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RSS Melbheryn

Reward Points:14
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9 most recent arguments.
2 points

I think it should be and it is there now in Dubai . The government add the wifi to the street to help people conect to the net easy . It helps people to communicat to gather easly :)

2 points

Should have pasword because it is not free and it will be slow if more than 2 or 3 people conect in it !!!!!

0 points

Sometimes, I feel as if I have been doing homework my entire life. As a child growing up, I moved from worksheets, dioramas and book reports to essays, major projects and term papers. When I began teaching, I had lessons to prepare and my students’ homework became my homework for grading. (And, on occasion, it was quite obvious that I was putting a bit more effort into MY homework than they put into theirs!) As my children reached school age, “Mom’s rules” on homework included: homework comes first, don’t wait until the last minute on a project, etc. But somehow their homework still bled over into my life…

So, how important is this icon of education? Is homework helpful or harmful? Is it something that, as many students claim, just eats up their time and energy for no real purpose? Do we, as educators, need new practices that move away from homework or are we simply afraid to change, stuck on those famous eight words, “But, we’ve never done it that way before…”?

In support of the view of homework as helpful, many educators stress that specifically aligning homework to the learning task is part of the strategy for building understanding. The website Focus on Effectiveness cites several studies showing that in elementary school, homework helps build learning and study habits (Cooper, 1989; Cooper, Lindsay, Nye, & Greathouse, 1998; Gorges & Elliot, 1999). Also noted is the point that 30 minutes of daily homework in high school can increase a student’s GPA up to half a point (Keith 1992). Many students need time and experience to develop the study habits that support learning, and homework can provide that as well as the ability to cope with mistakes and difficulty (Bempechat, 2004). Those teachers who take the time to add instructive comments to their feedback to homework get the greatest return on their efforts in after-school work. (Walberg, 1999).

But what about the students who are doing it wrong and then have to “unlearn” incorrect information? When considering the view that homework is harmful, author and speaker Alfie Kohn states that there is no real evidence showing homework to be beneficial to elementary students. In an EdWeek article, he writes that he found no correlation between homework and improved standardized assessment scores. Regarding secondary students, Kohn said that there is a slight correlation between homework and improved test scores and grades but there is no evidence that the improvement is because of homework rather than other activities. Stating that there is no proof that homework benefits students in other ways such as good study habits, independence or self discipline, Kohn could find no disadvantage to reducing or even eliminating homework altogether but finds the homework trend continues to grow.

So, what is the answer – is homework helpful or harmful? Do we continue current practices or throw homework out altogether?

A balanced perspective most likely is the best response. Time spent on homework should align with the student’s age – a short time spent in elementary school, up to 90 minutes for middle school or junior high aged students and between 1½ and 2 ½ hours per night (not per subject!) in high school (Harris, 2006). Another suggestion is to multiply the student’s grade by ten to determine the appropriate number of minutes of homework per night (example – a fifth grader should have no more than 50 minutes of homework per night). If we want the best results, we’ll keep homework time within these time ranges with allowances made for individual needs of students and families.

Key takeaways:

Remember the main purposes of homework: to build rote memorization and automaticity; to provide time to deepen understanding though elaboration and to increase readiness for new information.

Assign homework that includes very few concepts so students can learn them on a deeper level (Healy, 1990).

Match homework to the learning goal for a more focused learning experience.

Provide appropriate and timely feedback. Students need to know what was correct, what needs to be changed, etc., and they need this information sooner rather than later. Waiting several days or even weeks to provide feedback limits or even eliminates the effectiveness of the assignment.

Parental involvement should be limited to facilitating the completion of homework – not teaching content or doing the work for a child. Parents who get too involved in an assignment inhibit rather than enhance learning.

1 point

To me, there is one main reason only: The potential that the wrong person get executed.

There have been over 130 people on death row that have been released because it has been found that they didn't really commit the crime they were convicted of. If this was not discovered in time, how do you compensate for wrongfully executing someone? "Oops, sorry about that" just doesn't do the job.

There's also the fact that NOT having the death penalty is cheaper on the tax payers. Once a person is convicted, they then become a ward of the state, and the state pays for everything after that. They are allotted several appeals which the state pays for. This money comes from the taxpayers. So by NOT having the death penalty, you save the taxpayers this enormous amount of money that is spend on a condemned person.

1 point

No doubt about it: Cell phones are a great way to stay in touch anytime, anywhere. But is your child old enough to have one? It’s a tough call for many parents because it’s not just about age.

You need to know what's involved -- in terms of both the phone and your child's well-being -- and the potential consequences of letting your child have a phone before deciding about adding that second line to your account.-

2 points

I think they should focus in there studing to have more info and high marks to have a grate job with high salary :)

2 points

It could be good to rise the driving age to 21 because 21s or over are responsible and can be trusted. But it could be bad because not just 17 year olds get killed after their test because between 17-25 year olds, 212 get killed or seriously injured on the country roads. Altogether 4.4% of drivers are under the age of 25, but they will cause 13% of fatal crashes.

And there could be a huge uproar about it because some people might have just passed there tests then they have to do them again in a couple of years.

People aged 16-19 holding a license was at 41% then went down to 26%. Also 16-19 year olds per 100,000 driving licenses had risen from 9.76 deaths to 19.23 deaths. People taking driving tests being taken is on the increase. It is for a curfew on teenagers driving late at night when most accidents occur.

2 points

The American Academy of Pediatrics (AAP) recommends that kids under 2 years old not watch any TV and that those older than 2 watch no more than 1 to 2 hours a day of quality programming.

The first 2 years of life are considered a critical time for brain development. TV and other electronic media can get in the way of exploring, playing, and interacting with parents and others, which encourages learning and healthy physical and social development.

2 points

Whenever one wishes to speak about Islam as a religion of peace, the question

naturally springs to mind that whereas there are so many religions in the world such

as Judaism, Christianity, Hinduism, Buddhism, etc., when it comes to finding out

whether Islam is a religion of peace, why should Islam be the odd one out?

One reason for this is that a few years after the beginning of Islam, anti-Islamic

powers began a propaganda that Islam is a religion of extremism and violence and

wants to compel others into belief by means of the sword. This, of course, is

incorrect. In the beginning, the Muslims of Makkah suffered persecution but they

remained silent. Finally, they migrated to Madinah but there too the disbelievers

hounded the Muslims and forced upon them a battle to which I will revert later. The

proof against those opponents who allege that Islam was spread by the sword is that

although the disbelievers of Makkah raised all sorts of objections, yet history stands

witness to the fact that the people of Makkah themselves never complained that the

Muslims had used the sword against the disbelievers to compel them to change their

faith.

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