| Papers [1-14] of 100 :: [Page 1 of 8] | | Go to page : 1 2 3 4 5 6 7 8 —> | Search results on "INTERNET CHILDREN MOTOR SKILLS": |
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The Internet and Children's Motor Skills, 2005.
A look at the effects of the Internet on children's motor skills.
1,125 words (approx. 4.5 pages), 7 sources, APA, £ 27.95
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Abstract
This paper examines the effects that the Internet has on the development of children's motor skills. The paper looks at the tasks children perform when using the Internet and discusses developmental stage theories.
From the Paper
"Miller, in a discussion of developmental stage theories, points out that most major developmental psychologists state that children progress in both physical and cognitive growth through a series of phases or stages. Typically these stage theories hold that from about two to seven years children develop their motor skills. This has led some educators e.g. Drake Hirschbuhl to suggest that the sights and sounds of computers as well as the motions involved in typing and clicking with a..."
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Mental Retardation and Motor Skills, 2001.
This is an overview of mental retardation and its affect on a person's motor skills.
1,235 words (approx. 4.9 pages), 3 sources, MLA, £ 29.95
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Abstract
This paper is an in-depth look at the mental retardation and some of the different motor skill problems that plague those affected with this brain impairment. The author gives a broad definition of mental retardation in order to help the reader understand the terminology. The author looks at different types of mental retardation and the different motor skills affected by each type of disease. Rett Syndrome, or Cerebroatrophic Hyperammonemia, is mainly diagnosed in young girls and mostly affects the small motor skills. Meningitis and Down's syndrome or Trisomy 21, both affect a person's motor skills but it varies according to how severely the person in question is affected by the particular disease.
From the Paper
"In this case, genetic anomalies are manifested in a wide variety of symptoms, including severe motor difficulties that affect both small and gross motor skills. Research and a variety of experiments with young children with this disease have found that very little can be done to alleviate these motor skills problems because the neurological damage is so extensive and so severe that it cannot be compensated for (Percy 81). In other words, while individuals can learn to compensate for motor-skills problems caused by the retardation brought about through neural damage, they cannot in some cases learn new adaptations fast enough to compensate for the speed in which new impairments occur (Perccy 83)."
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Elementary Motor Skills, 2004.
An examination of the way that motor skills in children can affect their social behavior.
2,310 words (approx. 9.2 pages), 8 sources, MLA, £ 50.95
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Abstract
This paper explains that, even though children all develop at different stages, parents and care-givers need to be aware of the accepted norms and have their children assessed accordingly. The writer explains that children's social skills and confidence may be affected if their motor skills are far below those of their peers and discusses different methods of assessment and treatment for these problems.
From the Paper
"Children develop physically and mentally at a known rate, with some individual variations. However, deficiencies in development can be ascertained through observation and testing and may be indicative of problems that need to be addressed by parents and medical or school personnel in order to bring the child up to the same level as his or her peers or to address underlying causes. The identification and prescription of elementary school students with gross motor deficiencies should be an ongoing process as children work their way through the early grades when diagnosis would do the most good for intervention to produce positive change."
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Information Processing Model and Motor Skills, 2002.
A look at how the human nervous system reacts.
1,400 words (approx. 5.6 pages), 8 sources, £ 37.95
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Abstract
This six-page senior level paper on the Information Processing Model for the motor skills focuses on how the human nervous system performs internal processes on the information gathered in replication to stimuli from the external environment. It also reviews the perceptual process, the decision making process and the execution process.
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Motor Skill Learning Theory, 2004.
This paper discusses motor skill learning theory as related to the author?s experience in learning inline skating.
1,485 words (approx. 5.9 pages), 3 sources, APA, £ 34.95
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Abstract
This paper explains that, as the author practiced inline skating, he remembered that the learner builds one skill upon another and that problem solving can be used in the acquisition of motor skills. The author pointed out that, for several practice sessions, he simply worked on skating forward faster and smoother, practicing making stops at greater speeds, and ?consolidation of skills?. The author found that new skills, which are variations of old skills, are markedly easier to learn than skills that require new movements, such as alternate ways to stop.
From the Paper
"After about an hour, I had a minimal level of skill. I could confidently skate forward, lifting my feet rhythmically, swinging my arms and getting a little distance out of each push. Then I really needed to learn how to stop, because I was capable of gathering some speed. A fellow skater showed me how to stop by demonstrating it and describing it, using explicit instructional methods. Before I attempted it, I used pre-visualization to review the skill in my mind. It took several tries to begin to approximate the skill, but as I practiced, I gradually improved, increasing performance efficiency in a pattern of successive approximation."
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General Motors and Honda Motors, 1993.
A comparison of the management theories and strategies of American and Japanese automobile firms.
3,600 words (approx. 14.4 pages), 21 sources, £ 90.95
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From the Paper
"This research will compare the management theories and strategies of General Motors in the United States and Honda Motor Co. in Japan. Policies regarding employee promotions, careers, and skills will be included in this paper.
Honda Motors has been long admired for its policy of making decisions by consensus.. However, recently, since the takeover of President Nobuhiko Kawamoto in June, 1990, this tradition has been changed. In the old system, an electric sign on the tenth floor of Honda's headquarters in Tokyo flagged down the location within the building of each of the company's 32 top executives. Lately, most of the lights have been dark, because Honda's new leader has by-passed its executives to get closer to employees, dealers, and suppliers. So radical is this approach that it totally repudiates the management principles of the company's..."
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Sex Differences in Perceptual Skills, 2005.
This paper looks at the differences according to sex or gender, in perceptual skills.
904 words (approx. 3.6 pages), 6 sources, MLA, £ 22.95
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Abstract
This paper discusses sex differences in perceptual skills. The writer discusses the most prominent disparities between men and women. The writer suggests such differences in the areas of spatial skills, mathematical reasoning, target-directed motor skills, inferring intentions and detecting the feelings of others. In this paper, the writer examines these differences and looks at possible reasons.
From the Paper
"Rhoads argues that it is time for people to start taking sex differences seriously. Rhoads makes the case that increasing scientific evidence is showing that differences between men and women are hardwired into their biology, ranging from the subtle e.g. men get a chemical high from winning, while women get one from nursing, to the profound, women with high testosterone levels are more promiscuous, more competitive and more conflicted about having children than women with average levels of testosterone. While there are many ... "
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Interpersonal and Counselling Skills, 2007.
This paper provides a reflective summary of interpersonal skills - counselling skills.
761 words (approx. 3.0 pages), 4 sources, APA, £ 19.95
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Abstract
In this article, the writer notes that counselling is a critical part of the social worker's professional weaponry not least because it forms a core skill used to communicate and build relationships among those involved in care. The writer points out that of course, it is possible for the social worker to utilize his or her own personal experiences as a guide which would have accumulated, as any citizen would, through the process of socialization. But the kind of people a normal citizen would commonly have dealings with would necessarily be selective - it would merely encompass a relatively narrow circle of family, relatives and friends from similar social and ethnic backgrounds. The writer maintains that what sets professional social workers apart is that they are forced to confront a diversity of people from all walks of life who bring with them their own sets of distinctive problems, beliefs and cultures, for which even the most experienced individual might be ill-equipped.
From the Paper
"At its most basic, counselling takes into serious consideration verbal and non-verbal speech as well as listening skills. Impressions that clients take away from even the most fleeting of encounters matter: if the speed at which counselling is provided is either too fast or too slow; if the nature of conversation is formal or informal; if the tone of voice, pitch and loudness differ - all this can lead to divergent experiences that leave a more indelible mark rather than the contents of what is said. Equally important would be the skill to listen, providing reassurances to the speaker to express themselves freely and openly. Resisting the temptation to interrupt, avoid misunderstanding, using body language, choosing the right environment in which to talk would be some key skills, while non-verbal skills, such as gestures, facial expressions, eye contact, orientation, touch and proximity to the speaker are important ways in which social workers can engage in fruitful communication."
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Interpersonal Skills, 2006.
A discussion about the need for interpersonal skills at work, focusing on the need for communication skills.
963 words (approx. 3.9 pages), 9 sources, MLA, £ 24.95
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Abstract
The writer defines interpersonal skills and explains that those people who have these skills have high emotional intelligence, and not necessarily a high IQ. The paper explains that because of the teamwork needed in the workplace nowadays, it is important to have team players - those with good interpersonal skills. The writer suggests four points which are vital for developing interpersonal skills. In summation, the writer states that the key to interpersonal skills is being able to deal directly and honestly with all men and women, teams, bosses and different ethnic groups.
From the Paper
"What is clear from various articles an references that one can read about the importance of using and improving interpersonal skills is that, more than ever, you'll be left behind if you don't have those skills. Computers alone cannot communicate a personal approach - the dedication and loyalty, the know-how, and the ability to deal with members of your team, as well as those above and below you on the job. One has to think of the late President Ronald Reagan, who was known as "The Great Communicator" because, regardless of his politics and policies, he had the knack of communicating so everyone seemed to approve, at least of how he said what he had to say. There are not enough "good" communicators today. It is really important that managers or would-be managers, or those studying business in schools spend a lot of time learning how to deal both with their bosses as well as subordinates."
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Interpersonal Skills, 2006.
A discussion about the need for interpersonal skills at work, focusing on the need for communication skills.
963 words (approx. 3.9 pages), 9 sources, MLA, £ 24.95
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Click here to show/hide summary
Abstract
The writer defines interpersonal skills and explains that those people who have these skills have high emotional intelligence, and not necessarily a high IQ. The paper explains that because of the teamwork needed in the workplace nowadays, it is important to have team players - those with good interpersonal skills. The writer suggests four points which are vital for developing interpersonal skills. In summation, the writer states that the key to interpersonal skills is being able to deal directly and honestly with all men and women, teams, bosses and different ethnic groups.
From the Paper
"What is clear from various articles an references that one can read about the importance of using and improving interpersonal skills is that, more than ever, you'll be left behind if you don't have those skills. Computers alone cannot communicate a personal approach - the dedication and loyalty, the know-how, and the ability to deal with members of your team, as well as those above and below you on the job. One has to think of the late President Ronald Reagan, who was known as "The Great Communicator" because, regardless of his politics and policies, he had the knack of communicating so everyone seemed to approve, at least of how he said what he had to say. There are not enough "good" communicators today. It is really important that managers or would-be managers, or those studying business in schools spend a lot of time learning how to deal both with their bosses as well as subordinates."
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Critical Thinking Skills in Learning, 2008.
An analysis of the importance of critical thinking skills in a student's learning.
8,176 words (approx. 32.7 pages), 84 sources, MLA, £ 124.95
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Abstract
This paper discusses the relationship between the knowledge configuration and the buildup of cognitive skills, particularly critical thinking skills. It discusses the bridge that needs to be formed between what the students already know and how this prior knowledge can help them understand and use the latest and emerging topics in the field. It also looks at the use of interactive mechanisms that can relate the theoretical comprehension and the practical use in interaction of these theories.
Table of Contents:
Introduction
Using Solo-User Programs In Collaborative Environments
Using Collaboration Process For Learning
Using Networking Tools For Collaborative Learning
Using LAN Systems For Collaborative Learning
Using Electronic Mails For Collaborative Learning
Using Internet For Collaborative Learning
Combining Multi-Program Systems For Collaborative Learning
Synthesis Of Research On CSCL
Using CSILE For Enhancing Critical Thinking Skills
Using Belvedere For Enhancing Critical Thinking Skills
Using CoVis For Enhancing Critical Thinking Skills
Using Telecomunicando For Enhancing Critical Thinking Skills
Conclusions
From the Paper
"Computer Supported Collaborative Learning is very much related to the advancements and modifications in the approach towards education and teaching. We have discussed how some researchers highly favor the CSCL mechanism and have carried out studies that have made it come across as the most efficient ridge between education and technology. The two most important factors supporting CSCL are that it was the first to initiate the use of computer technology to improve the value of education and broaden the spectrum of the social interaction of students as well as teachers. All computer based programs that that were designed for individual improvement also proved to be useful in group dynamics. Also, when the computer-based programs offer the students and the teachers the opportunity to work in group dynamics through networks or public databases or internet conferencing, the growth and enhancement of the social interaction and understanding does become more apparent. Networking also helps the students and the teachers to indulge in joint ventures and constantly design and construct more and more educational as well as scientific theories, inquiries, tactics, etc (Jarvela et al, 1999)."
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21st Century Management Skills, 2002.
A look into the skills and qualities required for successful management. The article offers a review of the change in management skills and roles in recent decades.
2,400 words (approx. 9.6 pages), 7 sources, MLA, £ 51.95
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Abstract
The paper talks about managerial skills required to compete in the 21st century. It examines the differences between a leader and a manager and how they affect their roles. The article also outlines the different skills required for each managerial level in the hiearchy of management. The discussion is supported with graphs and quotes.
From the Paper
"With the entire world as a market and national borders becoming increasingly irrelevant, the potential for organization to grow expands dramatically. For example, a study of 1250 highly diverse U.S. manufacturing firms found that companies that operated in multiple countries had twice the sales growth and significantly higher profitability than strictly domestic firms. However, the opening of global borders can work both ways. There are considerable challenges in managing a global business as well. Managers must deal with economic, political and cultural differences. Managers who don?t closely monitor changes in their global environment are likely to find limited global success. Therefore, as a manager who decides to go global with the business, we have to be aware of the specific characteristics of the location."
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Motor Learning Performance, 2002.
A literature review of reinforcement in motor learning performance.
4,952 words (approx. 19.8 pages), 23 sources, MLA, £ 88.95
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Abstract
This paper discusses how motor skills are smoothly timed muscular movements enabling procedures to be undertaken. There are four primary motor skill components?accuracy, speed, economy of effort and flexibility. Each of the four components of motor skill are essential to the automatization of a performance pattern. It examines through an extensive literature review how it has been found that motor skills can be learned or improved at any point during the life of an individual. The older a person is, however, the more difficult it is typically for a person to transfer motor skills into use. It looks at the views of different learning and behaviorist theories such as Pavlov and Skinner and proposes a study to evaluate the effect on motor learning performance of Alzheimer?s disease.
From the Paper
"In acting on an organism from without, Skinner theorized that the reinforcement actions could be either positive or negative. Thus, depending upon the situation and upon the desired behavior, an appropriate stimulus might be either the introduction of a factor into an organism?s environment?a positive reinforcement, or the withdrawal of a factor from an organism?s environment?a negative reinforcement. Skinner (p. 143) also theorized that the tools of positive and negative reinforcement?satiation and deprivation?may increase the strength of many types of behaviors simultaneously. While feedback, referred to as knowledge of results in relation to motor movement skills development, is recognized as a critical factor in motor skills acquisition, the unrestricted application of such feedback is being questioned."
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Listening Skills in the Classroom, 2002.
An examination of listening skills in the secondary school classroom.
1,900 words (approx. 7.6 pages), 6 sources, £ 50.95
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Abstract
Teaching students to improve their active listening skills means teaching them by being a role model and teaching them to be aware of their non-verbal skills, practice listening skills, and giving them skills to listen and communicate.
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