Essay --

According to Welsh et al (2003, p. 246), e-learning is delivering information and instruction to individual using of computer network technology, primarily over or true the Internet. Rosenberg (2001) also says that e-learning use internet technologies to deliver various solution to learners. For higher education, cost will increase and budgets are lean and getting tighter. It is because, higher education has many course that offered and it makes the number of student increase and more cost will be needed. To solve this problem, the institution of higher education needs to have strategic planning and clear implementation to achieve the goals, missions and objective of the institutions. To developing a successful e-learning strategy the institutions of higher education need a good planning. Understanding the objectives or reasons why an organization needs to establish e-learning is a good step. There are many reasons that identified by organization to establishing and integrating e-learning program into their educational structure. After the goal and objectives have been indentified, ...

Safety in Global Workplace :: essays research papers fc

Introduction Advierta este papel entrarà ¡ en llamas en diez segundos ! If you can read Spanish you might have already dropped this paper. However, if you cannot, let me translate the first line for you. It reads†¦Ã¢â‚¬ Caution, this paper will burst into flames in ten seconds!† Imagine yourself as a foreigner working in a country without being able to speak or read the language. Many foreign workers are too embarrassed or afraid of termination to admit that they do not understand instructions or safety procedures. A recent Census Bureau report indicates the number of United States residents for whom English is a foreign language is nearly 32 million 1. Mexican immigrants make up the largest minority group in our country today and many of these individuals have poor English language skills or none at all. They come to this country for an opportunity to work and make a better life. In order for these employees and their fellow workers to be protected properly, a way must be found to c ommunicate safety information to them. We must familiarize ourselves with the way in which people communicate and learn and adapt our techniques to get the message across most efficiently. A 16 year old Mexican immigrant working for a construction subcontractor from Texas who had been contracted by a framing contractor in Oklahoma, who in turn was working for a general construction contractor in Alabama, fell to his death from a roof at the construction site in Alabama. The Texas based contractor had a safety plan but it was written only in English. The general contractor in Alabama had a safety plan for its employees but it did not make any provision for subcontractors. Evidence indicated that the crew understood little or no English. Evidence gathered during OSHA interviews of the crewmembers, indicated that the crew had no knowledge of the safety plan 2. There were many mistakes made in this scenario and we must be mindful of this type of situation due to the changing composition of the modern workplace. As managers, we will face employees with various cultural and language backgrounds and these employees must be a vital and productive part of the overall scheme. Th e general contractor in this case should have incorporated any subcontracted employees in its safety plan. In so doing, these contingencies are provided for before they occur and may limit the company’s liability.

Define the Key Terms Essay

Application: Generally, a function on any kind of computer or electronic device that is useful to the user, which can give the user a reason to want to own and use the device. More specifically, software that performs some useful function for a user. Computer network: A combination of many components that work together so that many different devices can communicate. Computer networking: The gerund form of the term computer network. Email: Electronic mail. An application in which the user can type text and attach other files to create the electronic equivalent of a postal letter, and send the email to another person using his or her email address. Enterprise network: A network owned and operated by a company, with that company being somewhat larger than typical, generally (but not exactly) with more than 1000 employees. HTTP: Hypertext Transfer Protocol, The protocol  used by web browsers and web servers to define the format of URLs (web addresses) and the messages used to exchange web objects. Internet/the Internet: The global network formed by interconnecting most of the networks on the planet, with each home and company network connecting to an Internet service provider (ISP), which in turn connects to other ISPs. Link: A generic term for any network cable or wireless communications path between two devices over which bits can be transmitted. Node: A generic term for any networking device that sits on the end of links, for the purpose of both connecting links to create physical paths and to make decisions about how to forward data through the network. Protocol: A set of rules that different devices and/or software must follow so that the network works correctly. Video frame: A grid of pixel locations of a chosen width by height that contains the lights/colors to be shown in a video at a single point in time. Voice call: A more modern term for a telephone call that does not use the word telephone, instead emphasizing the fact that the traffic that flows between the endpoints is voice. Web address: Text that identifies details about one object in a network so that a client can request that object from a server. An informal term for URL. Web browser: Literally, software controlled directly by a user that requests web pages from a web server, and after receiving a page, displays the web page in a window. More generally, this term refers to both the software and the hardware on which it executes. Web page: In a web browser, all the text, images, video, and sound that fill the window of the browser when the user opens a link to some web address. Web server: Literally, software that stores web pages and web objects, listens for requests for those pages, and sends the contents of those pages/objects to clients. More generally, this term refers to both the software and the hardware on which it executes.

Legs by Post Essay

1.Who are the protagonists of this case? For what are they trying to solve / what decision are they trying to make? The protagonists of this case are Elizabeth Preis and Dickon Addis. Together they started a London-based mail-order business called Beautiful Legs by POST. They are trying to raise  £110,000 within the next month in order to mail out 20,000 catalogs each in January and February. In order to solve this, Preis and Dickon must find investors to fund the next phase of growth for their company. They need to know what the response rate would be, what the average size per order would be, and what percent of initial customers would reorder. Would they be able to rise the financing that they needed in order to stay on track? How could they get more free publicity? (Page2 of case) Answering these questions could help determine if Beautiful Legs by POST could be a feasible business. 2.Use the People-Opportunity-Context framework to evaluate this opportunity. People like Elizabeth Preis, Director of Marketing, and Dicken Addis, Director of Finance and Operations are worth being invested in. They both have experience The opportunity involved in Beautiful Legs by POST is the advantage of finding a gap in the marketplace for mail order in Europe. After market research they found that the gap was specifically in the U.K. Starting their business in this location gives them a competitive advantage of being one of the first companies in mail order. Another opportunity involved with tights is that they are a replenishment item that requires regular purchases. The analysis from Market research indicates clearly that there is a customer segment who wants to buy through mail-order, so business opportunity exists. People like Dicken Addis, Director of Finance and Elizabeth Preis, Director of Marketing are worth enough to be invested. They have valuable experience in their respective fields and also business plan shows that they understood the product. Competitive advantage being the 1st one in mail-order Break-even analysis and cash flows are convincing

Movie questions

First I think they are both determined, ambitious, but they both failed on something. Vincent has a lifelong dream of going Into the space, and he will do anything to make It happen. Jerome has always been a good swimmer and he's always winning. But once he got a third place Instead of a first, he melted down and walked in front of a car then sits in a wheelchair for the rest of his life. 2. I don't think he was mentally ill, instead I think he was depressed. Because he was kissable could no longer do thing he loves the most in his life swim. . Because each time Anton swum with Vincent, he saved his energy to swim back. But for Vincent, like I said, he is determined, he wants to beat his brother so bad. He gave out all his strength to achieve his goal. 4. Because the society Is running In the way they (the people with genetically disable) can't win on, they don't get to have a chance on something they might good at, Just because of the gene In their body. They begin to lose the faith In this society, thus, the resistance comes up. 5. There's no more trust between people, the only thing that people trust is genes.People don't get to treated equally, children get abandoned or neglected. The society judge and determine people's Jobs based on their genetic background. 6. Yes, parents want that for their children. But sometimes having the perfect genes is not everything that the child wants, it's sort of extra pressure for them. But once anyone who doesn't fit Into those ‘perfect' features Is thrown away and disregarded like garbage even though they're people. It's devoid of fun and vitality and everything eke that because everything Is controlled and restricted for them, and the people are all obey to the rules and laws. . Because he's using Groomer's identity, cause Groomer's genes were enhanced, also his hard working and his determined mind. 8. As the president of a corporation, I could (as many do) hire whatever I think are the best individuals for my busi ness. With all the diversity in my corporation, I believe it would create a comfortable work environment for my employees, which might show the customers we are not only care about our profit, we also care about our employees Like we care about you! Not only the money In your pocket!The Implication of this might be In the future, the standard of getting hired by some high profit or state-owned company will be raised. Personality that modified by their parents. Which means they might become what their parents wanted them to be instead of what themselves really want to be. This might cause the society with no diversity. 10. Yes I agree with this, because nobody is perfect. The progress of the human being is similar to we overcome ours weakness. Without weakness, a person will be incomplete† 11 . Certainly!If they can predict my future life, what's the point of selling me the insurance if I will be dead under their insurance? The way to stop this would be forbid this kind of tech nology in certain company to secure our rights. 12. They were trying to tell us the genes are not always accurate. It's not wise and considerate to Judge a person by their genes 13. They were trying to show us that although something as beautiful as music could be created from engineering children to have 12 fingers, it wouldn't be ultimately eight to genetically change the human structure.Sure, 12 fingers would help, but a mutant really be necessary Just for perfection? Some things are better off as is, and more beautiful natural. 14. I think it should be limited in medicinal area. It could be allowed only if it's for good purpose. 15 and 16. For me, it is not practical for us to start cloning humans until we start reaching out to other plants so we will have room for them. Remember, more people, the more land, food, waste, etc. So until we either start sending people out into space, r we have a global disaster that wipes out a large number of the population, I would say no.Regardl ess it's cloning myself or cloning other people. But if it's for personal multiply, I would say we need to consider it very carefully. 17. Yes they would, even they are not naturally born, but they are still human. Every human being deserves the equal rights, which supports my opinion: we really need to consider it carefully about cloning human. 18. Psychology: self worth, determination, failure Anthropology: perfection and imperfection Sociology: discrimination, family

Development of Egyptian Pyramids from Sumerian Ziggurats Essay

The Egyptian pyramid structures represent a great range of civilization techniques that have been used in various other parts such as in Rome and Greece. This is despite the fact that the eventual architectural construction of pyramids in Egypt took place in slow transitional steps during the 3rd transition to a unique Egyptian character and permanency in the 4th dynasty although the â€Å"idea was brought to Egypt by the Mesopotamians† (Isler 90). The original idea came from the structures of the Ziggurats that are of various sizes and whose bases range from 20 meters on the side and 90 meters on a side. They are usually very high temples built on a platform of adobe brick with a series of platforms that create a stepped pyramid. They are therefore of major importance as they are mainly used for city planning and are dedicated to the god or goddess of the city’s patron. This is a major form of civilization which was introduced in Mesopotamia through the epic journey of Gilgamesh in 2700 B. C who later built the city of Uruk (Hooker par. 3-6). His account which was inscribed in some of the oldest and earliest tablets existed before those provided on the pyramid texts. Since the structure of ziggurats does not have a specific definition, the staged towers which possess consciously constructed stages are generally referred to as ziggurats. They are mainly found in the area of Mesopotamia. The siak ziggurat dates back to 5500 B. C although it is not yet clear what was anciently used to classify structures as ziggurats. Most temples on accumulated ruins were the original staged towers even though the stages which were made of accumulated ruins were not constructed for the tower. Hence the structures are only referred to as ziggurats when the stages are constructed and modeled after the piled up ruins. Some of their functions arise since they were built as a representation of mountain to offer protection for the temple against floods, and religiously they appear in the form of unity since they form a place where the gods dwell. There are a number of evidences that the Egyptian pyramids borrowed their building techniques from the Sumerian ziggurats. For instance, the ziggurats â€Å"and typically the elamite ziggurat exhibit a striking resemblance â€Å"(Isler, 32) and are similar in shape to the early Egyptian pyramids most especially the step pyramid of Djoser at Saqqara except that they do not â€Å"possess a sanctuary at its apex and had a system of internal tunnels and chambers† (World Mysteries par. 3) . In addition, they date some years later than the earliest ziggurats as the great pyramid dates back to around 2500 B. C. The architectural forms of the pyramid began as a simple mastaba which was built in several stages. This step pyramid is a product of the â€Å"Egyptian third dynasty which was simultaneous with the early dynastic period in Mesopotamia† (Walton par. 1-5). However, they are built by use of mud bricks, a technique developed in Palastine in the Neolithic period and not in Mesopotamia. The civilization in Egypt which is accompanied by the technique of building pyramid tombs is a sign of concern about death and the search for immortality. This is because they were worried about the nature of death and the hope for survival after death, a factor realised by Gilgamesh when he discovers â€Å"the fateful truth that death awaits every person† (Smart 201-203). Works Cited Hooker, R. Gilgamesh. 6 June 1999. 24 August 2010 . Isler, M. â€Å"Sticks, stones, and shadows: building the Egyptian pyramids. † USA, Oklahoma: University of Oklahoma Press, 2001. 32-90. John H. Walton. Is there archaeological evidence of the Tower of Babel? 2001. 24 August 2010 . par. 1-5 Smart, N. â€Å"The World’s Religions, 2nd Ed. † USA: Cambridge: Cambridge University Press, 1998. 201-203. World Mysteries. The Age of the Great Pyramid. 2009. 24 August 2010 .

High Schools Students Essay

No Child Left Behind mandates placed tremendous pressure on schools throughout the country to succeed in helping our students achieve. School leaders are spending time and money to find ways to improve their schools. Many leaders have chosen to restructure their everyday scheduling format. Schools need to explore if this is beneficial or not. The purpose of this study is to determine if block scheduling has an effect on student achievement of high school students who are enrolled in block scheduling classes versus those enrolled in traditional classes. The block format will consist of four 90-minute classes. The traditional format will consist of six 50 minutes classes. To examine student achievement, the researcher will explore three critical areas. They are academic achievement, student discipline, and student attendance. The sample population will consist of students, teachers and administrators. The students of this population will be students enrolled at a high school that uses the block format and students enrolled at a high school that uses the traditional format. To examine academic achievement, only students who have completed their 11th grade year and taken the social studies portion of the Georgia High School Graduation Test will be used. To examine discipline and attendance, the teachers, administrators and some students will be randomly selected. The case study will consist of interview questionnaires and data from the students’ records to determine if there is a difference with block scheduling compared to traditional scheduling. The research will explain and explore if block scheduling versus traditional scheduling is a wise decision for school leaders throughout the country. CHAPTER ONE INTRODUCTION 1. 1 Statement of Problem It is no secret that schools in the United States have come under much fire lately for their failure to meet the basic educational needs of students. Globally, students in the United States lag far behind those of other countries. Education reform is a catch phrase on the lips of politicians and educational researchers alike. Dobbs reports that in a global math skills test, the United States ranked 24th out of 29 wealthy, industrialized countries. Approximately 5500 students in 262 high schools were studied; their poor performance suggests a widening gap between US students and their counterparts in Europe and Asia (Dobbs, M. , 2004). In addition an International Math & Science Study reported the high school seniors were out-performed by 90% of other tested nations in math and by 76% in science (Hodges, 2003). In reading, students are equally unprepared. The Alliance for Excellent Education reports that nearly 6 million middle and high school students do not read at grade level. In addition, over half the students entering college scored at unacceptable levels on college entrance exams in reading, and these trends seem to cross gender and racial lines (Aratani, 2006). The current debate about school reform came in response to the report, A Nation at Risk (2004) which made the above statistics and their implications public to the nation. The National Commission on Excellence in Education remarked that if a foreign power had attempted to impose our current education performance on any nation, it would have been deemed an act of war. In a nutshell, schools in America were characterized as failed systems (Finn, 1997). The No Child Left Behind Act (NCBLA) by the current Bush Administration is one of the most groundbreaking educational reforms in years. Approved by Congress in December 2001 and signed into law on January 8, 2002, this legislation expanded the federal government’s role in the operation of public schools and imposed new obligations on all school districts. The NCLBA’s basic reform principles feature stronger accountability of the schools, administrators and teachers, increased flexibility and local control of funds from the federal government, expanded options for parents in choosing schools, and an increased emphasis on successful teaching methods (No Child Left Behind Act, 2001). Policymakers are also accountable not just for the enhanced consumer satisfaction of the parents who have an active role in school choice, but also for the overall improvement of opportunity and performance for students who have only a limited role in school choice (Leckrone & Griffith, 2006). To combat these downward trends and to provide for the new obligations and standards in the NCLBA, public education reform has turned to a revision of the structure of the school day. This included changing the schedules from a traditional six or seven period day which consisted of 45 to 55 minute classes that met daily for an entire school year to a block schedule. Block schedules take many forms, but basically, the class times per period doubles to about 90 minutes each and the number of classes taken is reduced from six or seven to four per semester. 1. 2 Statement of Purpose Since the trend toward block scheduling began several years ago, and reports have been mixed as to whether block scheduling has been beneficial or deleterious in solving some of the problems of US high schools. Many factors are involved when it comes to student achievement. These include, among other things, school climate, teaching practices, familial support, motivation and resources. This study seeks to determine the effectives of block scheduling on the academic performance of high school students with regard to the discipline, attendance and test scores. 1. 3 Definitions For the purposes of this study, the following definitions will be used: †¢ 4 x 4 Block Scheduling – Four classes, approximately ninety minutes in length, every day for the first semester. Four completely different classes, again ninety minutes in length, every day for the second semester. Each class equals one credit (The Change Process and Alternative Scheduling, 1996). †¢ A/B Block Scheduling – Four classes, approximately ninety minutes in length, meeting every other day (â€Å"A† days) for an entire school year. Four completely different classes, again ninety minutes in length, meeting on alternate days (â€Å"B† days) for an entire year. Each class equals one credit (The Change Process and Alternative Scheduling, 1996). †¢ Combination Block Schedule – A combination of 4 x 4 and A/B block schedules (The Change Process and Alternative Scheduling, 1996). †¢ Flexible Schedule – A combination of 4 x 4 and A/B block schedules, but class length varies from day to day. One example: On three out of every five days throughout the school year, each class could be 90 minutes in length. On the other two days, designated as Advisement/Resource Days, each class is 75 minutes in length. An Advisement/Resource Hour is 60 minutes in length (The Change Process and Alternative Scheduling, 1996). †¢ Traditional Format – six (or more) 50-minutes classes per day †¢ FMS – the Flexible Modular System designed by J. Lloyd Trump which introduced alternative scheduling options and provided for differing times for classes depending on the needs of the student and the content of the particular course. †¢ GHSGT – The Georgia High School Graduation Test which must be passed by all seniors in public high schools in Georgia. †¢ Carnegie Unit – 120 hours of class or contact time with an instructor over the course of a year at the secondary school level †¢ No Child Left Behind Act – NCLBA, 2001 legislation which tightened federal control over the standards and processes of American public schools. 1. 4 Assumptions of the Study This study assumes that all schools and students and teachers polled are enrolled or teaching in schools that follow the typical formats discussed above, that they have no previously diagnosed mental disabilities or learning problems and that the school is not participating in any additional enrichment programs which may distort the results of the study. 1. 5 Significance of the Study This study is important for anyone interested in improving education in American high schools. This study is significant in that it provides to the body of research that determine a) if the block scheduling concept is perceived by teachers and students as efficient and advantageous and b) if the block scheduling concept is actually responsible for improved academic achievement based upon variable factors of attendance, disciplinary records, and achievement test scores. 1. 6 Limitations of the Study This study is limited by the existence of several variables which cannot be tested by these researchers or that cannot be completely controlled. First, the research obtained is limited to those participants who willingly elect to complete the surveys and questionnaires in their entirety. All personal data to be collected is limited by the veracity of the respondents. Because of the small scope of the research, it is difficult to statistically proportion the number of respondents from necessary categories such as gender, race, income level, and college plans. It can also not take into account existing problems in the schools unrelated to scheduling such as teacher turnover, violence, etc. 1. 7 Summary The problems faced by high schools in the United States are wide-ranging and diverse. No one change will provide an instant cure for all that ails the education system. The NCLBA mandates and the general demise of educational achievement has prompted several new methods of teaching, administrating and funding education in America. The issue of scheduling may hold promise as to improving some aspects of academic performance. CHAPTER TWO REVIEW of the LITERATURE 2. 1 Historical Background of Block Scheduling Students of the 20th century spent nearly all of their high school time in 45 to 55 minute class periods, six or seven classes a day. During the 1960s, some experimental ideas emerged, notable the model of J. Lloyd Trump, who proposed creating classes of varying lengths depending upon the course. Science courses with lab requirements could meet for 100 minutes while lectures could be scheduled for 40 minutes and tutorials for 20 minutes. This system was called the Flexible Modular System (FMS). Later, a similar type of scheduling was dubbed the Copernican Plan which resulted in a reported benefit of improved graduation rates (Carroll, 1995). The plan gives students an extra chance each year to pass a semester class that they may have failed. In 1984, John Goodlad warned education leaders that the traditional school structure spends way too much time on six or seven class changes and does not allow â€Å"for individualized instruction, for extended laboratory work, or for remediation and enrichment† (Queen, 2000). Eventually, the extreme flexibility of time produced discipline issues, scheduling headaches and teacher planning problems, and FMS’s popularity began to wane (Dobbs, W. , 1998) Nonetheless, the importance of this system has not been overlooked, and it is generally regarded as the precursor to the modern block scheduling system. Tradition has always played a role in high school scheduling. The Carnegie Unit became a standard for determining a students required yearly course load. Most critics of the traditional system likened the Carnegie Unit to simply amassed seat time (Canady and Rettig, 1995). This point was reiterated in the National Education Commission on Time and Learning’s publication of A Prisoner of Time. It states that Learning in America is a prisoner of time. For the past 150 years, American public schools have held time constant and let learning vary. The rule, only rarely voiced, is simple: learn what you can in the time we make available. It should surprise no one that some bright, hardworking students do reasonably well. Everyone else—from the typical student to the dropout—runs into trouble. Time is learning’s warden. (National Education Commission on Time and Learning, 1994, p. 7) â€Å"The pace is grueling† (Irmsher, 1996). A student will spend nearly seven hours a day in seven to nine locations pursuing seven to nine different lessons and activities which produces an impersonal and inefficient approach to instruction. â€Å"The pace is grueling† (Irmsher, 1996). Unfortunately, many administrators, teachers and parents resisted any type of change to the system that they had experienced themselves. This resistance was challenged with the report A Nation At Rise was published in 1983 which revealed the American educational system was not up to par with international systems. Thus, restructuring schools became a focus in improving educational achievement (Queen, 2000). 2. 2 Summary of Current Knowledge and Theory Relevant to Block Scheduling 2. 2. 1 Overview of Perceived Advantages to Block Scheduling Several researchers (Dobbs, W. , 1998; Hurley, 1997; Zepeda, 1999; Staunton, 1997; Staunton and Adams, 1997; Pisapia, and Westfall, 1997; and Eineder and Bishop, 1997) reported the following perceived strengths and advantages by both students and teachers to block scheduling: †¢ Increased teacher preparation time (in both teams and as individuals). †¢ Double the class time for certain core subjects such as language arts and math. †¢ Half as many students for teachers per semester †¢ Additional elective class choice for 9th grade students; more choices for upperclassmen, including options of Advanced Placement and other higher level coursework †¢ More time for completion of labs, incorporating technology, class trips, and other various applications of learned material †¢ Improved school climate and decreased disciplinary referrals †¢ More time to do homework and for guided practice under the direction of the teacher †¢ Improved academic achievement by students †¢ Ability of students to accumulate enough credits to graduate early. †¢ More one-on-one time between teachers and students In general, surveyed students liked the block scheduling. They claimed to be getting better grades, to have time for more in-depth study, and got more attention from the teachers. They said their lives were less stressed and they liked having a fresh start each semester. Nearly all students asked said they would not want to return to the traditional schedule. One of the greatest effects of the 4 x 4 schedule is that students report having less homework. Of the 37 students interviewed, 20 said they had less homework, 7 said they had more, and 6 said they had about the same. If you don’t like the teacher, you don’t have to deal with him all year, or if you don’t like the subject. When the semester ends, it’s like a new school year. You’re not bogged down. Clearly, these students reaped academic benefits from the change to the 4 x 4 schedule. Both college preparatory and general students reported they were learning more and receiving more individual attention (Hurley, 1997). Surveyed teachers indicated that they enjoyed lecturing less and spending more time one-on-one with students. Teachers teaching in block scheduling used more of a team approach and allowed them to experiment more in the classroom (Staunton, 1997; Staunton and Adams, 1997). Teachers also reported that their teaching methods and practices changed as block scheduling was implemented. They used a wider array of strategies and activities. In one Florida study of over forty high schools on block scheduling, â€Å"forty percent of the teachers reported less stress at school, one-third reported increased common planning time, and 80 percent noted that they preferred the block schedule to their previous schedule† (Deuel, 1999). There seem to be several perceived advantages associated with block scheduling. 2. 2. 2 Overview of Perceived Disadvantages to Block Scheduling Several researchers (Dobbs, W. , 1998; Hurley, 1997; Zepeda, 1999; Staunton, 1997; Staunton and Adams, 1997; Pisapia, and Westfall, 1997; and Eineder and Bishop, 1997) reported the following perceived weaknesses and disadvantages by both students and teachers to block scheduling: †¢ Additional costs in hiring teachers. †¢ Additional costs in adding space for teachers or the need for teachers to ‘travel’ which means he has no permanent classroom †¢ Difficulty in making up work from absences because missing one day equivalent to missing two classes †¢ Some classes clearly benefit from meeting every day (i. e. performing arts classes) †¢ Need for teachers to commit to using new teaching methods †¢ Ninety minutes is a long time to hold the attention of students †¢ Uneven schedules in which the harder classes all end up lumped into one semester making it too difficult and the next semester too easy. †¢ The possibility that there will be a long gap in between sequential courses if they are not taken in back-to-back semesters. The primary disadvantage given by surveyed students is that the classes are too long. Students particularly gave this as a weakness when their teachers lectured for nearly all of the time period. Others noted that â€Å"bad classes are really bad when they are held for 90 minutes† (Hurley, 1997). Surveyed teachers voiced concerns about interruptions of sequential material from one semester to the next and consistency issues with students. However, teacher opinion seemed to be mixed about this issue. Some foreign language teachers feared a sequential break between levels (Scheduling Foreign Languages on the Block, 1998). Other researchers found that some schools actually showed an increase in foreign language test scores because students could take level I and level II courses in back-to-back semesters (Schoenstein, 1996). Some teachers felt more comfortable with the lecture approach and had little comfort with experimentation of teaching methods (Staunton, 1997; Staunton and Adams, 1997). 2. 2. 3 Actual Advantages to Block Scheduling via Research Studies. A Temple University study found that block scheduling had distinct advantages in academic achievement. Students who made the honor roll at the three schools studied rose from 22% to 31%. SAT scores rose by an average of 14 points. In addition, the number of detentions declined while student attendance increased (Evans, Tokarczyk and Rice, 2000). Most recently, a 2006 study indicated a variety of advantages to block scheduling. Five Connecticut high schools were studied to determine what, if any, positive outcomes would result. The researchers used test scores and surveys as a means of data collection from school guidance counselors, teachers, administrators and students. The study found that gains in math rose significantly over a two year period, achievement test score averages rose in a statistically significant manner over three years, and PSAT and SAT scores increased within the first three years but then leveled off. (Wilcox, 2006). This study is one of the few longitudinal studies available. This study also stressed the importance of time as a factor in determining the success of block scheduling. â€Å"Almost all of the results which indicated significant differences were shown after two or more years† (Wilcox, 2006). Clearly some time is necessary in order for students and teachers to become accustomed to the changes. Some of the school studies Wilcox (2006) examined had been operating on a block schedule for as long as ten years. Unfortunately, not all the schools had baseline data for years before the block schedule or had opened with a block schedule. The study further stresses the level of support by the staff can be a determining factor as to the success of any type of block scheduling, which seems to correlate, at least on surface examination of the results, with training procedures and teacher confidence. 2. 2. 4 Actual Disadvantages to Block Scheduling via Research Studies A University of North Carolina at Chapel Hill study studied achievement in reading and mathematics of students in a high school which ran a tri-schedule. This schedule consisted of a traditional schedule, a 4 x 4 schedule and hybrid schedules which all operated in the same single school. The NC state mandated tests in reading, language and math were used to determine achievement. For reading and language test results, there was no statistically significant difference based on the types of schedules. There was, however, a statistically significant difference in math computation subtest. The traditional schedule saw slightly higher scores in understanding and retention of mathematical computation for tenth grade students. Thus, this study â€Å"supports the importance of daily instruction and contact time to student achievement in mathematics as distinct from other academic skills† (Veal and Shreiber, 1999). Another study tested students in the Wilmington area of North Carolina. It, too, found that students on traditional schedules scored higher on tests of algebra, English, biology and history than did students on a block schedule (Lawrence and McPherson, 2000). 2. 2. 5 Studies that were Inconclusive in Determining the Efficacy of Block Scheduling in Increasing Academic Achievement. A third North Carolina study, this one undertaken by the Department of Public Instruction, compared End-Of-Course (EOC) test scores in five areas (English I, Algebra I, Biology I, US History, and Economic, Legal and Political Systems (ELP)). It sample scores from schools that operated on block schedules and on traditional schedules for 1993 to 1996. It mentions at the outset that the first schools to adopt block schedules in NC were those that had lower achievement scores to begin with. These schools’ scores were adjusted for the purpose of this study. The overall results were inconclusive. Some blocked schools showed some improvement in some years but then lower scores in other years. â€Å"At present, there are essentially no significant differences between groups of blocked and corresponding non-blocked school groups in terms of student performance in state EOC Tests† (North Carolina Department of Public Instruction, 1997).