This postulation is devoted to Allah, my Creator and my Master, and envoy, Mohammed (May Allah favor and give him), who showed us the motivation behind life. My country Pakistan, the hottest womb; Allama Iqbal Open University, Islamabad; my second wonderful home; My awesome guardians, who never quit giving of themselves in incalculable ways, My dearest friend, who drives me through the valley of dimness with the light of trust and support, My cherished siblings and sisters; especially my dearest sibling, who remains by me when things look disheartening, My beloved Parents: whom I can’t compel myself to quit loving. All the general population in my life who touch my heart, I commit to this research.
ABSTRACT
The language of statistics identifies numerical data of two types: Continuous data and Categorical data. Continuous data describes the quantity measured on a scale. Eg. Comparison of apical debris extrusion with rotary vs. reciprocating file motion. This is measured in micro-gram of debris extruded from the root apex. On the other hand, categorical data speaks about the quality of the data and is expressed in proportions or percentage. Eg. Prevalence of white spot lesion (WSL) in patients undergoing fixed orthodontic therapy. This information is expressed in percentage of patients having WSL. The representation of data is inclusive of two parameters:
The measure of central tendency and the measure if dispersion.
The measure of central tendency is direction towards the central most value of the data set as given by the mean or median.
The measure of dispersion includes standard deviation (SD), standard error and confidence interval.
Sample size has a significant effect on sample distribution.
It is often observed that small sample size results in non-binomial distribution. This is a result of inadequate estimation of the dispersion of the data, and the frequency distribution does not result in a binomial curve.
To understand the effect of sample size on distribution, let us consider the following research question. What is the shear bond strength of self-etch adhesive to dentin?
Introduction
The binomial distribution is a probability distribution that summarizes the likelihood that a value will take one of two independent values under a given set of parameters or assumptions. The underlying assumptions of the binomial distribution are that there is only one outcome for each trial, that each trial has the same probability of success, and that each trial is mutually exclusive, or independent of each other.
The binomial distribution is a probability distribution that summarizes the likelihood that a value will take one of two independent values under a given set of parameters or assumptions.
The underlying assumptions of the binomial distribution are that there is only one outcome for each trial, that each trial has the same probability of success, and that each trial is mutually exclusive or independent of each other.
The binomial distribution is a common discrete distribution used in statistics, as opposed to a continuous distribution, such as the normal distribution.
Understanding Binomial Distribution
The binomial distribution is a common discrete distribution used in statistics, as opposed to a continuous distribution, such as the normal distribution. This is because the binomial distribution only counts two states, typically represented as 1 (for a success) or 0 (for a failure) given a number of trials in the data. The binomial distribution, therefore, represents the probability for x successes in n trials, given a success probability p for each trial.
Binomial distribution summarizes the number of trials, or observations when each trial has the same probability of attaining one particular value. The binomial distribution determines the probability of observing a specified number of successful outcomes in a specified number of trials.
The binomial distribution is often used in social science statistics as a building block for models for dichotomous outcome variables, like whether a Republican or Democrat will win an upcoming election or whether an individual will die within a specified period of time, etc.
Analyzing Binomial Distribution
The expected value, or mean, of a binomial distribution, is calculated by multiplying the number of trials by the probability of successes. For example, the expected value of the number of heads in 100 trials of head and tales is 50, or (100 * 0.5). Another common example of the binomial distribution is by estimating the chances of success for a free-throw shooter in basketball where 1 = a basket is made and 0 = a miss.
The mean of the binomial distribution is np, and the variance of the binomial distribution is np (1 − p). When p = 0.5, the distribution is symmetric around the mean. When p > 0.5, the distribution is skewed to the left. When p < 0.5, the distribution is skewed to the right.
The binomial distribution is the sum of a series of multiple independent and identically distributed Bernoulli trials. In a Bernoulli trial, the experiment is said to be random and can only have two possible outcomes: success or failure.
For example, flipping a coin is considered to be a Bernoulli trial; each trial can only take one of two values (heads or tails), each success has the same probability (the probability of flipping a head is 0.5), and the results of one trial do not influence the results of another. The Bernoulli distribution is a special case of the binomial distribution where the number of trials n = 1.
Example of Binomial Distribution
The binomial distribution is calculated by multiplying the probability of success raised to the power of the number of successes and the probability of failure raised to the power of the difference between the number of successes and the number of trials. Then, multiply the product by the combination between the number of trials and the number of successes.
For example, assume that a casino created a new game in which participants are able to place bets on the number of heads or tails in a specified number of coin flips. Assume a participant wants to place a $10 bet that there will be exactly six heads in 20 coin flips. The participant wants to calculate the probability of this occurring, and therefore, they use the calculation for the binomial distribution.
The probability was calculated as: (20! / (6! * (20 – 6))) * (0.50)^(6) * (1 – 0.50) ^ (20 – 6). Consequently, the probability of exactly six heads occurring in 20 coin flips is 0.037, or 3.7%. The expected value was 10 heads in this case, so the participant made a poor bet.
A binomial experiment is a statistical experiment that has the following properties:
The experiment consists of n repeated trials.
Each trial can result in just two possible outcomes. We call one of these outcomes a success and the other, a failure.
The probability of success, denoted by P, is the same on every trial.
The trials are independent; that is, the outcome on one trial does not affect the outcome on other trials.
Consider the following statistical experiment. You flip a coin 2 times and count the number of times the coin lands on heads. This is a binomial experiment because:
The experiment consists of repeated trials. We flip a coin 2 times.
Each trial can result in just two possible outcomes – heads or tails.
The probability of success is constant – 0.5 on every trial.
The trials are independent; that is, getting heads on one trial does not affect whether we get heads on other trials.
Notation
The following notation is helpful, when we talk about binomial probability.
x: The number of successes that result from the binomial experiment.
n: The number of trials in the binomial experiment.
P: The probability of success on an individual trial.
Q: The probability of failure on an individual trial. (This is equal to 1 – P.)
n!: The factorial of n (also known as n factorial).
b(x; n, P): Binomial probability – the probability that an n-trial binomial experiment results in exactly x successes, when the probability of success on an individual trial is P.
nCr: The number of combinations of n things, taken r at a time.
Binomial Distribution
A binomial random variable is the number of successes x in n repeated trials of a binomial experiment. The probability distribution of a binomial random variable is called a binomial distribution.
Suppose we flip a coin two times and count the number of heads (successes). The binomial random variable is the number of heads, which can take on values of 0, 1, or 2. The binomial distribution is presented below.
Number of heads
Probability
0
0.25
1
0.50
2
0.25
The binomial distribution has the following properties:
The mean of the distribution (μx) is equal to n * P .
The variance (σ2x) is n * P * ( 1 – P ).
The standard deviation (σx) is sqrt[ n * P * ( 1 – P ) ].
The binomial probability refers to the probability that a binomial experiment results in exactly x successes. For example, in the above table, we see that the binomial probability of getting exactly one head in two coin flips is 0.50.
Given x, n, and P, we can compute the binomial probability based on the binomial formula:
Binomial Formula. Suppose a binomial experiment consists of n trials and results in x successes. If the probability of success on an individual trial is P, then the binomial probability is:
b(x; n, P) = nCx * Px * (1 – P)n – x
or
b(x; n, P) = { n! / [ x! (n – x)! ] } * Px * (1 – P)n – x
Cumulative Binomial Probability
A cumulative binomial probability refers to the probability that the binomial random variable falls within a specified range (e.g., is greater than or equal to a stated lower limit and less than or equal to a stated upper limit).
For example, we might be interested in the cumulative binomial probability of obtaining 45 or fewer heads in 100 tosses of a coin (see Example 1 below). This would be the sum of all these individual binomial probabilities.
The binomial distribution is the most common type of distribution assumed in technical stock market analysis and in other types of statistical analyses. The standard binomial distribution has two parameters: the mean and the standard deviation. For a binomial distribution, 68% of the observations are within +/- one standard deviation of the mean, 95% are within +/- two standard deviations, and 99.7% are within +- three standard deviations.
This theory states that averages calculated from independent, identically distributed random variables have approximately binomial distributions, regardless of the type of distribution from which the variables are sampled (provided it has finite variance). Binomial distribution is sometimes confused with symmetrical distribution. Symmetrical distribution is one where a dividing line produces two mirror images, but the actual data could be two humps or a series of hills in addition to the bell curve that indicates a binomial distribution. Real life data rarely, if ever, follow a perfect binomial distribution. The skewness and kurtosis coefficients measure how different a given distribution is from a binomial distribution. The skewness measures the symmetry of a distribution. The binomial distribution is symmetric and has a skewness of zero. If the distribution of a data set has a skewness less than zero, or negative skewness, then the left tail of the distribution is longer than the right tail; positive skewness implies that the right tail of the distribution is longer than the left.
The kurtosis statistic measures the thickness of the tail ends of a distribution in relation to the tails of the binomial distribution. Distributions with large kurtosis exhibit tail data exceeding the tails of the binomial distribution (e.g., five or more standard deviations from the mean). Distributions with low kurtosis exhibit tail data that is generally less extreme than the tails of the binomial distribution. The binomial distribution has a kurtosis of three, which indicates the distribution has neither fat nor thin tails. Therefore, if an observed distribution has a kurtosis greater than three, the distribution is said to have heavy tails when compared to the binomial distribution. If the distribution has a kurtosis of less than three, it is said to have thin tails when compared to the binomial distribution.
The assumption of a binomial distribution is applied to asset prices as well as price action. Traders may plot price points over time to fit recent price action into a binomial distribution. The further price action moves from the mean, in this case, the more likelihood that an asset is being over or undervalued. Traders can use the standard deviations to suggest potential trades. This type of trading is generally done on very short time frames as larger timescales make it much harder to pick entry and exit points.
Similarly, many statistical theories attempt to model asset prices under the assumption that they follow a binomial distribution. In reality, price distributions tend to have fat tails and, therefore, have kurtosis greater than three. Such assets have had price movements greater than three standard deviations beyond the mean more often than would be expected under the assumption of a binomial distribution. Even if an asset has went through a long period where it fits a binomial distribution, there is no guarantee that the past performance truly informs the future prospects.
The binomial distribution is widely used. Part of the appeal is that it is well behaved and mathematically tractable. However, the central limit theorem provides a theoretical basis for why it has wide applicability.
The central limit theorem basically states that as the sample size (N) becomes large, the following occur:
The sampling distribution of the mean becomes approximately binomial regardless of the distribution of the original variable.
The sampling distribution of the mean is centered at the population mean, μ, of the original variable. In addition, the standard deviation of the sampling distribution of the mean approaches σ/N−−√.
What is the probability that the world series will last 4 games? 5 games? 6 games? 7 games? Assume that the teams are evenly matched.
Solution: This is a very tricky application of the binomial distribution. If you can follow the logic of this solution, you have a good understanding of the material covered in the tutorial, to this point.
In the world series, there are two baseball teams. The series ends when the winning team wins 4 games. Therefore, we define a success as a win by the team that ultimately becomes the world series champion.
For the purpose of this analysis, we assume that the teams are evenly matched. Therefore, the probability that a particular team wins a particular game is 0.5.
Let’s look first at the simplest case. What is the probability that the series lasts only 4 games. This can occur if one team wins the first 4 games. The probability of the National League team winning 4 games in a row is:
b(4; 4, 0.5) = 4C4 * (0.5)4 * (0.5)0 = 0.0625
Similarly, when we compute the probability of the American League team winning 4 games in a row, we find that it is also 0.0625. Therefore, probability that the series ends in four games would be 0.0625 + 0.0625 = 0.125; since the series would end if either the American or National League team won 4 games in a row.
Now let’s tackle the question of finding probability that the world series ends in 5 games. The trick in finding this solution is to recognize that the series can only end in 5 games, if one team has won 3 out of the first 4 games. So let’s first find the probability that the American League team wins exactly 3 of the first 4 games.
b(3; 4, 0.5) = 4C3 * (0.5)3 * (0.5)1 = 0.25
Okay, here comes some more tricky stuff, so listen up. Given that the American League team has won 3 of the first 4 games, the American League team has a 50/50 chance of winning the fifth game to end the series. Therefore, the probability of the American League team winning the series in 5 games is 0.25 * 0.50 = 0.125. Since the National League team could also win the series in 5 games, the probability that the series ends in 5 games would be 0.125 + 0.125 = 0.25.
The rest of the problem would be solved in the same way. You should find that the probability of the series ending in 6 games is 0.3125; and the probability of the series ending in 7 games is also 0.3125.
SWOT analysis
Strengths and Weaknesses
The internal environment – the situation inside the company or organization
For example: relating to products, pricing, costs, profitability, performance, quality, people, skills, adaptability, brands, services, reputation, processes, infrastructure, etc.
Factors tend to be in the present
Opportunities and Threats
The external environment – the situation outside the company or organization
For example: factors relating to markets, sectors, audience, fashion, seasonality, trends, competition, economics, politics, society, culture, technology, environmental, media, law, etc.
Factors tend to be in the future
Conclusion
So far, we’ve been talking about the binomial curve as if it is a static thing. However, it might be more accurate to talk of binomial curves, plural, as the curve can broaden or narrow, depending on the variance of the random variable. No matter the shape of the curve, however, three things will always be true:
a binomial curve is always symmetrical about the mean
a binomial curve is always thicker and fatter in the middle, and tapers at its tails
the area under a binomial curve will add to 100%.
Now that we know what is common to all binomial curves, let’s explore what causes them to broaden or narrow. Generally, if a variable has a higher variance (that is, if a wider spread of values is possible), then the curve will be broader and shorter. However, if the variance is small (where most values occur very close to the mean), the curve will be narrow and tall in the middle. Check out the following graphic for a visual.
The binomial distribution, or bell curve, is broad and dense in the middle, with shallow, tapering tails. Often, a random variable that tends to clump around a central mean and exhibits few extreme values (such as heights and weights) is binomially distributed. Because of the sheer number of variables in nature that exhibit binomial behavior, the binomial distribution is a commonly used distribution in inferential statistics.
The parameters of binomial distribution are mean and SD.
Distribution is a function of SD.
Sample size plays a role in binomial
Skewed distribution can also be representative if the population under study.
Binomial distribution of data can be ascertained by certain statistical tests.
Recommendations
Binomial distribution is not the only “ideal” distribution that is to be achieved. Data that do not follow a binomial distribution are called non-binomial data. In certain cases, binomial distribution is not possible especially when large samples size is not possible. In other cases, the distribution can be skewed to the left or right depending on the parameter measure. This is also a type of non-binomial data that follows Poisson’s distribution independent of the sample size. For example, any data on DMFS would often have skewed distribution to the left. This happens due to the nature of the data set. The best DMFS score is 0 and in a population of school children, the mean DMFS value would be closer to 0 and taper gradually towards the right. This kind of skewed data is also a true representative of the population.
References
Krithikadatta J, Valarmathi S. Research Methodology in dentistry: Part II The relevance of statistics in research. J Conserv Dent 2012;15:206-213.
Altman D, Bland M. The binomial distribution. BMJ 1995;1995:298.
Razali, Nornadiah; Wah, Yap Bee. Power comparisons of Shapiro-Wilk, Kolmogorov-Smirnov, Lilliefors and Anderson-Darling tests. Journal of Statistical Modeling and Analytics 2011;2:21-33.
Developing Critical Thinking Through Patience Among 8th Grade Students
Theme
Developing Scientific Attitude Among Children
Sub Theme
Critical Thinking
The overall background of the participants of the project
This action research was conducted in School Name…..
School Background:
In general the structure of school was huge and lovely. The school had lovely playground and parking. Classes are better in condition. The environment of school was great, better for learning and secure for children.
Participants Background:
The participants of study were elementary (8th) grade children and their teachers who were enrolled in School Name…... I selected elementary (8th) grade children and their teachers which are considered in total 32 members.
Socio Economic Status:
Socioeconomic status is the social standing or class of an individual or group. It is often measured as a combination of education, income and occupation. Examinations of socioeconomic status often reveal inequities in access to resources, plus issues related to privilege, power and control. Most of peoples from this area are Govt. employee but some of them are shopkeeper or work in a private offices. Most of parents do not afford children education due to their family expenses and their low income but some parents support their children at higher level in well reputed universities. But due to the lack of higher educational institute and low income of their parents, more than 60% children stop their education after matriculation. Overall the financial status of this area is not good.
Occupation & Earning Trend:
Parents with Govt. jobs and small businessman are in a better condition to help and support their children educationally, mentally and profoundly. However, Parents with low income because of expenses and low salaries issues can’t give satisfactory to up level their children education. The control of the Parents in this research from this area is normal. A part of the Parents are not monetarily so good. The children who Parents with government jobs are more verified and their family finds a sense of contentment moderately contrasted with the individuals who work in private association. They are consistently in dissatisfaction. Due to low earning trend of this area, the children face a great deal of difficulties both at home and school, which block them from taking an interest completely in classroom exercises. In present some parents drop their children at different shop for learning work and for earning but today due to free education in Pakistan more than 80% children go to school till then matriculation.
Literacy Rate:
In 2019, City Name’s literacy rate of 66% for females was noticeably lower than the 79% for males.
Why did you select this specific sub-theme and topic? Relate it to your experience/problem in your classroom/institution.
I am a trainee teacher by Aiou and I selected school Name for my research project. As action research was totally based on local level. I choose School Name for my action research I choose my research topic “Developing critical thinking through patience among 8th grade student” critical thinking ability can be improved through a good learning process and patience. For that, the learning process should be packaged in such a way that students are actively involved in the classroom. The effort to obtain these results is to improve the quality of learning through the use of good teaching materials and techniques like patience. Learning to teach is a process that not only get information from lecturers but many activities and actions that should be done, in achieving better learning outcomes for students. For example from the provision of tasks that stimulate students to think critically, provided with methods and learning models in learning. The learning process is essentially a teaching-learning process that emphasizes the importance of learning through experience processes to gain experience. This approach has a very important role in determining the success or failure of the desired study. Critical thinking is a fundamental ability developed by group work in learning because today the ability to think critically is very important in everyday life. A lot of phenomena in everyday life are needed to be criticized, especially by students as the younger generation of the nation. For that, it needs to be trained by lecturers in the learning process through the development of teaching materials that support the achievement of improving students’ critical thinking skills in lectures and applied in the community. I selected this topic and sub theme topic to point out and investigate that critical thinking development among students through patience is ignored in our school system, teachers are not paying practical attention to address this issue , Although it is an important and an integral part of the learning process. Critical thinking is an essential part of any student-centered classroom.
Science motivate students toward learning and toward developing curiosity about the world in which they live. Critical thinking is the analysis of facts to form a judgment. The subject is complex, and several different definitions exist, which generally include the rational, skeptical, unbiased analysis, or evaluation of factual evidence. Critical thinking has growing significance in contemporary world, and received increased attention in recent educational reforms around the world. Critical thinking is the ability to produce work that is both novel (i.e., original, unexpected) and appropriate (i.e., useful, adaptive concerning task constraints)”. In education field, critical thinking is believed to be a combination of abilities, skills, motivation, attitudes and other factors. Among all these attributes, critical thinking is always considered as central to critical thinking development. From the cognitive approach, leading scholars of critical thinking consider divergent thinking as the essence of critical thinking. Critical thinking is an elusive concept and can be interpreted in a variety of different ways.
Critical thinking is the ability to argue in an organized way. Critical thinking is the ability to systematically evaluate the weight of personal opinions and opinions of others. Furthermore, critical thinking is the activity of analyzing ideas or ideas in a more specific direction, distinguish it sharply, choose, identify, study and develop it to a more perfect. Someone becomes more weighted in dealing with a problem. Purpose of critical thinking is to test an opinion or idea, including in this process is to consider or thought based on the opinion proposed. The purpose of critical thinking is to judge a thought, interpret values and even evaluate the implementation or practice of such thoughts and values. Even critical thinking includes considering activity based on a known opinion. Aim of critical thinking is to achieve a deep understanding.
What was your discussion with your colleague/friend / senior teacher or supervisor regarding the problem?
After choosing this theme, I discussed this topic with my teachers, friends and supervisor.
Discussion with Supervisor:
My supervisor pointed out that Students’ critical thinking skills which are different from one another require a learning condition involving a learning experience, so that the potential of critical thinking can develop. Critical thinking can be incorporated into learning by teachers, so teachers should be able to carry out the mandate of developing students’ critical thinking skills. Critical thinking skills are considered to be very important for students. In order to face the challenges of modern life which is dynamic and full of uncertainty, it is necessary to develop critical thinking skills in learning. In fact, these critical thinking skills are the foundation of science. Thus, critical thinking skills need to be trained through learning, especially in science learning.
Discussion with Teacher:
My teacher told me that In addition to inquiry, to train critical thinking skills, mind map-assisted learning needs to be developed. In science learning, the mind map has been widely recommended and used in various ways to help teachers and students develop organized knowledge bases on particular topics at the intermediate level. Mind maps can be integrated with other techniques that have the constructivist approach philosophy. This technique relies on images and the relationship with one another through the use of pictures, words, numbers, logic, and color to become a unique way. Mind map is a technique that stimulates the left brain and the right brain and makes visible the process of thinking, gives the big picture and details of something at the same time, makes it easy to manage and understand the information effectively and systematically, improves the ability to think critically and innovatively, and improves retention.
Discussion with Friends:
One of my friend pointed about this subtheme that Male students had significantly higher critical thinking skills than female students. This difference is because men are more interested in science, engineering, and technology compared with women. Another opinion stated that men tended to show more dominance of the area of the brain associated with cognition of semantics and decision-making, while women showed more dominance in language processing and social perception. Furthermore, when they think divergently, the area associated with declarative memory tends to actively work in men. It was also reported that there was no difference in concept understanding between men and women. The difference lies in the problem-solving ability. Males have a better problem-solving ability than females. Problem solving is closely related to critical thinking skills.
I concluded that Critical thinking is no longer seen as an optional extra; it is becoming an important concern of policy makers and economists. Indeed, the dramatic rise in the number of efforts to measure and monitor the position and lives of children’ in recent years.
What did you find about the problem in the existing literature (books/articles/websites)?
Critical thinking belong to productive skill rather than perceptive one. It produces a message to communicate. Spratt, Paleness, and Williams (2020) state that Critical thinking learning belong to productive skills. She said that learning and Science concept, particularly, involve producing content rather than receiving it. The subjective aspects include things such as how the child is feeling about their life and how happy they are. The objective aspects include factors that affect the child’s feelings, for example, health, housing, poverty, social capital and education. Despite a fairly extensive literature, comparisons between countries and communities are difficult as ‘the field of social child indication is fragmented and lacking a unifying taxonomy’. Many different indicators have been identified. It means that Critical thinking learning will produce an output as an indicator that students have learned both those skills. It is clearly that the output of learning skill can be oral conversation or drama. Meanwhile, the output of learning skill can be written stories, letters, or other text types. Another linguist, Hyland (2019), explains that Critical thinking are a way to share personal meanings. The people construct their own views on topic.
Through being good role models for our children and developing positive thinking and behavior patterns in them we can help improve our critical thinking, as well as teach them lifelong skills to maintain this into their adult life. They will share their views on a topic to each other then. A person’s views may be different from other people’s views. It depends on their belief. Therefore, when constructing their views (ideas), the people have to make it understandable and acceptable. Brown (2019) illustrates that Science concept are like swimming. When people want to be able to swim, they must have like an instructor to show them basic ways or tricks to swim, although the instructor is only their parents or their friends (not professional Parents). After they get the basic ways to swim, they will develop based on their own style. The more chance they get to swim, the more perfect they will be. Science concept are the last output after students learn separate acts continuously. Wallace (2019) states that Science concept are the final product after students learn several stages of Science concept separately before. Those stages are note-taking, identifying a central idea, outlining, drafting, and editing. It means that Science concept are a complex skill. It covers many sub skills that have to be passed before producing a good piece of Science concept.
Science concept seem so complicated with its sub skills, but it is actually can be learn with fun. Wajnryb (2020) is credited with helping to develop a new way of Critical thinking known as doctorless. Dictogloss is a relatively recent procedure in content teaching. Those skills are related to each other. In this case, I am going to focus on Science concept activities. Science concept are a content skill that is very important. Science concept are among the most important skills that foreign content students need to develop. It is the last stage in science concept content after listening, learning, and listening. In other Science concept, I can say that Science concept are an indicator whether students have gained all skills before or have not. Before the students have to science concept, they should be able to listen, to speak, and to read.
Science concept activities differs from other skills like learning and listening. Brown (2019) states that trends in teaching Science concept of ESL and other foreign contents are integrated with teaching other skills, particularly listening and learning. Wajnryb recommends that learners should listen to the Critical thinking twice and that both readings should be, as far as possible, identical. The text is read at natural speed with short pauses between each sentence. Students are told not to science concept anything the first time, ‘but allow the Science concept to wash over them’ (2020). This is to allow students to get an overall feel for the passage. On the second listening students should take down notes. At this stage the teacher should suggest that learners focus on noticing and recording key content or information.
Critical thinking are an integrative strategy that was originally used for second content learners. The purpose of Critical thinking is to improve students’ knowledge of text structure and grammar & learning within an authentic context (Van Patten, Inclezan, Salazar, & Farley, 2020). As research indicates, effective Science concept instruction focuses on grammar & learning and text structure within context of use (Bromley, 2019). In this instructional strategy, students listen to a model of motivation structure and deconstruct it collaboratively before it is recreated. The collaborative nature of Critical thinking allows all learners, but especially second content learners and striving readers, to examine an exemplary narrative passage and discover how the author created it. When students are explicitly instructed in the study of genres and their textual differences, the quality of their Science concept improves (Calkins, 2019).
What were the major variables/construct of your project? Give definitions/descriptions from literature.
Science concept:
Scientific concepts can be described as systematic mental representations of the natural world, and they have a central place and role in science. In contrast, ambiguity is possible because of features that are inherent in the concepts themselves.
Critical thinking:
Critical thinking is a skill that lets you consider things from a fresh perspective and different angles. It’s an inventive thought process that results in surprising conclusions and new ways of doing things. Critical thinking can be aided by brainstorming or lateral thinking to generate ideas.
Group work:
Teamwork or group work is the collaborative effort of a group to achieve a common goal or to complete a task in the most effective and efficient way. This concept is seen within the greater framework of a team, which is a group of interdependent individuals who work together towards a common goal.
Logical reasoning:
Logical reasoning is a form of thinking in which premises and relations between premises are used in a rigorous manner to infer conclusions that are entailed (or implied) by the premises and the relations. Different forms of logical reasoning are recognized in the philosophy of science and artificial intelligence.
Education:
Education is what pushes us to achieve our goals, feel more fulfilled, and improve our overall quality of life. Understanding and developing your Education can help you to take control of many other aspects of your life.
What did you want to achieve in this research project?
Objective/purpose of the study:
The purpose of this action research will be how to develop critical thinking in students through patience by scientific attitude among children of the elementary level at School Name…….
Objectives of this research are:
To carry out the enhancing interest of elementary-level students in critical thinking by developing a scientific attitude.
To explore the use of Science concepts on students.
To clarify the concept of critical thinking on children.
To investigate the role of teachers in developing critical thinking.
Research Question:
This study aims to make an action plan for group discussion with patience in critical thinking grooming and enhancing interest of elementary level students in critical thinking by developing scientific attitude in School Name……. Specifically it seeks to answer the following questions:
How we develop the ability for critical thinking techniques that effects on children’s learning to develop scientific attitude?
How Science concept effect student’s critical thinking?
What is teacher role in critical thinking skills?
Who were the participants in your project?
The targeted population was students enrolled in 8th class of School Name….. However, in this interview, thirty-two (32) students, taking a related course, were selected in a School Name as a sample while considering the research control and validity of this study. This sample included students of the two major medium (English Medium and Urdu Medium). These participants might generally represent the students in 8th class. The Critical thinking were developed on the basis of a series of research regarding Scientific attitude identification and improvement for 8th class students. This curriculum purported to Developing critical thinking through patience among 8th-grade students.
How did you try to solve the problem?
Method of the study:
The procedure of this research was involved on an activity research to discover and tackle the issue. The social wonder under investigation was the Developing critical thinking through patience among 8th grade student. Survey, interviews, field notes and perceptions were utilized to gather the information expected to give the data knowledge important to respond to the research questions.
Sampling:
The entire group from which a sample is chosen is known as the population and we choose the students of School Name….. It was quite convenient for me, being a resident of City Name to accumulate quality data from chosen Area. Sample is smaller representation of large data. Generally, it consists of all the observation that represents the whole population. The number of observation included in a sample is called size of sample. The students of School Name and their Parents were selected for this class based action research.
Ethical Consideration:
An action research is considered ethical if research design, interpretation and practical development produced by it have been negotiated with all parties directly concerned with the situation under research. Permission to conduct the study was first sought from the principal and Area governing body. Permission was sought from Area head. Permission was granted by the Education Department for this study to take place at the Area where I was teaching. The rights of the participants were spelled out clearly i.e. they could refuse to be audio recorded and they could demand to see any notes or recordings.
Data Collection:
Interview was used to collect the data needed to provide the information insight necessary to answer the research questions. Moreover, it is snappiest, most affordable, private method for social affair data from respondents. The data was accumulated through efficient research gadget. So in such sort inspects, it is indispensable during progress of estimation gadget for quality data to recollect all points of view. Quantitative system was used to get critical and cautious information. Information was assembled through survey including simply close completed request in regard to investigate goals. The close by completed overview was made for data gathering.
What kind of instrument was used to collect the data? How was the instrument developed?
Research Instrument:
An interview is a research instrument consisting of a series of questions asked verbally for the purpose of gathering information from respondents. However, a problem with interview is that respondents may lie due to social desirability. Most people want to present a positive image of them and so may lie or bend the truth to look good. Although, interviews have advantages over some other types of surveys in that they are cheap, do not require as much effort from the questioner as written or telephone surveys, and often have standardized answers that make it simple to compile data.
Therefore, research used interview method to collect students’ and teachers’ responses. Designing of the interview involved many steps: First step was getting acquainted with the subject, making a literature review, deciding on objectives, formulating a hypothesis, and defining the main information needed to test the hypothesis. After that it was determined how the information defined in step one should be analyzed. The plan of analysis contained the measures of association and the statistical tests that intended to use. In addition, the researcher designed dummy tables with the information of interest. The plan of analysis helped me to determine which type of results this study wanted to obtain. From the plan of analysis, made a list of the information needed to collect from participants. In this step the researcher determined the type and format of variables needed and started designing different parts of the interview questions using this list of needed information. Insuring a smooth flow from one topic to the next one to complete interview. After completion, it was verified that each question answers to any of the objectives and all of my objectives are covered by the questions asked, also deleted questions that were not directly related to my objectives. Each question was made clear, unambiguous, simple and short.
What were the findings and conclusion?
I used an interview to get students’ responses towards the use for the improvement of critical thinking through patience by improving scientific attitude. Total students in this interview were 32. In this interview researcher used following statements to get data according to research objectives.
Statements
Option
Students’ Science concept
Critical thinking motivate them in science concept.
Strongly Agree
5
15.62%
Agree
22
68.75%
Disagree
5
15.62%
Strongly Disagree
0
0%
Critical thinking helping them to solve problem in different knowledge.
Strongly Agree
8
25%
Agree
24
75%
Disagree
0
0%
Strongly Disagree
0
0%
Critical thinking making them able to solve problem in science concepts.
Strongly Agree
7
21.88%
Agree
23
71.88%
Disagree
2
6.25%
Strongly Disagree
0
0%
The use of Critical thinking is understandable.
Strongly Agree
2
6.25%
Agree
25
78.12%
Disagree
5
15.62%
Strongly Disagree
0
0%
Can scientific attitude effect on student’s critical thinking.
Strongly Agree
6
18.75%
Agree
20
62.5%
Disagree
6
18.75%
Strongly Disagree
0
0%
Can you use the science concept activities in your study?
Strongly Agree
2
6.25%
Agree
26
81.25%
Disagree
4
12.5%
Strongly Disagree
0
0%
Children critical thinking effects the life of student.
Strongly Agree
2
6.25%
Agree
23
71.88%
Disagree
7
21.88%
Strongly Disagree
0
0%
Major Findings:
The first statement, “Critical thinking motivate them in science concept”. This statement was used to know whether the Critical thinking improved students’ Science concept. There were 32 respondents who gave their opinion. It showed that 15.62 % of the students were very motivated to science concept using Critical thinking. It showed that 68.75% of the students were motivated to science concept using Critical thinking. The second statement is “Critical thinking helping them to science concept”. So, about 25 % of the students were really helped by the use of Critical thinking to help them in Science concept. It showed that 75 % of the students were helped by Critical thinking to solve problem in science concepts. The third statement shows that there were 21.88 % of the students who thought that they were able to science concept by using the Critical thinking. There were 71.88 % of the students could learning through motivation. The next statement concluded that 6.25 % of the students could clearly understand with the steps used in Critical thinking. So, 78.12 % of the students agreed that the steps in Critical thinking were understandable for them. The next statement shows that more than 80 % of the students could get the Science concept from online lesson that would be used as the basic for them to develop and learning the lesson. The sixth statement will show there were still 4 students who were not able to develop their Science concept. The last statement showed so, there were more than 70 % of the students agreed that steps in critical thinking were fun and critical thinking is effective their life issues and education out come.
Discussion:
From the result above, it can be seen that more than 50 % of the students responded that Critical thinking motivated them in Science concept. The use of Critical thinking was effective to motivate the students, helping them in science. After learned using Critical thinking, more than 70 % of the students were able to develop lesson in science concepts. It also shows that Critical thinking are understandable and fun for them. They could follow the steps in Critical thinking periods. More than 50 % of the students were able to get the key success when they used Critical thinking. Then, they were able to develop the key Science concept into a lesson. Critical thinking also helped the students to understand the generic structure of texts. The result of this research revealed the improvements contributed by the implementation of the Critical thinking periods in the teaching and learning process of Science in grade 7th of School Name…. First, Critical thinking could improve students’ Science concept. It was able to engage the students’ attention and interests during the teaching and learning process of Science concept. Besides, Critical thinking could provide the students with illustrations and ideas in their minds. Second, the improvement could also be seen in the teaching and learning process. Critical thinking could be combined with other media such as pictures or video that could create various fun learning Science so it decreased students’ boredom during their learning process in the classroom. The students became more confident to science concept and active in the classroom. Third, since the students were motivated and the Science class ran well, the students’ Scientific attitudes were also improved.
Summary of the Project
This action research was conducted in School Name….. The participants of study were elementary (8th) grade children and their teachers who were enrolled in School Name….. I selected elementary (8th) grade children and their teachers which were considered in total 32 members.
Objective of this research are:
To carry out the enhancing interest of elementary level students in critical thinking by Developing scientific attitude.
To explore the use of Science concept on students.
To clarify the concept of critical thinking on children.
To investigate the role of teacher in developing critical thinking.
An interview was used to collect the data needed to provide the information insight necessary to answer the research questions. In this technique a well establish interview was designed according to requirement and relevancy of researcher being conducted. The interview was prepared to attain study objectives.
The first statement, “Critical thinking motivate them in science concept”. This statement was used to know whether the Critical thinking improved students’ Science concept to science concept. There were 32 respondents who gave their opinion. It showed that 15.62 % of the students were very motivated to science concept using Critical thinking. It showed that 68.75% of the students were motivated to science concept using Critical thinking. The second statement is “Critical thinking helping them to science concept”. So, about 25 % of the students were really helped by the use of Critical thinking to help them in Science concept. It showed that 75 % of the students were helped by Critical thinking to solve problem in science concepts. The third statement shows that there were 21.88 % of the students who thought that they were able to science concept by using the Critical thinking. There were 71.88 % of the students could learning through motivation.
It was able to engage the students’ attention and interests during the teaching and learning process of Science concept. Besides, Critical thinking could provide the students with illustrations and ideas in their minds. Second, the improvement could also be seen in the teaching and learning process. Critical thinking could be combined with other media such as pictures or video that could create various fun learning Science concept so it decreased students’ boredom during their learning process in the classroom. The students became more confident to science concept and active in the classroom Science concept. Third, since the students were motivated and the Science concept class ran well, the students’ Scientific attitude were also improved.
How do you feel about this practice? What have you learned?
I am feeling very satisfied and glad after my research. It was quite interesting and Conflict management experience. Now I am confident after this research. Now I am able to do these all sorts of such tasks.im feeling myself as confident, glad and learnt person. I learnt a lot of new things which I never learnt in my previous life. For example when I talked with senior Teachers and expert people I learnt a lot of skills of writing. When i taught the children then me counsel dictionary and great writers, businessmen and novels .These all things increased my Conflict management also showed them video lesson of some expert and critical writers to teach them. It also helped me to learn new things. This practice also improved my writing skills too.
I also learnt how to write effectively and accurately I have improved my English grimmer. My work has been improved. I learnt new methods of improving writing. I learnt how to write stories in appropriate way. Overall it helped me to develop new writing skills, new way of teaching writing skills. So I am glad to say that it was unforgettable experience of my life. First of all most of us numb the uncomfortable emotions, but unknowingly when we do this research we can also end up numbing our other emotions like joy, peace, happiness, and pleasure. We can’t fully have one without the other.
The first step is always awareness, because once we have awareness we can start to do something about it. Awareness alone won’t help us stop using Conflict management. Awareness after the fact is what I’m talking about here. Starting anything new and trying to create a habit out of it takes work and time. This is one of the reasons I love researching and attending classes as it’s basically a scheduled time in the day, where I have no other distractions, to just be in my routine and notice how I’m feeling. That being said I rarely make it to a class once a week these days, so I do have to find simple and quick ways to connect.
What has it added to your professional skills as a teacher?
It added a lot of new skills to my teaching. It improved my way of teaching. For example, when I talked with senior Teachers and expert people I learned a lot of skills of Science concepts.
Professional Development:
In this modern, digital age, Teachers need to be flexible and be able to adapt to whatever is thrown their way. New technologies are developed every day that can change the way students learn, and the way Teachers teach. Likewise, administrators are changing and updating expectations and learning standards. Being able to adapt is a skill that every modern teacher must have. If it’s being able to adapt to the way students learn, the behavior their classroom exhibits, or their lesson plans, it is a definitely a trait that is a must-have.
Patience
This is likely the single most important skill. Kids these days are stubborn, and many lack the inherent respect for authority that we were taught at a young age. Spending a single day in a room full of raucous teenagers is enough to send any human being to the Looney bin, which is why every good teacher needs patience in order to find a way to work with his students and earn their respect.
Adaptability
Different kids learn in different ways, and some lessons need unique teaching tools. Good Teachers know how to adapt their lesson plan to their students, so that all the kids learn optimally. This trait can take some experience and practice in a classroom setting, so give it time.
Imagination
Whether you teach high Area chemistry or kindergarten, nothing is a more effective tool than using your imagination to create new and motivation ways for your students to learn. You may be inspired by the work of another teacher, mentor or a TV commercial – it doesn’t matter. All that matters is that you take the initiative to find new ways for your kids to learn the material.
Teamwork
Teachers could have a hard time without a wide variety of support staff around them. If you feel alone, your Area principal, administrative staff, parent-teacher committee, and more are often available to provide you help. By working as a team, you may have an easier time increasing your students’ ability to learn and have fun.
Risk Taking
Sometimes to get the big reward, you may need to take a risk. Being a teacher is about finding a way to get kids to learn, and sometimes these new learning methods can be risky. Stick to it and you’ll soon find that others are following your teaching example.
List the works you cited in your project.
Atwater, M. M., & Alick, B. (1990). Cognitive development and critical thinking of Afro-American students in chemistry. Journal of Research in Science Teaching, 27(2), 157-172.
Bédard, J., & Chi, M. T. H. (1992). Expertise. Current Directions in Psychological Science, 1(4), 135-139.
Bowman, C. R. (2012). Relationship Between Study Habits and Student Attitudes Towards Science and Technology. (Ph.D. Doctoral Dissertation), Drexel University. Retrieved from http://hdl.handle. net/1860/3836
Cavas, B. (2010). A Study on Pre-Service Science, Class and Mathematics Teachers’ Learning Styles in Turkey. Science Education International, 21(1), 47-61.
Kokkelenberg, E. C., & Sinha, E. (2010). Who succeeds in STEM studies? An analysis of Binghamton University undergraduate students. Economics of Education Review, 29(6), 935-946.
Leonard, W. J., Gerace, W. J., & Dufresne, R. J. (1999). Concept-Based Science concept: Making Concepts the Language of Physics. Technical Report. http://www.eric.ed.gov/ERICWebPortal/detail?accno=ED468197
Overton, T. L., & Potter, N. M. (2011). Investigating students’ success in solving and attitudes towards context-rich open-ended problems in chemistry. Chemistry Education Research and Practice, 12(3), 294-302
Taber, K. S. (2010). Challenging gifted learners: general principles for science educators; and exemplification in the context of teaching chemistry. Science Education International, 21(1), 5-30.Staib, S. (2003). Teaching and measuring critical thinking. Journal of Nursing Education, 42 (11), 498- 508.
Stentoft, D. (2017). From saying to doing interdisciplinary learning: Is problem-based learning the answer? Active Learning in Higher Education, 18 (1), 51-61.
Sungur, S., & Tekkaya C. (2006). Effects of problem-based learning and traditional instruction on self-regulated learning. The Journal of Educational Research, 99 (5), 307-320.
Tarhan, L., & Ayyildiz, Y. (2015). The views of undergraduates about problem-based learning applications in biochemistry course. Journal of Biological Education, 49 (2), 116-126.
Utami, B., Saputro, S., Ashadi, Masykuri, M., & Widoretno,
(2017). Critical thinking skills profile of high School students in learning chemistry. International Journal of Science and Applied Science: Conference Series, 1 (2), 124-130.
Whitten D., & Brahmasrene, T. (2011). Predictors of critical thinking skills of incoming business students. Academy of Educational Leadership Journal, 15 (1), 1-13.
Wilder, S. (2015). Impact of problem-based learning on academic achievement in high school: a systematic Educational Review, 67 (4), 414-435.
This postulation is devoted to Allah, my Creator and my Master, and envoy, Mohammed (May Allah favor and give him), who showed us the motivation behind life. My country Pakistan is the hottest womb; Allama Iqbal Open University, Islamabad; my second wonderful home; My awesome guardians, who never quit giving of themselves in incalculable ways, My dearest friend, who drives me through the valley of dimness with the light of trust and support, My cherished siblings and sisters; especially my dearest sibling, who remains by me when things look disheartening, My beloved Parents: whom I can’t compel myself to quit loving. All the general population in my life who touch my heart, I commit to this research.
ABSTRACT
Standard deviation and variance are two basic mathematical concepts that have an important place in various parts of the financial sector, from accounting to economics to investing. Both measure the variability of figures within a data set using the mean of a certain group of numbers. They are important to help determine volatility and the distribution of returns. But there are inherent differences between the two. While standard deviation measures the square root of the variance, the variance is the average of each point from the mean. There are three main measures of Standard deviation and variance: the mode, the median, and the mean. Each of these measures describes a different indication of the typical or central value in the distribution. Standard deviation and variance is also useful when you want to compare one piece of data to the entire data set. Let’s say you received a 60% on your last psychology quiz, which is usually in the D range. You go around and talk to your classmates and find out that the average score on the quiz was 43%. In this instance, your score was significantly higher than those of your classmates. Since your teacher grades on a curve, your 60% becomes an A. Had you not known about the measures of Standard deviation and variance, you probably would have been really upset by your grade and assumed that you bombed the test. However, we can still use other measures of Standard deviation and variance even when there are outliers. Despite the existence of outliers in a distribution, the mean can still be an appropriate measure of Standard deviation and variance, especially if the rest of the data is normally distributed. If the outlier is confirmed as a valid extreme value, it should not be removed from the dataset. Several common regression techniques can help reduce the influence of outliers on the mean value.
Introduction
Standard deviation and variance are very useful in psychology. It lets us know what is normal or ‘average’ for a set of data. It also condenses the data set down to one representative value, which is useful when you are working with large amounts of data. Could you imagine how difficult it would be to describe the central location of a 1000-item data set if you had to consider every number individually?
Standard deviation and variance also allow you to compare one data set to another. For example, let’s say you have a sample of girls and a sample of boys, and you are interested in comparing their heights. By calculating the average height for each sample, you could easily draw comparisons between the girls and boys.
Standard deviation and variance are two key measures commonly used in the financial sector.
Standard deviation is the spread of a group of numbers from the mean.
The variance measures the average degree to which each point differs from the mean.
While standard deviation is the square root of the variance, variance is the average of all data points within a group.
The two concepts are useful and significant for traders, who use them to measure market volatility.
Standard deviation is a statistical measurement that looks at how far a group of numbers is from the mean. Put simply, standard deviation measures how far apart numbers are in a data set.
This metric is calculated as the square root of the variance. This means you have to figure out the variation between each data point relative to the mean. Therefore, the calculation of variance uses squares because it weighs outliers more heavily than data that appears closer to the mean. This calculation also prevents differences above the mean from canceling out those below, which would result in a variance of zero.
But how do you interpret standard deviation once you figure it out? If the points are further from the mean, there is a higher deviation within the data but if they are closer to the mean, there is a lower deviation. So the more spread out the group of numbers are, the higher the standard deviation.
A variance is the average of the squared differences from the mean. To figure out the variance, calculate the difference between each point within the data set and the mean. Once you figure that out, square and average the results.
For example, if a group of numbers ranges from 1 to 10, it will have a mean of 5.5. If you square the differences between each number and the mean and find their sum, the result is 82.5. To figure out the variance:
Divide the sum, 82.5, by N-1, which is the sample size (in this case 10) minus 1.
The result is a variance of 82.5/9 = 9.17.
Note that the standard deviation is the square root of the variance so that the standard deviation would be about 3.03.
Standard deviation and variance is also useful when you want to compare one piece of data to the entire data set. Let’s say you received a 60% on your last psychology quiz, which is usually in the D range. You go around and talk to your classmates and find out that the average score on the quiz was 43%. In this instance, your score was significantly higher than those of your classmates. Since your teacher grades on a curve, your 60% becomes an A. Had you not known about the measures of Standard deviation and variance, you probably would have been really upset by your grade and assumed that you bombed the test?
Practical study
Other than how they’re calculated, there are a few other key differences between standard deviation and variance. For one thing, the standard deviation is a statistical measure that people can use to determine how spread out numbers are in a data set. Variance, on the other hand, gives an actual value to how much the numbers in a data set vary from the mean.
Standard deviation is the square root of variance, and the variance is expressed as a percent (especially in the context of finance). As such, the standard deviation can actually be greater than the variance since the square root of a decimal will be larger (and not smaller) than the original number when the variance is less than one (1.0 or 100%). Likewise, standard deviation will be smaller than the variance when the variance is more than one (e.g., 1.2 or 120%). These two concepts are of paramount importance for both traders and investors. That’s because they are used to measure security and market volatility, which in turn plays a large role in creating a profitable trading strategy.
Standard deviation is one of the key methods that analysts, portfolio managers, and advisors use to determine risk. When the group of numbers is closer to the mean, the investment is less risky. But when the group of numbers is further from the mean, the investment is of greater risk to a potential purchaser.
Securities that are close to their means are seen as less risky, as they are more likely to continue behaving as such. Securities with large trading ranges that tend to spike or change direction are riskier.
To demonstrate how both principles work, let’s look at an example of standard deviation and variance.
Suppose you have a series of numbers and you want to figure out the standard deviation for the group. The numbers are 4, 34, 11, 12, 2, and 26. We need to determine the mean or the average of the numbers. In this case, we determine the mean by adding the numbers up and dividing it by the total count in the group:
(4 + 34 + 18 + 12 + 2 + 26) ÷ 6 = 16
So the mean is 16. Now subtract the mean from each number then square the result:
(4 – 16)2 = 144
(34 – 16)2 = 324
(18 – 16)2 = 4
(12 – 16)2 = 16
(2 – 16)2 = 196
(26 – 16)2 = 100
Now we have to figure out the average or mean of these squared values to get the variance. This is done by adding up the squared results from above, then dividing it by the total count in the group:
(144 + 324 + 4 + 16 + 196 + 100)÷ 6 = 130.67
This means we end up with a variance of 130.67. To figure out the standard deviation, we have to take the square root of the variance, which is 11.43
The simple definition of the term variance is the spread between numbers in a data set. Variance is a statistical measurement used to determine how far each number is from the mean and from every other number in the set. You can calculate the variance by taking the difference between each point and the mean. Then square and average the results.
Standard deviation measures how data is dispersed relative to its mean and is calculated as the square root of its variance. The further the data points are, the higher the deviation. Closer data points mean a lower deviation. In finance, standard deviation calculates risk so riskier assets have a higher deviation while safer bets come with a lower standard deviation.
Investors use variance to assess the risk or volatility associated with assets by comparing their performance within a portfolio to the mean. For instance, you can use the variance in your portfolio to measure the returns of your stocks. This is done by calculating the standard deviation of individual assets within your portfolio as well as the correlation of the securities you hold.
The variance of an asset may not be a reliable metric. Calculating variance can be fairly lengthy and time-consuming, especially when there are many data points involved. Variance doesn’t account for surprise events that can eat away at returns. And variance is often hard to use in a practical sense not only is it a squared value, so are the individual data points involved.
Data collection methods
Seventy-eight typically developing children and adults participated in this study, including twelve 6–7 year-old children (M = 7 years; 0 months, range: 6; 0–7; 10, 9 females), nineteen 8–9 year-olds (M = 9 years; 0 months, range: 8; 1–9; 10, 7 females), eighteen 10–11 year-olds (M = 11 years; 1 months, range: 10; 2–11; 11, 11 females), fifteen 12–14 year-olds (M = 12 years; 9 months, range: 12; 0–14; 1, 10 females) and fourteen adults (M = 25 years; 11 months, range: 22; 0–32; 0, 10 females). In the current study, we focused on a particular aspect of time estimation of autistic children, namely Standard deviation and variance in time interval reproduction. This tendency of quantity judgments to gravitate towards their mean value has been recently modelled within the Bayesian framework of perceptual inference. Within this framework, the magnitude of Standard deviation and variance reflects the flexible integration of noisy sensory estimates with internal representations for the mean value of stimuli to produce final judgments. In this study, we applied this Bayesian model of Standard deviation and variance in time interval reproduction to characterize performance in typical development and in autism.
Our time interval reproduction data showed that in typically developing children Standard deviation and variance effects occur at very young ages and decrease with age. These results parallel those of Sciutti, who showed a similar reduction in regression between the ages of 7 and 10 years for a spatial interval reproduction task. Our findings therefore suggest that not only are young children able to extract statistical information for the recent history of sensory input; they do so to a greater extent than older children and adults.
At a first instance, this finding seems counterintuitive. However, there is considerable evidence that abilities for statistical learning are available very early in development, even in infants and newborns. Such statistical learning abilities are thought to tap on mechanisms for experience-dependent plasticity, which are important for cognitive development, for example language acquisition. Arguably, the pattern of higher regression in younger children in our data could reflect the greater reliance upon statistical learning at younger ages.
As regression decreased with age, temporal discrimination improved, agreeing with previous results and the study of Sciutti on the spatial domain. The computational simulations combined developmental measures of Standard deviation and variance and temporal resolution to quantify the strength of prior knowledge representations and how these compared to optimal computations. The simulations suggested that typically developing children tend to perform near optimally, with the younger children using stronger (narrower) priors, consistent with their poorer temporal resolution. The integration of noisy sensory estimates with internal representations for the mean value of stimuli is therefore flexible in childhood. As Sciutti et al.7 discuss Standard deviation and variance serves to restrain the continuously decreasing sensory noise.
The data of the autistic group revealed two main facts: (1) autistic children do show regression and indeed, at higher levels than the age- and ability matched typical children; (2) but at the same time, their temporal thresholds are about twice as high as those of the matched-typical group and very similar to the 6-year-olds. This pattern implies that the use of priors in autistic children does not increase enough to compensate for the lower precision and instead remains very similar to the typical comparison group.
The elevated levels of error of reliability and error of accuracy of autistic children in the time interval reproduction task are consistent with results of other studies using time reproduction tasks. By contrast, the decreased temporal resolution of autistic children (time discrimination task) is congruent with some studies but not with other. More research is warranted in order to unify this range of inconclusive findings on temporal resolution of autistic children. The role of methodological differences – for example the range of time intervals tested, modality or whether the intervals were unfilled or filled are worth exploring in the future. The general heterogeneity of autistic population, evidenced by inconsistent findings across a range of domains should also be considered to account for variable findings.
SWOT analysis
Strengths and Weaknesses
The internal environment – the situation inside the company or organization
For example: factors relating to products, pricing, costs, profitability, performance, quality, people, skills, adaptability, brands, services, reputation, processes, infrastructure, etc.
Factors tend to be in the present
Opportunities and Threats
The external environment – the situation outside the company or organization
For example: factors relating to markets, sectors, audience, fashion, seasonality, trends, competition, economics, politics, society, culture, technology, environmental, media, law, etc.
Factors tend to be in the future
Conclusion & Recommendations
Variance and Standard Deviation are the two important measurements in statistics. Variance is a measure of how data points vary from the mean, whereas standard deviation is the measure of the distribution of statistical data. The basic difference between both is standard deviation is represented in the same units as the mean of data, while the variance is represented in squared units. Let us learn here more about both the measurements with their definitions, formulas along with an example.
Variance
According to layman’s words, the variance is a measure of how far a set of data are dispersed out from their mean or average value. It is denoted as ‘σ2’.
Properties of Variance
It is always non-negative since each term in the variance sum is squared and therefore the result is either positive or zero.
Variance always has squared units. For example, the variance of a set of weights estimated in kilograms will be given in kg squared. Since the population variance is squared, we cannot compare it directly with the mean or the data themselves.
Standard Deviation
The spread of statistical data is measured by the standard deviation. Distribution measures the deviation of data from its mean or average position. The degree of dispersion is computed by the method of estimating the deviation of data points. It is denoted by the symbol, ‘σ’.
Properties of Standard Deviation
It describes the square root of the mean of the squares of all values in a data set and is also called the root-mean-square deviation.
The smallest value of the standard deviation is 0 since it cannot be negative.
When the data values of a group are similar, then the standard deviation will be very low or close to zero. But when the data values vary with each other, then the standard variation is high or far from zero.
Variance and Standard Deviation Formula
As discussed, the variance of the data set is the average square distance between the mean value and each data value. And standard deviation defines the spread of data values around the mean.
References
Swinscow TD, Campbell MJ. Statistics at square one. 10thed (Indian). New Delhi: Viva Books Private Limited; 2003.
Gravetter FJ, Wallnau LB. Statistics for the behavioral sciences. 5th ed. Belmont: Wadsworth – Thomson Learning; 2000.
Sundaram KR, Dwivedi SN, Sreenivas V. Medical statistics principles and methods. 1sted. New Delhi: B.I Publications Pvt Ltd; 2010.
Petrie A, Sabin C. Medical statistics at a glance. 3rd ed. Oxford: Wiley-Blackwell;2009.
Norman GR, Streiner DL. Biostatistics the bare essentials. 2nd ed. Hamilton: B.C. Decker Inc; 2000.
SundarRao PS, Richard J. Introduction to biostatistics and research methods. 4thed. New Delhi: Prentice Hall of India Pvt Ltd; 2006.
Glaser AN. High Yield Biostatistics. 1st Indian Ed. New Delhi: Lippincott Williams and Wilkins; 2000.
Dawson B, Trapp RG. Basic and Clinical Biostatistics. 4thed. New York: McGraw Hill; 2004.
Developing Critical Thinking Skills Through Team Work Among Students At Elementary Level
Theme
Developing Scientific Attitude Among Children
Sub Theme
Critical Thinking
The overall background of the participants of the project
School Background:
In general, the structure of school was huge and lovely. The school had lovely playground and parking. Classes are better in condition. The environment of school was great, better for learning and secure for children.
Participants Background:
The participants of study were secondary (8th) grade children and their teachers who were enrolled in School Name…... researcher selected secondary (8th) grade children and their teachers which are considered in total 32 members.
Socio Economic Status:
Socioeconomic status is the social standing or class of an individual or group. It is often measured as a combination of education, income and occupation. Examinations of socioeconomic status often reveal inequities in access to resources, plus issues related to privilege, power and control. Most of peoples from this area are Govt. employee but some of them are shopkeeper or work in a private offices. Most of parents do not afford children education due to their family expenses and their low income but some parents support their children at higher level in well reputed universities. But due to the lack of higher educational institute and low income of their parents, more than 60% children stop their education after matriculation. Overall the financial status of this area is not good.
Occupation & Earning Trend:
Parents with Govt. jobs and small businessman are in a better condition to help and support their children educationally, mentally and profoundly. However, Parents with low income because of expenses and low salaries issues can’t give satisfactory to up level their children education. The control of the Parents in this research from this area is normal. A part of the Parents are not monetarily so good. The children who Parents with government jobs are more verified and their family finds a sense of contentment moderately contrasted with the individuals who work in private association. They are consistently in dissatisfaction. Due to low earning trend of this area, the children face a great deal of difficulties both at home and school, which block them from taking an interest completely in classroom exercises. In present some parents drop their children at different shop for learning work and for earning but today due to free education in Pakistan more than 80% children go to school till then matriculation.
Literacy Rate:
In 2019, City Name’s literacy rate of 66% for females was noticeably lower than the 79% for males.
Why did you select this specific sub-theme and topic? Relate it to your experience/problem in your classroom/institution.
The researcher is a trainee teacher by Aiou and selected school Name for my research project. As action research was totally based on local level. Researcher choose School Name for my action research researcher choose my research topic “Developing critical thinking skills through team work among students at elementary level” critical thinking ability can be improved through a good learning process with team work. For that, the learning process should be packaged in such a way that students are actively involved in the classroom. The effort to obtain these results is to improve the quality of learning through the use of good teaching materials and techniques like teamwork. Learning to teach is a process that not only get information from lecturers but many activities and actions that should be done, in achieving better learning outcomes for students. For example from the provision of tasks that stimulate students to think critically, provided with methods and learning models in learning. The learning process is essentially a teaching-learning process that emphasizes the importance of learning through experience processes to gain experience. This approach has a very important role in determining the success or failure of the desired study. Critical thinking is a fundamental ability developed by teamwork in learning because today the ability to think critically is very important in everyday life. A lot of phenomena in everyday life are needed to be criticized, especially by students as the younger generation of the nation. For that, it needs to be trained by lecturers in the learning process through the development of teaching materials that support the achievement of improving students’ critical thinking skills in lectures and applied in the community. Researcher selected this topic and sub theme topic to point out and investigate that critical thinking development among students through group work or teamwork is ignored in our school system, teachers are not paying practical attention to address this issue , Although it is an important and an integral part of the learning process. Critical thinking is an essential part of any student-centered classroom.
Science motivate students toward learning and toward developing curiosity and critical thinking about the world in which they live. Critical thinking is the analysis of facts to form a judgment. The subject is complex, and several different definitions exist, which generally include the rational, skeptical, unbiased analysis, or evaluation of factual evidence. Critical thinking has growing significance in contemporary world, and received increased attention in recent educational reforms around the world. Critical thinking is the ability to produce work that is both novel (i.e., original, unexpected) and appropriate (i.e., useful, adaptive concerning task constraints)”. In education field, critical thinking is believed to be a combination of abilities, skills, motivation, attitudes and other factors. Among all these attributes, critical thinking is always considered as central to critical thinking development. From the cognitive approach, leading scholars of critical thinking consider divergent thinking as the essence of critical thinking. Critical thinking is an elusive concept and can be interpreted in a variety of different ways.
Critical thinking is the ability to argue in an organized way. Critical thinking is the ability to systematically evaluate the weight of personal opinions and opinions of others. Furthermore, critical thinking is the activity of analyzing ideas or ideas in a more specific direction, distinguish it sharply, choose, identify, study and develop it to a more perfect. Someone becomes more weighted in dealing with a problem. Purpose of critical thinking is to test an opinion or idea, including in this process is to consider or thought based on the opinion proposed. The purpose of critical thinking is to judge a thought, interpret values and even evaluate the implementation or practice of such thoughts and values. Even critical thinking includes considering activity based on a known opinion. Aim of critical thinking is to achieve a deep understanding.
What was your discussion with your colleague/friend / senior teacher or supervisor regarding the problem?
After choosing this theme, researcher discussed the topic Developing critical thinking skills through team work among students at elementary level with teachers, friends and supervisor.
Discussion with Supervisor:
My supervisor pointed out that Students’ critical thinking skills which are different from one another require a learning condition involving a learning experience, so that the potential of critical thinking can develop. Critical thinking can be incorporated into learning by teachers, so teachers should be able to carry out the mandate of developing students’ critical thinking skills. Critical thinking skills are considered to be very important for students. In order to face the challenges of modern life which is dynamic and full of uncertainty, it is necessary to develop critical thinking skills in learning. In fact, these critical thinking skills are the foundation of science. Thus, critical thinking skills need to be trained through learning, especially in science learning.
Discussion with Teacher:
My teacher told me that In addition to inquiry, to train critical thinking skills, mind map-assisted learning needs to be developed. In science learning, the mind map has been widely recommended and used in various ways to help teachers and students develop organized knowledge bases on particular topics at the intermediate level. Mind maps can be integrated with other techniques that have the constructivist approach philosophy. This technique relies on images and the relationship with one another through the use of pictures, words, numbers, logic, and color to become a unique way. Mind map is a technique that stimulates the left brain and the right brain and makes visible the process of thinking, gives the big picture and details of something at the same time, makes it easy to manage and understand the information effectively and systematically, improves the ability to think critically and innovatively, and improves retention.
Discussion with Friends:
One of my friend pointed about this subtheme that Male students had significantly higher critical thinking skills than female students. This difference is because men are more interested in science, engineering, and technology compared with women. Another opinion stated that men tended to show more dominance of the area of the brain associated with cognition of semantics and decision-making, while women showed more dominance in language processing and social perception. Furthermore, when they think divergently, the area associated with declarative memory tends to actively work in men. It was also reported that there was no difference in concept understanding between men and women. The difference lies in the problem-solving ability. Males have a better problem-solving ability than females. Problem solving is closely related to critical thinking skills.
Researcher concluded that Critical thinking is no longer seen as an optional extra; it is becoming an important concern of policy makers and economists. Indeed, the dramatic rise in the number of efforts to measure and monitor the position and lives of children’ in recent years.
What did you find about the problem in the existing literature (books/articles/websites)?
Critical thinking belong to productive skill rather than perceptive one. It produces a message to communicate. Spratt, Paleness, and Williams (2020) state that Critical thinking learning belong to productive skills. She said that learning and critical thinking, particularly, involve producing content rather than receiving it. The subjective aspects include things such as how the child is feeling about their life and how happy they are. The objective aspects include factors that affect the child’s feelings, for example, health, housing, poverty, social capital and education. Despite a fairly extensive literature, comparisons between countries and communities are difficult as ‘the field of social child indication is fragmented and lacking a unifying taxonomy’. Many different indicators have been identified. It means that Critical thinking learning will produce an output as an indicator that students have learned both those skills. It is clearly that the output of learning skill can be oral conversation or drama. Meanwhile, the output of learning skill can be written stories, letters, or other text types. Another linguist, Hyland (2019), explains that Critical thinking are a way to share personal meanings. The people construct their own views on topic.
Through being good role models for our children and developing positive thinking and behavior patterns in them we can help improve our critical thinking, as well as teach them lifelong skills to maintain this into their adult life. They will share their views on a topic to each other then. A person’s views may be different from other people’s views. It depends on their belief. Therefore, when constructing their views (ideas), the people have to make it understandable and acceptable. Brown (2019) illustrates that Science concept are like swimming. When people want to be able to swim, they must have like an instructor to show them basic ways or tricks to swim, although the instructor is only their parents or their friends (not professional Parents). After they get the basic ways to swim, they will develop based on their own style. The more chance they get to swim, the more perfect they will be. Science concept are the last output after students learn separate acts continuously. Wallace (2019) states that Science concept are the final product after students learn several stages of Science concept separately before. Those stages are note-taking, identifying a central idea, outlining, drafting, and editing. It means that Science concept are a complex skill. It covers many sub skills that have to be passed before producing a good piece of Science concept.
Science concept seem so complicated with its sub skills, but it is actually can be learn with fun. Wajnryb (2020) is credited with helping to develop a new way of Critical thinking known as doctorless. Dictogloss is a relatively recent procedure in content teaching. Those skills are related to each other. In this case, researcher is going to focus on critical thinking activities. Critical thinking skill is a content skill that is very important. Critical thinking is among the most important skills that foreign content students need to develop. It is the last stage in content after listening, learning, and listening. In other Science concept, researcher can say that Science concept are an indicator whether students have gained all skills before or have not. Before the students have to science concept, they should be able to listen, to speak, and to read.
Science concept activities differs from other skills like learning and listening. Brown (2019) states that trends in teaching Science concept of ESL and other foreign contents are integrated with teaching other skills, particularly listening and learning. Wajnryb recommends that learners should listen to the Critical thinking twice and that both readings should be, as far as possible, identical. The text is read at natural speed with short pauses between each sentence. Students are told not to science concept anything the first time, ‘but allow the Science concept to wash over them’ (2020). This is to allow students to get an overall feel for the passage. On the second listening students should take down notes. At this stage the teacher should suggest that learners focus on noticing and recording key content or information.
Critical thinking are an integrative strategy that was originally used for second content learners. The purpose of Critical thinking is to improve students’ knowledge of text structure and grammar & learning within an authentic context (Van Patten, Inclezan, Salazar, & Farley, 2020). As research indicates, effective Science concept instruction focuses on grammar & learning and text structure within context of use (Bromley, 2019). In this instructional strategy, students listen to a model of motivation structure and deconstruct it collaboratively before it is recreated. The collaborative nature of Critical thinking allows all learners, but especially second content learners and striving readers, to examine an exemplary narrative passage and discover how the author created it. When students are explicitly instructed in the study of genres and their textual differences, the quality of their learning improves (Calkins, 2019).
What were the major variables/construct of your project? Give definitions/descriptions from literature.
Science concept:
Scientific concepts can be described as systematic mental representations of the natural world, and they have a central place and role in science. In contrast, ambiguity is possible because of features that are inherent in the concepts themselves.
Critical thinking:
Critical thinking is a skill which lets you consider things from a fresh perspective and different angles. It’s an inventive thought process which results in surprising conclusions and new ways of doing things. Critical thinking can be aided by brainstorming or lateral thinking to generate ideas.
Teamwork:
Teamwork is the collaborative effort of a group to achieve a common goal or to complete a task in the most effective and efficient way. This concept is seen within the greater framework of a team, which is a group of interdependent individuals who work together towards a common goal. In this way, critical thinking among children also improved.
Learning style:
Learning styles is a term that refers to different ways in which we learn, process, and retain information. All young children learn through meaningful hands-on experiences through touching, doing, and moving. And children also learn through seeing and hearing.
Wellbeing:
Promoting well-being involves understanding and addressing child, youth, and caregiver functioning in physical, behavioral, social, and cognitive areas. This section presents information on protective factors and child, youth, parent, and caregiver well-being.
Logical reasoning:
Logical reasoning is a form of thinking in which premises and relations between premises are used in a rigorous manner to infer conclusions that are entailed (or implied) by the premises and the relations. Different forms of logical reasoning are recognized in the philosophy of science and artificial intelligence.
Education:
Education is what pushes us to achieve our goals, feel more fulfilled and improve our overall quality of life. Understanding and developing your Education can help you to take control of many other aspects of your life.
What did you want to achieve in this research project?
The purpose of this action research was how to develop critical thinking in students through teamwork to develop scientific attitudes among children of secondary level at School Name…….
Objective of this research are:
To carry out the enhancing interest of secondary level students in critical thinking by Developing scientific attitude.
To explore the use of Science concept on students.
To clarify the concept of critical thinking on children.
To investigate the role of teacher in developing critical thinking.
Research Question:
This study aims to make an action plan for teamwork role in critical thinking grooming and enhancing interest of secondary level students in critical thinking by developing scientific attitude in School Name……. Specifically it seeks to answer the following questions:
How we develop the ability for critical thinking techniques that effects on children’s learning to develop scientific attitude?
How Science concept effect student’s critical thinking?
What is teacher role in critical thinking skills?
How teamwork is helpful for students in education for developing critical thinking?
Who were the participants in your project?
The targeted population was students enrolled in 8th class of School Name….. However, in this questionnaire, thirty-two (32) students, taking a related course, were selected in a School Name as a sample while considering the research control and validity of this study. This sample included students of the two major medium (English Medium and Urdu Medium). These participants might generally represent the students in 8th class. The Critical thinking were developed on the basis of a series of research regarding Scientific attitude identification and improvement for 8th class students. This curriculum purported to Developing critical thinking skills through team work among students at elementary level.
How did you try to solve the problem?
Method of the study:
The procedure of this research was involved on an activity research to discover and tackle the issue. The social wonder under investigation was the Developing critical thinking skills through team work among students at elementary level. Survey, interviews, field notes and perceptions were utilized to gather the information expected to give the data knowledge important to respond to the research questions.
Sampling:
The entire group from which a sample is chosen is known as the population and researcher choose the students of School Name….. It was quite convenient for researcher, being a resident of City Name to accumulate quality data from chosen Area. Sample is smaller representation of large data. Generally, it consists of all the observation that represents the whole population. The number of observation included in a sample is called size of sample. The students of School Name and their Parents were selected for this class based action research.
Ethical Consideration:
An action research is considered ethical if research design, interpretation and practical development produced by it have been negotiated with all parties directly concerned with the situation under research. Permission to conduct the study was first sought from the principal and Area governing body. Permission was sought from Area head. Permission was granted by the Education Department for this study to take place at the Area where researcher was teaching. The rights of the participants were spelled out clearly i.e. they could refuse to be audio recorded and they could demand to see any notes or recordings.
Data Collection:
Questionnaire was used to collect the data needed to provide the information insight necessary to answer the research questions. Moreover, it is snappiest, most affordable, private method for social affair data from respondents. The data was accumulated through efficient research gadget. So in such sort inspects, it is indispensable during progress of estimation gadget for quality data to recollect all points of view. Quantitative system was used to get critical and cautious information. Information was assembled through survey including simply close completed request in regard to investigate goals. The close by completed overview was made for data gathering.
What kind of instrument was used to collect the data? How was the instrument developed?
The questionnaire was used to collect the data needed to provide the information and insight necessary to answer the research questions. In this technique, a number of questions were designed according to the requirement and relevancy of research being conducted. The questionnaire was prepared to attain study objectives.
Quantitative research
Quantitative research is explaining phenomena by collecting numerical data that are analyzed using performing based methods (in particular statistics)’. Quantitative data contains closed ended information such as that found on attitude behavior and performance instruments .In this study the children have been given a questionnaire to find out critical thinking of secondary level students in science by developing scientific attitude and this questionnaire has been derived and analyzed in terms of numerical data. This is why the research falls under quantitative category.
Questionnaire A questionnaire is a research instrument consisting of a series of questions for the purpose of gathering information from respondent’s statistical society. Usually a questionnaire consists of a number of questions that the respondent has to answer in a set format .A distinction made between open ended and closed ended questions .an open ended question ask the respondent to formulate his own answer, whereas a closed ended question has the respondent pick an answer from given number of options.
Questionnaire is:
Statements
Option
Critical thinking motivate them in science concept.
Strongly Agree
Agree
Disagree
Strongly Disagree
Critical thinking helping them to solve problem in different knowledge.
Strongly Agree
Agree
Disagree
Strongly Disagree
Critical thinking making them able to solve problem in science concepts.
Strongly Agree
Agree
Disagree
Strongly Disagree
The use of Critical thinking is understandable.
Strongly Agree
Agree
Disagree
Strongly Disagree
Can scientific attitude effect on student’s critical thinking.
Strongly Agree
Agree
Disagree
Strongly Disagree
Can you use the science concept activities in your study?
Strongly Agree
Agree
Disagree
Strongly Disagree
Children critical thinking effects the life of student.
Strongly Agree
Agree
Disagree
Strongly Disagree
What were the findings and conclusion?
The researcher used scale questionnaires to get students’ responses towards the use for the improvement of critical thinking by improving scientific attitude. The results are shown below (Table). Total students in this questionnaire were 32.
Table: The Questionnaire Results on the Implementation of Developing critical thinking skills through team work among students at elementary level.
Statements
Option
Students’ Science concept
Critical thinking motivate them in science concept.
Strongly Agree
5
15.62%
Agree
22
68.75%
Disagree
5
15.62%
Strongly Disagree
0
0%
Critical thinking helping them to solve problem in different knowledge.
Strongly Agree
8
25%
Agree
24
75%
Disagree
0
0%
Strongly Disagree
0
0%
Critical thinking making them able to solve problem in science concepts.
Strongly Agree
7
21.88%
Agree
23
71.88%
Disagree
2
6.25%
Strongly Disagree
0
0%
The use of Critical thinking is understandable.
Strongly Agree
2
6.25%
Agree
25
78.12%
Disagree
5
15.62%
Strongly Disagree
0
0%
Can scientific attitude effect on student’s critical thinking.
Strongly Agree
6
18.75%
Agree
20
62.5%
Disagree
6
18.75%
Strongly Disagree
0
0%
Can you use the science concept activities in your study?
Strongly Agree
2
6.25%
Agree
26
81.25%
Disagree
4
12.5%
Strongly Disagree
0
0%
Children critical thinking effects the life of student.
Strongly Agree
2
6.25%
Agree
23
71.88%
Disagree
7
21.88%
Strongly Disagree
0
0%
The first statement, “Critical thinking motivate them in science concept”. This statement was used to know whether the Critical thinking improved students’ Science concept. There were 32 respondents who gave their opinion. It showed that 15.62 % of the students were very motivated to science concept using Critical thinking. It showed that 68.75% of the students were motivated to science concept using Critical thinking. The second statement is “Critical thinking helping them to science concept”. So, about 25 % of the students were really helped by the use of Critical thinking to help them in Science concept. It showed that 75 % of the students were helped by Critical thinking to solve problem in science concepts. The third statement shows that there were 21.88 % of the students who thought that they were able to science concept by using the Critical thinking. There were 71.88 % of the students could learning through motivation. The next statement concluded that 6.25 % of the students could clearly understand with the steps used in Critical thinking. So, 78.12 % of the students agreed that the steps in Critical thinking were understandable for them. The next statement shows that more than 80 % of the students could get the Science concept from online lesson that would be used as the basic for them to develop and learning the lesson. The sixth statement will show there were still 4 students who were not able to develop their Science concept. The last statement showed so, there were more than 70 % of the students agreed that Science concept in critical thinking were fun.
Discussion:
From the result above, it can be seen that more than 50 % of the students responded that Critical thinking motivated them in Science concept. The use of Critical thinking was effective to motivate the students, helping them to science concept lesson in science concepts. After learned using Critical thinking, more than 70 % of the students were able to science concept lesson in science concepts. It also shows that Critical thinking are understandable and fun for them. They could follow the steps in Critical thinking periods. More than 50 % of the students were able to get the key Science concept when they used Critical thinking. Then, they were able to develop the key Science concept into a lesson. Critical thinking also helped the students to understand the generic structure of texts. The result of this research revealed the improvements contributed by the implementation of the Critical thinking periods in the teaching and learning process of Science concept in grade ten of School Name…. First, Critical thinking could improve students’ Science concept. It was able to engage the students’ attention and interests during the teaching and learning process of Science concept. Besides, Critical thinking could provide the students with illustrations and ideas in their minds. Second, the improvement could also be seen in the teaching and learning process. Critical thinking could be combined with other media such as pictures or video that could create various fun learning Science concept so it decreased students’ boredom during their learning process in the classroom. The students became more confident to science concept and active in the classroom. Third, since the students were motivated and the Science class ran well, the students’ Scientific attitude were also improved.
Summary of the Project
This action research was conducted in School Name….. The participants of study were secondary (8th) grade children and their teachers who were enrolled in School Name….. researcher selected secondary (8th) grade children and their teachers which were considered in total 32 members.
Objective of this research are:
To carry out the Enhancing interest of secondary level students in critical thinking by Developing scientific attitude.
To explore the use of Science concept on students.
To clarify the concept of critical thinking on children.
To investigate the role of teacher in developing critical thinking.
Questionnaire was used to collect the data needed to provide the information insight necessary to answer the research questions. In this technique a number of questions were designed according to requirement and relevancy of researcher being conducted. The questionnaire was prepared to attain study objectives.
The first statement, “Critical thinking motivate them in science concept”. This statement was used to know whether the Critical thinking improved students’ Science concept to science concept. There were 32 respondents who gave their opinion. It showed that 15.62 % of the students were very motivated to science concept using Critical thinking. It showed that 68.75% of the students were motivated to science concept using Critical thinking. The second statement is “Critical thinking helping them to science concept”. So, about 25 % of the students were really helped by the use of Critical thinking to help them in Science concept. It showed that 75 % of the students were helped by Critical thinking to solve problem in science concepts. The third statement shows that there were 21.88 % of the students who thought that they were able to science concept by using the Critical thinking. There were 71.88 % of the students could learning through motivation.
It was able to engage the students’ attention and interests during the teaching and learning process of Science concept. Besides, Critical thinking could provide the students with illustrations and ideas in their minds. Second, the improvement could also be seen in the teaching and learning process. Critical thinking could be combined with other media such as pictures or video that could create various fun learning Science concept so it decreased students’ boredom during their learning process in the classroom. The students became more confident to science concept and active in the classroom Science concept. Third, since the students were motivated and the Science concept class ran well, the students’ Scientific attitude were also improved.
How do you feel about this practice? What have you learned?
Researcher feeling very satisfied and glad after my research. It was quite interesting and Conflict management experience. Now researcher is confident after this research. Now researcher is able to do these all sorts of such tasks.im feeling myself as confident, glad and learnt person. Researcher learnt a lot of new things which researcher never learnt in my previous life. For example when researcher talked with senior Teachers and expert people researcher learnt a lot of skills of writing. When researcher taught the children then me counsel dictionary and great writers, businessmen and novels .These all things increased my Conflict management also showed them video lesson of some expert and critical writers to teach them. It also helped me to learn new things. This practice also improved my writing skills too.
Researcher also learnt how to write effectively and accurately researcher have improved my English grimmer. My work has been improved. Researcher learnt new methods of improving writing. Researcher learnt how to write stories in appropriate way. Overall it helped me to develop new writing skills, new way of teaching writing skills. So researcher is glad to say that it was unforgettable experience of my life. First of all most of us numb the uncomfortable emotions, but unknowingly when we do this research we can also end up numbing our other emotions like joy, peace, happiness, and pleasure. We can’t fully have one without the other.
The first step is always awareness, because once we have awareness we can start to do something about it. Awareness alone won’t help us stop using Conflict management. Awareness after the fact is what researcher talking about here. Starting anything new and trying to create a habit out of it takes work and time. This is one of the reasons researcher love researching and attending classes as it’s basically a scheduled time in the day, where researcher have no other distractions, to just be in my routine and notice how researcher feeling. That being said researcher rarely make it to a class once a week these days, so researcher do have to find simple and quick ways to connect.
What has it added to your professional skills as a teacher?
It added a lot of new skills in my teaching .It improved my way of teaching. For example when researcher talked with senior Teachers and expert people researcher learnt a lot of skills of Science concept.
Professional Development:
In this modern, digital age, Teachers need to be flexible and be able to adapt to whatever is thrown their way. New technologies are developed every day that can change the way students learn, and the way Teachers teach. Likewise, administrators are changing and updating expectations and learning standards. Being able to adapt is a skill that every modern teacher must have. If it’s being able to adapt to the way students learn, the behavior their classroom exhibits, or their lesson plans, it is a definitely a trait that is a must-have.
Patience
This is likely the single most important skill. Kids these days are stubborn, and many lack the inherent respect for authority that we were taught at a young age. Spending a single day in a room full of raucous teenagers is enough to send any human being to the Looney bin, which is why every good teacher needs patience in order to find a way to work with his students and earn their respect.
Adaptability
Different kids learn in different ways, and some lessons need unique teaching tools. Good Teachers know how to adapt their lesson plan to their students, so that all the kids learn optimally. This trait can take some experience and practice in a classroom setting, so give it time.
Imagination
Whether you teach high Area chemistry or kindergarten, nothing is a more effective tool than using your imagination to create new and motivation ways for your students to learn. You may be inspired by the work of another teacher, mentor or a TV commercial – it doesn’t matter. All that matters is that you take the initiative to find new ways for your kids to learn the material.
Teamwork
Teachers could have a hard time without a wide variety of support staff around them. If you feel alone, your Area principal, administrative staff, parent-teacher committee, and more are often available to provide you help. By working as a team, you may have an easier time increasing your students’ ability to learn and have fun.
Risk Taking
Sometimes to get the big reward, you may need to take a risk. Being a teacher is about finding a way to get kids to learn, and sometimes these new learning methods can be risky. Stick to it and you’ll soon find that others are following your teaching example.
List the works you cited in your project.
Atwater, M. M., & Alick, B. (1990). Cognitive development and critical thinking of Afro-American students in chemistry. Journal of Research in Science Teaching, 27(2), 157-172.
Bédard, J., & Chi, M. T. H. (1992). Expertise. Current Directions in Psychological Science, 1(4), 135-139.
Bowman, C. R. (2012). Relationship Between Study Habits and Student Attitudes Towards Science and Technology. (Ph.D. Doctoral Dissertation), Drexel University. Retrieved from http://hdl.handle. net/1860/3836
Cavas, B. (2010). A Study on Pre-Service Science, Class and Mathematics Teachers’ Learning Styles in Turkey. Science Education International, 21(1), 47-61.
Kokkelenberg, E. C., & Sinha, E. (2010). Who succeeds in STEM studies? An analysis of Binghamton University undergraduate students. Economics of Education Review, 29(6), 935-946.
Leonard, W. J., Gerace, W. J., & Dufresne, R. J. (1999). Concept-Based Science concept: Making Concepts the Language of Physics. Technical Report. http://www.eric.ed.gov/ERICWebPortal/detail?accno=ED468197
Overton, T. L., & Potter, N. M. (2011). Investigating students’ success in solving and attitudes towards context-rich open-ended problems in chemistry. Chemistry Education Research and Practice, 12(3), 294-302
Taber, K. S. (2010). Challenging gifted learners: general principles for science educators; and exemplification in the context of teaching chemistry. Science Education International, 21(1), 5-30.Staib, S. (2003). Teaching and measuring critical thinking. Journal of Nursing Education, 42 (11), 498- 508.
Stentoft, D. (2017). From saying to doing interdisciplinary learning: Is problem-based learning the answer? Active Learning in Higher Education, 18 (1), 51-61.
Sungur, S., & Tekkaya C. (2006). Effects of problem-based learning and traditional instruction on self-regulated learning. The Journal of Educational Research, 99 (5), 307-320.
Tarhan, L., & Ayyildiz, Y. (2015). The views of undergraduates about problem-based learning applications in biochemistry course. Journal of Biological Education, 49 (2), 116-126.
Utami, B., Saputro, S., Ashadi, Masykuri, M., & Widoretno,
Critical thinking skills profile of high School students in learning chemistry. International Journal of Science and Applied Science: Conference Series, 1 (2), 124-130.
Whitten D., & Brahmasrene, T. (2011). Predictors of critical thinking skills of incoming business students. Academy of Educational Leadership Journal, 15 (1), 1-13.
Wilder, S. (2015). Impact of problem-based learning on academic achievement in high school: a systematic Educational Review, 67 (4), 414-435.
Straight Line Method Of Calculating Depreciation And Amortization
Straight Line Method Of Calculating Depreciation And Amortization
Straight Line Method Of Calculating Depreciation And Amortization
ACKNOWLEDGEMENTS
This postulation is devoted to Allah, my Creator and my Master, and envoy, Mohammed (May Allah favor and give him), who showed us the motivation behind life. My country Pakistan, the hottest womb; Allama Iqbal Open University, Islamabad; my second wonderful home; My awesome guardians, who never quit giving of themselves in incalculable ways, My dearest friend, who drives me through the valley of dimness with the light of trust and support, My cherished siblings and sisters; especially my dearest sibling, who remains by me when things look disheartening, My beloved Parents: whom I can’t compel myself to quit loving. All the general population in my life who touch my heart, I commit to this research.
ABSTRACT
A straight Line Basis Is A Method Of Calculating Depreciation And Amortization. Also known as straight-line depreciation, it is the simplest way to work out the loss of value of an assetover time. Straight line basis is calculated by dividing the difference between an asset’s cost and its expected salvage value by the number of years it is expected to be used.
Straight line basis is a method of calculating depreciation and amortization, the process of expensing an asset over a longer period of time than when it was purchased.
It is calculated by dividing the difference between an asset’s cost and its expected salvage value by the number of years it is expected to be used.
Straight line basis is popular because it is easy to calculate and understand, although it also has several drawbacks.
Alternatives often involve accelerating depreciation schedules.
In accounting, there are many different conventions that are designed to match sales and expenses to the period in which they are incurred. One convention that companies embrace is referred to as depreciation and amortization. Companies use depreciation for physical assets and amortization for intangible assets such as patents and software. Both conventions are used to expense an asset over a longer period of time, not just in the period it was purchased. In other words, companies can stretch the cost of assets over many different time frames, which lets them benefit from the asset without deducting the full cost from net income (NI).
Introduction
Straight Line Method Of Calculating Depreciation And Amortization With the straight-line depreciation method, the value of an asset is reduced uniformly over each period until it reaches its salvage value. Straight-line depreciation is the most commonly used and straightforward depreciation method for allocating the cost of a capital asset. It is calculated by simply dividing the cost of an asset, less its salvage value, by the useful life of the asset.
The straight-line depreciation formula for an asset is as follows:
Where:
The cost of the asset is the purchase price of the asset
Salvage value is the value of the asset at the end of its useful life
The useful life of the asset represents the number of periods/years in which the asset is expected to be used by the company
Additionally, the straight-line depreciation rate can be calculated as follows:
How to Calculate Straight Line Depreciation
The straight-line calculation steps are:
Determine the cost of the asset.
Subtract the estimated salvage value of the asset from the cost of the asset to get the total depreciable amount.
Determine the useful life of the asset.
Divide the sum of step (2) by the number arrived at in step (3) to get the annual depreciation amount.
Straight Line Method Of Calculating Depreciation And Amortization In addition to straight-line depreciation, there are also other methods of calculating the depreciation of an asset. Different methods of asset depreciation are used to more accurately reflect the depreciation and current value of an asset. A company may elect to use one depreciation method over another in order to gain tax or cash flow advantages.
1. Double-declining balance method
A double-declining balance method is a form of accelerated depreciation. It means that the asset will be depreciated faster than with the straight-line method. The double-declining balance method results in higher depreciation expenses at the beginning of an asset’s life and lower depreciation expenses later. This method is used with assets that quickly lose value early in their useful life. A company may also choose to go with this method if it offers them tax or cash flow advantages.
2. Units of production method
The units of production method is based on an asset’s usage, activity, or units of goods produced. Therefore, depreciation would be higher in periods of high usage and lower in periods of low usage. This method can be used to depreciate assets where variation in usage is an important factor, such as cars based on miles driven or photocopiers on copies made.
Practical study
You need three numbers to calculate straight-line depreciation for a fixed asset:
The total purchase price of the asset (the cost of the asset including shipping, taxes, installation fees, etc.)
Its scrap orsalvage value of the asset—the price you think you can sell it for at the end of its useful life.
The useful life of the asset—how many years you think it will last.
To calculate the straight-line depreciation rate for your asset, simply subtract the salvage value from the asset cost to get total depreciation, then divide that by useful life to get annual depreciation:
According to straight-line depreciation, this is how much depreciation you have to subtract from the value of an asset each year to know its book value. Book value refers to the total value of an asset, taking into account how much it’s depreciated up to the current point in time.
A note on useful life: if you’re calculating the amount of depreciation for tax purposes, the useful life figure should come from the IRS, which has sorted most depreciable assets into one of seven “property classes.” (Property that depreciates over three, five, seven, 10, 15, 20, and 25 years, respectively.)
Let’s say your business buys a $2,000 MacBook that won’t be useful after five years, and its estimated salvage value—how much you think you can sell it for in five years—is $500. (Five years is the period over which the IRS says you have to depreciate computers.)
To determine straight-line depreciation for the MacBook, you have to calculate the following:
annual depreciation = ($2000 – $500) / 5 years
= $1,500 / 5 years
= $300
According to straight-line depreciation, your MacBook will depreciate $300 every year.
How is straight-line depreciation different from other methods?
Things wear out at different rates, which calls for different methods of depreciation, like the double declining balance method, the sum of years method, or the unit-of-production method.
Compared to the other three methods, straight-line depreciation is by far the simplest.
Look at how much the MacBook in the example above depreciates every year, according to straight-line depreciation:
Year 1 depreciation: $300
Year 2 depreciation: $300
Year 3 depreciation: $300
Year 4 depreciation: $300
Year 5 depreciation: $300
Now let’s look at how much that same MacBook would depreciate under the double declining balance and the sum of years methods:
Double declining method
Sum of years method
Year 1 depreciation: $800
Year 1 depreciation: $500
Year 2 depreciation: $480
Year 2 depreciation: $400
Year 3 depreciation: $220
Year 3 depreciation: $300
Year 4 depreciation: $0
Year 4 depreciation: $200
Year 5 depreciation: $0
Year 5 depreciation: $100
Notice how both of these methods apply more depreciation at the start of the life of an asset than at the end of it. This can be useful and more accurate. (Most tangible assets like computers, vehicles and machinery tend to lose a majority of their value in the first few years of use.)
The unit-of-production method is similar to straight-line depreciation, except for one thing: instead of measuring depreciation using dollars, it measures it in units of production instead.
Units of production can be anything: the number of labels printed by a label printing machine, the number of miles traveled by a vehicle, or the number of kilowatt hours produced by a power plant.
To calculate depreciation using the unit-of-production method, you need two more pieces of information:
The number of units an asset produced that year
The total number of units you expect it to produce over its lifetime
Plug those figures into the following equation to get the total depreciation of your asset, measured in a number of units:
annual depreciation in # of units =
(purchase price – salvage value) x (# of units produced that year) / total # of units expected over lifetime
This method works best for equipment and tools that wear out with use—as they produce a certain number of units, travel a certain number of miles, produce a certain amount of electricity, etc.—rather than over time.
Straight-line depreciation is a common method of depreciation where the value of a fixed asset is reduced over its useful life.
It’s used to reduce the carrying amount of a fixed asset over its useful life. With straight line depreciation, an asset’s cost is depreciated the same amount for each accounting period. You can then depreciate key assets on your tax income statement or business balance sheet.
This method was created to reflect the consumption pattern of the underlying asset. It is used when there’s no pattern to how you use the asset over time. Straight line depreciation is the easiest depreciation method to calculate. It also results in the fewest calculation errors. Thus, this calculation method is recommended.
Step 1: Calculate the total cost of the asset
First and foremost, you need to calculate the cost of the depreciable asset you are calculating straight-line depreciation for. After all, the purchase price or initial cost of the asset will determine how much is depreciated each year.
Let’s say that an office worker purchases a copier for $8000. However, it costs another $100 to ship the copier to the office. It also costs $500 in taxes. The copier costs, in total, $8600.
$8000 + $100 + $500 = $8600
When you calculate the cost of an asset to depreciate, be sure to include any related costs. This can include material costs, labor, taxes, and more.
Step 2: Find and subtract any salvage value from the asset’s cost
With straight-line depreciation, you must assign a “salvage value” to the asset you are depreciating. The salvage value is how much you expect an asset to be worth after its “useful life”.
In the above example, say that the office worker expects the copier to be worth $2000 at the end of its useful life. The following calculation would look like this:
$8600 – $2000 = $6600
The salvage value of an asset is somewhat inexact. Try to use common sense when determining the salvage value of an asset, and always be conservative. Don’t overestimate the salvage value of an asset since it will reduce the depreciation expense you can take.
Step 3: Calculate the asset’s useful life
You’ll next need to calculate the useful life of an asset if you want to depreciate it. Common assets and useful lives include:
Office machines like copiers and fax machines – 5 years
Fixtures and office furniture – 7 years
Vehicles like cars and trucks – 5 years
Livestock, manufacturing tools, and tractors – 3 years
Step 4: Determine the annual rate of depreciation
You can determine the annual depreciation rate of an asset with the following formula:
1 / Years of useful life
If the above copier has a useful life of five years according to the IRS, the equation looks like this:
1 / 5 = 0.20
In other words, the copier can be depreciated by 20% each year. Note that the straight depreciation calculations should always start with 1.
Step 5: Multiply your depreciation rate by the asset’s depreciable cost
The next step in the calculation is simple, but you have to subtract the salvage value. In our example, the copier cost $8600 at first. It had a salvage value of $2000. The annual depreciation rate is 20%.
The resulting calculation is:
20% x ($8600 – $2000) = $1320
With this cancellation, the copier’s annual depreciation expense would be $1320.
Step 6: Calculate monthly depreciation
Last but not least, you can calculate the monthly depreciation expense by taking the above number and dividing it by 12. You don’t have to stick with annual straight-line depreciation! For our example copier, the equation looks like this:
$1320 / 12 = $110
In total, the copier’s monthly depreciation expense is $110.
Data collection methods
Straight line basis is a method of calculating depreciation and amortization. Also known as straight line depreciation, it is the simplest way to work out the loss of value of an assetover time.
Straight line basis is calculated by dividing the difference between an asset’s cost and its expected salvage value by the number of years it is expected to be used.
The straight-line depreciation method makes it easy for you to calculate the expense of any fixed asset in your business. With straight-line depreciation, you can reduce the value of a tangible asset. Then you can benefit from that depreciation during tax season.
The data was collected through internet, research papers and online journals related to straight line method.
SWOT analysis
Strengths
The first element of a SWOT analysis is Strengths.
Things your company does well
Qualities that separate you from your competitors
Internal resources such as skilled, knowledgeable staff
Tangible assets such as intellectual property, capital, proprietary technologies, etc.
Weaknesses
Once you’ve figured out your strengths, it’s time to turn that critical self-awareness on your weaknesses.
Things your company lacks
Things your competitors do better than you
Resource limitations
Unclear unique selling proposition
Opportunities
Next up is Opportunities.
Underserved markets for specific products
Few competitors in your area
Emerging needs for your products or services
Press/media coverage of your company
Threats
The final element of a SWOT analysis is Threats – everything that poses a risk to either your company itself or its likelihood of success or growth.
Emerging competitors
Changing regulatory environment
Negative press/media coverage
Changing customer attitudes toward your company
Conclusion & Recommendations
Straight-line depreciation is the simplest method for calculating depreciation over time. Under this method, the same amount of depreciation is deducted from the value of an asset for every year of its useful life. The “straight line” is literal: If you were to graph the value of your asset over time, it would appear as a straight line from the initial cost to the point where it has reached salvage value.
To apply straight-line depreciation, you need to determine your cost basis for the asset (be sure to include costs like taxes, shipping and other fees, installation, etc.). You should also have a concrete number for the estimated useful life of the asset, as well as its salvage value, if any. Then accountants like the straight line method because it is easy to use, renders fewer errors over the life of the asset, and expenses the same amount every accounting period. Unlike more complex methodologies, such as double declining balance, straight line is simple and uses just three different variables to calculate the amount of depreciation each accounting period.
However, the simplicity of straight line basis is also one of its biggest drawbacks. One of the most obvious pitfalls of using this method is that the useful life calculation is based on guesswork. For example, there is always a risk that technological advancements could potentially render the asset obsolete earlier than expected. Moreover, the straight line basis does not factor in the accelerated loss of an asset’s value in the short-term, nor the likelihood that it will cost more to maintain as it gets older.
To calculate depreciation using a straight line basis, simply divide net price (purchase price less the salvage price) by the number of useful years of life the asset has.
Straight line is the most straightforward and easiest method for calculating depreciation. It is most useful when an asset’s value decreases steadily over time at around the same rate.
While the purchase price of an asset is known, one must make assumptions regarding the salvage value and useful life. These numbers can be arrived at in several ways, but getting them wrong could be costly. Also, a straight line basis assumes that an asset’s value declines at a steady and unchanging rate. This may not be true for all assets, in which case a different method should be used.
Straight line amortization works just like its depreciation counterpart, but instead of having the value of a physical asset decline, amortization deals with intangible assets such as intellectual property or financial assets.
Depreciation expense is the recognition of the reduction of value of an asset over its useful life. Multiple methods of accounting for depreciation expense exist, but the straight-line method is the most commonly used. In this article, we covered the different methods used to calculate depreciation expense, and went through a specific example of a finance lease with straight-line depreciation expense.
References
IRS Rev. Proc. 87-56 and 87-55 (shown in Publication 946 as tables, as currently updated)
Fox, Stephen C., Income Tax in the USA, chapter 24, 2013 edition ISBN978-0-9851823-3-5, ASIN B00BCSNOGG
Hoffman, William H. Jr., et al, South-Western Federal Taxation, chapter 8. 2013 edition 978-1-1331-8955-8, ASIN B00B6F3AWI.
Pratt, James W.,; Kulsrud, William N., et al, Federal Taxation, chapter 9. 2013 edition ISBN978-1-133-49623-6.
Kieso, Donald E; Weygandt, Jerry J.; and Warfield, Terry D.: Intermediate Accounting, Chapter 11. ISBN978-0-471-44896-9.
Financial Accounting Standards Board (U.S.) Accounting Standards Codification 360-10-35. Available for free browsing access with registration.
Credit Risk Definition Role of Ratings and Examples
Credit Risk Definition Role of Ratings and Examples
ACKNOWLEDGEMENTS
This postulation is devoted to Allah, my Creator and my Master, and envoy, Mohammed (May Allah favor and give him), who showed us the motivation behind life. My country Pakistan, the hottest womb; Allama Iqbal Open University, Islamabad; my second wonderful home; My awesome guardians, who never quit giving of themselves in incalculable ways, My dearest friend, who drives me through the valley of dimness with the light of trust and support, My cherished siblings and sisters; especially my dearest sibling, who remains by me when things look disheartening, My beloved Parents: whom I can’t compel myself to quit loving. All the general population in my life who touch my heart, I commit to this research.
ABSTRACT
Credit Risk Definition Role of Ratings and Examples A balance sheet (also known as the statement of financial position) provides the value of a firm’s assets, liabilities, and equity on a particular date. Cash and credit risk is an asset that appears on the statement of financial position of a business and includes currency (coins and banknotes) held by a business (in hand and in bank accounts) and credit risk. These reserves may be held as vault cash, in a noninterest-bearing account with a district Federal Reserve Bank (FHLB), or as deposits with correspondents. Cash on hand consists primarily of coins and currency in vaults, in the institution’s automated teller machines (ATMs), and maintained by tellers to meet customers’ requests. Cash on hand generally represents a small percentage of a depository institution’s total of cash and cash equivalent items. The presentation of deposits in other depository institutions in the balance sheet varies among financial institutions. Non-interest-bearing deposits that meet the definition of cash equivalent are typically combined with credit risk. Interest-bearing deposits in other institutions are presented separately in the balance sheet after cash and credit risk, or combined with other short-term investments or other investments, regardless of whether all or some portion of such deposits meet the definition of a cash equivalent.
Introduction
Credit Risk Definition Role of Ratings and Examples Credit risk is the possibility of a loss resulting from a borrower’s failure to repay a loan or meet contractual obligations. Traditionally, it refers to the risk that a lender may not receive the owed principal and interest, which results in an interruption of cash flows and increased costs for collection. These cash strategies tend to play to the emotional side of our brain rather than our rational brain. No cash is ever really high cost or low cost without having something to compare the cost to – it’s all about perceived customer value.
Despite this, many articles on the web state that such methods only work to decrease the perceived cost of products to attract a wider group of customers and increase sales.
However, cash psychology can also be used to increase the perceived customer value of your products, enabling you to increase your cash and profit margins accordingly.
Cash skimming is a strategy often used when a new product is in its initial release. The process behind the strategy is that the product is launched at high cash and then lowered over time to attract a wider pool of customers.
Cash skimming works because the first (and most expensive) cash attracts customers known as early adopters. These are the people who will happily pay steeper cash for a cutting-edge product – whether the cash accurately reflects the value or not.
This Credit risk strategy is effective because you’re playing to the emotions and feelings of early adopters. They must have the latest products or technology first – a symbol of status and belonging.
As the cash decreases over time, the net of prospective customers widens. This allows the company to attract more cash-sensitive customers while still profiting.
Generally speaking, cash skimming is most effective when customers aren’t considered to be cash-sensitive (e.g. in the cosmetics industry) or when they are attracted by innovation (e.g. within the electronics industry).
Advantages of cash skimming
High return on investment
Charging higher cash during a new product launch can help reimburse huge investments made for the research and development of the product.
Segment the market to your advantage
Cash skimming can help you to earn the biggest possible profits from different groups of customers. High cash doesn’t deter early adopters while lowering the cash allows you to target cash-sensitive customer groups.
Early adopters act as product testers
Early adopters are so keen to have the latest product that they may give valuable feedback to allow you to improve your product for wider release. They can also act as brand advocates for your company.
Creates and maintains the brand image
Cash skimming gives the illusion that your product is a high-quality must-have for early adopters, helping to create a prestigious brand image that holds up as competitors enter the market.
Disadvantages of cash skimming
The demand needs to be consistent
Lowering your cash over time is only likely to work if you have a consistent demand for the product you’re selling from more cash-sensitive customer groups. Technology-based products are a great fit for this strategy – just look at Apple. May not be able to maintain the high cash for a long period
If you’ve poured tons of money into the research and development of your product, it’s unlikely you’ll be able to sustain the high cash for a long time as competitors enter the market or if you do not have enough interested customers on the first launch.
Example of a cash skimming strategy
One good example of a cash skimming strategy in place is from Apple. As a tech product company, Apple has plenty of diehard fans that have to be the first to get their hands on new products first. Remember the Apple store queues hitting the news?
Over time, Apple is able to attract a wider pool of customers by lowering its cash. These customers are interested in technology but are more cash-sensitive or less enthused about needing the latest must-have products the first time around.
Apple has never made maximum sales its end goal – it has always been about focusing on maximum profit in the short term. Before each generation of Apple products is released, it has already stirred the Credit risk pot by creating curiosity and setting expectations. Consider how the iPhone X is currently being marketed.
Because of the buzz that Apple consistently builds, the brand has also increased in perceived customer value over time. This creates a far more high-end image of Apple in the minds of its customers, and it can increase its cash with every generation of products.
Penetration cash strategy
In contrast to cash skimming, a penetration cash strategy refers to starting out with a low cash to “penetrate” the market and promote a large number of sales shortly after the product launch.
Penetration cash strategies are about setting the lowest cash possible for your product in the market. This strategy sets the expectation that the cash is low enough to disrupt the purchasing habits of customers, with the objective being to get a higher market share.
An appropriate time to use the penetration cash strategy is if the product demand is highly cash elastic. In other words, the customer demand for a product needs to be highly responsive to a change in cash.
The psychology behind this cash strategy is that it plays to cash-sensitive customers.
Certain groups of customers will always prefer cash above all else, and so this Credit risk strategy plays to these emotions.
Advantages of penetration cash strategy
Take your competitors by surprise
Penetration cash can result in fast adoption from a wide pool of customers. This can help you achieve high market penetration rates (successful selling in a particular market) and take your competition by surprise, offering no time for them to react
Discourage competitors from entering the same market
As cash penetration strategies are about penetrating the market with the lowest cash possible, you’re more likely to discourage others from entering the same market. Low cash act as a barrier to entry.
Cost control and cost reduction pressures
The low cash creates cost control and removes cost reduction pressures from the word go. This creates greater efficiency, as you are not worried about lowering your cash.
Expand into international markets with more success
You may find that a cash penetration strategy helps you to expand into a new country with more success and allows you to disrupt your local competition. Be mindful if you decide to do this for the short-term to create buzz though, as it can go wrong.
Disadvantages of penetration cash
Long-term cash expectations
As penetration cash strategies work due to using the lowest cash possible, it is difficult to eventually raise cash. Your customers have chosen to buy from your business due to cash – change this and they may change where they buy from.
Creates preconceptions about brand and business
Keep in mind that the low cash is highly likely to create preconceptions about your brand and business and you may have a hard time changing these perceptions should you wish to change the cash.
Customers may not be loyal for very long
Cash penetration concentrates on a cash only. As a result, you will only attract those who are swayed by cash and are not loyal to your brand. The moment a competitor defeats your cash, you may find you lose a significant number of customers.
Low-profit margins may not be sustainable
Unless you have plans to sell thousands of products at low cost, you may find that low-profit margins are not sustainable long enough for a cash penetration strategy to be effective.
Example of penetration cash
One example of a penetration cash strategy in action is from a Danish cider brand called Mokai. The brand used the strategy to enter the East African market after careful analysis and consideration.
Mokai used the penetration cash strategy to take out the competition and sway customers to choose its cider. This worked. Thanks to Credit risk, Mokai was able to increase market share and sales.
However, where the problem started was the volume of new sales did not equate to high profit. The cash was simply too low. When the brand stopped the introductory cash strategy, it also lost its customers.
What can we learn from Mokai?
Try not to use the penetration cash strategies for short-term phases to introduce a product to market if it is not sustainable cash that will lead to sustainable profit margins, or you’ll end up losing out.
Partitioned cash strategy
A partioned cash strategy is one where the extra costs involved (such as shipping and handling fees or fuel surcharges or airline baggage) are kept separate from the cash used on a product page. For most online shopping, this illusion is now accepted as the norm.
The opposite of partitioned cash is all-inclusive cash. This makes it obvious to the online shopper exactly what he or she needs to pay right there and then; unlike partitioned cash, where the shopper will only see the final cash right on the final checkout page.
Partitioned cash strategies create the psychological illusion that the product is more cost-effective than it really is. Again, you’re playing to the cash sensitivity of potential customers.
However, with more customers becoming more cash savvy and public policy changing, this Credit risk strategy may do your brand more harm than good in the long run.
Advantages of partioned cash
Create the illusion of a more affordable product or service It’s possible to draw in more prospects by playing to their cash sensitivity. While this may not be the right thing to do, it does work. Online holiday booking businesses are living proof of this, but we’d ask you to consider the future.
Disadvantages of partioned cash
You may lose out on sales Put yourself in the shoes of your customers. Imagine you’d found a great product at affordable cash, and then at the very last minute, all these hidden costs appear out of nowhere. How would you feel? It’s the same for your customers. You may harm your business and brand The above annoyance is likely to contribute to negative customer perception of your brand. Negativity influences customer attitude towards your brand. Some customers may even vent their frustration on social media. Public policy is changing – transparency is on the rise A 2010 report from the UK Office of Fair Trading concluded partioned cash and drip cash has the greatest potential to mislead customers.
In 2012, the UK introduced new regulations prohibiting businesses from invoking surcharges for payment methods that customers use that exceed the costs of the payment method.
Example of partioned cash
You don’t have to look too far to see partioned cash strategies in place. If you’ve ever tried to search for a low-cost holiday and flight bundle online, you will have probably seen partioned cash strategies in place.
Many travel comparison websites will show the lowest cash for a holiday and flight as you’re searching for a holiday you can afford. But, click through to purchasing and you’ll see several added fees that result in the total cost almost doubling in cash.
For example, when searching for an all-inclusive flight and hotel deal, OnTheBeach goes as far as to separate flight and hotel cash and potential/essential extras right until the final checkout page.
Anchor cash strategy
An anchor cash strategy is when you use cash to give your customers a frame of reference for valuing your product. This allows you to guide your customers into choosing the exact product you want them to choose at the exact cash you want them to buy.
Today, customers all around the world are influenced by different types of anchoring during their decision-making process. It’s one of the most effective Credit risk strategies out there.
Anchoring can be achieved through cash, promotions and placement of your products as well as the product itself. In truth, any element on your page could potentially act as a cash anchor to influence potential customer decision-making.
For example, let’s take two TVs. One is cashd at £600 while another is only slightly bigger and is cashd at £1,000. It’s reasonable to think that the £600 telly is a far better deal, but what if that was the exact product the retailer wanted you to go for in the first place?
You could also use the power of suggestion as a product anchor. Have you ever seen items labelled as “most popular”? This can have a really big psychological impact on a customer’s decision-making process when stuck between products.
Advantages of anchor cash
Decision-making for your customers is simplified Anchoring your products helps make your customers’ decision-making much easier. At the same time, you’re likely to have a greater influence over whether or not a customer buys from you – even online.
Anchoring can also make customers feel more confident with their purchases. For example, take software being sold at three cash tiers – the cheapest and most expensive as an anchor – most customers will go for the one in the middle. Increase your sales for specific products Using anchor cash is a really clever way to market and sell specific products. There are so many different ways you can use the strategy to influence your sales.
You can lead your site visitors to certain products over others by using an anchor to attract attention, and help with decision-making and this is likely to lead to an increase in your total sales.
Disadvantages of anchor cash
Possibility of manipulation Anchor cash is a form of manipulation and if you use such a strategy in a negative or dishonest way then you risk creating unhappy customers.
As an example, let’s say you had a product that you needed to shift as it wasn’t a popular item with your customers, and you decide to use the anchor of “customer favourite” to try and shift it.
If the product doesn’t then live up to the expectations of the customer when he or she receives it, it may do your brand and business more harm than good. He or she may be more inclined to leave a negative review online.
That said, it can be argued that all Credit risk strategies are a form of manipulation in one way or another.
Example of anchor cash
Common examples of anchor cash strategies can be seen in B2B software companies. Often, software companies will use cash anchoring to influence which software package you end up going for, on a subconscious level or not.
For example, let’s take a look at BigCommerce. In the image above, you can see that there are different cash tiers to target different customers. However, the high cash and low cash act as subconscious cash anchors, to draw you into choosing the middle package.
What’s more, BigCommerce uses an additional anchor of “most popular” and draws the eye in with a contrasting colour palette. This is done to try and influence your decision-making.
Why does this type of anchoring work?
Let’s say you’re hunting for a good eCommerce platform and BigCommerce has been recommended to you. You enter the cash page with a budget of $50 per month in mind.
You see the pro plan cashd at $249 – five times your budget – and you have no intention of following through with this. Then, you see the $79 monthly plan and it seems much more affordable, so you purchase it, even though it’s above what you had in mind.
Your subconscious cash reference is five times your budget and the $29 increase in your budget seems much smaller in comparison. Choosing a cash in the middle can also create feelings of confidence and safety in your customer decision-making processes.
Charm cash strategy
Charm cash is one of the most common cash strategies. Surveys suggest around 60-70% of retail shelf cash end in nine, while online statistics aren’t known.
A charm cash strategy is when you take a rounded cash and market it with an odd number just below the full cash. Charm cash can also be known as .99 cash.
For example, let’s say you have a £50.00 product that you market at £49.99. Although there is just one penny difference, the idea is that the charm cash makes the product appear ten pounds cheaper to customers considering making a purchase.
Charm cash one of the most popular cash strategies out there, with some studies even concluding that it’s so over-used today that it may have become ineffective.
Find out how to reduce business costs and increase profit margins elsewhere in your business.
Advantages of charm cash
It makes the product seem more cost-effective If a product is marketed as ending with .99, then it makes the item appear as if it were ten pounds cheaper, even though it is only one penny cheaper. It’s popular Charm cash is one such Credit risk strategy that has stood the test of time. While this may also be its downfall today, it clearly has a psychological impact on customers and their likelihood of purchasing certain items.
Disadvantages of charm cash
It may not actually be that effective outside the USA The few studies that have looked at the effectiveness of charm cash strategies have mostly focused on the USA market and these have been carried mostly in fashion retail – it’s not set in stone that this is effective for other markets.
In fact, a UK-based study found that rounded cash may actually be more effective than cash ending in nine. Everyone does it. You’re less likely to stand out through charm cash Are you swayed by cash that end in 99p? I’m definitely not anymore. I actually find it refreshing when companies use rounded cash – it feels more honest and transparent. Find out what resonates best with your audience and go with that.
Example of charm cash
You don’t have to look too far to see charm cash strategies in place. In fact, we’d almost stake our morning cuppa on you having seen it in place before. Almost… coffee is essential for the soul!
Plenty of online (and offline) clothing stores use .99 cash to encourage their target customers to make a purchase from their store.
Generally speaking, you’re more likely to find charm cash on cheap every day products (e.g. cleaning products) rather than luxury items – it’s all about the perception you want to create.
Rounded cash strategy
How does the roundedness of cash affect customer perceptions and product evaluations?
Depending on the context of the purchase, rounded cash can increase the likelihood of a customer making a purchase from your online business.
In 2015, Wadwa & Zhang investigated how the roundedness of a cash affects customer perceptions and product evaluations as well as what moderations and mediates this relationship.
They coined the term “rounded cash effect” for their findings. In their fifth and final experiment, they reported a mediation of the effect through a proposed sense of “feeling right” when customers were evaluating the product.
Since rounded numbers are used more regularly in everyday life, it’s thought that rounded numbers increase the reliance on emotional evaluation of the subject. In other words, rounded cash lead customers to rely more on their feelings when evaluating products.
How can you apply this in your business?
According to Wadwa & Zhang, if customers are in an emotional purchase context (buying a product for personal pleasure) then products are more positively evaluated when the cash is rounded; but if buying for a business or school, non-rounded cash may be more well-received.
Advantages of cash rounding
Hedonistic brands and products likely to benefit As Wadwa & Zhang’s study concluded, emotional context may play an important role when it comes to using appropriate rounding and make a customer purchasing a product for hedonistic reasons feel more positive about their purchase. May increase trust from customers Think about the cultural norms of where you are selling. Appropriate rounding may create more trust from your customers where using odd numbers is not the norm.
For example, in the United Kingdom, most cash end with a rounded number or .99. Ending your cash with .43 or .15 is far less popular and may impact buying behaviour if you’re selling products in the UK.
Disadvantages of rounded cash
Minimal evidence it has a significant impact The effect of appropriate rounding may not be as large as first thought. In 2018, a group of academics replicated Wadwa & Zhang’s original study and did not find the same results.
Example of cash rounding
It’s common to find rounded cash strategies being used more when the product itself is seen as high cost or a more luxurious item. In comparison, charm cash (or odd cash) is normally used when trying to showcase a product as being low cost and affordable.
For instance, look towards high-end luxury fashion brands. Alexander McQueen or Versace are good examples of rounded cash strategies in place. On Net-a-Porter, a high fashion retailer, you’ll find plenty of these examples to reflect the quality of the items.
As Zhang and Wadwha’s study confirmed, rounded numbers are processed by relying on customer feelings rather than cognition. For luxury items, rounded cash may be processed more effectively and efficiently as they’re driven by feelings of “do I want this item?” rather than asking, “is this good value for money?”.
Social proof cash strategy
Most of you are likely to be aware that being able to provide social proof for your business and products is pretty key nowadays. Nevertheless, it’s still vitally important and can have a psychological impact over whether or not new customers buy from you.
A social proof cash strategy is when you utilise any social proof in favour of your products and place this around or in close proximity to your cash. For example, a link to read specific product reviews can be a powerful way to use social proof cash.
You could also look at implementing a customer rating score for each of your products or enable your customer account users to “favourite” items and save them to their wish list (or something similar) and then showcase the number of times a product has been favourited.
If you’ve invested in influencers (e.g. bloggers) you could also quote and link through to their sponsored blog posts on a product page. Be wary of going overboard with this though, as providing too much social proof may have the opposite effect you want.
Why does social proof cash work?
To put it simply, social proof can impact how a potential customer sees your brand and influence their purchasing behaviour. These Credit risk strategies build more trust in your company and, as a result, increase perceived value from potential customers.
The end result of social proof cash strategies is mostly increased trust, increased brand equity and increased sales. However, this does require your social proof to be positive and believable from the eyes of your customers.
Advantages of social proof cash
Increased sales We all know social proof cash strategies work. Customer reviews have become fundamental to the growth of online businesses – especially ones new to the market. Increased trust and perception of brand/business Social proof can increase trust in your website. This increased trust can impact the perceived value of your brand and business in the eyes of your customers and potential customers, leading to more brand equity.
Disadvantages of social proof cash
Negative social proof and decreased sales as a result Social proof is a great way to influence and build trust with new customers, but what happens when someone leaves a negative review? Or when multiple negative reviews accumulate for a product? Negative social proof can decrease your sales.
The best way to minimize the number of lost sales you may experience is to have a plan of action to respond to negative (and positive) social proof.
Respond empathetically and in an honest way. This shows to any potential customer that your business is hands-on in dealing with any complaints or negative feedback and can help to drive more sales.
Example of social proof cash
Feel Unique is a cosmetics retailer that sells hundreds of different cosmetic brands. A big part of buying makeup online is trust that the product will work – so social proof becomes an integral part of the cash strategy.
Here, you can clearly see that social proof has been used to provide trust to new potential customers deliberating over an INIKA vegan cosmetic product.
It should be noted that this clearly isn’t the only cash strategy in use on product page. From the Credit risk strategies discussed in this article, what other elements can you see in place?
Bundle cash strategy
Bundle cash (sometimes known as bundling) occurs when products or services are grouped and sold together at a more attractive cash then when sold separately.
Bundling provides an opportunity to increase company revenue by extracting “consumer surplus” from heterogeneous customers. This type of cash strategy is used across many different industries as it is thought to be an efficient way of selling more items in one go.
What’s the psychology behind bundle cash strategies and why does it work?
Put simply, bundle cash can present the illusion of a good deal or actually be a better deal for the customer. On a subconscious level, it can encourage a customer to spend more because they believe they are getting more for their money.
Advantages of bundle cash
Sell multiple products at once (and increase unit sales volume) Cash bundling can boost unit sales volume as it enables you to sell multiple items at once. Selling more at once also means a greater initial return on the cost of acquiring a new customer. Increase profit margins Bundling products together under once cash can lower the cost of goods sold, which presents you with the opportunity to increase your profit margins. Increase efficiency (and reduce marketing and distribution costs) Cash and product bundling can increase the efficiency of your business as you are selling multiple products at once. This can also reduce your marketing and distribution costs – all products can be marketed and sent in one box together.
At the same time as reducing your costs, cash bundling may offer new marketing opportunities and increased exposure to new potential customers or referral sources. Customer convenience and greater satisfaction People buy products to solve problems and fulfil needs. If your customer has multiple needs, then cash and product bundling can increase convenience for your customers and lead to greater customer satisfaction.
In general, most customers perceive a bundle cash to cost less than purchasing each product individually – even if they don’t check – which can lead to an increase in product bundle sales. May attract a larger range of customers for your business Cash bundling has the power to attract a wider range of potential customers. As outlined above, bundled cash can help to attract customers seeking convenience. But it doesn’t just stop there.
Bundled cash can also attract shoppers seeking a deal, those seeking a discount and those customers looking for products that complement each other.
Disadvantages of cash bundling
No guarantee customers will preference bundles over individual items As with any cash strategy, there’s no guarantee that new customers will preference bundled products over buying items separately. You’ll need to do your research and it may be a case of consistent case of trial and error.
Example of cash bundling
Bundled cash is extremely prevalent in the eCommerce industry. This is particularly the case when it comes to selling electrical goods and technology. You’ll also find bundled cash in the cosmetics industry.
For example, PHB Ethical Beauty sells make-up starter kits made up of multiple products sold at a lower cash when bought together to encourage new customers to make the switch to vegan and mineral cosmetics.
Placement and size of cash
The placement and size of cash can have a big impact whether or not a customer follows through and purchases from your online business. There are lots of different studies that demonstrate how the placement of Credit risk can impact decision-making.
For example, let’s say you’re running a sale.
Should you place your discounted cash before or after the original sales cash? Is this likely to have any actual psychological impact?
Surprisingly, yes.
A study by Biswas finds customers perceive a larger discount when the discounted cash is positioned to the right of the original cash. The only prerequisite to consider is that the discount should be moderate in size to support comprehension.
What’s the psychology behind this cash strategy?
Based on numerical cognition, it’s far easier for the human mind to subtract two numbers when the smaller number is positioned on the right. It really is that simple – crazy right?
Another element that may enhance your Credit risk strategy is to visually distinguish your cash from a reference cash by using a different colour or font, which then triggers what’s known as a fluency effect.
Your customers will misattribute the visual distinction (e.g. the change in font colour) to a greater numerical (cash) distinction, which can increase the likelihood of more sales.
As well as this, placing your cash horizontally further away from a reference cash leads to a greater numerical distance being perceived.
Advantages of changing placement and size of cash
Find out what works best for your business
Testing out the placement and size of your cash allows you to eventually find the solution that works best for your business to increase your sales. Be mindful of where you place your cash though – you still want to build trust with customers.
Remember to only test out one change at a time (no matter how minor) as if you change anything else then your results won’t be accurate, and you will have wasted your time.
Disadvantages of changing placement and size of cash
Trial and error – the process takes time As you may have guessed, this Credit risk strategy is a bit of a time thief. Plus, there’s also the worry that if your cash strategy is already working okay, then you risk decreasing your sales – albeit on a temporary basis.
Example of changing placement and size of cash
As with charm cash and other common cash strategies, it’s likely that you’ll have come into contact with cash strategies focused on placement and size. ASOS is a good example of this Credit risk strategy in action.
Despite ASOS going against the grain in terms of what studies have found (most likely, they will have optimised for what works best for their brand and customers) you can still see how they’ve played with the position, placement and colour of the discounted cash.
Differential cash
A differential cash strategy offers different cash for the same products to different segmented groups of your customers or potential customers. Such a strategy is also frequently referred to as discriminatory cash or multiple cash.
For instance, you may use personalised cash, which is considered to be first degree discrimination; quantity discounts and surcharges as second degree and targeted cash as third degree.
Recently, differential cash has risen in popularity, which may be due to an increase of such articles in Marketing Science between 2006-16. Such a trend may be explained by recent advances in information technology which can provide richer data on users.
But why do businesses adopt differential cash strategies?
Advantages of differential cash
Maximise company revenue A key advantage to differential cash is being able to optimise company revenue. It’s widely accepted that a business will always want to sell its products or services to any customer for as much as he or she is willing to pay. Who wouldn’t?
Although it can be difficult to implement, businesses that are able to segment their audience and take advantage of the ability to sell products at higher cash are likely to earn more revenue than maintaining a flat cash for all customers. Cover business costs Being able to establish differential cash for different customer segments means that customers paying higher cash can help to cover the costs of making the products.
This also enables cash-sensitive customers to purchase products at more marginal cash, widening the reach of your products to multiple customer groups.
Disadvantages of differential cash
Profits on discounted strategies will drop If you choose to discount your products to a specific segment of your customers, then you won’t receive the full amount that you’d normally charge.
For a permanently lowered cash (for example, offering student rates), this results in continued lowered profits over time. If you pause the strategy and raise cash, you may lose customers At the same time, if you’re running a temporary discount and then resume to standard cash, you may lose any new customers that you acquired during the period of the targeted lowered cash.
Keep in mind that this can lead to decreased brand equity and increased negative customer perceptions of your brand and business as a whole.
Example of differential cash
Any fast fashion brand is likely to be a good example of differential cash strategies in place. Most fast fashion resonate with students and offer student discounts – ASOS is just one of many examples.
Another common example is the B2B (business-to-business) and wholesaling industry.
Here, it’s common to offer discounts for bulk purchases to encourage more sales, which is considered to be another form of differential cash.
Premium cash strategy
A premium cash strategy is when a product is sold at an intentionally higher cash.
High-quality goods or luxurious items (such as high fashion, watches or electrical appliances) are typical examples of when such a strategy is likely to be in place.
Companies that charge an intentionally high cash are often seeking to emphasise the high quality and high class of the products they sell. Sometimes prestige cash is more commonly known as premium cash or brand exclusivity cash.
The psychology behind premium cash strategies is that the high cash reflects high quality of the item being sold. Customers perceive expensive items to signal the quality of the product. Of course, the item may actually be very low cost to create – it’s all about perception.
Brand exclusivity cash is an extension of premium cash.
Customer perception of exclusive brand value can help enable effective use of prestige cash. On top of this, there’s also a selection of marketing strategies that can help develop brand exclusivity.
Premium cash strategies can be used to target niche customers that associate the quality of a product by its cash tag. Customers who are most influenced by a premium cash are often considered to care less about the actual quality of the item.
Premium cash can also support feelings of self-worth, status and contribute to a feeling like a customer belongs. Notice how these are all still considered to be benefits of the product despite the fact that they are emotions, feelings and perceptions from the customer.
In the majority of cases, premium cash strategies work in tandem with good marketing. You can’t have one without the other. Such advertising doesn’t focus on differentiation or features – it focuses on the feelings or emotions associated with using the products.
Want some branding tips from Tamebay’s Chris Dawson? Give our eCommerce growth secrets article a read.
Advantages of premium cash
Increase profit margins by a substantial amount The Credit risk strategy allows you to increase profit margins for your products pretty heavily. As prestige cash concerns itself with charging intentionally high cash, so too do your profit margins increase as result. Create prestigious brand image Prestige cash can create a high quality, prestigious brand image for your business and customers.
As your brand reputation grows, so too can you keep raising your cash to reflect the newfound prestigious nature of your brand and maintain exclusivity.
Disadvantages of premium cash
Requires consistency across products If you want to make use of prestige cash to grow your brand and business, then you’ll need to consider applying this across all products that you sell.
Prestige cash is all about influencing customer perception about your brand and products that you sell. If you can communicate value effectively then you can a build a successful brand, reduce customer churn and keep your customers coming back.
Example of premium cash
Free People is a good example of prestige cash and brand exclusivity. The clothing brand gives the impression it has something to do with ethical production and consumption, but never provides any transparent information for its customers.
The high cash tags give the illusion of high-quality clothing. The brand name itself can create customer perceptions about Free People being a prestigious brand with ethics.
Unfortunately, having personally received items from this brand several times, the quality does not seem to be reflective of the cost, which indicates prestige cash may be in place.
But, if the perceived quality is not equal to its cash, how is Free People still so successful?
For prestige cash to be a success, highly effective marketing strategies are essential to promote the products as must-have items. Free People has this nailed down.
Through its marketing efforts, the brand maintains a prestigious image and has created a loyal army of brand advocates who purchase the clothing for emotional reasons (i.e. a sense of belonging, self-worth and status).
Practical study & Review
Credit risk is a cash/marketing strategy based on the theory that certain cash have a bigger psychological impact on consumers than others. Below are five cash strategies entrepreneurs can adopt:
1. ‘Charm cash’: Reduce the left digits by one.
This strategy, often called “charm cash,” involves using cash that ends in “9” and “99.”
With charm cash, the left digit is reduced from a round number by one cent. We come across this technique every time we make purchases but don’t pay attention. For example, your brain processes $3.00 and $2.99 as different values: To your brain $2.99 is $2.00, which is cheaper than $3.00.
How is this technique effective? It all boils down to how a brand converts numerical values. In 2005, Thomas and Morwitz conducted research they called “the left-digit effect in cash cognition.” They explained that, “Nine-ending cash will be perceived to be smaller than a cash one cent higher if the left-most digit changes to a lower level (e.g., $3.00 to $2.99), but not if the left-most digit remains unchanged (e.g., $3.60 to $3.59).”
In an experiment conducted by the University of Chicago and MIT, women’s clothing was used to test the left-digit effect. First, cash were set for $34, $39 and $44. To the amazement of the researchers, the items sold best at $39 even though that cash was more expensive than other options.
2. ‘Prestige’ cash strategy
Prestige cash is the complete opposite of odd or charm cash. Prestige cash involves making all numerical values into rounded figures, i.e., $99.99 is converted to $100.
You may be wondering why. According to Kuangjie Zhang and Monica Wadhwa in a 2015 study, rounded numbers (e.g., $100) are more fluently processed and encourage reliance on consumers’ feelings, compared to non-rounded numbers (e.g., $99.99), which are less fluently processed, and encourage reliance on cognition.
This means that rounded numbers “feel right” because the purchase is being driven by feelings and the cash is processed quickly.
Zhang and Wadhwa realized that consumers were more inclined to buy a bottle of champagne when it was cashd at $40.00, rather than $39.72 or $40.28.
3. ‘BOGOF’: Buy one, get one free.
This is a cash strategy in which customers pay the full cash for one product or service to get another for free.
The psychological strategy at work here is, simply, greed. Once a customer comes across the offer, logic gets tossed to the wind and the main focus is making a purchase to get the free item.
Now, because this technique has been widely adopted and most people no longer take the bait, you could stir things up a bit by offering one of the following:
Buy one and get 25 percent off your next purchase.
Purchase one and get four bonuses valued at $60, for free.
Buy one, get three for free.
To fully maximize this strategy, get creative with your discount offers.
4: Comparative cash: placing expensive next to standard
Comparative cash may be tagged as the most effective Credit risk strategy. This simply involves offering two similar products simultaneously but making one product’s cash much more attractive than the other.
This is a psychological game of choice for the customer, who has to choose between two products that are similar but have different cash.
This strategy works well with fashion brands, which place side by side tuxedos with similar quality but different cash, to make customers pick the more expensive one, which is the desired purchase.
To the average human, if something is expensive, then it is “quality.”
A perfect illustration of this strategy would be the case study on “The Williams-Sonoma bread maker”.
5: Visually highlight the different cash.
When you offer a sale with a previous cash side by side with a new one, you make more sales because customers feel they are getting a bargain and are not interested in researching the drop in cash.
To make the new cash strategy work effectively, use the psychological trick of changing the font, size and color of the new cash.
Merit / Demerits
Advantages of Credit risk
The following are advantages of using the Credit risk method:
Cash bands. If a customer is accessing information about product cash that are segregated into bands, the use of fractional cash can shift the cash of a product into a lower cash band, where customers may be more likely to make a purchase. For example, if a customer only wants to consider automobiles that cost less than $20,000, cash a vehicle at $19,999 will drop it into the lower cash band and potentially increase its sales.
Non-rational cash. If customers are swayed by the incremental cash reductions advocated under Credit risk (which is a debatable premise) then sales should increase.
Control. It is much more difficult for an employee to create a fraudulent sales transaction and remove cash when product cash are set at fractional levels, since it is more difficult to calculate the amount of cash to steal. Conversely, it is easier to steal funds when cash are set at rounded dollar amounts.
Discount cash. If a company is having a sale on selected goods, it can alter the ending digits of product cash to identify them as being on sale. Thus, any product ending with a “.98” cash will receive a 20% discount at the checkout counter.
Disadvantages of Credit risk
The following are disadvantages of using the Credit risk method:
It can be difficult for cashiers to calculate the total amount owed when fractional cash are used, as well as to make change for such purchases. This is less of a problem when credit cards and other types of electronic payments are used.
Rational cash. If customers are more rational than Credit risk gives them credit for, then they will ignore fractional cash and instead base their purchases on the value of the underlying products.
Evaluation of Credit risk
The overwhelming use of Credit risk makes it clear that, whether or not the underlying concept is flawed, businesses are setting cash in this manner in order to compete with each other. Thus, to use the earlier example, setting a cash a fraction higher than the cash charged by competitors might indeed lead to an incremental drop in unit sales volume, so a company probably has to use Credit risk in order to remain competitive.
Conclusion & Recommendations
Credit risk is the practice of setting cash slightly lower than a whole number. This practice is based on the belief that customers do not round up these cash, and so will treat them as lower cash than they really are. Customers tend to process a cash from the left-most digit to the right, and so will tend to ignore the last few digits of a cash. This effect appears to be accentuated when the fractional portion of a cash is printed in smaller font than the rest of a cash. An example of Credit risk is setting the cash of an automobile at $19,999, rather than $20,000. This type of cash is extremely common for consumer goods. A variation on the concept is to set cash higher, in the belief that customers will attach more importance to a product if the cash is set at a premium level.
ABC International has created an all-electric car for the urban commuter. Upon investigation of competing cash points, ABC finds that there is a cluster of similar vehicles cashd at $19,999. Also, many car buyers use on-line cash shopping services to evaluate vehicles, and those services present choices to car buyers in $10,000 cash bands. Thus, ABC decides to cash the vehicle at $19,999, not only to match the competition, but also to position itself within the $10,001 – $20,000 cash band.
The overwhelming use of Credit risk makes it clear that, whether or not the underlying concept is flawed, businesses are setting cash in this manner in order to compete with each other. Thus, to use the earlier example, setting a cash a fraction higher than the cash charged by competitors might indeed lead to an incremental drop in unit sales volume, so a company probably has to use Credit risk in order to remain competitive.
References
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“Keith Coulter”(PDF). Connect: News from the Graduate School of Management at Clark University. Clark University. Winter 2012. p. 5. Archived from the original (PDF) on 2016-03-09. Retrieved 2019-01-31.
Schindler, Robert M.; Parsa, H. G.; Naipaul, Sandra (2011). “Hospitality Managers’ Cash-Ending Beliefs A Survey and Applications”. Cornell Hospitality Quarterly. 52(4): 421–428. doi:1177/1938965511421168.
Basu, Kaushik (1997). “Why are so many goods cashd to end in nine? And why this practice hurts the producers”. Economics Letters. 54: 41–44. doi:1016/S0165-1765(97)00009-8.
Ruffle, B. J.; Shtudiner, Z. (2006). “99: Are Retailers Best Responding to Rational Consumers?”. Experimental Evidence. Managerial and Decision Economics. 27(6): 459–475. CiteSeerX 1.1.641.98. doi:10.1002/mde.1282.
El Sehity, T.; Hoelzl, E.; Kirchler, E. (2005). “Cash developments after a nominal shock: Benford’s Law and Credit risk after the euro introduction”. International Journal of Research in Marketing. 22(4): 471–480. doi:1016/j.ijresmar.2005.09.002.
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Bennett, P., Brennan, M., Kearns, Z. (2003). Psychological aspects of cash: An empirical test of order and range effects. Marketing Bulletin 2003; (14), Research note 1. pp. 1-2. PDFISSN 1176-645X
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Choi, J., Lee, K., Ji, Y. (2012). What type of framing message is more appropriate with nine-ending cash? Marketing Letters, 23(3), 603-314. doi:10.1007/s11002-012-9164-7
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Developing Behavior Among Children At The Age Level 12 To 16 Of Accepting Their Errors And Mistakes Promoting Children’s Well-Being.
Theme
Promoting Children’s Well Being
Sub Theme
Accepting Mistakes And Errors
The overall background of the participants of the project
Background:
Name of the Area:
Mang Chaher Tehsil Rawla Kot District Poonch
I selected area of Mang Chaher Tehsil Rawla Kot District Poonch for my project. The participants of my research work or my project was the 7th to 11th class students. It was local research. Before starting my research, it was necessary for me to know the overall back ground of the students and social status of their parents.
So, for this purpose I made a Performa to collect data about the under research students. Firstly, the area is situated near Rawla Kot city about 4 km from district head quarter towards Southern side. This area is rural, hilly and lush green with healthy environment. The population of research area is approximately five thousand. People of this area are hard worker, honest and brave. The literacy rate of Rawla Kot is 60 to 65%.
Socio Economic Status:
I met different students from class 7th to 11th in this area. Every student has his own story and back ground, different kind of categories included poor, middle and upper status. As a research student I observed that every student represented his/her family back ground because each have different story. I observed that different types of complications come from multiple status compilation of society i.e. from poor to rich.
Profession/ Occupation and Earning Trends:
As after earth quake the whole scenario of AJ&K changed from agriculture towards business and overseas earning. Most of the people went to middle east countries for earning. About 28 % are doing jobs in government and private sector.30 % of this society in different businesses and 24% went abroad for fulfilling their needs. Another18% are working as a daily wager i.e. labors, drivers, carpenter, electricians etc.
Literacy Rate:
I noted that the literacy rate of the Rawla Kot is 60 % to 65 %. It is good as compared to other districts of AJ&K. Most of the people of this area have basic education and have a sense of benefits of education. Parent of students give time in parent’s teachers meetings to enhance their children/students abilities.
Special Trait of Community:
The people of this area are well mannered, honest and brave with good hobbies. Gardening and playing of different games as football, cricket, volley ball and hiking are common. Many families after good earning migrated to urban areas for their children’s education in best institutions.
Why did you select this specific sub-theme and topic? Relate it to your experience/problem in your classroom/institution.
The reason behind the selection of the topic: This action research was designed to developing behavior among children by accepting their errors and mistakes for promoting children’s wellbeing. Although, well managed homes and schools provide an environment in which children develop behaviour of accepting and mistakes”. Like parents do not give strict punishment on the common mistakes of their children. So in this way developed habit in children for accepting errors and mistakes. “Many research studies have resulted that a conducive home environment promotes children’ academic achievement”. Home Home management strategies are a crucial part of teachers’ success in creating a safe and effective learning environment for children in building student’s well-being”. “The purpose of education is to provide a safe and friendly environment in order for learning to take place”. “Therefore parents should know how to use and apply strategies that will allow and also help children to learn about accepting mistakes and errors.
I have selected the above topic because now a day it is a common problem of all. Children don’t focus on good behavior. Students do not focus on accepting their mistakes and errors on the base of following reasons. I selected the above topic so this research identifies the solution of this problem. These reasons are discussed one by one in detail.
The problem in school/home:
Some teachers and parents gave strict punishment on common mistakes of their children. Due to this child tell lie and not accepting their mistakes after they have done. They told again that they did not done this.
Genetic problem:
Some parents do not accept their errors and mistakes. Children observe this and they also develop this habit in their behaviour. In this way when they do mistake and errors they refuse to accept this.
Fear of Punishment:
Children feel fear of strict punishment by their parents. So they do not accept their errors and mistakes. In this way they try to save them from punishments and told lie. With the passage of time this thing became the part of their personality.
Lack of Motivation:
In some cases, your child’s behavior problem may actually be a motivation problem. This lack of motivation can lead to a number issues in the classroom and in home—including not acceptance of their mistakes and errors.
Children anxiety:
Anxiety about grades can be another deeper issue leading to bad behavior in the classroom. Students who are overwhelmed or stressed by a subject may simply check out, leading to dropping grades and confidence.
What was your discussion with your colleague/friend / senior teacher or supervisor regarding the problem?
When I discuss the whole matter and problem of children’s wellbeing by accepting their mistakes and errors to my other colleagues and senior teachers it was argued that. So, the good behavior and personality should be a major area of concern to parents, teachers and children. This is the concern of this chapter which tends to summarize what is essential to be known about the well-being building process as it relates to good behavior and personality. Almost all the teachers and colleagues were in favor of the statement that the students having good habit of accepting their mistakes and errors are possessing good behavior and personality. Because good habits developments and personality are very alternative. No any students can get fluency in one skill without other skill. The researcher conducted this study which focused on the Development of accepting their mistakes and errors that lead to good behavior and personality of students.
A teacher’s most important activity in a typical class environment is the one related to classroom management that leading to build students well-being. Well-being ultimately enhance good behavior and personality. Learning and teaching cannot take place in a mismanaged classroom. In limited terms, classroom management is the management of the class by educational motives. Contemporary understanding of classroom management approach calls for conceiving class as a system. Class in educational system is a subsystem of educational management and at the same time a formal organization. Within this framework, classroom management could be defined as the process of arranging the classroom environment and its physical structure under the laws in order to satisfy the expectations of the educational system, the curriculum, the school, the lesson, the teacher and of the students; constituting the rules, relation patterns and administration of class order; planning, presenting and evaluating educational activities; recognizing students’ assets; providing student motivation; arranging classroom communication pattern; attaining classroom discipline; and of effective and productive employment of time, human and material resources in order to prevent students’ undesired discipline.
Habit development is a response, which an individual show to his environment at different times. Habit development can be positive or negative, effective or ineffective, conscious or unconscious, overt or covert, and voluntary or involuntary. If children have habit of accepting mistakes and errors, they feel confident after accepting it. Dusenbery, (2009) stated that “Confidence can be regarded as any action of an organism that changes its relationship to its environment. Confidence provides outputs from the organism to the environment.” The meaning of confidence is to conduct or carry oneself or confidence in what we do, especially in response to outside stimuli anything that an organism does that involves action and response to stimulation.
What did you find about the problem in the existing literature (books/articles/websites)?
One focus of our research has been on the relationship between child behaviour problems and parental well-being. Parenting stress was higher in families of children with (vs. without) delays; however, stress was related more to behaviour problem severity than to the developmental delay (Baker et al.). The present paper reports an extension of these findings in two directions. First, we extended our measures of parental well-being beyond parenting stress, to examine the relationship of developmental delays and behaviour problems to less child-focused indicators of parental well-being, depression and marital adjustment. Second, despite the strong relationship between child behaviour problems and parental wellbeing, there is still considerable variability in how individual parents respond. Family researchers in developmental disabilities have paid scant attention to the role of parental personality factors. We examined the individual personality trait of optimism– pessimism as a possible moderator of the relationship between challenging child behaviour and parental well-being.
Parents’ well-being The aspect of parents’ well-being most commonly considered in research on families and disability is stress, variously measured as, for example, parenting stress, negative impact, malaise, and parent and family problems. A clear finding is that parents of children with a physical or intellectual disability experience heightened stress. Parenting stress is evident even in early childhood and across disabilities (Blacher; Rodrigue et al.; Baker et al.). In one recent study, parenting stress attributed to the family member with a disability was about twice that attributed to the youngest sibling without a disability (Baxter et al.). Historically, this heightened stress was believed to be related to the presence of disability per se.
However, recent studies have found that parents’ stress is heightened in the presence of child behaviour problems (Stores et al., and, further, that this relationship may account for the association of disability and stress (Floyd & Gallagher Fidler et al. Baker et al.). Donenberg & Baker found that while parents of preschool children with autism reported higher negative impact than control families, their impact scores did not differ from families of children without delays but with externalizing behaviour problems. Also, Floyd & Gallagher, comparing Child Behaviour Checklist (CBCL) scores from families of children with ID, chronic illness, or behaviour problems (but no ID), found that the presence of significant behaviour problems related to parenting stress more than disability type did. Baker et al. found in regression analyses that once behaviour problems were accounted for, the child’s intellectual delay accounted for little or no further variance.
The present study examined the robustness of this finding by considering additional indicators of parent’s well-being that are not as directly related to child rearing. Dyson reported that mothers and fathers with a school-aged child with disabilities experienced heightened child-related stress, but did not differ in overall family functioning from families with normally developing children. Similarly, although Donenberg & Baker found large differences in stress (negative impact) in parents of preschool children with autism or externalizing problems relative to parents of normally developing children, these authors did not find differences on mothers’ reports of depression or marital adjustment.
In the present study we examined indicators of individual (depression) and relationship (marital) well-being. Ever since Olshansky’s provocative essay posing ‘chronic sorrow’ as a natural and universal reaction to a child with handicaps, researchers and clinicians alike have sought signs of depression. There is some evidence for heightened maternal depression in families with ID (Blacher et al. Olsson & Hwang Weiss). However, this finding has not been consistent, in part because of methodological shortcomings (e.g. small samples, inadequate controls) (Stoneman & Berman).
When a child has a disability, the marriage may suffer from added burden or the parents may feel closer to one another (Gath; Benson & Gross). Thus it is not surprising that studies have reported some marriages strengthened and some affected adversely (Taanila et al.; Heiman). One possible predictor of how marital satisfaction will be affected by disability is child behaviour problems. Simmerman et al, in a study of preadolescents with severe ID, found that greater child maladaptive behaviour was associated with lower marital satisfaction for both mothers and fathers.
Optimism–pessimism Family researchers in developmental disabilities have drawn heavily on Hill’s ABCX model of stress and its variations (McCubbin & Patterson; Bristol), wherein the impact of the child as stressor (A) is moderated by parental resources (B), and parental cognitions (C), to result in an outcome of stress or some other indicator of adjustment (X). Family researchers in ID have begun to examine personality or related cognitive variables (primarily C in the model) that may relate to coping with the challenges of child rearing. Most of these involve a positive perspective. Among these interrelated constructs are, positive perceptions (Hastings et al.), cognitive coping (Turnbull et al.), hope (Padencheri & Russell), hardiness (Judge), and optimism (Hyman & Oliver).
In many cases, however, the measures are not so much of general personality dispositions but of reactions specific to the child with disability. Hyman & Oliver, for example, assessed optimism with two questions about whether parents believed that their child’s behaviour problems were permanent and whether intervention would help. The ‘Pessimism’ scale of the widely used short form of the Questionnaire on Resources and Stress (Friedrich et al. is, in fact, a series of predictions about the future for the child with disabilities. Rousey et al. noted the high correlation of this scale with another scale measuring child capabilities, and cautioned that the score ‘does not, necessarily, reflect a pessimistic outlook as much as a realistic appraisal of the situation’ Our interest was in studying personality as a dispositional trait, independent of the particular child rearing situation.
The literature on optimism–pessimism suggests that this personality trait could moderate parent stress levels in the presence of challenging child behaviour, both by influencing cognitions (self-talk) about the child’s behaviour and by affecting use of stress-reducing behaviours. Optimism and pessimism, defined as generalized positive and negative outcome expectancies, represent relatively stable individual difference variables that promote or abate psychological well-being (Scheier & Carver). Optimists have a favourable outlook on life; they believe that good rather than bad things will happen to them (Olason & Roger). Researchers distinguish between optimistic explanatory style and dispositional optimism. Optimistic (pessimistic) explanatory style represents typical ways of understanding the causes and implications of events, and involves causal attributions about the internality, stability, and globality of specific events. Dispositional optimism (pessimism) represents generalized positive (negative) expectancies about future outcomes, broadly conceived. Although the two are highly related, our assessment herein was of dispositional optimism.
There is considerable evidence that optimism is beneficial to one’s health. Optimistic people, for example, are reported to have fewer illnesses and doctor visits, fewer accidents, greater physician ratings of general well-being, longer survival time following a heart attack or AIDS diagnosis, and a longer life (Peterson). Researchers have considered many pathways by which optimism may function to affect healthier outcomes, invoking effects on the immune system, cognition, emotions, social relationships, and health-promoting behaviour (Aspinwall & Brunhart; Peterson). At a cognitive level, Beck and colleagues have argued that chronic engagement in pessimistic thinking may lead to the development of a psychological vulnerability to experiencing negative emotions, which may contribute to psychological disturbances as indicated by symptoms of anxiety, depression, panic, and anger (Clarke & Beck). Optimistic or pessimistic expectations may result in schemas of success or failure that are chronically accessible, leading to differences in attention, interpretation, and emotional and physiological reactions (Segerstrom). Optimists are more likely than pessimists to reinterpret negative events in a positive way and to find meaning or growth in stressful experiences.
tressful experiences. The optimism literature suggests that mothers’ optimism may lead to less distress in the face of challenging child behaviours in at least two ways. Cognitively, less optimistic (more pessimistic) thinking is linked to vulnerability to experiencing negative emotions (Clarke & Beck). Behaviourally, coping strategies are linked conceptually to optimism. Dispositional optimism has an influence on selfregulation – on goal striving and motivation – when people encounter obstacles to reaching their goals (Carver & Scheier). Optimistic persons will see good future outcomes as more likely, and, in turn, will be more likely to persist in pursuing the goal. Optimists may gain an advantage in dealing with threatening events from their preference for more active coping strategies, such as problem solving and social support (Dougall et al.). When a situation appears more uncontrollable and active coping may not be possible, optimists report more use of acceptance and positive reinterpretation coping strategies, while pessimists report preferences for palliative coping strategies, such as avoidance and denial. These differences in coping may contribute to the greater distress and poorer health outcomes exhibited by pessimists (Dougall et al). In a recent study of mothers with a child with developmental disabilities, reframing (positive reinterpretation) as a coping strategy was the best predictor of mothers’ positive perceptions of their children (Hastings et al.)
Beck has implicated optimism–pessimism in stress and depression, and Finch am makes a similar point regarding marital adjustment. He notes that when a negative marital event is explained using an optimistic explanatory style, there is higher reported marital quality; indeed, he suggests that this association represents, ‘arguably, the most robust phenomenon documented in the marital literature’ Accordingly, we expected that optimism–pessimism will have a main effect relationship to parents’ report of well-being on measures of stress (negative impact), depression, and marital adjustment. We also hypothesized that, in the presence of high child behavioral challenges, optimism–pessimism will have a moderating effect on parental well-being. Optimistic parents will experience less adverse impact on well-being than pessimistic ones. This role of optimism, as a buffer when faced with a stressor, has been explored less. Indeed, Fincham goes on to note that ‘the paucity of research on explanatory style in the context of stress means that its role as a moderator variable remains unexplored in the marital domain’
The present study examines the well-being of mothers and fathers of young children with and without developmental delay. We questioned whether the pattern of relationships between child behaviour problems and parental well-being, as well as the role of optimism as a buffer, differed for mothers and fathers. Heller et al., studying caretaking burden, found that behaviour and health of the offspring (child or adult) had a greater impact on mothers than on fathers. These authors, in considering explanations, cited research indicating that women are more strongly influenced by stressful events within the family, whereas men are more likely distressed from work and financial events (Conger et al.). Following this line of reasoning, we would expect that in the present study mother’s wellbeing would be affected more than father’s well-being by child behaviour problems. We did not hypothesize about parent differences in the moderating role of optimism.
We studied mothers’ and fathers’ well-being at child ages and months, to assess the prediction of well-being from earlier behaviour problems, and to examine the stability of behaviour problems, optimism, well-being, and their interrelationships across year. We addressed two primary questions. First, are parental depression and marital adjustment, indicators of well-being beyond child-related stress, affected by child delay status and/or child behaviour problems? Second, does parents’ dispositional optimism moderate relationships between child behaviour problems and parental well-being?
What were the major variables/construct of your project? Give definitions/descriptions from literature.
Variables of the study:
Total three variables included in this research. One is independent variable and two are dependent variables. Children habit of accepting their mistakes and errors is independent variables Behavior and well-being used as dependent variable.
1. Children’s habit for accepting mistakes and Errors:
Mistakes teach us what doesn’t work and encourages us to create new ways of thinking and doing. Creativity and innovation are a mindset where mistakes are viewed as educational challenges. This shift in mindset can provide positive energy for discovering something new and better.
If you make a mistake, it means you’re bad at something, and you feel ashamed. This is why language learning causes so much anxiety in adults. … But if you avoid situations where you know you’ll make mistakes, you’re missing out on a key strategy that’ll speed up your language learning.
Students Behavior:
Children learn behavior by watching and imitating others. Many types of behavior detract from learning. These include talking out of turn, being out of the seat without permission, not paying attention and disrupting other students by making noise or touching them.
Listen to your teacher and follow instructions. If you want to behave better in class, the first place to look for help is your teacher. …
Be quiet. Typically, any time after class has started, it is time to be quiet. …
Avoid sitting with friends that get you in trouble. …
Be on time.
3. Children’s well-being:
Children’s well‑being, as defined in this report, refers to the psychological, cognitive, social and physical functioning and. capabilities that students need to live a happy and fulfilling life
What did you want to achieve in this research project?
Research Objectives
The purpose of the study was to developing behaviour among children at the age level 12 to16 of accepting their errors and mistakes promoting children’s well-being. So, the study will focus on the causes of problems of students regarding this.” In order to achieve said aims, following objectives are designed:
Objectives of the Study
The following was the main objective of the study.
To explore the relationship between accepting mistakes and errors and good Behavior in children at the age level 12 to 16.
To explore the relationship between accepting mistakes and errors and well-being of children at the age level 12 to 16.
To find out the Problems of the children in building effective behaviour at the age level 12 to 16.
To give suggestion for the improvement of the situation.
Research Questions of the study
What is the relationship between accepting mistakes and errors and good behavior in children at the age level 12 to 16.?
What is the relationship between accepting mistakes and errors and well-being in children at the age level 12 to 16?
What are the problems of children in building effective behavior at the age level 12 to 16?
What are the suggestions for the improvement of the situation?
Who were the participants in your project?
Population
The population of the study comprised 7th to 11th class students of Mang Chaher tehsil Rawla Kot District Poonch of Pakistan.
Sample
A total of “100” students were taken as a sample of the study. Mang Chaher City was taken as a Convenient sample by applying the Matched Pair Random Sampling Technique. So, total sample size was 100 respondents including male and female students. This sample provide appropriate knowledge regarding all the population.
How did you try to solve the problem?
The research methodology adopted for the collection and analysis of data is presented in this section. The section gives a thorough account of the subjects, settings instrument design, data collection methods and techniques analyze data. It further provides theoretical underpinning of methodology wherever appropriate. The research methodology is the key to answer the research question(s) and to draw conclusions.
Research design:
It is descriptive and survey research about accepting mistakes and errors and good behavior and personality at the age level 12 to 16. Descriptive research is “aimed at casting light on current issues or problems through a process of data collection that enables them to describe the situation more completely than was not possible without employing this method.”
Population:
A population is otherwise called an all-around characterized gathering of people or questions known to have comparative attributes. All people or protests inside a specific population typically have a typical, restricting trademark or characteristic. The target population of this study was the 7th to 11th class students of Mang Chaher tehsil Rawla Kot District Pooonch of Pakistan. The data was collected from children by filling up the questionnaire.
Sample and sampling techniques:
In research a sample is a gathering of individuals, that are taken from a bigger population for estimation. The example ought to be illustrative of the population to guarantee that we can sum up the discoveries from the exploration test to the population all in all. 100 students were selected from this area.
Instruments:
The study used questionnaires as the main research instrument. Questionnaire is the form in which different questions asked by the sample of the study to complete the goal of the study.
Data collection procedure
Data was collected by through questionnaires. Open ended and closed ended questions were used for the purpose of data collection. In closed ended questionnaires 5 Likert point scale questions were developed in the form of strongly agreed (SA=5), Agree (A=4), Undecided (UD=3), Disagree (DA=2) and strongly Disagree (DA=1).
What kind of instrument was used to collect the data? How was the instrument developed?
Instruments:
The study used questionnaires as the main research instrument. The questionnaire is the form in which different questions asked by the sample of the study to complete the goal of the study.
Questionnaires were three in counting and labeled as:
1-Closed-Ended Questionnaire for students about accepting errors and mistakes and its impact on student’s behavior.
2-Open Ended Questionnaire for students about behaviour development of Children.
3-Questionnaire for students’ suggestions for children’s well-being.
Questionnaire for students:
The following main questions guided the collection and analysis of data for the present study.
Children’ accepting mistakes and errors policies develop good behavior at age level 12 to 16.
Children’ accepting mistakes and errors policies develop problem-solving skill at age level 12 to 16.
Children’ accepting mistakes and errors policies = develop personality at age level 12 to 16.
Children’ accepting mistakes and errors policies develop adaptability at age level 12 to 16.
Children’ accepting mistakes and errors policies develop interpersonal skills at age level 12 to 16.
Children’ accepting mistakes and errors policies develop self-discipline at age level 12 to 16.
Children’ accepting mistakes and errors policies f classroom develop learning skills at age level 12 to 16.
Children’ accepting mistakes and errors policies develop ability to set goals for future at age level 12 to 16.
Children’ accepting mistakes and errors policies develop team work at age level 12 to 16.
Children’ accepting mistakes and errors policies develop negotiation skills at age level 12 to 16.
Children’ accepting mistakes and errors policies f classroom develop understanding and respect for others at age level 12 to 16.
Children’ accepting mistakes and errors policies leadership skills at age level 12 to 16.
Children’ accepting mistakes and errors policies develop marvelous confidence at age level 12 to 16.
Children’ accepting mistakes and errors policies develop honesty at age level 12 to 16.
Children’ accepting mistakes and errors policies develop integrity and belief in students at age level 12 to 16.
Instruments, participants and procedures of quantitative data collection are presented in the following sections.
Data analysis
After the collection of the data it was tabulated. Questionnaires were analyzed. After collecting data, the simple percentage and frequency model was applied to evaluate the score on different performance indicators to check the significance.
What were the findings and conclusion?
Findings:
Overall majority (90%) of the respondents agreed that Children’ accepting mistakes and errors policies develop good behavior at age level 12 to 16.
Overall majority (92%) of the respondents agreed that Children’ accepting mistakes and errors policies develop problem-solving skill at age level 12 to 16.
Overall majority (91%) of the respondents agreed that Children’ accepting mistakes and errors policies = develop personality at age level 12 to 16.
Overall majority (94%) of the respondents agreed that Children’ accepting mistakes and errors policies develop adaptability at age level 12 to 16.
Overall majority (93%) of the respondents agreed that Children’ accepting mistakes and errors policies develop interpersonal skills at age level 12 to 16.
Overall majority (94%) of the respondents agreed that Children’ accepting mistakes and errors policies develop self-discipline at age level 12 to 16.
Overall majority (93%) of the respondents agreed that Children’ accepting mistakes and errors policies f classroom develop learning skills at age level 12 to 16.
Overall majority (95%) of the respondents agreed that Children’ accepting mistakes and errors policies develop ability to set goals for future at age level 12 to 16.
Overall majority (95%) of the respondents agreed that Children’ accepting mistakes and errors policies develop team work at age level 12 to 16.
Overall majority (94%) of the respondents agreed that Children’ accepting mistakes and errors policies develop negotiation skills at age level 12 to 16.
Overall majority (96%) of the respondents agreed that Children’ accepting mistakes and errors policies f classroom develop understanding and respect for others at age level 12 to 16.
Overall majority (97%) of the respondents agreed that Children’ accepting mistakes and errors policies leadership skills at age level 12 to 16.
Overall majority (90%) of the respondents agreed that Children’ accepting mistakes and errors policies develop marvelous confidence at age level 12 to 16.
Overall majority (90%) of the respondents agreed that Children’ accepting mistakes and errors policies develop honesty at age level 12 to 16.
Overall majority (91%) of the respondents agreed that Children’ accepting mistakes and errors policies develop integrity and belief in students at age level 12 to 16.
Conclusions
The researcher in this study, from the findings concluded by analysis the following conclusion:
Teacher-student relationships are crucial for the success of both parents and children. As a feature of classroom administration, such connections are the most noteworthy factor in deciding an educator’s work as effective. The impact of instructor’s conduct assumes a critical job in the scholastic accomplishment of understudies. An instructor needs to show outstanding sympathy, constancy, industriousness, truthfulness, examine introduction, trustworthiness and adaptability as a man. Instructors likewise should be mindful in the manner by which anything that a living being does that includes activity and reaction to incitement.
Teaching is the activity of teachers for the purposes of education. Teaching is an arrangement and manipulation of a situation in which there are gaps or obstructions and where an individual try to overcome the problem from where he learns”.
The student achievement has been differently characterized as a level of capability achieved in scholastic work or as formally gained learning in school subjects, which is regularly spoken to by level of imprints gotten by understudies in examinations.
Researchers have demonstrated that other than being the criteria of advancement to the following class, children feel shame regarding accepting their mistakes and errors. they feel fear of strict punishment. If they know not have any punishment if their mistakes and errors, then they feel free and accept mistakes and errors easily.
Summary of the Project
University recommended me some developing basic skills in which theme and sub theme. My topic that I choose Developing behaviour among children at the age level 12 to 16 of accepting their errors and mistakes promoting children’s well-being. I choose this topic because I have to face problem about acceptance of mistakes and errors and behavior.
The sample comprised a total of 100 children drawn from Mang Chaher city tehsil Rawla Kot District Pooonch of Pakistan. They were selected by simple random sampling technique.
This study investigated improving behavior and personality of students through accepting their mistakes and errors. It also investigated the effects of home environment and management related differences on children’s academic performance in the concept of measurement when taught using hygienic environment and Unhygienic environment in home.
instrument used for students for data collection. Research design was descriptive. The result was finding that the habit of accepting mistakes and errors develops good behavior and personality in children. Parents behavior also impact on children’ performance.
How do you feel about this practice? What have you learned?
The aim of this study was improving behavior and personality of students through accepting their mistakes and errors. My research in urban area basic skills. My project participants were the children of Mang Chaher city. In urban areas mostly people maintain discipline but not all.
Home atmosphere is very important element in study because it helps in the learning of students. So I used different technique for creating Hygienic atmosphere in home to maintain discipline that lead good behavior and personality. Children were happy and learn quickly on the base of hygienic atmosphere in home. I feel pleasure. I think in our rural areas parents create hygienic atmosphere in home then children have no problem of discipline and behavior in education. Children response to the implementation of teaching if they teach in hygienic atmosphere. I created hygienic atmosphere in home through different activities. I learn that how to improve the student’s behavior and personality during the study. Finally, I feel satisfied.
What has it added to your professional skills as a teacher?
It added some new things in my knowledge key points are given below.
It made me good organizer.
It made me ready for everything that is throw their way.
It enabled me how to create Hygienic atmosphere in home to develop personality of students.
It built confidence in me that how to deal with urban areas students for improving behavior by accepting their mistakes and errors.
Before these activities I was not a good organizer.it made me innovative.
I started find out new things before I have not insert. But when I started my project a grate change brought in my thinking.
I capable to find out new things.
It made me good effective teacher and mentor.
It made me good role model.
It made me confident. Teacher discipline can help influence other to be a better person.
It made me capable to understand how to create home atmosphere according to student’s psyche to maintain behavior and personality at the age level 7th to 11th.
It tells me how unhygienic atmosphere effect onchildren’s personality level and communication.
List the works you cited in your project.
Acock A. Working with missing values. Journal of Marriage & Family 2005;67(4):1012–1028.
Battistich V, Schaps E, Watson D, Solomon D, Lewis C. Effects of the child development project on
students’ drug use and other problem behaviors. Journal of Primary Prevention 2000;21(1):75–99.
Beets MW, Flay BR, Vuchinich S, Acock AC, Li K-K, Allred CG. School climate and teachers’ beliefs
and attitudes associated with implementation of the positive action program: A diffusion of innovations
Prevention Science. 2008 DOI 10.1007/s11121-11008-10100-11122.
Beets MW, Flay BR, Vuchinich S, Snyder FJ, Acock A, Li K-K, et al. Use of a social and character
development program to prevent substance use, violent behaviors, and sexual activity among
elementary-school students in Hawaii. American Journal of Public Health 2009;99(8):1438–1445.
This postulation is devoted to Allah, my Creator and my Master, and envoy, Mohammed (May Allah favor and give him), who showed us the motivation behind life. My country Pakistan is the hottest womb; Allama Iqbal Open University, Islamabad; my second wonderful home; My awesome guardians, who never quit giving of themselves in incalculable ways, My dearest friend, who drives me through the valley of dimness with the light of trust and support, My cherished siblings and sisters; especially my dearest sibling, who remains by me when things look disheartening, My beloved Parents: whom I can’t compel myself to quit loving. All the general population in my life who touch my heart, I commit to this research.
ABSTRACT
What is a Database? Database (DB) connectivity is very widespread in businesses of all sizes. As is the case with all technologies, small businesses are slower than large ones to adopt new DB. Potential small business benefits and firm and sector-specific strategies drive the adoption and use of DB. Furthermore, sectors are increasingly global and dominated by large firms and the structure of their values chains and operations shape opportunities for small and medium size enterprises (SMEs). Principal reasons for non-adoption are lack of applicability and little incentive to change business models when returns are unclear. SMEs also face generic barriers to adoption including trust and transaction security and IPR concerns, and challenges in areas of management skills, technological capabilities, productivity and competitiveness. The issues for governments are to foster appropriate business environments for e-business and DB uptake (e.g. to diffuse broadband, enhance competition), and target programmes to overcome market failures to the extent that they are needed in particular areas (e.g. skill formation, specialized information). Governments have a range of SME e-business and Internet use programmes. However commercial considerations and potential returns are the principal drivers of small business adoption and profitable use.
Introduction
What is a Database? DB (Database) is defined as the study, design, development, implementation, support or management of computer based information systems, particularly software applications and computer hardware. DB comprises all the technology that simplifies the processing, transfer and exchange of information and communication services. It is considered as a subject of expertise that links information technology (computers and applications) and telecommunication networks (intranet and internet), that lets people and computers co-exist and inter relate regardless of physical location. Werthner and Klein also concluded that the term DB includes hardware, software, networks and people that should be united by inter-linking each one to the other in a systematic process to create the necessary information that helps the decision makers, producing products, offering services, promotion, controlling and for achieving business aims and goals. DB is clearly considered a key factor of business growth in the 21st century, specifically, in the current vibrant business and highly competitive environment which requires utilizing DB to improve productivity and cost efficiency, and to present high quality products and services to customers. Recently, the term, DB has expanded to include the role of DB tools not just inside the company but outside the company, for example, a UNDP report, 2001, concluded that DB is considered as a tool of marketing and contacting customers and looking for potential customers and stakeholders, as well as offering DB services is distinguished as a potential service for customers. According to Kabanda, notwithstanding the rapid expansion, adoption and easy access of internet, its services are highly unequal across and within countries. Emerging countries face considerable challenges in internet utilization for their growth and development on account of inadequate fixed-line infrastructure, and lack of supporting infrastructure, including electricity and steep prices of DB technologies. An approximate 75% of the world population, live in emerging markets, unsurprisingly have limited or no access to the Internet. The study further revealed that the rate of DB adoption by businesses on a continent to continent analysis show that Africa has the lowest penetration ratio for fixed teledensity and mobile cellular subscriptions, respectively. Europe leads all other continents whilst Africa remains the least, with at most 2%.
DB includes all digital technology that assists individuals, businesses and organizations in using information. It covers all electronic products that deal with information in a digital form. Therefore, DB is concerned with digital data storage, retrieval and transmission.
What is a Database?DB makes a business more efficient, effective and promptly respond to customers’ needs. DB can assist business activities including design, manufacturing, R&D, distribution and sales and feedback. Prof.Nassef reports that “contrary to the prevalent predDB that DB will decrease the demand for face to face communication and will result in greater dispersion of economic activity. She suggests that DB promotes industrial agglomeration”. In addition, Prof.Nassef argues that “The search of job and recruitment via the Internet offer potential efficiency gains to the labor market and the economy through reducing transaction cost and providing better matching between workers and vacancies by diffusing information about job widely”.
This theme includes a deep analysis of the impact of the information and communication technologies on different aspects of development and growth. It covers topics related to the financial, economic and technological aspects and stress on the importance of DB their role in facilitating a wide range of services and transactions such as online banking and online services provided by companies. It discusses authentication methods used in online banking and various online services. DB through facilitating the supply and access of a wide range of financial services, increasing efficiency in institutions and corporations, reducing costs and promoting and enhancing communication are a major channel for development. In addition, It covers topics that links information and communication technologies to urbanization and show the importance DB in urban service delivery. It presents how DB can be used to promote and ensure urbanization which became the norm of life of the twenty first century and poses one of the most critical challenges to achieve economic development and better standard of living. Furthermore, Big data as a tool for development presents topics that show how the big amount of digital data continually generated by the global population could be analyzed to support decision making and to generate actionable insights for policy makers. It also indicates the major role that big data plays as a tool for promoting various aspects of development.
Different research avenues could be suggested to address the role of Database in business. For example, Software Piracy (SP) is a worldwide, multifaceted phenomenon that presents a major challenge for software producers. The SP problem has been heightened worldwide because of the pervasiveness of the Internet and the progression of information technology, which have increased the probability for increasing the intellectual property rights violation. Establishing measures to effectively curb SP in Lebanon, however, requires understanding the underlying motivations and justifications for SP behaviors as well as SP rates and the factors influencing them. In their study, Khalil and Seleim, adopted and tested a causal model of software piracy attitudes, intentions, and behaviors in Lebanon using professionals and managers sample.
Future research designs should also employ other student and non-student samples in other Lebanese private and public sectors in order to verify the findings. Future research models should also include and investigate new constructs, such as national culture, demographics, corruption index, and economic development that may moderate the SP intention-behavior relationship.
Another research stream aims to show the use of Electronic business (e-business) in enhancing the organization’s competitiveness via deploying innovative information and communications technology. Several studies have been conducted in this area. For example, the impacts of using SNSs (social networks sites) as a way to encourage word of mouth between customers or the effects of SNSs on social or academic performance of university students. Dr.Abbas finds a significant influence of SNSs on firm`s competitive performance, social and academic life of university students.
Future research that fall under this subtheme may include using SNSs as a strategic tool to implement firm`s strategy, the effect of using e-commerce on market share, the role of SNSs on social bonds of university’s students, using information systems to customize firm`s product, and comparisons between traditional communication tools and interactive tools to improve firm`s performance.
Also, in community-based dental education programs, student-provided services can be an important source of community clinic and practice revenues. Therefore, the research within the department of Developmental Sciences are directed towards the construction of new community-based programs as the construction of an educational message to the pre-school teachers in relation to dental traumatology.
In a dynamic business environment, accounting profession should deal with different multifaceted new issues. For instance, how to record innovative business transactions, expand value-added business and information processes, distribute valuable knowledge to a broad group of information users, and offer assurance services across a whole range of economic activities. Information communication and technology has drastically altered the way in which business is performed. Now, most companies used accounting information systems in running their operations. Developments in information technology have radically enhanced accounting systems. Computers and other digital technologies have amplified office productivity facilitating the fast exchange of documents, gathering and analysis of data. According to Dr.El-Haridi and Dr.Mandour, the use of ERP systems in corporations has a significant influence on their performance.
The diffusion of computer usage and software development brought about strong adjustments in accounting businesses’ procedures; however, the influence of these innovations has not been accurately analyzed. Therefore, future research in this area is needed to judge the influences technological innovation has instigated in the accounting firms through a survey, using a structured questionnaire that can send to people responsible for the accounting firms.
The DB progresses made available huge amounts of information. This availability causes substantial risks to computer systems. In spite of noteworthy improvements in the information security area, several ISs are still susceptible to internal and external attacks. The presence of an internal audit for ISs avoiding these attacks or reducing the negative consequences. Therefore, an exploratory research on informatics audit for ISs security is needed.
Information and communications technology systems include desktop computers, laptops and tablets, fixed and mobile telephone systems, communications networks and software – even wearables. Your business can use DB systems to benefit from improvements such as reducing costs, increasing efficiency, improving decision-making and increasing your competitiveness in the marketplace.
Better Decision-Making
DB systems allow your business to store, process, analyze and share vast amounts of data. The information available from corporate data enables managers and employees to make decisions quickly and accurately so that they can manage operations effectively and respond rapidly to business opportunities or threats. Communication networks also enable decision-makers in different locations to work together easily when they need to take joint decisions.
Increased Manufacturing Productivity
By automating business processes and giving employees DB tools, your business can improve its individual and overall productivity. On the production line, for example, solutions such as computer-aided design can help to reduce set-up times and improve manufacturing accuracy so that employees spend less time on reworking. Access to manufacturing data enables managers to plan production more effectively, making better use of resources and reducing lead times.
Improved Customer Service
Quality of customer service is an important differentiator for businesses. Your company can use DB solutions to offer faster response to and higher standards of service to its customers. If you run a call center, for example, your agents can access databases that provide comprehensive customer information, including purchase history and product preferences. The information helps them deal quickly and efficiently with inquiries, boosting customer satisfaction. Service personnel working in the field can access customer, service and product databases using smartphones with secure Internet connections. This enables them to fix problems quickly and effectively, again boosting customer satisfaction.
Greater and Virtual Collaboration
Communication networks enable your project teams to collaborate effectively. By using videoconferencing or web conferencing over the Internet, teams can hold virtual meetings that bring together members from different locations, or different organizations, such as suppliers or business partners. This helps to create stronger project teams and enables the teams to maintain progress on important projects, rather than waiting for members to meet in a single location. In a product development program, for example, teams can reduce overall project time and get new products to market faster, giving the company a strong competitive advantage.
Improved Financial Performance
DB solutions can help your organization reduce costs, increase revenue and improve profitability. Using videoconferencing to host meetings between members in different locations, for example, reduces travel costs. Production data can help staff identify quality problems, reducing waste and reworking costs. Call center agents can use information available on their customer databases to increase revenue by identifying opportunities for selling additional products or services. Cost reductions and revenue gains make an important contribution to overall profitability.
Database (DB) can affect competitive advantage in many different ways. By making vast amounts of information available to all employees, DB enables the organization to respond effectively to change or business opportunities. It supports communication among teams, enabling them to quickly deliver strategic projects that contribute to growth. Technology also improves supply chain efficiency by enabling communication and information sharing throughout the chain.
Customer Service
DB systems are capable of storing and communicating vast amounts of information. That gives employees the ability to provide service based on comprehensive customer information. In a telephone call center, for example, an operator can view the caller’s entire purchase history, profile and preferences during the call. This gives the operator the opportunity to deal efficiently and effectively with the call and to improve customer satisfaction.
Project Teams
Organizations use project teams to work on product development and other strategic initiatives. According to the website Effective Meetings, using technology to hold virtual project meetings over the Internet reduces wasted travel time and enables the teams to make faster decisions, regardless of where members are located. Faster decision making reduces time to completion, enabling teams to get new products to market ahead of competitors.
Supply Chain
Linking members of a supply chain with a communications network allows an organization to respond rapidly to business threats or opportunities. Communicating an increase in market demand enables all supply chain members to adjust their production schedules in line with the change and deliver on time without disruption.
Mobility
Mobile communication technology enables employees working away from the office to access the same data and applications as their office-based colleagues. That means field service technicians or sales representatives can provide a high-quality service to customers, regardless of where they are, giving the organization a further competitive advantage.
Switching Costs
Technology provides a strong competitive advantage when it creates a barrier to entry for competitors. For example, say an organization provides a customized online ordering system to a major client. A competitor would have to build a matching system from scratch to provide the same benefits, giving the incumbent a strong advantage. This type of advantage is known as a switching cost. According to a research paper from the IESE Business School, switching costs are becoming strategically important in the increasingly networked DB environment.
Resources
According to a 1997 article in the “Strategic Management Journal,” information technology (IT) alone does not deliver competitive advantage. However, combining IT with other corporate resources such as innovation and talented people can create a powerful competitive advantage that is difficult for competitors to match.
Practical study
Information and Communications Technology (DB) involves the use of computer hardware, software and telecommunication devices to store, manipulate, convert, protect, send and receive data/information. DB is fast developing and is now part of every aspect of our livelihood. Businesses cannot survive in this 21st century without DB since all activities undertaken in the business setup is linked to DB. Consequently, communication flow is very essential in the growth and development of every business entity. DB makes it possible to communicate easily with staff and customers of the company. Businesses of this 21st century are advancing at a very fast pace. With the world becoming a global village, business transactions are becoming increasingly dynamic and consequently this has caused an increase in world trade. Thus the increase in the volume of trade in Ghana and other developed countries require fast transfers of monies, payment across continents and many other services that promote growth of business.
These transactions cannot be carried out effectively without the use of DB. With the numerous positive impact of DB in businesses, it is hard to imagine a contemporary business functioning without adoption of DB. Thus, DB permeates every aspect of twenty first century businesses. DB is crucially important for sustainable development in developing countries. DB encompasses the use of Computers, Internet, E-mail, Mobile Phones and Fax machine. Computers are now commonly used for writing letters, and reports, printing books, newspapers, and magazines, drawing pDBures and diagrams, doing statistics, mathematics and handling financial records, controlling traffic lights, flying aero planes, making and playing music and video, sending messages anywhere in the world. Also, describes the Internet as a mixture of many services with the two most commonly used being electronic mail (e-mail for short) and the World Wide Web (www). It plays a significant role in education, health, political processes, agriculture, economy, businesses and newsgroups.
DB enables electronic mail (e-mail) which is the exchange of text messages and computer files transmitted via communications networks such as the Internet. Email system is basically the equivalent of post mailing services with the biggest difference however being the time and cost involved. Email also involves not only written data, but all sorts of information in the form of video, audio, or photographs, can be sent via e-mail. I describes e-mail as an increasing popular method of communication, especially in the workplace.
DB also enables the use of mobile phones in businesses. Bittner defines mobile phones as a telephone system that can move or be moved easily and quickly from place to place. Mobile phones are now the DB that is reshaping and revolutionizing the communications globally. Its impact on the economic activities of nations, businesses, and small entrepreneurs is phenomenal. The importance of information cannot be overemphasized. This view by stating that mobile telephony usage by individuals enables them to communicate with loved ones, clients and business associates. For large businesses, it is a means of providing a service that leads to an increase in profits.
Although DB comes with numerous benefits, there are however some constraints to their implementation. Researchers assert that infrastructure, finance, poor data system and lack of compatibility skilled personnel, leadership styles, culture, and bureaucracy and attitudes can be considered as barriers to DB investment. Also, states that DB investment may be constrained by a broad range of laws and policies which may influence the overall package of incentives associated with the used DB. Some of these laws or policies include;
Policies that are aimed at curtailing peoples’ capacity to utilize DB effectively.
Policies that directly affect negatively DB innovation and investment.
iii. Policies the affect entrepreneurship, research and development.
Policies that affect telecommunications infrastructure and access.
At the most basic level, an information system (IS) is a set of components that work together to manage data processing and storage. Its role is to support the key aspects of running an organization, such as communication, record-keeping, decision making, data analysis and more. Companies use this information to improve their business operations, make strategic decisions and gain a competitive edge.
Information systems typically include a combination of software, hardware and telecommunication networks. For example, an organization may use customer relationship management systems to gain a better understanding of its target audience, acquire new customers and retain existing clients. This technology allows companies to gather and analyze sales activity data, define the exact target group of a marketing campaign and measure customer satisfaction.
Modern technology can significantly boost your company’s performance and productivity. Information systems are no exception. Organizations worldwide rely on them to research and develop new ways to generate revenue, engage customers and streamline time-consuming tasks.
With an information system, businesses can save time and money while making smarter decisions. A company’s internal departments, such as marketing and sales, can communicate better and share information more easily.
Since this technology is automated and uses complex algorithms, it reduces human error. Furthermore, employees can focus on the core aspects of a business rather than spending hours collecting data, filling out paperwork and doing manual analysis.
Thanks to modern information systems, team members can access massive amounts of data from one platform. For example, they can gather and process information from different sources, such as vendors, customers, warehouses and sales agents, with a few mouse clicks.
There are different types of information systems and each has a different role. Business intelligence (BI) systems, for instance, can turn data into valuable insights.
This kind of technology allows for faster, more accurate reporting, better business decisions and more efficient resource allocation. Another major benefit is data visualization, which enables analysts to interpret large amounts of information, predDB future events and find patterns in historical data.
Organizations can also use enterprise resource planning (ERP) software to collect, manage and analyze data across different areas, from manufacturing to finance and accounting. This type of information system consists of multiple applications that provide a 360-degree view of business operations. NetSuite ERP, PeopleSoft, Odoo and Intacct are just a few examples of ERP software.
Like other information systems, ERP provides actionable insights and helps you decide on the next steps. It also makes it easier to achieve regulatory compliance, increase data security and share information between departments. Additionally, it helps to ensure that all of your financial records are accurate and up-to-date.
In the long run, ERP software can reduce operational costs, improve collaboration and boost your revenue. Nearly half of the companies that implement this system report major benefits within six months.
At the end of the day, information systems can give you a competitive advantage and provide the data you need to make faster, smarter business decisions. Depending on your needs, you can opt for transaction processing systems, knowledge management systems, decision support systems and more. When choosing one, consider your budget, industry and business size. Look for an information system that aligns with your goals and can streamline your day-to-day operations.
From your company’s online store to the enterprise software your business uses to record transactions and gather information, information technology has an essential role in your small business’s daily operations and success. The role of IT in business is seen in how it can help your company become more productive, increase performance, save money, improve the customer experience, streamline communications and enhance managerial decision-making. It also plays a role in helping companies expand globally and in providing staff access to company information wherever and whenever they need it.
From your company’s online store to the enterprise software your business uses to record transactions and gather information, information technology has an essential role in your small business’s daily operations and success. The role of IT in business is seen in how it can help your company become more productive, increase performance, save money, improve the customer experience, streamline communications and enhance managerial decision-making. It also plays a role in helping companies expand globally and in providing staff access to company information wherever and whenever they need it.
Improved Organizational Communication
An important use of technology in business is for communication through platforms such as conferencing software, email, video chat, company intranets and the internet in general. IT allows businesses to easily hold virtual meetings with staff and clients around the world without having to spend time and money on travel. At the same time, employees can access and share information and collaborate on their work regardless of location; employees can even work remotely so that the company can save on costs. Companies can also use platforms such as social media to address customer concerns more efficiently.
More Efficient Daily Operations
Another role of IT in business is to improve the efficiency of operations so that the company can complete tasks quicker and cheaper. This often happens with the help of enterprise software and a centralized company database.
Rather than having to get workers to count and monitor inventory, companies can use inventory management software that checks real-time levels, provides helpful reports to managers and can even trigger orders when the supply is low. Customer relationship management software has automated common sales and marketing tasks such as generating leads, sending promotions and tracking metrics. Companies can also take advantage of fully featured enterprise resource planning software to make it easier to do accounting tasks, manage human resources, monitor the supply chain, generate invoices and make supply purchases.
Better Customer Experience
IT also makes it easier to provide a good customer experience through improved customer service, easier customized marketing and e-commerce. Rather than only being able to reach the company during business hours, customers can conveniently interact with the company on its website and through social media, email and custom instant messaging services. Through tracking customers’ previous purchases with marketing software, companies can send customized promotions that better meet customers’ needs and result in more likely sales. Customers also benefit from being able to purchase products and services from the company’s website, and this also increases the potential for more revenue and growth for the company.
Information Technology and Business Decision-Making
The role of information technology in management decision-making is seen in tools such as ERP software and decision support systems that help managers see company performance data in real time so that they can make more informed decisions. Such software presents an online dashboard with information about the company’s finances, customers, sales and marketing trends and inventory levels. Managers can use the data to decide which products to promote or stop selling, where to cut expenses, which customers need support and when to place supply and materials orders.
Other examples of IT’s role in business include the following:
Internet-enabled systems, such as secure entry systems and wireless cameras, help improve business security and reduce risks of theft and loss of confidential information.
IT allows companies to store important company data in a database in the cloud to reduce paper waste, increase security and allow for easy backups.
IT allows companies to expand internationally as easily as setting up a multi-language website that markets to global customers and allows purchases in multiple currencies.
Companies can use online recruitmentto find more qualified job candidates and handle most of the hiring process online.
From enabling telecommuting to reducing energy use through modern systems, IT has a role in company sustainabilitythat can save money and improve the company’s reputation.
Thanks to IT, getting the latest information about your competitors and the market is as easy as searching Google on your computer or smartphone.
Data collection methods
The contribution of DB to the growth and development of every business have been stated by many researchers. DB is crucially important for sustainable development in developing countries. Thus investment in DB in the long run leads to improvement in the economy. However the investment into DB has associated factors that militate against it. Notable among these factors are inadequate power supply, breaking down and malfunctioning of computer, poor awareness of DB application and fund to invest more on DB device, cost of training IT personnel and cost of repairs in terms internet service. However, studies done by various researchers show that DB improves the productive capacity of businesses. Investment in DB greatly reduces travel costs for sector workers of various businesses. There are a lot of studies on the impact of DB on the performance of businesses in other countries but studies on the impact of DB on business in Ghana are scarce. Consequently this study focuses on identifying the impact of DB on the modern business in Ghana to fill the knowledge gap in this field.
Technology makes information available to decision makers, helping to improve the quality and speed of decision making. Technology also makes it easier for people to collaborate so they can execute joint business decisions. Organizations use communication technology to update employees on business decisions and ensure the right people implement those decisions.
Information
Individuals or groups who make business decisions need rapid access to information to formulate and justify their decisions. Information can include historical corporate data, customer records, market trends, financial data and competitor profiles. This information may reside in varying databases within an organization, however, making it difficult for decision makers to get a complete pDBure. Investing in a networked data management system enables organizations to store data in central locations that decision makers can access via a secure network.
Collection
Technology can also improve the collection of information needed for business decisions. Providing network links between a central database and local retail outlets, for example, enables organizations to collect the latest sales data and make decisions based on up-to-date information. Similarly, members of a supply chain can collect and share market and production data to make more accurate decisions about production and stock levels.
Process
Data alone cannot improve business decisions. According to Strategic Consultancy DSS Resources, data management must reflect decision-making processes. Many information technology (IT) departments believe that their responsibility is just to deliver large quantities of data to the decision maker’s desktop. Raw data, however, is unlikely to reflect the decision makers’ needs, creating a disconnect between IT and business.
Tools
The decision-making process consists of a number of stages including decision preparation, decision structuring, decision making, and decision management. Data requirements are different at each stage, so large volumes of raw data are unnecessary. Business intelligence software tools are available that allow users to select, analyze and manipulate data into the form they need at different stages of the process.
Groups
In many organizations, decision making is a group process, particularly for a project such as new product development. Technology supports decision making in a group environment by allowing all members to access essential data via a network. Groups can also use collaboration tools such as audio or video conferencing to conduct meetings between members in different locations as a way to speed up decision making.
SWOT analysis
SWOT analysis (alternatively SWOT matrix) is an acronym for strengths, weaknesses, opportunities, and threats and is a structured planning method that evaluates those four elements of an organization, project or business venture. A SWOT analysis can be carried out for a company, product, place, industry, or person. It involves specifying the objective of the business venture or project and identifying the internal and external factors that are favorable and unfavorable to achieve that objective. Some authors credit SWOT to Albert Humphrey, who led a convention at the Stanford Research Institute (now SRI International) in the 1960s and 1970s using data from Fortune 500 companies. However, Humphrey himself did not claim the creation of SWOT, and the origins remain obscure. The degree to which the internal environment of the firm matches with the external environment is expressed by the concept of strategic fit.
Strengths: characteristics of the business or project that give it an advantage over others
Weaknesses: characteristics of the business that place the business or project at a disadvantage relative to others
Opportunities: elements in the environment that the business or project could exploit to its advantage
Threats: elements in the environment that could cause trouble for the business or project
Conclusion and Recommendations
The World Bank (2006) observed that DB are adopted and used by most businesses as productive input factors which can increase labor productivity. DB can help businesses to keep up with competition, increase staff satisfaction, increase operational efficiency, improve communication with suppliers and customers, and enhance joint working in collaborative venture. Although not a solution for all development problems, DB serves as a powerful tool, when used appropriately as part of an overall development strategy to play a key role in the development process. He carried out a study on factors affecting the adoption of DB among businesses in Italy and their study revealed that general DB use and adoption rates are very high and do not depend on size (i.e. number of employees) and industry. The study also revealed that when the rate of effective use was measured by the share of total employees with access to these DB, the percentages of educated workers exerted a positive effect and, in the case of the Internet, a negative impact of size emerged. The study further revealed that the use of market oriented DB did not depend on a firm’s size or its productive or technological features, but rose when the firm was an exporter and present in foreign markets with commercial branches and employed a relevant share of workers with university education. The dilemma is that entrepreneurial and productive capacities are being severely under-exploited in the informal sector while the capability of the formal economy to generate jobs through the expansion of formal enterprises is limited. It is therefore important that businesses take advantage of DB to improve the ability of the informal sector to help contribute to national development.
This is evident when small and medium sized businesses (SME’s) adopt and use DB which has proven positive outcomes related to operational efficiencies, increased revenues, and increased market competitiveness.
Marketing professionals use computer technology to plan, manage and monitor campaigns. By analyzing and manipulating data on computers, they can increase the precision of marketing campaigns, personalize customer and prospect communications, and improve customer relationship management. Computer technology also makes it easier for marketing professionals to collaborate with colleagues, agencies and suppliers.
Improve Marketing Precision
With computers, marketing teams store, analyze and manage large volumes of data on prospects and customers. Understanding the demographics, purchasing histories and product preferences of different groups and individuals enables marketers to target products and campaigns with greater precision and to personalize communications.
Increase Campaign Capacity
With cloud resources, marketers can quickly increase computing capacity when they need it. By purchasing additional computing capacity from a cloud service provider, rather than investing in fixed systems, marketers can handle peaks in demand. Increasing website capacity to handle large numbers of campaign responses, for example, ensures that customers do not experience long waiting times. Marketers also use cloud computing to provide the additional capacity for test marketing and to manage large-scale email campaigns.
Automate Marketing Campaigns
Marketing automation is now an essential element in lead management, the process of converting sales leads to customers. Marketing automation identifies a prospect’s level of interest or intent to buy based on the response to a series of emails. The team can then follow up with detailed information or a sales call, depending on the response.
Open New Communication Channels
Computer technology gives marketers the opportunity to build dialog and strengthen relationships with customers and prospects. Marketers must respond to consumers’ growing use of the Internet and social media. By monitoring discussions on social networks and product review sites, marketers can gain insight into consumer attitudes and take the opportunity to respond and build dialog.
Provide Efficient Sales Support
Field sales teams and distributors require access to marketing support material, such as brochures, presentations, product data sheets, and advertising or email templates. By storing digital versions of campaign material in a secure Web portal and providing access to authorized users, marketers can simplify distribution of support material and increase control over its use.
Improve Collaboration
Using desktop video or Web-conferencing tools, marketers can collaborate with colleagues in sales and product development or account teams in advertising agencies and public relations consultancies. Collaboration tools can speed product development by making it easy for teams to meet and take decisions, rather than trying to arrange face-to-face meetings. Agency teams can discuss or review campaign proposals and changes to ensure they meet deadlines.
Improved Business Communication
The importance of technology in society and business can be seen in how technology expands the reach and efficiency of many forms of internal and external communication.
Field sales representatives and technicians, for instance, no longer have to return to an office to receive assignments. Instead, they take calls or mobile messages while in the field, alerting them to the next scheduled appointment. Business representatives traveling for work can stay connected to the office and colleagues, and email enables mass distribution of messages to people across geographical boundaries.
Externally, technology enhances opportunities for marketing communication. Social media, email, mobile phones and chat features allow companies swifter and more interactive communication platforms relative to traditional, one-way media options.
However, do note that using technology for communication is not the only solution and can be problematic for a business if a certain type of interaction would be better facilitated face to face. A funeral director would not want to rely on impersonal text messages for example, as the personal touch is critical during this difficult time in their clients’ lives.
Production Benefits of Technology in Business
No matter what your industry, business size or primary activities, technology allows opportunities to optimize production beyond what you could produce without it. Small companies can often compete with larger firms in operational efficiency, thanks to access to high-tech equipment and tools. Manufacturers constantly look to upgrade equipment to compete with industry leaders on production efficiency.
In a retail business, technology makes the process of selling to and servicing customers much more efficient as well. Scanning barcodes at a checkout is faster than finger-punching numbers in a cash register. Also, as items get scanned, companies capture important data for precise marketing and inventory management.
Facilitated Inventory Management
Raw materials suppliers, manufacturers, wholesalers, retails and B2B providers all have inventory management processes. Technology is used to organize items systematically in a warehouse or storage room. Matching computer information to inventory storage spaces helps associates pull stock as quickly as possible. Companies can quickly compare inventory when it comes in the door to order sizes on the computer screen.
Many inventory processes are automated. Retailers, for instance, often use vendor managed inventory approaches where suppliers automatically send replenishment when alerted that stock is low at a store. Organized, efficient inventory control helps minimize inventory costs while meeting customer demand.
Easier Financial Record-Keeping
Companies’ small and large use advanced software programs to manage accounting and finance tasks. In fact, companies often use programs that sync accounting with point-of-sale terminals and bookkeeping programs, such that each purchase or sale transaction is automatically captured in an accounting platform. Using technology to manage financial record-keeping minimizes manual processes, reduces costs and helps protect against human error.
References
Baldwin, J.R. and D. Sabourin (2002), “Impact of the Adoption of Advanced DB on Firm Performance in the Canadian Manufacturing Sector”, STI Working Papers 2002/1, OECD, Paris.
Bitler, M. P. (2001), “Small Businesses and Computers: Adoption and Performance”, preliminary draft, October.
Central Cooperative Bank for Commerce and Industry (Shoko Chukin Bank Of Japan) (2001), 2001 Survey on Internet Use by SMEs, Tokyo, November.
Ernst & Young (commissioned by the National Office for the Information Economy (NOIE) of Australia) (2001), Advancing with E-Commerce.
Eurostat (2002), The European Community Survey on E-Commerce.
Faverie, M. (2004), “E-Business and SMEs in seven non-OECD countries: South Africa, Brazil, Chile, China, India, Russia and Singapore, report prepared for OECD.
Langdon, S. (2001), “The Influence of Information Technology on the Growth of the Microbusiness”, paper presented at the 24th ISBA National Small Firms Policy and Research Conference.
Moodley, S. (2002), “E-Business in the South African Apparel Sector: a Utopian Vision of Efficiency?”, The Developing Economics, March, pp. 67-100.
OECD (2002b), Information Technology Outlook 2002, OECD, Paris.
OECD (2002c), Measuring the Information Economy, OECD, Paris.
OECD (2003b), OECD Communications Outlook, Paris.
Zixiang, A.T. and O. Wu (2004), “Diffusion and Impacts of the Internet and E-Commerce in China”, GEC Project, CRITO, Irvine University, www.crito.uci.edu.
Developing Ability To Make Possible Choice Making In Children
Theme
Promoting Children’s Well-Being
Sub Theme
Choice Making
The overall background of the participants of the project
Name of the School (where the action research was conducted):
Govt. Girls Higher School, ——.
The overall background of the participants of the project; area / Area: (socio-economic status, occupation / profession – earning trends of majority of the parents, literacy rate, academic quality, and any other special trait of the community where the Area is situated).
This action research was conducted in Govt. Girls Higher School, ——.
School & Participants Background:
This action research was conducted in rural area. The structure of school was huge and lovely. The school had lovely playground and parking. Classes are better in condition. The environment of school was great, better for learning and secure for children. The participants of study were elementary (8th) grade children and their teachers who were enrolled in Govt. Girls Higher School, ——. I selected elementary (8th) grade children and their teachers which are considered in total 32 members.
Socio Economic Status:
Most of peoples from this area are Govt. employee but some of them are shopkeeper or work in a private offices. Most of parents do not afford children education due to their family expenses and their low income but some parents support their children at higher level in well reputed universities. But due to the lack of higher educational institute and low income of their parents, more than 60% children stop their education after matriculation. Overall the financial status of this area is not good.
Occupation & Earning Trend:
Parents with Govt. jobs and small businessman are in a better condition to help and support their children educationally, mentally and profoundly. However, Parents with low income because of expenses and low salaries issues can’t give satisfactory to up level their children education. The control of the Parents in this research from this area is normal. A part of the Parents are not monetarily so good. The children who Parents with government jobs are more verified and their family finds a sense of contentment moderately contrasted with the individuals who work in private association. They are consistently in dissatisfaction. Due to low earning trend of this area, the children face a great deal of difficulties both at home and school, which block them from taking an interest completely in classroom exercises. In present some parents drop their children at different shop for learning work and for earning but today due to free education in Pakistan more than 80% children go to school till then matriculation.
Literacy Rate:
In 2019, —— literacy rate of 66% for females was noticeably lower than the 79% for males.
Why did you select this specific sub-theme and topic? Relate it to your experience/problem in your classroom/institution.
Making choice are an exciting subject. When I see different children with different mentality I notice that mostly children are strong in mentally but not strong physically so I decided to organized some making choice activities for checking mentally and mental skills in different children and after all I choose this theme because making choice activities give the world and life and everything in it meaning. Some points are describe below for analyzing this theme & subtheme: The subjective aspects include things such as how the child is feeling about their life and how happy they are. The objective aspects include factors that affect the child’s feelings, for example, health, housing, poverty, social capital and education. Despite a fairly extensive literature, comparisons between countries and communities are difficult as ‘the field of social child indication is fragmented and lacking a unifying taxonomy’. Many different indicators have been identified. Clearly, these attributes are not only important to the individual child but are also important considerations in relation to the child’s current contribution and engagement with their peers and family and their future potential contribution to their community and more broadly to society.
Well-being is no longer seen as an optional extra; it is becoming an important concern of policy makers and economists. Indeed, the dramatic rise in the number of efforts to measure and monitor the position and lives of children’ in recent years. However, as the metrics for measuring children’s emotional well-being are developed and a greater understanding of the complex interplay between the different factors is gained, uncomfortable truths are revealed.
The Children’s Society report identifies the following six priorities for children’s well-being:
The conditions to learn and develop, which include opportunities for free play and good quality and supportive education.
A positive view of themselves and an identity that is respected, which includes being comfortable with their appearance, being valued for who they are and being healthy.
Have enough of what matters, which includes living in an economically stable household and having the items and experiences that help them fit in.
Positive relationships with family and friends such as loving and caring relationships.
A safe and suitable home environment and local area, including space where they have privacy.
Opportunity to take part in positive activities to thrive, such as being able to play outside and having choice in the activities they engage in.
What was your discussion with your colleague/friend / senior teacher or supervisor regarding the problem?
After choosing this theme, I discussed this topic with my teachers, friends and supervisor.
Discussion with Supervisor:
My supervisor pointed out that after a day of thinking, children need to be outside in the fresh air either playing sport or simply playing. He also pointed that technology available to children nowadays but it is important to limit the time children spend having screen time. It is easy to use technology as a babysitting device but children should be restricted to a maximum of two hours per day, which includes television, computers, iPads et cetera. Setting clear and consistent guidelines from an early age makes it much easier to reinforce these limits. Most technology has timers so it easy for children to know when their time is up.
Discussion with Teacher:
My teacher told me that developing positive relationships with others is very important for possible choice making. The benefits from time spent with friends and family is that they learn to share, compromise and listen, as well as develop conflict resolution skills. Fostering these relationships as a child will also help them maintain relationships in their adult life.
Discussion with Friends:
One of my friend pointed about this subtheme that Sleep is an important element in maintaining good mental and physical wellbeing. Ensuring your child gets enough sleep each night is one of the most important practices you can develop as a parent. It is never too late to establish a night time routine. This may include a bath, reading a story or listening to quiet music. Make sure the technology gets turned off one or two hours before bedtime to allow your child’s brain to unwind and relax.
Other friend also said that resilient is one of the most important qualities to develop in children. The ability to learn from mistakes and accept feedback, be persistent and not give up easily will help maintain a positive wellbeing in children. Through modelling these qualities yourself, parents and educators can help children bounce back and move past mistakes and problems. Letting go is one of the best ways to maintain a healthy wellbeing.
I concluded that Well-being is no longer seen as an optional extra; it is becoming an important concern of policy makers and economists. Indeed, the dramatic rise in the number of efforts to measure and monitor the position and lives of children’ in recent years.
What did you find about the problem in the existing literature (books/articles/websites)?
Possible choice making belong to productive skill rather than perceptive one. It produces a message to communicate. Spratt, Paleness, and Williams (2020) state that Possible choice making learning belong to productive skills. She said that learning and Making choice, particularly, involve producing content rather than receiving it. The subjective aspects include things such as how the child is feeling about their life and how happy they are. The objective aspects include factors that affect the child’s feelings, for example, health, housing, poverty, social capital and education. Despite a fairly extensive literature, comparisons between countries and communities are difficult as ‘the field of social child indication is fragmented and lacking a unifying taxonomy’. Many different indicators have been identified. It means that Possible choice making learning will produce an output as an indicator that students have learned both those skills. It is clearly that the output of learning skill can be oral conversation or drama. Meanwhile, the output of learning skill can be written stories, letters, or other text types. Another linguist, Hyland (2019), explains that Possible choice making are a way to share personal meanings. The people construct their own views on topic.
Through being good role models for our children and developing positive thinking and behavior patterns in them we can help improve our possible choice making, as well as teach them lifelong skills to maintain this into their adult life. They will share their views on a topic to each other then. A person’s views may be different from other people’s views. It depends on their belief. Therefore, when constructing their views (ideas), the people have to make it understandable and acceptable. Brown (2019) illustrates that making choice are like swimming. When people want to be able to swim, they must have like an instructor to show them basic ways or tricks to swim, although the instructor is only their parents or their friends (not professional Parents). After they get the basic ways to swim, they will develop based on their own style. The more chance they get to swim, the more perfect they will be. Making choice are the last output after students learn separate acts continuously. Wallace (2019) states that Making choice are the final product after students learn several stages of Making choice separately before. Those stages are note-taking, identifying a central idea, outlining, drafting, and editing. It means that making choice are a complex skill. It covers many sub skills that have to be passed before producing a good piece of making choice.
Making choice seem so complicated with its sub skills, but it is actually can be learn with fun. Wajnryb (2020) is credited with helping to develop a new way of Possible choice making known as doctorless. Dictogloss is a relatively recent procedure in content teaching. Those skills are related to each other. In this case, I am going to focus on making choice activities. Making choice are a content skill that is very important. Making choice are among the most important skills that foreign content students need to develop. It is the last stage in making choice content after listening, learning, and listening. In other Making choice, I can say that making choice are an indicator whether students have gained all skills before or have not. Before the students have to learning, they should be able to listen, to speak, and to read.
Making choice activities differs from other skills like learning and listening. Brown (2019) states that trends in teaching making choice of ESL and other foreign contents are integrated with teaching other skills, particularly listening and learning. Wajnryb recommends that learners should listen to the Possible choice making twice and that both readings should be, as far as possible, identical. The text is read at natural speed with short pauses between each sentence. Students are told not to learning anything the first time, ‘but allow the Making choice to wash over them’. This is to allow students to get an overall feel for the passage. On the second listening students should take down notes. At this stage the teacher should suggest that learners focus on noticing and recording key content or information.
Possible choice making are an integrative strategy that was originally used for second content learners. The purpose of Possible choice making is to improve students’ knowledge of text structure and grammar & learning within an authentic context (Van Patten, Inclezan, Salazar, & Farley, 2020). As research indicates, effective Making choice instruction focuses on grammar & learning and text structure within context of use (Bromley, 2019). In this instructional strategy, students listen to a model of motivation structure and deconstruct it collaboratively before it is recreated. The collaborative nature of Possible choice making allows all learners, but especially second content learners and striving readers, to examine an exemplary narrative passage and discover how the author created it. When students are explicitly instructed in the study of genres and their textual differences, the quality of their Making choice improves (Calkins, 2019).
What were the major variables/construct of your project? Give definitions/descriptions from literature.
Education:
Education is the process of facilitating learning, or the acquisition of knowledge, skills, values, morals, beliefs, and habits. Educational methods include teaching, training, storytelling, discussion and directed research.
Health:
Health is a state of complete physical, mental and social well-being and not merely the absence of disease or infirmity.
Family:
“Family means having someone to love you unconditionally in spite of you and your shortcomings. Family is loving and supporting one another even when it’s not easy to do so. It’s being the best person you could be so that you may inspire your love ones.
Making choice:
To make a choice, people decide which of two or more possibilities or alternatives is best. People make choices every moment about their every thought, feeling, and action. Often, these choices are made very quickly and below a person’s level of conscious awareness.
Possible choice making:
Promoting well-being involves understanding and addressing child, youth, and caregiver functioning in physical, behavioral, social, and cognitive areas. This section presents information on protective factors and child, youth, parent, and caregiver well-being.
Promoting:
Learning through health and wellbeing enables children and young people to: make informed decisions in order to improve their mental, emotional, social and physical wellbeing. Experience challenge and enjoyment. Experience positive aspects of healthy living and activity for themselves.
What did you want to achieve in this research project?
The purpose of this action research will be find the developing ability to make possible choice-making in children at Govt. Girls Higher School.
The objective of this research are:
To carried out the developing ability to make possible choice making in children.
Developing decision making skills in students and enhancing self-confidence.
To discover the role of possible choice making on promoting possible choice making.
Research Question:
This study aims to make an action plan for the effecting of possible choice making of eighth class students in Govt. Girls Higher School, ——. Specifically it seeks to answer the following questions:
What is the developing ability to make possible choice making in children?
How making choice effect student’s wellbeing?
To find out the developing ability to make possible choice making in children?
Who were the participants in your project?
The targeted population was students enrolled in eighth class of Govt. Girls Higher School, ——. However, in this questionnaire, thirty-two (32) students, taking a related course, were selected in a Govt. Girls Higher School, —— as a sample while considering the research control and validity of this study. This sample included students of the two major medium (English Medium and Urdu Medium). These participants might generally represent the students in eighth class. The Possible choice making were developed on the basis of a series of research regarding Making choice identification and improvement for eighth class students. This curriculum purported to enhance students’ Making choice and depositions through speculating about academic learning and life issue discussion.
How did you try to solve the problem?
Action research incorporates little scale deliberate request and contains various stages which every now and again endure in cycles. Like arranging, activity, perception and reflection. This sort of research has turned out to be step by step across the board everywhere throughout the world as a technique for expert learning. It has been particularly created in training, explicitly in instructing, and is presently utilized extensively over the callings.
Method of the study:
The procedure of this research was involved on an activity research to discover and tackle the issue. The social wonder under investigation was the Improving the Possible choice making of eighth class level. Questionnaire, interviews, field notes and perceptions were utilized to gather the information expected to give the data knowledge important to respond to the research questions.
Sampling:
The entire group from which a sample is chosen is known as the population and we choose the students of Govt. Girls Higher School, ——. It was quite convenient for me, being a resident of Govt. Girls Higher School, —— to accumulate quality data from chosen city and Area. Sample is smaller representation of large data. Generally, it consists of all the observation that represents the whole population. The number of observation included in a sample is called size of sample. The students of Govt. Girls Higher School, —— and their Parents were selected for this class based action research.
Ethical Consideration:
An action research is considered ‘ethical’ if research design, interpretation and practical development produced by it have been negotiated with all parties directly concerned with the situation under research. Permission to conduct the study was first sought from the principal and Area governing body. Permission was sought from Area head. Permission was granted by the Education Department for this study to take place at the Area where I was teaching. The rights of the participants (eighth class students) were spelled out clearly i.e. they could refuse to be audio recorded and they could demand to see any notes or recordings.
Data Collection:
The term questionnaire is normally used on the other hand with audit. It is ordinary and straightforward strategy for data amassing, in actuality, look at. Moreover, it is snappiest, most affordable, private method for social affair data from respondents. The data was accumulated through efficient research gadget. So in such sort inspects, it is indispensable during progress of estimation gadget for quality data to recollect all points of view. Quantitative system was used to get critical and cautious information. Information was assembled through questionnaire including simply close completed request in regard to investigate goals. The close by completed overview was made for data gathering.
What kind of instrument was used to collect the data? How was the instrument developed?
Research Instrument:
Questionnaire was used to collect the data needed to provide the information insight necessary to answer the research questions. In this technique a number of questions were designed according to requirement and relevancy of researcher being conducted. The questionnaire was prepared to attain study objectives.
Quantitative research
Quantitative research is explaining phenomena by collecting numerical data that are analyzed using performing based methods (in particular statistics)’. Quantitative data contains closed ended information such as that found on attitude behavior and performance instruments .In this study the children have been given a questionnaire to find out developing ability to make possible choice making in children and this questionnaire has been derived and analyzed in terms of numerical data. This is why the research falls under quantitative category.
Questionnaire A questionnaire is a research instrument consisting of a series of questions for the purpose of gathering information from respondent’s statistical society. Usually a questionnaire consists of a number of questions that the respondent has to answer in a set format .A distinction made between open ended and closed ended questions .an open ended question ask the respondent to formulate his own answer, whereas a closed ended question has the respondent pick an answer from given number of options.
Questionnaire is:
Statements
Option
Possible choice making motivate them in making choice.
Strongly Agree
Agree
Disagree
Strongly Disagree
Possible choice making helping them to learning with self-confidence.
Strongly Agree
Agree
Disagree
Strongly Disagree
Possible choice making them able in decision making skill.
Strongly Agree
Agree
Disagree
Strongly Disagree
The use of Possible choice making is understandable.
Strongly Agree
Agree
Disagree
Strongly Disagree
Can choice effect on student’s wellbeing.
Strongly Agree
Agree
Disagree
Strongly Disagree
Can you use the choice making activities in your study?
Strongly Agree
Agree
Disagree
Strongly Disagree
Children wellbeing effects the life of student.
Strongly Agree
Agree
Disagree
Strongly Disagree
What were the findings and conclusion?
I used scale questionnaires to get students’ responses towards the use for the improvement of making choice. The results are shown below (Table). Total students in this questionnaire were 32.
Table: The Questionnaire Results on the Implementation of Possible choice making
Statements
Option
Students’ Choice
Possible choice making motivate them in making choice.
Strongly Agree
5
15.62%
Agree
22
68.75%
Disagree
5
15.62%
Strongly Disagree
0
0%
Possible choice making helping them to learning with self-confidence.
Strongly Agree
8
25%
Agree
24
75%
Disagree
0
0%
Strongly Disagree
0
0%
Possible choice making them able in decision making skill.
Strongly Agree
7
21.88%
Agree
23
71.88%
Disagree
2
6.25%
Strongly Disagree
0
0%
The use of Possible choice making is understandable.
Strongly Agree
2
6.25%
Agree
25
78.12%
Disagree
5
15.62%
Strongly Disagree
0
0%
Can choice effect on student’s wellbeing.
Strongly Agree
6
18.75%
Agree
20
62.5%
Disagree
6
18.75%
Strongly Disagree
0
0%
Can you use the choice making activities in your study?
Strongly Agree
2
6.25%
Agree
26
81.25%
Disagree
4
12.5%
Strongly Disagree
0
0%
Children wellbeing effects the life of student.
Strongly Agree
2
6.25%
Agree
23
71.88%
Disagree
7
21.88%
Strongly Disagree
0
0%
The first statement, “Possible choice making motivate them in making choice”. This statement was used to know whether the Possible choice making improved students’ Making choice to learning. There were 32 respondents who gave their opinion. It showed that 15.62 % of the students were very motivated to learning using Possible choice making. It showed that 68.75% of the students were motivated to learning using Possible choice making. The second statement is “Possible choice making helping them to learning”. So, about 25 % of the students were really helped by the use of Possible choice making to help them Making choice. It showed that 75 % of the students were helped by Possible choice making in decision making skill. The third statement shows that there were 21.88 % of the students who thought that they were able to learning by using the Possible choice making. There were 71.88 % of the students could learning through motivation. The next statement concluded that 6.25 % of the students could clearly understand with the steps used in Possible choice making. So, 78.12 % of the students agreed that the steps in Possible choice making were understandable for them. The next statement shows that more than 80 % of the students could get the Making choice from online lesson that would be used as the basic for them to develop and learning the lesson. The sixth statement will show there were still 4 students who were not able to develop their Making choice. The last statement showed so, there were more than 70 % of the students agreed that making choice in making choice were fun.
Discussion:
From the result above, it can be seen that more than 50 % of the students responded that Possible choice making motivated them in making choice. The use of Possible choice making was effective to motivate the students, helping them to learning lesson in different content. After learned using Possible choice making, more than 70 % of the students were able to learning lesson in different content. It also shows that Possible choice making are understandable and fun for them. They could follow the steps in Possible choice making periods. More than 50 % of the students were able to get the key making choice when they used Possible choice making. Then, they were able to develop the key making choice into a lesson. Possible choice making also helped the students to understand the generic structure of texts. The result of this research revealed the improvements contributed by the implementation of the Possible choice making periods in the teaching and learning process of making choice in grade ten of Govt. Girls Higher School, ——. First, Possible choice making could improve students’ Making choice. It was able to engage the students’ attention and interests during the teaching and learning process of making choice. Besides, Possible choice making could provide the students with illustrations and ideas in their minds. Second, the improvement could also be seen in the teaching and learning process. Possible choice making could be combined with other media such as pictures or video that could create various fun learning making choice so it decreased students’ boredom during their learning process in the classroom. The students became more confident to learning and active in the classroom making choice. Third, since the students were motivated and the Making choice class ran well, the students’ making choice were also improved.
Summary of the Project
This action research was conducted in Govt. Girls Higher School, ——. The participants of study were elementary (8th) grade children and their teachers who were enrolled in Govt. Girls Higher School, ——. I selected elementary (8th) grade children and their teachers which are considered in total 32 members.
Objective of this research are:
To carried out the developing ability to make possible choice making in children.
Developing decision making skills in students and enhancing self-confidence.
To discover the role of possible choice making on promoting possible choice making.
Questionnaire was used to collect the data needed to provide the information insight necessary to answer the research questions. In this technique a number of questions were designed according to requirement and relevancy of researcher being conducted. The questionnaire was prepared to attain study objectives.
It was able to engage the students’ attention and interests during the teaching and learning process of making choice. Besides, Possible choice making could provide the students with illustrations and ideas in their minds. Second, the improvement could also be seen in the teaching and learning process. Possible choice making could be combined with other media such as pictures or video that could create various fun learning making choice so it decreased students’ boredom during their learning process in the classroom. The students became more confident to learning and active in the classroom making choice. Third, since the students were motivated and the Making choice class ran well, the students’ making choice were also improved.
How do you feel about this practice? What have you learned?
I learnt a lot of new things which I never learnt in my previous life. For example when I talked with senior Parents and expert people I learnt a lot of skills of writing. When i taught the children then me counsel dictionary and great writers, businessmen and novels .These all things increased my Conflict management also showed them video lesson of some expert and creative writers to teach them. It also helped me to learn new things. This practice also improved my writing skills too.
I also learnt how to write effectively and accurately I have improved my English grimmer. My work has been improved. I learnt new methods of improving writing. I learnt how to write stories in appropriate way. Overall it helped me to develop new writing skills, new way of teaching writing skills. So I am glad to say that it was unforgettable experience of my life. First of all most of us numb the uncomfortable emotions, but unknowingly when we do this research we can also end up numbing our other emotions like joy, peace, happiness, and pleasure. We can’t fully have one without the other.
The first step is always awareness, because once we have awareness we can start to do something about it. Awareness alone won’t help us stop using Conflict management. Awareness after the fact is what I’m talking about here. Starting anything new and trying to create a habit out of it takes work and time. This is one of the reasons I love researching and attending classes as it’s basically a scheduled time in the day, where I have no other distractions, to just be in my routine and notice how I’m feeling. That being said I rarely make it to a class once a week these days, so I do have to find simple and quick ways to connect.
What has it added to your professional skills as a teacher?
It added a lot of new skills in my teaching .It improved my way of teaching. For example when I talked with senior Parents and expert people I learnt a lot of skills of making choice. When i taught the students then I counsel dictionary and great learnings, businessmen and novels .These all things increased my learning .I also showed them video lesson of some expert and creative learnings to teach them. It also enhanced my knowledge. This practice also improved my Making choice too. I also learnt how to learning effectively and accurately. I have learnt how to deal in society.im become confident after this practice. Now I can speak at any forum.
In this modern, digital age, Parents need to be flexible and be able to adapt to whatever is thrown their way. New technologies are developed every day that can change the way students learn, and the way Parents teach. Likewise, administrators are changing and updating expectations and learning standards. Being able to adapt is a skill that every modern teacher must have. If it’s being able to adapt to the way students learn, the behavior their classroom exhibits, or their lesson plans, it is a definitely a trait that is a must-have.
This is likely the single most important skill. Kids these days are stubborn, and many lack the inherent respect for authority that we were taught at a young age. Spending a single day in a room full of raucous teenagers is enough to send any human being to the Looney bin, which is why every good teacher needs patiencein order to find a way to work with his students and earn their respect.
Different kids learn in different ways, and some lessons need unique teaching tools. Good Parents know how to adapt their lesson plan to their students, so that all the kids learn optimally. This trait can take some experience and practice in a classroom setting, so give it time.
Whether you teach high Area chemistry or kindergarten, nothing is a more effective tool than using your imagination to create new and motivation ways for your students to learn. You may be inspired by the work of another teacher, mentor or a TV commercial – it doesn’t matter. All that matters is that you take the initiativeto find new ways for your kids to learn the material.
Parents could have a hard time without a wide variety of support staff around them. If you feel alone, your Area principal, administrative staff, parent-teacher committee, and more are often available to provide you help. By working as a team, you may have an easier time increasing your students’ ability to learn and have fun.
Sometimes to get the big reward, you may need to take a risk. Being a teacher is about finding a way to get kids to learn, and sometimes these new learning methodscan be risky. Stick to it and you’ll soon find that others are following your teaching example.
List the works you cited in your project.
Bromley, K. (2019). Best Practices in Teaching Making choice. In L. Gambrel, ed., L. M.
Morrow, ed., & M. Pressley (Eds.), Best practices in literacy instruction (pp. 243–264). New York: Guilford.
Brown, H. Douglas. (2019). Teaching by Principles: An Interactive Approach to Content
2nd Ed. San Francisco: Longman.
Calkins, L. (2019). The Art of Teaching Making choice. Portsmouth, NH: Heinemann.
Hyland, K. (2019). Second Content Making choice. New York: Cambridge University
Van Patten, B., Inclezan, D., Salazar, H., & Farley, A. (2020). Processing instruction and
Dictogloss: A study on object pronouns and word order in Spanish. Foreign Content Annals, 42, 557–576.
Wajnryb, Ruth (2020). Grammer & learning Possible choice making. New York: Oxford
University Press
Wallace, Trudy (2019). Teaching Learning, Listening and Making choice International
Academy of Education (Educational Practices Series 1-14).
Williams, Melanie (2020). The TKT Course. Cambridge: Cambridge University Press.
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