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anonymous

He forgot his cell phone: A sad story - 0 views

www.ecommercehostingweb.info/...lect-a-preferred-delivery-date

cellphone communication

shared by anonymous on 26 Nov 07 - Cached
  • anonymous on 26 Nov 07
     
    Carlsbad, CA (PRWEB) November 21, 2007 - Nexternal Solutions, a leading provider of ecommerce software is pleased to announce that it now offers a Preferred Delivery Date feature. This tool allows online shoppers to specify a preferred delivery date when checking out. It also allows merchants to easily manage current and future delivery date shipments. Any merchant selling products that are event driven will find this tool much appreciated by online shoppers.
Allan Jeong

http://cscl.wikispaces.com/Summary of Weaknesses - 0 views

cscl.wikispaces.com/Summary+of+Weaknesses

shared by Allan Jeong on 20 Sep 07 - No Cached
  • Weaknesses in the debate
    • Allan Jeong
      Allan Jeong on 20 Sep 07
       
      I think we should focus our efforts on addressing problems #1 and #10. Move your cursor on top of problem 1 and 10 to read my comments.
    • Allan Jeong
      Allan Jeong on 20 Sep 07
       
      I think we should focus our efforts on addressing problems #1 and #10. I analyzed the debate data using my software tool (http://garnet.fsu.edu/~ajeong/DAT) and found the following: 1) 2 of the 19 arguments did not elicit a challenge; 2) only 22 of the 64 challenges elicited a rebuttal or counter-challenge;3) only 5 of the 64 challenges elicited explanations; and only 4 of the challenges elicited suporting evidence. These observations point to some serious weaknesses in the quality of the debate. Move your cursor on top of problem 1 and 10 to read additional comments.
    • Allan Jeong
      Allan Jeong on 20 Sep 07
       
      I think we should focus our efforts on addressing problems #1 and #10. I analyzed the debate data using my software tool (http://garnet.fsu.edu/~ajeong/DAT) and found the following: 1) 2 of the 19 arguments did not elicit a challenge; 2) only 22 of the 64 challenges elicited a rebuttal or counter-challenge;3) only 5 of the 64 challenges elicited explanations; and only 4 of the challenges elicited suporting evidence. These observations point to some serious weaknesses in the quality of the debate. Move your cursor on top of problem 1 and 10 to read additional comments. Also, see additional response data in the figure presented at the bottom of the wiki.
  • Some students in the discussion lacked fermenting skills
    • Allan Jeong
      Allan Jeong on 20 Sep 07
       
      I think this should be one of the main problems we need to address in the group projects. The ScoreSheet tab in the ArchivedDebates.xls in the row titled "Interactivity" shows that only 66% of all message elicited one ore more replies (after I ran the CountPostings function to analyze the messages posted in the "Debates" tab). That is a very high level of interaction compared to what I've seen in other debates. The same sheet also shows that there were 17 different threads (or arguments) posted to the debate. Perhaps there were too many arguments, and that the number of arguments did not allow students to thoroughly examine each argument (given constraints in time and effort)? When I ran the "PerformanceReports" function, the Reports sheet under the column "#Daysw/Postings" showed that only 3 of the 20 students made all their postings in one day (not over multiple days across the week). The high level of interaction could be explained by the fact that so many of the students posted their messages over two or more different days?
    • Allan Jeong
      Allan Jeong on 20 Sep 07
       
      In other words, I take this as meaning that some students never challenged (or post messages with the label BUT) the accuracy or the veracity of the arguments posted to the debates. Given that the debate is a group effort, should we require ALL students to post at least one challenge? Or can we allow students to choose and perform specific roles - some as critiques, and some as idea builders?
  • Poor writing skills
    • Allan Jeong
      Allan Jeong on 20 Sep 07
       
      A doctoral student and I did a study to see if poor grammar affected the number and the types of responses posted in reply to messages containing good vs. poor grammar. We did not find any significant effects of grammar on the mean number of challenges posted in reply to arguments stated with poor vs. good grammar. We also did not find any significant differences in the mean number of explanations posted in reply to each challenge presented with poor vs. good grammar. So in conclusion, grammar does not appear to effect level of critical discourse in the EME5457 online debates. See my powerpoint presentation.
  • ...5 more annotations...
  • Low student buy-in to debate format
    • Allan Jeong
      Allan Jeong on 20 Sep 07
       
      This is not a weakness in students' performance. It is a factor that contributes to poor performance. No?
  • Some student do not request information/opinions which would then lead to further discourse
    • Allan Jeong
      Allan Jeong on 20 Sep 07
       
      If we encourage students to invite others to share opposing viewpoints, then we would have to call the activity something else other than a "Debate" given that this is not a behavior you see in most formal debates. Regarldess, it is a good idea given that one of my studies (Jeong, 2006) found that simply using conversational language (e.g. tag questions) can increase the number of explanations posted in reply to each challenge by 70%.
  • Feedback on use of students' skills may not be provided
    • Allan Jeong
      Allan Jeong on 20 Sep 07
       
      This is not a measure of weaknesses in student's performance. Instead, it is a factor that influences students' performance. Or a weakness in the activity's design.
  • Groups in the debate often did not follow a challenge to an argument with evidence
    • Allan Jeong
      Allan Jeong on 20 Sep 07
       
      There were only five postings that were labeled as EVID out of the 121 total student postings - four of these were posted in response to challenges. How can we get students to support their claims with supporting evidence? The most obvious solution here is to provide access to more research findings and journals that present statistical numbers to demonstrate the veracity or strength of given claims. I could present a list of recommended journals and instruct students to find and make reference to at least one article to support a claim or counter claim. Your thoughts?
    • Allan Jeong
      Allan Jeong on 20 Sep 07
       
      The most obvious solution here is to provide access to more research findings and journals that present statistical numbers to demonstrate the veracity or strength of given claims. I could present a list of recommended journals and instruct students to find and make reference to at least one article to support a claim or counter claim. Your thoughts?
  • Students did not weigh all arguments
    • Allan Jeong
      Allan Jeong on 20 Sep 07
       
      This in my opinion is the main weakness in the quality of students' essays. Students need to present both sides of the argument. But even if students do that, I think another contributing factor is that students are at a lost as to how to articulate how one arrives at a conclusion based on all the presented arguments. Possible Solution: Have students collaboratively write an essay/conclusion statement and have student apply any of the tive methods explained in "RankingProposals.doc" found in the Documents folder.
anonymous

Data warehousing update: Vertica - 0 views

www.aboutdatarecovery.info/...ata-warehousing-update-vertica

best data program recovery services software

shared by anonymous on 26 Nov 07 - Cached
  • anonymous on 26 Nov 07
     
    Vertica, as most readers probably know by now, offers a column-based approach to data warehousing. To be honest, I have written about the advantages of using columns to support analytic environments so many times since the late 90s


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