. Current opinion in lipidology. 2012;23(4):353-66. Epub 2012/06/27. 13. Bursill CA, Castro ML, Beattie DT, Nakhla S, van der Vorst E, Heather AK, et al. High-density lipoproteins suppress chemokines and chemokine receptors in vitro and in vivo. Arteriosclerosis, thrombosis, and vascular biology. 2010;30(9):1773-8. Epub 2010/08/13. 14. Barter PJ, Nicholls S, Rye KA, Anantharamaiah GM, Navab M, Fogelman AM. Antiinflammatory properties of HDL. Circulation research. 2004;95(8):764-72. Epub 2004/10/16. 15. Stoger JL, Goossens P, de Winther MP. Macrophage heterogeneity: relevance and functional implications in atherosclerosis. Curr Vasc Pharmacol. 2010;8(2):233-48. Epub 2010/02/26. 16. Martinez FO, Sica A, Mantovani A, Locati M. Macrophage activation and polarization. Frontiers in bioscience : a journal and virtual library. 2008;13:453-61. Epub 2007/11/06. 17. Gilmore TD. Introduction to NF-kappaB: players, pathways, perspectives. Oncogene. 2006;25(51):6680-4. Epub 2006/10/31. 18. van der Vorst EP, Keijbeck AA, de Winther MP, Donners MM. A disintegrin and metalloproteases: Molecular scissors in angiogenesis, inflammation and atherosclerosis. Atherosclerosis. 2012;224(2):302-8. Epub 2012/06/16. 19. Tellier E, Canault M, Poggi M, Bonardo B, Nicolay A, Alessi MC, et al. HDLs activate ADAM17-dependent shedding. Journal of cellular physiology. 2008;214(3):687-93. Epub 2007/09/06.

A Comparison of the Epic of Gilgamesh and the Hebrew Scriptures Essay

A Comparison of the Epic of Gilgamesh and the Hebrew Scriptures The Hebrew Flood story of Noah and his obligation to preserve man kind after God had punished all living creatures for their inequities parallels The Epic of Gilgamesh in several ways. Even though these two compilations are passed on orally at different times in history the similarities and differences invoke deliberation when these stories are compared. Numerous underlining themes are illustrated throughout each story. Humans are guilty of transgressions and must be punished, God or Gods send a flood as punishment to destroy this evil race, a person is selected by the gods to build a craft that will withstand the flood and allow this person to create a new race. An investigation of the inconsistency and similarities of both flood stories exposes the relationship between the Gods and the stories hero, insight on each cultures moral perspective on friendship and values as it applies to the flood, and each stories common origin. There are many similarities and differences in the Epic of Gilgamesh and the Hebrew scriptures. In both works you have Supreme beings or a being that has come to the conclusion that the earth and the people that reside on it are wicked. Because of these iniquitous individuals the earth must be destroyed. The supreme beings chose to destroy the earth by flood. In the Epic of Gilgamesh the gods influenced by Enlil their counselor make the decision to destroy the earth â€Å"The uproar of mankind is intolerable and sleep is no longer possible by reason of the Babel. So the gods agreed to exterminate mankind.† (Norton35). In the Hebrew scriptures the same conclusion was made by God that the earth was evil and would need to be destroyed â€Å"And the Lord said, I will destroy man whom I have created from the face of the earth; both man, and beast and the creeping thing, and the fowls of the air; for it repenteth me that I have made them.† (Norton60). In both works the gods o r God seem to have the same attitude and feelings after the flood. The Gods show feelings of remorse and grief in the Epic of Gilgamesh Ishtar speaks out in distress â€Å"Alas the Days of the old are turned to dust because I commanded evil: Why did I command this evil in the council of the Gods?† (Norton37). In the Hebrew scripture the Lord did not seem to be as remorseful but did acknowledge that what he did may no... ...ulation† (Smith). Approximately 60 million copies, or portions thereof, are distributed annually. The Tanakh is a acronym that identifies the Hebrew bible. The acronym is based on the initial Hebrew letters of each of the text's three parts. The Law, The prophets and the writings. In conclusion we have looked at the similarities and differences in the two flood stories and seen how the stories are so similar even though they were orally passed on at different time periods. Also we examined the moral differences of each society and what values each culture holds dearly. We have also discussed the origin of each compilation. Works Cited 1. Unknown. The Epic of Gilgamesh.Trans. N.K. Sandars. Sarah Lawall. Norton Anthology of World Literature. New York: W.W. Norton and Company, 2002. 10-61. 2. Perlin, John. A Forest Journey: Mesopotamia. Pp 35-45, SIRS Renaissance:1989. Werner 3. Miller, John J. â€Å"The Worlds First Story†. Foundation for Cultural Review. v23 i2 p74(4) (2004): . InfoTrac OneFile. Gale. NC LIVE. Oct 2004 . 4.Karel van der Toorn. â€Å"Did Ecclesiastes Copy Gilgamesh?†. Bible Review.: Feb. 2000, pp. 22+. Gilgamesh (Legendary Character). SIRS. Feb 2000 )

Community Knowledge Building And Self Regulated Learning Education Essay

BackgroundIn Hong Kong, it has already been a long clip that schooling puts the chief focal point on persons ‘ abilities, temperaments and chances without profoundly researching the possibility of larning through community interaction. Normally merely formal cognition and incontrovertible accomplishments are taught in traditional schoolrooms. The bulk of this sort of cognition is inert that does non promote deep thought and enquiry. There is no mechanism for pupils to get expert-learning accomplishments. In add-on, informal or silent cognition is by and large ignored in school course of studies, though it is every bit of import as the formal cognition. The acquisition aims are besides crystalline to pupils. Students are occupied with undertakings and activities but they do non hold a clear thought about the grounds why they have to make those undertakings and activities. Problem 2: Pedagogical Paradigm Shift due to the Introduction of the NSS Curriculums Since 2009, the course of studies of most secondary schools have undergone a dramatic alteration due to the acceptance of the New Senior Secondary ( NSS ) course of studies. Two major alterations are the debut of broad surveies and project-based acquisition. The broad surveies subject enables pupils to do connexions among different subjects, examine issues from a assortment of positions, and construct personal cognition of immediate relevancy to themselves in the modern-day universe. On the other manus, project-based acquisition ( PBL ) aims to enable pupils to build cognition through developing their independent acquisition capablenesss, generic and collaborative accomplishments. It is obvious that the new course of studies emphasise on the cultivation of abilities of pupils to incorporate information gathered to build their ain cognition independently and collaboratively. However, most instructors and pupils are still non prepared for this polar alteration and experience perplexed about the new manner of instruction and acquisition. Problem 3: The Problems of the Commonly Used Learning Platforms Even though some Hong Kong schools understand the jobs of the traditional permissive instruction attack, good acquisition platforms that can carry through the demands of this new acquisition environment are rare in the market. Despite that many schools have installed computing machines with Internet entree in schoolrooms, there is no obvious difference in pupil larning quality between this sort of computer-supported schoolrooms and the traditional 1s. Intentional acquisition and expertness development.can barely be fostered in this sort of schoolroom scenes. In order to better larning quality and effectivity, some schools in Hong Kong have been following certain learning platforms for about ten old ages, yet they can merely let pupils to upload their work, download stuffs mandated by instructors, station messages to or read messages from electronic notice-boards, etc.. The platforms merely act like electronic information depositories that can non truly assist pupils to larn and build cognition on their ain or collaboratively, non to advert that the user interfaces are non easy-to-use in general. This sort of larning platforms contradicts the e-learning systems suggested by Angehrn, Nabeth and Roda ( 2001 ) . They claimed that e-learning should be extremely personalised, learner-centric, societal, active, synergistic, connected to scholars ‘ ends, supportive of uninterrupted acquisition and so on. Research of Existing Learning Platforms Supporting Collaborative Learning Sing the issues mentioned above, pupils in Hong Kong need a learning platform that can supply utile and effectual installations for them to pull off and build cognition, and larn collaboratively and continuously. The platform should besides assist them to do better usage of the bing on-line resources and manage and consolidate the information they have obtained for self-regulated acquisition. After researching preliminarily on bing acquisition platforms, there are three major computing machine supported collaborative work/learning ( CSCW/L ) systems available for instruction intents: FLE3, Synergeia and Knowledge Forum. FLE3 ( Leinonen et al. , 2002 ) , which is an unfastened beginning platform developed under the ITCOLE undertaking, entails a depository, a forum and a shared workspace called WebTop tool, Knowledge Building tool and Jamming tool severally. The last tool allows scholars to do usage of all sorts of multimedia digital artifacts. Synergeia ( Stahl, 2004 ) is besides designed within the ITCOLE undertaking that provides free licences for educational establishments. It portions paperss and informations through depositories ( the Basic Support for Cooperative Work system ) and forums ( Instant Messages ) severally in an asynchronous environment. The most singular tool is MapTool that enables a group of participants to make concept map collaboratively and synchronously. The confab tool is besides synchronal. Knowledge Forum was initiated by Marlene Scardamalia and Carl Bereiter. They have proposed that schools should be restructured as cognition edifice community based on the thought that larning, expertness cultivation in peculiar, requires enormous attempt and societal support that is non accessible in the first-order school environment. Students should get non-asymptotic acquisition accomplishments, i.e. , learn to continuously accommodate to alterations in the environment caused by others ‘ version. This procedure will invariably do parts to the corporate cognition of a school community, transforming the school into a second-order environment. Multimedia Learning A acquisition platform that can steer pupils efficaciously to build cognition from assorted sorts of information, particularly the multimedia one ( Shank, 2005 ) , is of paramount importance. Van Merrienboer ( 1999 ) proposed some guidelines of bringing of instructions in multimedia acquisition environments. He considered multimedia larning in web-based environments really important in the approaching hereafter as it facilitates distributed distance bringing and combines presentation and communicating installations. He believed that multimedia acquisition can be used to back up competency-based acquisition, and effectual, efficient and appealing collaborative acquisition. The multimedia capablenesss of all of the three platforms literally satisfy the guidelines. Concept Maps The MapTool of Synergeia allows participants to build corporate cognition through pulling construct maps: a graphical artifact that expresses cognition of scholars in a signifier that can be understood easy. The development of construct maps was initiated by Novak and Gowin ‘s ( 1984 ) research refering human acquisition and cognition building. In a construct map, besides called cognition map, a construct is normally placed inside a box or circle that is connected to one or more other constructs via directed discharge, stand foring the relationships between the constructs concerned. The relationships are described by verbs normally. The constructs are contrived hierarchically with the most general constructs at the top of the map. The construction of a construct map is dependent on its context. Concept maps holding similar constructs can change from one context to another and are extremely idiosyncratic. Concept maps can be used to mensurate the cognition of a individual about a subject in a specific context. Therefore, construct maps constructed by different people on the same subject must be different. In the same sense, there is no such a thing as the â€Å" right † construct map about a peculiar subject, as there can be many available right representations of the subject. Concept function has assisted people of different ages obtain cognition in assorted Fieldss. When constructs and associating words are carefully chosen, these maps are powerful tools for detecting niceties of significance. Each construct map allows its Godhead to do usage of a virtually limitless set of associating words to demo how significances can be developed. There are no limitations on what words can be used to organize constructs or associating phrases. Concepts are normally nouns and associating phrases verbs. It is recommended to utilize as few words as possible for constructs and associating verbs. Associating phrases can show any types of relationships and are non limited to a defined set. Knowledge Building Knowledge Forum is designed harmonizing to the 12 Knowledge Building Principles proposed by Marlene Scardamalia and Carl Bereiter. It is a collaborative acquisition platform operated in a networked environment. It can work on both wired and wireless webs and users can entree it via the Internet. The model of Knowledge Forum is cross-sector, cross-age and cross-cultural. It has been used in instruction, wellness attention and concern communities in the Americas, Asia, Australia, Europe, and New Zealand. This reflects that the sociocognitive and cultural procedures underlying cognition acquisition and cognition creative activity are basically the same that are applicable to knowledge builders of all sectors, ages, and civilizations. The 12 Knowledge Building Principles are as follows: Real Ideas, Authentic Problems Ideas are every bit existent as touchable things. Learners are much more interested in existent life jobs than textbook jobs and mystifiers. Knowledge Forum fosters a civilization for scholars to work with thoughts creatively. Improvable Ideas All thoughts are improvable. Learners can actively better their ain thoughts and those in the community if they are encouraged to take hazards without being afraid to attest ignorance and have ague and unconstructive unfavorable judgment. Knowledge Forum allows continual betterment, alteration and theory polish. Idea Diversity Idea diverseness is indispensable to the development of cognition promotion as it creates a rich environment for thoughts to germinate into new and more refined signifiers. Knowledge Forum facilitates associating thoughts in different notes and positions together to advance interaction and productive usage of thought diverseness. Rise Above New syntheses of cognition can be obtained by unrelentingly working with improvable and diversified thoughts. High-order thought can be cultivated. In Knowledge Forum, rise-above notes and positions enable participants to larn accommodating progressive alterations in the environment. Epistemic Agency Learners are responsible for their cognition promotion that can be stimulated by the thoughts of other community members. They learn how to pull off their acquisition by puting ends and programs, inquiring inquiries, and measuring accomplishment. Knowledge Forum offers characteristics like scaffolds that help scholars synthesise high-ranking cognition by utilizing a assortment of epistemic footings such as speculation, admiration, speculate, etc.. Community Knowledge, Collective Responsibility Community accomplishments are valued more than single accomplishments. Participants portion duty for the overall cognition promotion in the community. Knowledge Forum provides an unfastened and collaborative environment that allows community members contribute conceptual artifacts that can be linked together effectual for future mention. Democratizing Knowledge All participants, including the more and less talented, are empowered to prosecute in cognition invention in Knowledge Forum. Every member strive for cognition promotion in a joint venture mode. Symmetric Knowledge Advancement It can be achieved from cognition exchange between members of different sorts of intelligence in a community as to give cognition is to acquire cognition. Knowledge Forum supports practical trials and co-construction of positions across user groups, both within and between communities. Permeant Knowledge Building Knowledge edifice utilizing Knowledge Forum can be carried out in and out of school through the Internet. Constructive Uses of Authoritative Beginnings Authoritative beginnings such as intelligence and multimedia stuffs found on the Internet can be attached to Knowledge Forum that can be acted as the foundation for cognition builders to progress community cognition. Knowledge Building Discourse Knowledge Forum accommodates discourse of cognition edifice communities that refines and transforms knowledge through the dianoetic patterns of the community. Embedded and Transformative Assessment Knowledge Forum allows a community to explicate its ain internal appraisal, which is both more bespoke and flexible than external appraisal Research Focus After comparing the chief characteristics of the three collaborative CSCL/W tools, it is blunt that Knowledge Forum emphasizes deeply on the procedure of community cognition edifice based on rules like improvable thoughts and progressive job work outing. It should be a more executable declaration for instructors and pupils to manage the approaching pedagogical paradigm displacement than the other two. It is perceived that Fle3 is simply designed as a package of depository, forum and shared workspace without important emphasis on the procedure of collaborative cognition building. Refering Synergeia, it is empowered by the notable construct maps that are widely accepted as a really effectual manner for cognition building. Nevertheless, the rise-above and build-on characteristics of Knowledge Forum maximize the learning capacity of each scholar through community attempt that triumph the concept-organising belongings of construct maps. Largely significantly, there are already many instructors rehearsing cognition edifice teaching methods utilizing Knowledge Forum in many topographic points. Apart from Toronto, Hong Kong has the largest instructor community giving excessive attempt to learning pupils collaborative larning accomplishments. However, the instructors who have experience in utilizing Knowledge Forum reported some insufficiency of the acquisition platform. For case, when a instructor wants to read a certain sort of messages, such as inquiries, he/she has to shop through all the notes straight in the present design. It is one of the grounds why it is non really easy to measure pupils ‘ parts. Sometimes a subscriber may desire to hold a list of his/her ain parts so that he/she can size up the acquisition procedure ; however, this map is non available in the current version. Research Aims The aims of this research are as follows: To look into extensively how Knowledge Forum can assist pupils build community cognition. To understand the jobs faced by instructors and pupils in utilizing Knowledge Forum, particularly those refering assessing pupils ‘ acquisition advancement and public presentation. To research a set of appropriate web and database engineering, particularly knowledge and information visual image, that is utile to strengthen the functionality of Knowledge Forum, particularly assessment tools that can avail instructors to measure pupils ‘ parts. To develop a paradigm of back uping tools that can reenforce Knowledge Forum sing appraisal, information storage and retrieval. To measure the quality and public presentation of the paradigm.Relevant Literature and Guiding FrameworkKnowledge Building and Problem Solving through Knowledge Forum Scardamalia and Bereiter believe that a school should be a topographic point for knowing acquisition and expertness cultivation. However, traditional schooling merely tackle seeable parts of cognition, i.e. , formal cognition and incontrovertible accomplishments. These sorts of inert cognition rarely touch pupils ‘ idea and behavior and utile informal/tacit cognition is seldom embraced in traditional school course of studies. Furthermore, in a traditional school, many instructors project their focal point on undertakings and activities without underlying the associated acquisition aims, so pupils are by and large incognizant of cognition aims behind the undertakings and activities they are supposed to make. Scardamalia and Bereiter point out pupils can accomplish knowing larning merely if they actively try to achieve a cognitive aim. Therefore, the current schooling system merely benefits those with high persons ‘ abilities, temperaments and chances, merely those alleged â€Å" bright † pupils are able to prise into the â€Å" secrets † of those undertakings and activities. Expertness cultivation in schools is besides of paramount importance, i.e. , pupils should be able to larn to be an expert-like scholar who processes progressive job work outing accomplishments. It is believed that job work outing accomplishments can be achieved through meaningful acquisition that metacognitive cognition is obtained by agencies of self-acting procedures. Richard and Wittrock put frontward seven instructional methods that stimulate job resolution: load-reducing, structure-based, schema-activation, productive, guided find, mold and learning thought. The first six methods train pupils to be domain job convergent thinkers while the last one enhances their general job work outing capablenesss. There are four characteristics of successful learning believing accomplishments plans: focal point on the most chiseled accomplishments, contextualize the accomplishments within reliable undertakings, personalise the accomplishments through societal interaction and language-based tr eatment of job resolution procedures, and speed up the accomplishments that pupils can larn with lower-level accomplishments. Simply expressed, Richard and Wittrock suggest that general expertness or job work outing accomplishments can be transferred from instructors to pupils based on dogmas similar to those 12s knowledge edifice rules advocated by Scardamalia and Bereiter. However, traditional schooling offers no mechanisms for instructors to reassign their expertness to pupils, so most pupils can non come on into expert-like scholars through reinvestment of mental resources released from following progressive job work outing methods such as form acquisition and automaticity. Scardamalia and Bereiter impulse that, with the drift of engineering, schools should be transformed into cognition edifice communities. The discourse framed by this sort of sociocognitive procedure transcends the barriers of didactic instruction and child/activity-centred cognition development. The advancement of the acquisition accomplished through cognition edifice discourse should be able to be orchestrated and mediated alternatively of the unpredictable acquisition advancement in traditional schooling. In add-on, all members in a school community, including both instructors and pupils, should take up corporate cognitive duty which â€Å" refers to the status in which duty for the success of a group attempt is distributed across all the members instead than being concentrated in the leader † ( p. 68 ) . Every community member should understand the cognition required by the community and do certain others know what they are supposed to cognize. In a cognition edifice discourse, a pupil referee can hold their cognition advanced from groking the parts made by other pupils in the community, so it is one of the inducements for pupils to take part in the discourse. Once a pupil makes a choice part, he/she gets acknowledgment and regard from other community members. The desire of being recognized and respected, together with the craving for doing outstanding impact on the community, may be two of the other motives. A to the full well-designed equal reappraisal system is indispensably required and the discourse should be near to pupils ‘ personal lives: â€Å" pupils work together to do sense of the universe around them and work towards progressing their ain province of cognition and that of the category † . The features of a successful cognition edifice discourse are â€Å" concentrate on jobs and deepness of understanding † , â€Å" decentralized, unfastened cognition environments for corporate apprehension † and â€Å" productive interaction within loosely conceived knowledge-building communities † ( p.274 ) . Technology plays a critical function in carry throughing a successful cognition edifice discourse. Knowledge Forum and its former version, Computer-Supported Intentional Learning Environment ( CSILE ) , have a community database at the Centre of a schoolroom discourse. Students ‘ thoughts can be extended to a broader cognition edifice community if necessary. In the discourse environment, pupils act as both writers and referees who can lend their thoughts by making text or graphical notes, hunt bing notes, and form notes into more complex informational constructions. Auto-notification through electronic mails will be sent to writers when others comment on their notes. The note-writing environments are specially designed for participants to specify enquiries as jobs alternatively of subjects. Discourses are carried out through saying theories and information for progressing theories. The scaffold map provides participants with phrases refering cognitive procedures, such as â€Å" I need to understand † , â€Å" My theory † , â€Å" A better theory † , â€Å" This theory can non explicate † , â€Å" Put our cognition together † , to call a few, that help participants contour discourses. The frequent usage of these theory-building footings can assist scholars tackle expert-like acquisition accomplishments that can be employed in their day-to-day lives. Knowledge Forum and CSILE besides pinpoint intentionality as scholars deliberately submit jobs of what they require to understand and asseverate justifications for linked attached. The knowing scholars can larn how to do determinations and deploy diag nostic procedures. Knowledge Forum and CSILE render a decentralized and unfastened discourse environment that reverses â€Å" the instructor initiates, pupil responds, teacher evaluates form for unwritten and written discourse † . By using a distributed theoretical account, information fluxing between participants is non audited by a cardinal authorization. Since different pupils possess different sorts of cognition, the cognition exchanges can be really productive. Students of different ages and abilities can take portion in the same discourse. Students with better viva voce or written linguistic communication accomplishments can non rule the discourse as the other pupils can border their thought by pulling diagrams or edifice on information in others ‘ notes or external resources. Those who are non familiar with the subject can lend to the community by inquiring inquiries and composing contemplations. The inefficient turn-tasking job in normal schoolroom treatments is automatically elimi nated as discourses in Knowledge Forum are held asynchronously over a computing machine web or the Internet. Students can compose their statements at any coveted clip and have all the clip they want to explicate the statements, without force per unit area like that happened in an unwritten treatment. This encourages pupils to print independent idea and polish their ain thoughts and those in the community, ensuing in progressive self-acting acquisition and job work outing preparation. Information / Knowledge Visualisation Some users reported that the current design of Knowledge Forum is non really intuitive to utilize, particularly for complex undertakings and ill-structured capable affairs. The new coevals of knowledge/information visual image engineering seems to be an effectual solution. The purpose of information visual image is to supply knowledge-based entree to information resources and aid users in doing sense of the resources they are looking for during information retrieval. On the other manus, the end of cognition visual image is to help pupils in acquisition and job resolution by supplying tools to further externalised knowledge. There are many good practiced information visual image techniques available, such as landscape metaphors, cartograms, ticket clouds, etc.. Some pedagogues claim that these techniques can assist users understand the information better. In the context of cognition building, apprehension of information is non sufficient, pupils need to be exposed to the information in different ways and be able to lucubrate a personal experience from it. Some other similar tools using visual image techniques have besides been developed in recent old ages, like Topic Maps Strand Map, VisIT ( Visualization of Information Tool ) , Model-It, Microworlds, etc.. Some web hunt engines even implement explorative hunts with the aid of information visual image techniques to polish user hunt questions. Users can now transport out explorative hunts on the WWW through consecutive loops on the ocular interfaces of these tools. Examples are KartOO, UJIKO, Crokker, Simploos, Quintura, oSkope, News Map, etc.. It is evident that educational tools using cognition visual image engineering can help pupils in undertaking topics like broad surveies to a great extent as this sort of topics require pupils to larn from resources in assorted subjects and develop capacities to construction and organize their cognition and acquisition stuffs for effectual learning direction, non to advert that cognition from different topics and spheres is complex, interconnected and ill-structured in a complex mode.

Free Essays on Palestinian Social Movement

The Construction of the Palestinian Social Movement. In Order to remember†¦ I shall continue to carve All the scenes of my tragedy And all the stages of the disaster On the olive tree in the courtyard of my house. In order to understand the origin, development and current status of the contemporary movement for reconciliation within Israel, we must first take a look at the historical impact that Zion colonialism has had upon Israeli Arabs, or the Palestinians. While the terms colonialism and imperialism are familiar, the term Zion colonialism is arguably less familiar. By linking Zionism to these better-known forms of historical domination and subordination, it slowly becomes apparent that the old tactical maneuverings of Western nations arrives in semblance once again. However, this contemporary rendition appears through the auspices of a lesser-known and more discrete manifestation of imperialist dominion- via the guise of democracy.1 Many perceive the question of conflict solely as a struggle between Arabs and Jews. While the role of identity is critical in deciphering the adversity present within the conflict, it must be understood that identity politics alone, are unable to satiate the complex nature of the dilemma. First and foremost the reasoning behind Israel’s creation must take precedence. After which, the role to which the international community has contributed its hand at solidifying Israeli legitimacy of motive and telos, proceeds. These initial groundings are incumbent to linking Israeli action within the various rational parameters tied to its existence. For instance, one of the rational paradigms that calls for attention is the call to democracy. If such a reality exists, then coinciding with the nature of a democratic state are the accessories of justice and freedom for all. The reality of its existence, however, is that hand-in-hand, the premise for Zionism coupled wi... Free Essays on Palestinian Social Movement Free Essays on Palestinian Social Movement The Construction of the Palestinian Social Movement. In Order to remember†¦ I shall continue to carve All the scenes of my tragedy And all the stages of the disaster On the olive tree in the courtyard of my house. In order to understand the origin, development and current status of the contemporary movement for reconciliation within Israel, we must first take a look at the historical impact that Zion colonialism has had upon Israeli Arabs, or the Palestinians. While the terms colonialism and imperialism are familiar, the term Zion colonialism is arguably less familiar. By linking Zionism to these better-known forms of historical domination and subordination, it slowly becomes apparent that the old tactical maneuverings of Western nations arrives in semblance once again. However, this contemporary rendition appears through the auspices of a lesser-known and more discrete manifestation of imperialist dominion- via the guise of democracy.1 Many perceive the question of conflict solely as a struggle between Arabs and Jews. While the role of identity is critical in deciphering the adversity present within the conflict, it must be understood that identity politics alone, are unable to satiate the complex nature of the dilemma. First and foremost the reasoning behind Israel’s creation must take precedence. After which, the role to which the international community has contributed its hand at solidifying Israeli legitimacy of motive and telos, proceeds. These initial groundings are incumbent to linking Israeli action within the various rational parameters tied to its existence. For instance, one of the rational paradigms that calls for attention is the call to democracy. If such a reality exists, then coinciding with the nature of a democratic state are the accessories of justice and freedom for all. The reality of its existence, however, is that hand-in-hand, the premise for Zionism coupled wi...