Cell Phones Should Be Allowed in Class Assignment

Cell Phones Should Be Allowed in Class - Assignment Example Cell phones have enormous benefits to offer to the society and its members and thus individuals expect to be able to use them every one. One setting where cell phones have been enormously criticized is in classrooms. Although cell phones have been criticized, this technology should be allowed in classrooms because this technology enhances learning, security, and connectivity.  Mobile phones should be allowed in classrooms because these devices enhance learner’s learning. Those who oppose this technology in classrooms believe that this technology is an obstacle in learning because this technology diverts the attention of the student from what is being taught in the class. These devices do not become an obstacle to learning what is being taught, they rather support and enhance the understanding of the course material. There are many instances when even the instructors fail to provide information relevant to the course material. In such instances, cell phones allow individuals to search for information in connection with course material and this information does not only benefits the user, this information even benefits other class members and the instructor. According to Ferriter, mobile phones can be used in classrooms to replace essential classroom supplies (Ferriter 1). Ferriter states that while conducting a lab experiment students required timers to time their experiments. There were insufficient timers to help the students, so mobile phones were used as timers and this activity allowed cell phones to perform various functions such as helping students in locating definitions and sharing of knowledge with other students through texting.  Security is one of the major issues that have been addressed by the use of cell phones. When students are restricted in a classroom they are unaware of the happening in the world outside the classroom. Due to this students face security issues as information regarding negative events taking place outside the classr oom is essential for students to take preventive measures while returning to their homes.

The Critiquing Process in Developing Reliable and Valid Body of Essay

The Critiquing Process in Developing Reliable and Valid Body of Knowledge - Essay Example According to their first hypothesis, the coaches of different genders (male or female) would react upon the RLSS differently in leadership behaviors. On the other hand, the second hypothesis refers to the occurrence of differences on the RLSS among different coaching levels that include college, high-school and junior-high. Summary The data forming the sample was non-random, which comprise of 162 coaches being selected on the volunteer basis. There were 118 (73%) male coaches and 44 (27%) female coaches with in the sample. In relation to the level of coaching, the sample included 25 (15%) junior-high coaches, 99 (61%) high-school coaches and 38 (24%) college-level coaches. Although this makes a good sample however the issue is in the distribution of the sample, particularly, the sample number for the junior-high-level coaches is relatively low. Instead, a larger sample constituting all categories of coaches would have been helpful in the analysis of the data, especially in the case o f the potential interaction of gender with the level of coaching. The tool employed was the Revised Leadership for Sport Scale that was created by Zhang, Jensen and Mann (1997). The RLSS can be used to evaluate the 6 leadership behaviors that include training and instructional behavior, autocratic behavior, democratic behavior, social support behavior, situational consideration behavior and positive feedback behavior. Sixty statements were used in the scale, being preceded by the phrase, ‘In coaching, I’. Each one of these 60 statements were accompanied by a Likert scale that is: 1 for ‘never’, 2 for ‘seldom’, 3 for ‘occasionally’, 4 for ‘often’, and 5 for ‘always’. This constructed a data set of ordinal level of measurement. Scales were monitored according to various environmental settings such as the gymnasiums, the fields of practice, the classrooms and the offices. The internal consistency was estimate d for each type of leadership behavior, which corresponds to 84 % for training and instructional behavior, 70 % for autocratic behavior, 66 % for democratic behavior, 52 % for social support behavior, 69 % for situational consideration behavior and 78 % for positive feedback behavior. Nevertheless, there was no information provided in relation to the validity of RLSS. Evaluation & Review In order to analyze the data, a MANOVA was employed for the