Lab report Example | Topics and Well Written Essays - 750 words

Lab Report Example Other human activities like clearing of land, deforestation, and desertification that abet temperature rise due to reduction in carbon dioxide sinks. Many scientists and environmental agencies have been actively informing the public and publishing scientific articles about the global warming and its adverse effects. They have strongly recommended governments and individual citizens to be actively involved in the mitigation and preparation for the effects of global warming. On the other hand, a group of people have also been actively rebutting the claims that global warming is here. This is called the â€Å"global warming debate.† What then are scientific evidences on which the claims â€Å"for† and â€Å"against† global warming are based? THE CASE FOR GLOBAL WARMING The increase in the earth’s surface temperature is blamed on human activities. From 1908 to 2008, the temperature of the earth’s surface has increased within the range of 1.2-1.4 ° C; the warmest years since 1850 occurred after 1998 (US Environmental Protection Agency). Greenhouse gases are naturally found on the earth’s atmosphere but their levels have significantly increased by 25% since massive industrialization which began more than 100 years ago (Energy Information Agency). Burning of fossil fuels by the energy and transportation sector accounted for 75% of greenhouse gas emissions, notably carbon dioxide. More intensive agriculture to feed increased population has increased methane and nitrous oxides concentration further. As a nation’s economy flourishes, so does its need for energy (US Environmental Protection Agency). Land surface temperatures are increasing faster than sea surface temperatures, while average temperatures are increasing faster with time (Intergovernmental Panel on Climate Change). Data show that the warmest years in the last century are: 1998, 2003, 2004, 2005, 2006, 2000, 2001, 1990, 1997, 1995 and 1999. Temperature increa se by 3 - 5 °F increases the risk of extinction of one-third of plant and animal species (Intergovernmental Panel on Climate Change). The rate in global sea level rise was ten times higher than the last 3000 years. This sea level rise is proportional to the temperature increase (Rahmstorf, 2006). Changes in climatic conditions due to global warming are well-documented and are projected to increase. These include precipitation (Wentz, Ricciardulli and Mears), further sea level rise (Meehl, Washington and collins), and thawing of ice sheets in Greenland and the Antarctic (Alley, Clark and Huybrechts). The widespread retreat and melting of glaciers (as shown in the CBS video) are attributed to global warming. In just forty-two years (1961-2003), the Antarctic and Greenland ice sheets have rapidly melted. The impacts of climate change are now being felt (summarized in Nurse). In the arctic and sub-arctic regions, imaging technologies show that glacial lakes have increased in number an d size. Warming of water bodies increase the runoff and earlier discharge of snow-fed rivers, and changed the water quality. Seasons have also shifted; notably spring events are earlier (i.e. bird migration). In agriculture and forestry, crop yields are affected due to higher night temperatures (Peng, Huang and Sheehy). Pests’ infestation is also expected to rise with increased temperatures reinforcing the need for more detailed monitoring (Logan, Regniere and Powell). Further evidences that global warming is here

Importance of Colonial Newspapers during Revolutionary War Research Paper

Importance of Colonial Newspapers during Revolutionary War - Research Paper Example John Adams, the US president during late 17th century stated that mechanism such as newspaper and pamphlets drove the willingness of Americans to revolutionize and brought together the perception of people, which eventually made America an independent nation. Colonists used the newspapers as an effective tool of communication during the 17th century in order to ensure that printed and handwritten materials were exchanged among thirteen colonies. This in turn played a huge role in creating unity among the colonies, which thereby led to its national independence. In fact, the communication tool was so effective that numerous towns and cities in the US used printed materials and newspapers to declare its nation’s independence. It will be worth mentioning that, revolution in the US would not have transpired in the 17th century if newspapers, mail and other communication were not introduced by people in the US. This is because these tools were effective for colonists in exchanging views among people in various colonies that instigated mutual cooperation and understanding. Therefore, colonists through the use of newspapers increased the extent of conversation amid colonies that led to its unification1. During the colonial American period, it was a mandate for newspaper printers to be authors so that they could indulge into printing activities. Benjamin Franklin started writing articles under James Franklin’s newspaper publishing company ‘The New England Courant’. Benjamin Franklin wrote letters during night time as an imaginary widow known as ‘Silence Dogood’2 to hide his identity from his brother. In the year 1729, Benjamin Franklin purchased the ‘Pennsylvania Gazette’ and started publishing newspapers on his own. Subsequently, Franklin’s newspaper became highly successful in various colonies, which played a huge role in initiating revolution in America. Franklin was a writer as

It strategy vs business strategy Essay Example for Free

It strategy vs business strategy Essay In most organizations IT expenditure is considered as one of the larger if not the largest contributor to capital investment and expenditure. Technology has a significant effect on the business landscape of most organizations and the market place they operate in. The goal of IT as such should be directed toward the alignment of IT strategy with an organizations overall business strategy (Mulcay, 2001). It is argued though that the inability to successfully derive value from IT investment is, for the most part due to a lack of alignment between IT and business strategies. Johnson and Scholes cited by Riley (2012) define strategy as follows Strategy is the direction and scope of an organization over the long-term: which achieves advantage for the organization through its configuration of resources within a challenging environment, to meet the needs of markets and to fulfill stakeholder expectations. In unpacking the definition, simply the business strategy that the business has decided to follow needs accurate configuration of resource human resource, technology resource, financial resource etc., so as to gain competitive advantage, meet objectives and stakeholder expectation. Henderson Venkatraman (1999) argue that there is no IT application or system, regardless of how cutting edge or sophisticated it maybe, that will build and sustain a competitive advantage for an organization for a sustained period of time. Organizations, in order to sustain competitive advantage should continuously endeavor to exploit its IT functionality and resource to maintain an advantage. In my opinion this is achieved by out of the box, evolutionary thinking by both business and IT leaders. Furthermore, both business and IT leaders need to understand fully the role that IT can support and re-shape business strategy decisions and improve IT effectiveness and ultimately improve business performance. SHOULD A COMPANYS IT STRATEGY FOLLOW ITS BUSINESS STRATEGY OR SHOULD IT LEAD ITS BUSINESS STRATEGY? WHY In my opinion IT is vary rarely the core business unless of course we mention Microsoft or Google and the like where technology is the primary focus area  but it must noted that the actual business process for each is different and intellectual property is what is regarded most valuable. Hence, I agree with (Abate 2009, Henderson Venkatraman 1999, Skriletz 2013) and many other researchers and commentators, that ITs role should be regarded as the enabler or driver of the business strategy. ITs strategy, investment; architecture even projects all need be dictated by overall business strategy, but should be part of process that helps the formation of the overall strategy. IT leaders need to possess the knowledge of new enabling technologies and how these technologies can be integrated into the business. Very often the business strategy is formed and developed in isolation and IT is seen as a support function only, rather than as function that can contribute to forming the strategy itself. IT leaders need to be part of the process that delivers the direction the business chooses to follow. Luftman Brier (1999) echo this sentiment in that just as HR and marketing are important parts of strategy so to should IT. Venkatraman and Henderson (2000) assert that business strategists cannot be seen to take the leading role whilst the IT strategist is seen as a support role. It is imperative both take the lead in designing the business platform. Business and IT strategists working together to shape new business; IT is not subordinate to business strategy but an extricate part of it. FACTORS TO CONSIDER Technology is seen as one of key elements that drive change and transformation. Intelligent use of technology can deliver a competitive advantage, streamline processes create cost efficiencies and optimization for most organizations and as organizations strive for these competitive advantages and efficiencies it would really not be prudent to exclude the technology people from the process of strategy development as those organizations that do include them, will certainly claim the competitive edge and advantage. Regardless of what industry youre in, its hard to think about a business  that couldnt exploit IT for competitive advantage if they chose to, says Barbara Gomolski, an analyst at Gartner cited in an article by Moore (2011). The industries that have seen growth by aligning IT and business strategy and have used it as a driver and an enabler include the airline industry that has leveraged IT and now allows customers to book directly with carriers rather than involving third party agents. The banking industry has really embraced technology with the likes of online banking and transactions, which show true alignment and involvement of IT in business strategy and goal setting. Technology drives their growth. The sentiment shared and one that I agree with is that by including IT in the formulation of business strategy will certainly assist the organization in achieving its goals. The exploitation of technology as a means is key and if you dont necessarily feel that, then I guarantee IT is treated as being outside of the core business strategy and as a result the organization is not deriving value from one of its most if not the most valuable resources. References Venkatraman N Henderson JC. 2000: Business platforms for the 21st Century, in Mastering Information Management, edited by DA Marchand, TH Davenport T Dickson. Great Britain: Prentice Hall: 283-289 Mulcay K. 2001: The IT Dilemma. World Trade, 14(4): 48-48. Henderson JC Venkatraman N. 1999: Strategic Alignment: Leveraging information technology for transforming organisations. IBM Systems Journal, 38(23): 472-484. Luftman J Brier T. 1999: Achieving and Sustaining Business-IT alignment. California Management Review, 42(1): 109-122. Abate R, (2008) IT should be an enabler to business [Available online at] http://www.information-managem e nt.com/blogs/IT_business-10015571-1.html (Accessed 18 June 2014) Skriletz R (2013) How to make IT a business enabler [Available online at] http://www.b-eye-network.com/view/16788 (Accessed 18 June 2014) Moore J (2011) Make It part of your Business Strategy [Available online at ] http://www.cnbc.com/id/44818677 (Accessed 18 June 2014) Riley J, (2012) What is strategy [Available online at] http://tutor2u.net/business/strategy/what_is_strategy.htm (Accessed 18 June 2014)

Why is investment appraisal process so important

Why is investment appraisal process so important Investment decisions are of critical importance to all companies, since they determine both their potential to succeed and their ultimate cost structure. Investments usually implicate high initial cash outflows and thus tie up substantial funds. Sound investment decisions are crucial, therefore. Yet, according to a highly complex and fastly changing business environment they remain a challenging management task. A capital investment appraisal is used to make sure value for money with regard to developing an estate strategy and capital project. It is not an indication of loss or profit for the company as a whole but rather a comparision of costs with regard to those areas of the estate where there is an opportunity or a demand for change. (Baum T., Mudambi R., 1999). Capital investment decisions are the important criteria to be used by an organization in order to apply its corporate strategy. Because of this, it has to include strategical decisions, marketing decisions and human recources implications that are an overall business review. These decisions include; expansion, cost reduction, market development, acquisitions and disposals, lease or buy. It is possible to evaluate the validity of the opportunities for an investment appraisal by comparing the expected benefits with the anticipated costs as its purpose. ( Kind J, 1999 p.122) (b) What is the payback period of each project? If AP Ltd imposes a 3 year maximum payback period which of these projects should be accepted? Payback for Project A Years Net cash flow Cumulative net cash flow  £000  £000 0 (110) (110) 1 20 20 2 30 50 3 40 90 4 50 140 5 70 210 Total 3+=3.4 years Payback for Project B Years Net cash flow  £000 0 (110) 1 40 2 40 3 40 4 40 5 40 Total = 2.7 years c) What are the criticisms of the payback period? Payback is a type of measurement that indicate the necessary period of time required for the recovery of the initial investment. There is a necessity of clarification that the payback can not be used as an only decision criterion because it does not include any profits or cash flows occurring after the payback period. Second, payback gives equal weight to all cashflows before the cutoff period, despite the fact that the more distant cashflows arc less valuable.( Mott, 2005, p 217.) It is a compulsory for a company to determine a proper end time for the investment in order to use payback method. Too many short-lived projects will be chosen by the company rather than long term ones in case of using the same date without taking into account the project life. Also it can be considered as an effective auxiliary investment appraisal tool since some possible risks that may arise from an investment project can be indicated by payback. As paralel to this, it might be thought as an important factor for the consideration of the economic life of a project as a consecuence of a sensitivity analysis. (Gà ¶tze U, 2008, p.46) Although it has weaknesses, payback will be used as one of the main decision making tecniques because the simplicity is the keynote of this investment appraisal method. And also it has short term perspective that leads decision making. In case of consideration of more complex projects,we should use advanced analysis like Net Present Value method and think carrefully what might be at risk. ( Dyson, 2007, p.422) (d) Determine the NPV for each of these projects? Should they be accepted explain why? NPV for Project A Years Net cash flow Discount factor Present value  £000 12%  £000 1 20 0.893 17.86 2 30 0.797 23.91 3 40 0.712 28.98 4 50 0.636 31.8 5 70 0.567 39.69 _______ Total present value 141.74 Less: Initial cost 110 Net present value 31.74 NPV for Project B Years Net cash flow Discount factor Present value  £000 12%  £000 1 40 0.893 35.72 2 40 0.797 31.88 3 40 0.712 28.48 4 40 0.636 25.44 5 40 0.567 22.68 _______ Total present value 144.2 Less: Initial cost 110 Net present value 34.2 Both projects should be accepted, since both Net Present Values are positive according to ACCEPT-REJECT decision making techniques. If we use RANKING decision making techniques; Project [emailprotected] 12% Discount Rate  £000 B 34.20 A 31.740 As it can be seen from the rankings Project B is more preferable with a higher NPV. (e) Describe the logic behind the NPV approach. NET PRESENT VALUE METHOD One of the most widely known and used technique of financial analysis is Net Present Value method. It is a comparision of the value of money now and that of the future. A pound today is precious more than a pound in the future, because the buying power of the future money is eroded by the effect of inflation. Importance of Time Value of Money in Financial Management; The time value of money is the fundamental for financial management because it is the aid of determining present value in todays paund of the future net cash flow of a project. Therefore you can obtain a comparision of that sum of money with necessary amount of money to carry out the project. Any of financial decisions must not be taken in case of the equality of inflows and outflows because of uncertain future conditions. In order to purchase assets the inflow must be above the outflow. If the purpose is to raise the funds then outflow must be kept more than the inflow. And it is required that the inflow and outflow can be matched. In order to make effective financial decision, the flows expected in the future must be adjusted on the purpose of being compared with the current ones.( Ramagopal, 2008, p.221) The procedure of Net Present Value Calculation; Net present value method can be used to examine the profitability of all investment projects. If the net present value > 0 The project is feasible If the net present value < 0 The project is not feasible If the NPV is greater than the cost, the project will be gainful for the company. In the case of having more than one project, you should calculate Net present value of all, and the superior one that has the most difference between Net present value and cost must be chosen. Project that its net present value is bigger than zero, are considered to raise the value of the company. (Mott, 2005, p216) The advantages of this method; It puts forward the value of 1 pound of today is more than that of 1 pound in the future. Because the return of todays investment will be received earlier than any of the future investments. The estimated cash flows and the opportunity cost of capital are examined by this method. In order to calculate the net present value for the whole project, the current values of the cash inflows and outflows could be added since present values are todays value. ( Kind J, 1999 p.127) The weakness of the model is that cash flows are accepted to be seen on the last day of the year depending on discounting once a year. On the other hand the assumption of the constant cost of capital during the whole life time of the project can be considered as the another weakness of the method. (Proctor, 2009, p.192) (f) What would happen to the NPV if: (1) The cost of capital increased? If the cost of capital increases, discount rates decrease, which means that present values of cashflows also decrease. As a result, NPV will also decrease, because there will be a decrease in the sum of total present values of cash flow (2) The cost of capital decreased? Decreasing the cost of capital will increase discounting rates, which means an increase in total present value of cashflows. Depending on this increase, NPV which includes the sum of total present values of cashflows will inevitanly increase. (g) Determine the IRR for each project. Should they be accepted? The net present value is most popularly alternated with internal rate of return (IRR). IRR is defined as the discount rate or cost of capital at point where the benefits are balanced with its costs, the net present value is equal to zero and so, can be considered as break even rate. It can be used as measure of capital efficiency. Advantages of IRR Liquidity is considered in this method. It emphasize timing of net cash flow. The exact % return on investment is given NPV FOR PROJECT A: Years Net cash flow Discount factors Present value  £000 17% 22% 17% 22%  £000  £000 1 20 0.855 0.82 17.1 16.4 2 30 0.731 0.672 21.93 20.16 3 40 0.624 0.55 24.96 22 4 50 0.534 0.451 26.7 22.55 5 70 0.456 0.37 31.92 25.9 _______ ______ Total present value 122.61 107.01 Less: Initial cost 110 110 Net present value 12.61 (2.99) IRR= positive rate + -range of rates= = 17%+-5% =21.04% At 21.01% discount rate the NPV is equal to zero. NPV FOR PROJECT B: Years Net cash flow Discount factors Present value  £000 22% 27% 22% 27%  £000  £000 1 40 0.82 0.787 2.863 2.581 2 40 0.672 0.620 3 40 0.55 0.488 4 40 0.451 0.384 5 40 0.37 0.302 _______ ______ Total present value Less: Initial cost 110 110 Net present value 4.52 (6.76) IRR= positive rate + -range of rates= 22%+-5% =24% Since both projects IRR are bigger then cost of capital; both of them can be accepted. (h) How does a change in the cost of capital affect the projects IRR? The IRR value of the project is not affected by a change in the cost of capital. The point that must be taken into account here is that IRR value must not be below cost of capital for the safety of the investment. (i) Why is the NPV method often regarded to be superior to the IRR method? The NPV calculation will usually always provide a more accurate indication of whether or not a project should be undertaken or not.However, since IRR is a percentage, and NPV is shown in money, it is more appealing for a manager to show someone a particular rate of return, as opposed to money amounts.

Essay --

Nowadays, the amount of people who want and able to be a teacher has been lesser and lesser from time to time. It is because teaching is a very hard and stressful job and it has been considered as the one of the top five hard jobs in the world (Lewis 2014). Work stress is the stress occurred at work, is the ‘natural’ limit of human endurance and ability to recover, is the product of the unsustainable pressures and requires placed on the worker by late capitalism (Wainwright & Calnan 2002). The occupational stress is associated with reduced productivity, impaired employee, worker turnover, well-being and absenteeism (McCormick 1995). The signs of stress of a teacher can be in physical, psychological and behavioral form (Wainwright & Calnan 2002). For example, the symptoms are block out new information, involve themselves only superficially, display in appropriate humor and some more else. These signs of stress may cause by the work conditions, workload, job insecurity and relationships at work (Edworthy 2000). There are three simple methods for teachers to handle their stress, such as having a good time management, a healthy lifestyle, and right attitude. Teachers contribute most of their time in teaching, so it is important for teachers to deal with their time smartly (Dean 2013). Teachers will feel stress in their teaching if they are not able to arrange their time well. It is because teachers need to spend most of their time to focus and prepare for their lessons. For example, teachers need to cover the chapters for the next day lessons, and prepare the studies materials at night. Without preparations and knowledge for the next day lesson, teachers may nervous and do not know how to answer the questions asked by students. Moreov... ...as naughty students, lazy students, smart students and some more else. Those students who have bad attitudes may make teachers angry and scold them. So, in this kind of situation, teachers can try to give a chance more to those students and forgive their bad behavior towards teachers. This action may build the trust again between teachers and students, and teachers can have lesser stress from this forgiveness situation compared to the scolding situation. As a conclusion, teachers should learn some tips for helping themselves to cope with their stress at work, and should not bring the stress back home, and share together with their families. They should have the happy moments with their families after their working time. Teachers may also share their happiness with their students in classes. Lastly, teachers are mighty and their contributions should be appreciated. Essay -- Nowadays, the amount of people who want and able to be a teacher has been lesser and lesser from time to time. It is because teaching is a very hard and stressful job and it has been considered as the one of the top five hard jobs in the world (Lewis 2014). Work stress is the stress occurred at work, is the ‘natural’ limit of human endurance and ability to recover, is the product of the unsustainable pressures and requires placed on the worker by late capitalism (Wainwright & Calnan 2002). The occupational stress is associated with reduced productivity, impaired employee, worker turnover, well-being and absenteeism (McCormick 1995). The signs of stress of a teacher can be in physical, psychological and behavioral form (Wainwright & Calnan 2002). For example, the symptoms are block out new information, involve themselves only superficially, display in appropriate humor and some more else. These signs of stress may cause by the work conditions, workload, job insecurity and relationships at work (Edworthy 2000). There are three simple methods for teachers to handle their stress, such as having a good time management, a healthy lifestyle, and right attitude. Teachers contribute most of their time in teaching, so it is important for teachers to deal with their time smartly (Dean 2013). Teachers will feel stress in their teaching if they are not able to arrange their time well. It is because teachers need to spend most of their time to focus and prepare for their lessons. For example, teachers need to cover the chapters for the next day lessons, and prepare the studies materials at night. Without preparations and knowledge for the next day lesson, teachers may nervous and do not know how to answer the questions asked by students. Moreov... ...as naughty students, lazy students, smart students and some more else. Those students who have bad attitudes may make teachers angry and scold them. So, in this kind of situation, teachers can try to give a chance more to those students and forgive their bad behavior towards teachers. This action may build the trust again between teachers and students, and teachers can have lesser stress from this forgiveness situation compared to the scolding situation. As a conclusion, teachers should learn some tips for helping themselves to cope with their stress at work, and should not bring the stress back home, and share together with their families. They should have the happy moments with their families after their working time. Teachers may also share their happiness with their students in classes. Lastly, teachers are mighty and their contributions should be appreciated.

Utopia - The Impossibility of Perfection Essay -- Utopia Essays Utopia

Utopia - The Impossibility of Perfection "The latter end of [this] commonwealth forgets the beginning." ?William Shakespeare, The Tempest From Plato's The Republic to Karl Marx's Communist Manifesto, the search for a perfect social state has never stopped; its ultimate goal of achieving a human society that exists in absolute harmony with all due social justice, however, has proved to be woefully elusive. The pure concept of a utopia can be theoretically visualized as a perfect geometric circle: one that is seamless, all-inclusive, yet impossible to draw out in reality. In 1516, Sir Thomas More depicted in his famed Utopia what he envisioned to be an ideal state?one that frees its citizens from material worries by mandating economical equality amongst them and dividing social responsibilities impartially. More's work, however brilliant, cannot conceal the serious fallibilities and troublesome limitations of the utopian thoughts; and being the ambivalent creator that he was, More consciously emphasized the paradoxical nature of his ideal society. A century later, in his last work The Tempest, the great playwright William Shakespeare presented his audience with a mystical Commonwealth that is a reflection of the Golden Age from the classical literature. This fantasy, wrapped in the larger still whimsy that is The Tempest, will have the human race return to the purest state of nature. The Tempest, on the other hand, can be interpreted as a critique of the Utopian state. If the apparent paradise can only be sustained by magic and the deconstruction of h uman civilization, Shakespeare seems to imply, then utopia is altogether unachievable and impracticable. There is little doubt that Sir Thomas More's Utopia is a work of ... ...aults. The utopian philosophy falters because it refuses to address the darker side of the fundamentals of human nature?the foremost of which is greed and malice. It needs to be remembered that human evils breed oppressive systems, not vice versa. By revolutionizing the societal system into a form that is supposedly just, one does not redeem nor remedy the intrinsic moral defects of its citizens. The Utopian philosophy remains, after all the pursuits, a hollow icon on the altar of aspiration. Works Cited More, Thomas. Utopia. Robert M. Adams. New York: W. W. Norton, 1992. Nietzsche, Fredrich. "Morals as Fossilized Violence." The Prince. Robert M. Adams. New York: W. W. Norton, 1992. Ovid. "The Golden Age." Utopia. Robert M. Adams. New York: W. W. Norton, 1992. Shakespeare, William. The Tempest. Stanley Wells. New York: Oxford University Press, 1987.

Engaging Students In Learning Process Essay

Abstract Technology plays a great role in education. Students get motivated when technology based education is given in the classroom. WebQuests involve inquiry-based learning in which students are encouraged to learn in group. The present paper provides information about the use of WebQuest as an educational technology. Various aspects of WebQuests are covered in this paper such as definition of WebQuest, components, use of WebQuest as a constructivist tool, implementation of WebQuest and advantages and disadvantages of WebQuests. Recommendations are given at the end of the paper. The author also provides a self-made WebQuest for year 9-10 students attached to this paper. Engaging Students in Learning Processing Using WebQuests Introduction Technology has been used as a teaching tool in schools since many years. It is very important to know the ways through which the technology can be employed to bring new opportunities to students to enhance their learning abilities. Technology offers numerous benefits to students. Technology offers tools that can be used to enhance the learning ability of a student. Thinking skills can also be enhanced with the use of technology in education. Students receive a variety of learning activities are authentic too. Students are encouraged for the regulation of their learning process depending on their abilities (Cho & Jonassen 2002). Despite numerous benefits, technology possesses some challenges too. Students usually do not wait to take proper guidelines from the instructor and they start using technology in their classrooms immediately. Thus they have to face a large number of difficulties too. It is believed that the traditional way to assess the performance of students need to be shifted from paper and pencil to technology based methods because a large number of students in schools and colleges are now using technology such as word processors and spreadsheets in doing their work. Thus the traditional method seems to be failed as this method can not explain and assess what the students have learned from technical way. The paper and pencil mode of assessment is left behind (Almeida, Vesu, and Ponte, 2003). Another study explained that technology based education is quite promising because it can help foster the creation of communities and the learners become able to perform several tasks such as: learners get more open opportunities to enhance the communication process in the classroom; discussions among students and between students and teachers may be encouraged; and the authority is shared among students and teacher because the classroom is now more rich in resources (Brooks & Brooks, 1999).   This paper provides information about the use of WebQuest as an educational technology used in the classroom. WebQuest Definition WebQuest can be defined as a tool that is effective for learning in an online inquiry-oriented environment. This can be explained as: in this type of learning, students are encouraged for the evaluation and exploration of required information with the help of World Wide Web in their classrooms (Chandler 2003). According to Tom March, Circa (2003): â€Å"A WebQuest is a scaffolded learning structure that uses links to essential resources on the World Wide Web and an authentic task to motivate students’ investigation of a central, open-ended question, development of individual expertise and participation in a final group process that attempts to transform newly acquired information into a more sophisticated understanding. The best WebQuests do this in a way that inspires students to see richer thematic relationships, facilitate a contribution to the real world of learning and reflect on their own meta-cognitive processes (p.1).† WebQuests are of varying lengths. Sometimes they are short enough to cover just in one class period and sometimes they require a month for completion. Group work is usually encouraged in WebQuests as each member of the work group is assign specific tasks to perform. The teacher is responsible for the selection of the specific resources prior the WebQuest use in the classroom. Thus, students are given the time to use the information and they need not to spend any time to look for the specific material (Dodge 1997). Source: (Tom March, 2007). Components and Types of WebQuests   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   There are six important components of WebQuest. They are named as:   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Introduction:   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   In this section, background information is provided to the learners. Students are given specific tasks and roles to motivate them. For example: â€Å"You are a geologist looking for volcanoes. Students are provided with the overview in the beginning that tells them about their goals they have to achieved in their learning process.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Introduction is presented to the students in such a way that they desire to perform that activity along with fun. Students are assigned the projects that are relevant to their previous experiences, students, future plans or ideas. When students receive projects of their interests, they get involved easily in them. Thus it is the main purpose of the introduction section of each WebQuest to motivate each student by exciting and engaging them. When the WebQuest is based on a longer period such as over a month then the introduction is given daily to the students to refresh their memory and to let them find the most appropriate material for their project. In long-term WebQuest, real world components such as print media and guest lectures are given to the students along their online investigation. The addition of real world components is very important for long-term WebQuests because if students are allowed to rely only on the online investigations then they may consider the meanings of the lesson as something unreal. Thus, in a long-term WebQuest projects, introduction is given daily to the students to keep them up-to-date with all the information and necessary material for they motivation (Dodge 2001).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Task Task is the second component of a WebQuest. The purpose of this component is to inform the students about the lessons to be learned till the end of the project.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Initially, the teachers have to look for the specific information that is required in a specific project. Then they design the activity that requires the information gathered from online resources. Students are given the task that is to be performed by searching the information online. The task is designed in a way to make it doable, means that each task must has to be accomplished.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The most difficult part in the creation of a WebQuest project is the development of the main research question. This part is quite creative and needs a certain amount of time to search whether the question can be answered. Students can be asked to do a variety of tasks such as they may need to circulate the information they gathered on the website, they may be asked to work in collaboration with other online institution to perform specific research for the completion of a project and they may be asked to explain their research by using multimedia. The students are encouraged to complete their task in an interesting, appealing, visual and important manner.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Students should be given an example of a completed project. This given an idea to them how their project will look like after the completion. They become able to see the complete picture of the project in the beginning. They also come to know how they should perform to accomplish their task. It is great to show the students work of previous students. Teachers may also find the similar projects online done previously by other students as an example to show to their students. A large number of sample projects available for the students motivate them by showing them the efforts and achievements of other students. Students keep in mind the necessary steps they have to take to perform a specific task efficiently.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The teacher can use any successful project several times in different semesters and different classes. The project specifications can be modified each time. Students can be motivated by showing them the same project and challenge them to show a better project than the previous one (Jonassen & Rohrer-Murphy 1999).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Process   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Process is the third component of a WebQuest. In this component, the students are informed about all the steps that the students need to take for the completion of a project. Each step is surrounded by a number of links. It is advised for projects of longer duration that the teacher or one or two students demonstrate each step. Demonstration helps the students learn each step in a better manner and they become able to understand the written directions more easily (Kennedy 2004).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Resources   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   This is the fourth component of a WebQuest. In this component, a list of all the necessary resources that involve printed material and online resources are given to the students for the accomplishment of a specific task.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   A separate section was allocated in the old WebQuests for the resources but now in the recent WebQuests, the resources are attached with the instructions in the Process section. The students can access those resources when they are to perform that step. Though online resource are very important but it is also a fact that non-Web resources are not less important. Resources should be of variety and thus the quality of WebQuests can be enhanced by the use of online and non-Web resources. Non-Web resources can be of different types such as models, audio cassettes, field trips, maps, sculptures, books etc. to motivate the students (Lara 2003).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Evaluation   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Evaluation is the fifth component of a WebQuest. Three types of student examples can be pointed out when the introduction of a WebQuest is presented. The three examples of students include exemplary, acceptable and unacceptable. During the introduction, students are clearly shown what is meant by an excellent work. They are given examples of exemplary and acceptable work thus clearing the vision of the students and to motivate them to work hard to achieve the excellence. Examples of unacceptable work are given to students to show them what type of work cannot be accepted and thus enabling the students to know about the minimum standards required to accomplish a task (Lipscomb 2003).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Conclusion   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   This is the last component of a WebQuest. In this component, the students are asked to present their reflections about their work and the teachers are required to sum up the project. Students are given time to discuss their project thus following the constructivist approach that though learning is achieved by doing but learning can be enhanced by discussion of what has been done. Teachers usually encourage their students during the conclusion section to explain if they come up with more better ways to perform the same project (March 2000). WebQuest as a Constructivist Tool   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The constructivism theory explains how learning is achieved by performing a study that involves scientific method and observation. According to the constructivist theory, people learn and understand different aspects of world by their own experiences and by showing their reflections on their experiences. When people find something new, they usually try to bring the new information with their previous experiences. Sometimes, they find the new thing more informative and thus discard the older one and sometimes they find the new information totally irrelevant and thus rely on their previous experiences. In each of the cases, people have to find out by themselves which one is correct and to find that they ask different questions, explore the resources and then come to a conclusion (Milson 2002).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   When constructivist approach is applied in the classroom, different types of teaching ways are explained that can enhance the learning process. The most common of the teaching way is to motivate the students to utilize effective techniques such as real-world examples to gather the information, then to reflect what they have come up with and then conclude what they have done. Students explain how the new idea has changed their previous understanding. It is very important for a teacher to be aware of the previous understandings of the students. Then the teacher guides the students to perform the activity that is based on their previous conceptions.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   When teachers utilize constructivist approach, they always motivate their students to find out the role of the new activity in their learning process. Students usually get the position of expert learners in a constructivist classroom because they are to ask questions themselves. This type of learning broadens their learning process and they come to know how they have to learn (Molebash & Dodge 2003).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   When students are constantly encouraged to reflect on their experiences then they seem to gain power. Strong abilities seem to build up in the students that motivate them for the integration of any new idea or information. Thus it can be said that the one of the most important role of teacher in the constructivist classroom is to motivate the students to experience by themselves and then learn from those experiences by reflecting on them.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Conservative and traditional teachers usually criticize that the role of the teacher is dismissed in the learning. But constructivism encourages teachers to play their role more efficiently and their knowledge is highly valued. In constructivist approach, the teachers are required to motivate the students for the construction of the knowledge by themselves instead of finding out the facts that have been previously observed and noted. In a constructivist classroom, the students are encouraged to use problem solving skills and they are involved in inquiry-based learning.   These activities make the students able enough to test their ideas, reflect on their experience and present the conclusions. A constructivist classroom transforms students from passive recipients that receive information just by sitting in the classroom and listening to their teachers to active participants that not only listen to their teacher but they also get involved in searching information by using interesting methods (Ngeow & Kong 2001).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   There is a misconception about the constructivist theory that it forces the students to reject the older ideas and to replace them with new one such as they are asked to reinvent the wheel. But the fact is the constructivist theory does not ask the students for the reinvention of the wheel but with the help of this theory the students come to know how to use the wheel. Real world examples are given to the students that clear their ideas about how the wheels can be used in their daily lives. Thus they learn from their experience, present reflections on their experience and then come up to a conclusion that is based on their experiences.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Constructivist theory is very different from other traditional ideas of education and learning. The focus is put on students rather the teachers in a constructivist classroom. The students are no longer passive students that sit in the classroom and ingest the knowledge provided by their teacher only. They are encouraged in the constructivist classroom how they should struggle to search for information.   The role of the teacher now changes to facilitator who is involved in helping the students rather them forcing them to understand what the teacher says. Constructivist theory can be easily implemented in the WebQuest. Constructivist teachers ask students to initiate a WebQuest project. Students are asked different questions and they are encouraged to find the answers. Students are guided in a way to let them find the answers of the questions independently. Different types of teaching techniques can be used in a constructivist classroom using WebQuest projects. The techniques involve: students are encouraged for the formulation of the questions by themselves. Thus they are encouraged to enquiry-based learning. They are given the freedom to express their learning in multiple meaningful ways. Group work is highly encouraged and each student in a group performs a specific task (Peterson & Caverly 2003). Students are given freedom to find out new things for themselves. Students are given free hand to do the experiments, they can ask questions, and they can do the things that are often considered as things not working. Teachers play different roles such as roles of moderators, coaches and they can also give suggestions to students to facilitate their learning process. In order to enhance the learning process of students, they should be able to participate fully in activities such as hands-on experiments. An important part of using WebQuest as a constructivist tool lies in the fact that students are given permission to give their reflections what they have done and then discuss on the conclusions. Students become experts as they are given complete opportunity to control their learning process. They choose their own path that is solely based on their reflections about their experiences. Teachers play a great role in the creation of an environment where the students are free to ask questions and give their reflections about their experiences. This can happen in private or in the form of group discussions. Teachers are also responsible for the creation of activities in a way that after performing those activities students become able to reflect their previous experiences. It is very important for the students to know what they have learned and how the learning process took place (Savery & Duffy 1995). As constructivism and WebQuest are based on the same theory, the main activity that is performed in a WebQuest classroom is to find the solution of the problems. Inquiry method is used to ask questions. A topic is investigated and then a large number of different types of resources is utilized to find out the solution of the questions. After exploring a certain topics, the students become able to conclude. When students explore questions again and again, new questions come to their mind. Students are encouraged in a WebQuest classroom to have new ideas and do experiments to prove that later shows that their ideas were not correct or valid. But this cannot be considered as a failure because the students have put their steps in the process of knowledge integration. Students are encouraged to work in collaboration with peers. The main reason to include group learning in constructivism is that students learn from the experiences from other students working in the same group besides learning from their own experiences (Vidoni & Maddux 2002). Implementation of WebQuest in School WebQuest can be implemented in schools. In order to implement WebQuest easily and successfully in a school by keeping in mind the following principles: The thinking level of a WebQuest must be higher. The information must be transferred from one domain to another domain. A WebQuest must be designed in such as a way that does not load the students with heavy burden of questions that make the students only surfing the internet or that involve calculations only. A good WebQuest will lead the students to gain information and be the students able to transform that information with the help of their own problem solving skills. Though the creation of WebQuest lessons require a lot of time but it is also a fact that once the teachers have created a lesson plan, they do not have to worry about the preparation of other lesson plans while the students are busy with their work. After the completion of a year, every thing will be all set. The teachers may need some amendments in the WebQuests that had been created in the previous year but it would not take much time and things will go smoothly. Learning through WebQuest is a new way for students as well as it is a new teaching method for teachers. The teachers must keep in mind that students cannot perform a task unless they are familiar with it. Students cannot be expected to perform every task in the correct manner in their first attempt. They need time to practice and the teachers need to have patience. in order to implement a WebQuest successfully, it is necessary to incorporate all the six essential components that have been described in this paper earlier (Scardamalia & Bereiter 1999). Advantages of WebQuests Though the creation of WebQuests requires a large amount of time but once the WebQuests have been created they can be used over and over with some minor changes. The teachers get rid of the daily worries for the lesson planning. Now they get enough time to act as facilitators and coaches to assist the students in their learning process. Tom March has explained the benefits of WebQuests as quoted below: â€Å"WebQuests will motivate your students! Students confront a complex and controversial real-world issue Students grapple with a central question that truly needs answering Students utilize real world, up-to-date resources on the Web (from experts, current reporting, and/or fringe groups) Students assume roles and must develop expertise Results of student work can be posted or sent to real people for feedback and evaluation. WebQuests are rooted in learning theory and good teaching practice Based upon elements of cognitive psychology and constructivism. You provide guidance on the thinking process you want your students to follow. (Prompting or Scaffolding) Students are exposed to a broad range of information, examples, and opinions; they construct their own meaning which connects with their prior knowledge and experiences. (Constructivism) Contain concrete instructional objectives and tasks. Students must transform information in some way, exercising higher order thinking skills like error analysis, comparison, and synthesis. Students work in cooperative learning groups which mirror real-life situations. By taking on roles, students become experts on a specific aspect of a large and complex topic. The students work in groups to solve problems, utilizing their different areas of expertise. (Similar to work situations in real life.) The work of individual students is important, as it adds to the quality of the group’s solution† (What are the benefits, p. 1) Disadvantages of WebQuests WebQuests cannot be used for the learning of simple definitions, simple procedures. They are also not the best way that could be used for teaching factual recall. As some parts of the curriculums are based on such simple things, they cannot be included in the designing of a WebQuest. The biggest hurdle in the designing of a WebQuest is the availability of time. It is very important to learn about the new tools. Many teachers do not get enough time to spend in learning about the new tools for the creation of a WebQuest (VanFossen 2004). Students should be able to read to a certain level in order to work on WebQuests. So it can be said that the creation of WebQuests is much easier for third grade and onwards than the junior grades because their reading abilities are limited at that stage. This type of disadvantage can be over come if a WebQuest is designed very carefully by using more visual sites with less or no words in it for the junior students with limited reading proficiency (Tomlinson 2000). Recommendations WebQuests appear to be highly effective in facilitating the learning process of students. Students tend to learn more in when technology is incorporated in education and WebQuests seem to be the best way. It is strongly recommended that all the schools should incorporate WebQuests in their standard curricula. At the time of implementation there is a need to consider all the six components that are essential for a successful WebQuest. References Almeida, C. Vesu, F. and Ponte, J.P. (2003). WebQuest construction and implementation by mathematics student teacher: The case of a WebQuest to learn isometries. In A.M.Vilas, J.A.M.Gonzà ¡lez and J.M. Gonzà ¡lez (Coords.), Advances in Technology-Based Education: Toward a Knowledge-Based Society, Junta de Extremadura: Badajoz, pp. 1396-1399. Brooks, Jacqueline Grennon and Brooks, Martin G. (1999). In Search of Understanding: The Case for Constructivist Classrooms (revised edition). Association for Supervision and Curriculum Development (ASCD). Chandler, H. (2003). Concept mapping and WebQuests in social studies. Media and Methods, 39(3), 38-39. Cho, K., & Jonassen, D. (2002). The effects of argumentation scaffolds on argumentation and problem solving. Educational Technology Research and Development, 50(3), 5–22. Dodge, B. (1997). Some thoughts about WebQuests. Retrieved June 7, 2007, from theWebQuest Homepage, San Diego State University: http://webquest.sdsu.edu/about_webquests.html Dodge, D. (2001) FOCUS: Five rules for writing great WebQuests. Learning and Leading with Technology, 28(8), 6-9, 58. Jonassen, D. H., & Rohrer-Murphy, L. (1999). Activity Theory as a Framework For Designing Constructivist Learning Environments. Educational Technology Research and Development, 47(1), 61 – 79. Kennedy, S. (2004). The well-constructed WebQuest. Social Studies and the YoungLearner, 16(4), 17 -19. Lara, S. (2003). WebQuest: The use of Internet to Introduce Inquiry-Based Learning, Cooperative Learning   and 21th Century Skills. En Mà ©ndez Vilas, A. and Mesa Gonzà ¡lez, J.A. (coord). Advances in Technology- Based Education: Toward a Knowledge-Based Society. Vol. 2. Junta de Extremadura. Consejerà ­a de Educa- cià ³n, Ciencia y Tecnologà ­a (pp 1178-1183). Lipscomb, G. (2003). â€Å"I guess it was pretty fun†: Using WebQuests in the middle school classroom. The Clearing House, 76, 152-155. March, T. (2000). WebQuests 101. Multimedia Schools, 7 (5), 55-56, 58. March, T. (2003). The Learning power of WebQuests. Educational Leadership, 61(4), 42-47. March, T. (2007). What WebQuests Are (Really). Retrieved from http://bestwebquests.com/what_webquests_are.asp on June 7, 2007. Milson, A. J. (2002). The Internet and inquiry learning: Integrating medium and method in a sixth grade Social Studies classroom. Theory and Research in Social Education, 30, 330-353. Molebash, P., & Dodge, B. (2003). Kickstarting inquiry with WebQuests and Web inquiry projects. Social Education, 67, 158-162. Ngeow, K. & Kong, Y. (2001). Learning To Learn: Preparing Teachers and Students for Problem-Based Learning. ERIC Digest. [ED 457 524] Peterson, C., & Caverly, D. C. (2003). Techtalk: Developing academic literacy through WebQuests. Journal of Developmental Education, 26(3), 38-41. Savery, J. R., & Duffy, T. M. (1995). Problem-based learning: An instructional model and its constructivist framework. Educational Technology, 35(5), 31–38. Scardamalia, M., & Bereiter, C. (1999). Schools as knowledge-building organizations. In D. Keating & C. Hertzman (Eds.), Today’s children, tomorrow’s society: The developmental health and wealth of nations (pp. 274–289). New York: Guilford. Tomlinson, C.A. (2000). Differentiation of Instruction in the Elementary Grades. ERIC Digest. ED443572 VanFossen, P. J. (2004). Using WebQuests to scaffold higher-order thinking. Social Studies and the Young Learner, 16(4), 13-16. Vidoni, K. L., & Maddux, C. D. (2002). WebQuests: Can they be used to improve critical thinking skills in students? Computers in the Schools, 19, 101 -117. What are the Benefits of Webquests? In Tom March, â€Å"WebQuests for Learning†) http://www.ozline.com/webquests/intro.html retrieved from http://www.montgomerycollege.edu/ctl/Handouts/Benefits.htm on June 7, 2007.