Lion Dancing :: Dance Culture Cultural China Chinese Essays

Lion Dancing When you’re in Chinatown on Chinese New Year, you can hear the firecrackers popping followed by the loud music of banging drums and cymbals clashing in beat with each other. Then as the smoke clears, a huge beast emerges from the smoke. Kids hide behind their parents as the beast shakes its head from side to side and begins to dance around. It is a frightening beast, but it scares the evil spirits and brings good luck to all the stores around Chinatown. As some people know from this description, this is Lion Dancing – a mixture of dance and martial arts. The legendary story of how Lion Dancing began takes place in a cave where the lions were sleeping. A monk enters and prepares a shrine around the cave. When he is finished, the monk wakes the sleepy lions by playing on the drum and gong. He wants the sleepy lions to bow to the shrine he has created, but the lions only want to dance around and have fun. So the monk takes some lettuce greens to poke fun at the lio ns and get their attention. This makes the lions so mad that they eat the greens. Nowadays, Lion Dancers throw lettuce at the audience in order to spread good luck around because the greens represent wealth. There are different styles to Lion Dancing and they are each represented in various ways. For example, the Buddhists believe this dance spreads courage, energy, and wisdom to people. This is because Lion Dancers use fighting tiger and crane poses to make themselves look powerful. In other lion dance troupes, their stances can represent specific animals just from the movements of their feet. The head of the lion also represents different animal forms by the symbols and decorations on it. For instance, the curved horn on top of the head represents a phoenix and the ears and tail represent a unicorn. Some may assumed lion dancing is only done on Chinese New Year and Harvest Moon, but this kind of dance is also used to bless people on special days such as birthdays, weddings, and grand openings for stores. Lion Dancing has inspired me to get in touch with my Asian American side. At first, all I knew about Lion Dancing was that it’s entertaining and brings good luck to everyone during Chinese New Year. Lion Dancing :: Dance Culture Cultural China Chinese Essays Lion Dancing When you’re in Chinatown on Chinese New Year, you can hear the firecrackers popping followed by the loud music of banging drums and cymbals clashing in beat with each other. Then as the smoke clears, a huge beast emerges from the smoke. Kids hide behind their parents as the beast shakes its head from side to side and begins to dance around. It is a frightening beast, but it scares the evil spirits and brings good luck to all the stores around Chinatown. As some people know from this description, this is Lion Dancing – a mixture of dance and martial arts. The legendary story of how Lion Dancing began takes place in a cave where the lions were sleeping. A monk enters and prepares a shrine around the cave. When he is finished, the monk wakes the sleepy lions by playing on the drum and gong. He wants the sleepy lions to bow to the shrine he has created, but the lions only want to dance around and have fun. So the monk takes some lettuce greens to poke fun at the lio ns and get their attention. This makes the lions so mad that they eat the greens. Nowadays, Lion Dancers throw lettuce at the audience in order to spread good luck around because the greens represent wealth. There are different styles to Lion Dancing and they are each represented in various ways. For example, the Buddhists believe this dance spreads courage, energy, and wisdom to people. This is because Lion Dancers use fighting tiger and crane poses to make themselves look powerful. In other lion dance troupes, their stances can represent specific animals just from the movements of their feet. The head of the lion also represents different animal forms by the symbols and decorations on it. For instance, the curved horn on top of the head represents a phoenix and the ears and tail represent a unicorn. Some may assumed lion dancing is only done on Chinese New Year and Harvest Moon, but this kind of dance is also used to bless people on special days such as birthdays, weddings, and grand openings for stores. Lion Dancing has inspired me to get in touch with my Asian American side. At first, all I knew about Lion Dancing was that it’s entertaining and brings good luck to everyone during Chinese New Year.

How Do Ngos Represent Humanitarian Issues Trough Images in Advertising

How do NGOs represent humanitarian issues trough images in advertising? Negative images of developing countries are a common means adopted by Non Governmental Organisations to raise financial support for those countries. However there has been much discussion as to weather such advertising for fundraising campaigns is really authentic and if the images used represent the issue as it is. More and more NGOs turn their backs on the use of negative images, for example of starving children, and adopting new advertising strategies.When the organisations are trying to raise cash from potential donors there is often a dilemma between using shocking images to raise cash in the short term or whether to focus on the longer term gains with more positive images. This essay focuses on how NGOs are trying to achieve the latter without losing donations. Through a different approach applying the shock effect to a corporate style of advertisements. Will the audience know with these modern fundraising campaigns that for example Africa is not a continent full of sorrow and but will learn more about the wider social historical and geographical context?Do these campaigns give the desired outcome in the end, which is raising money in a democratic way that empowers the subjects from injustice? (Ed Kashi and the Third Frame: NGOs and Photography Conference Report 2010) â€Å"Pictures are powerful† notes Lester and Ross authors of the book â€Å" Images that Injure† (2010). They argue that the publishing of strong images makes economic sense. However economic priorities should not conflict ethics. The fact that images of the starving African child can be used in advertising does not make it ethical, although they are often aesthetically appealing.These images are very welcome for their shock effect and raise money in a relatively fast way. â€Å"But aesthetics is not ethics† (Lester & Ross 2010, p. 30 ). The authors point out the way media organisations are deal ing with their role-related responsibilities. That should recognize their power in creating viewer perception and use that power judiciously by presenting images within a wider context, even in advertising (Lester & Ross 2010, p. 31 ). The negative response to the shock image in fundraising campaigns has been increasing.According to blogwriter and campaign coordinator of Amnesty International Rob Goddon, we have gone from one disaster in to another and have used images from the stick thin African women and children in atrocity situations to smiling and happy women and children. â€Å"The positive images may be easier to stomach and go some way to counter what is perceived as ‘compassion fatigue’(or maybe more accurately ‘Lack of solution fatigue’) but they still fail† (Goddon et al. 2009).The lack of solution manifests itself in positive images that aim to communicate with integrity land teach the public about historical and geographical context. Showing people in this â€Å"new†-dignified way is to avoid reinforcing racial or cultural stereotypes. A contemporary rule in the NGO worlds is avoid using images that look down on people as this can sometimes make the subject appear like a victim. Instead choose images that reflect empowerment. You can see the use of photography clearly in ‘Oxfam’ and ‘Save the children campaigns’ (Oxfam. 2006).The problem with these positive images is that they are often misrecognized in the situation of distant suffering and the public might think that these people are fine because of the positive images and this wont trigger the need to give money anymore (Chouliaraki n. d. ). To refer back to Goddon’s point, these kinds of images still fail what NGOs are all hoping to achieve; â€Å"illustrate the complexity of the lived experience of those they intended to help† (Goddon et al. 2009). In a media landscape where the average consumer gets asked for his attention every minute of the day by the surrounding visual culture it is hard to get seen.According to Windley (2005) the economics have shifted over the last decade and have changed how businesses operate as well as the expectations of customers. Businesses are adjusting to new ways of relating to their customers and brands are fundamentally important for the success and survival. (Windley 2005, p. 40) NGOs have to play this game just being as tough as the rest of them out there. Although the changing nature of technology has opened up many ways for NGOs to use photography, it hasn’t made it easier to answer the on going question of how to represent a certain issue.NGOs have to represent themselves and think how they want to brand their message to raise awareness but also to fundraise. Advertising agencies therefore apply the shock-effect in different ways to get the attention of the viewer and instead of for example the hungry African child they use corporate style ad vertising to provoke emotions of guilt and indignation. One example of shock techniques to represent an issue within the corporate advertisement style, is an awareness campaign for the Campaign Against Landmines. Part of the campaign the agency designed a ketchup packet with a picture of a kids' legs or head.When you open the packet, you tear off the w body part and ketchup bleeds out. Some people see this advert as a brilliant piece of advertising and others may feel this is too shocking. In New Zeeland this campaign got overwhelmed with some criticism. â€Å"Well it is graphic, it is shocking, but so too is the reality – 15-20,000 having that sort of thing happening to them as a result of landmines,† says Minister of Disarmament Phil Goff (One news et al. 2006). Some find it hard to swallow to rip of a young boys leg and being confronted with what is going on in other countries.According to Chouliaraki (2010) this new approach could be identified as â€Å" post huma nitarian communication†. â€Å"This shift, I argue, should be seen as a contemporary attempt to renew the legitimacy of humanitarian communication – one that abandons universal morality and draws on the resources of the media market in which humanitarian organizations operate today. † (Chouliaraki 2010). She notes that NGOs are still relying on this style of advertisement to provoke emotions but not in a way to inspire immediate action.The corporate advertisement style is used in a â€Å" Take it or leave it way† (Goddon et al. 2009). A good example on the use of photography in corporate advertising is the campaign â€Å"Its not happening here but now† from Amnesty International in Switzerland. The campaign uses the tagline â€Å"It's not happening here but it's happening now† the campaign puts up posters in bus stops and train stations etc, with exact matches of the existing background. It aims to show people what is going on in the world, e ven if it's not happening in front of them at the bus stop.The advertising uses shock images to enter in the publics’ everyday lives, entering in the public environment and showing them what is happening in other parts of the world. What Amnesty International does is using photography in a photo realistic way and forces a direct act on humanitarian issues.

How Student Can Use Memory Concepts That Will Improve...

Having memories impacts our lives greatly without them society would not be as it is today. According to Grison, Heatherton, and Gazzaniga(2015), memory is the capacity to acquire and retain information and skills. Not all experiences will be equally remembered, some events will leave no memory, others will be remembered but later forgotten, and other times a memory can be remembered for a lifetime. I will be looking into how student can use memory concepts that will improve student’s grades if they follow it correctly. And also talk about my personal study habits and how I can improve them so I can get a more positive result in my classes. There are three phases of memory; which are encoding, storage, and retrieval. According to Calvillo (2014); encoding is the processing of information so that it can be stored, storage is the retention of encoded representations over time, and lastly retrieval is the act of recalling or remembering stored information when it is needed. When students use these three phases in school properly it will lead to success in their academic career but if they just do minimal preparation and cut corners it will lead to a stressful time for the student. For example in the encoding process a good student would reread a section until they familiarize themselves with the new information. A bad student would just go over a section once and just keep on going on to new information even though they have not familiarized themselves with the newShow MoreRelatedTechnology Is More Harmful Than It Is Helpful1006 Words   |  5 Pagesharmful than it is helpful. You have had to hear how the internet totally corrodes children s social skills and contributes to illiteracy. It is no secret the internet can be a filthy place and innocent children can easily fall as prey to online predators. 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When I was in grade school, I enjoyed learning because of the teachers who guided and supported me all the way from lower school through high school; however, now that I’m older I realize that not every child has fun learning experiences like I did. This fact has inspired me to pursue a career in teaching, so that I could give children an even better education than I had. As a teacher, I want to give students the opportunity to find themselves by applying theRead MoreThe Adaptation And Modification Of Curriculum And The Delivery Of Instruction Essay1841 Words   |  8 Pagesclassroom, each student, each teacher is unique and adaptations are specific to each circumstance. This being said, the adaptations that are made, must align with state content standards. For my key assignment, I will be focusing on the adaptation and modification of curriculum and the delivery of instruction that is aligned with state and local grade level content standards in order to meet my focus learner s needs. 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Media s Impact On The Media - 1007 Words

Most of us watch television or listen to the radio on our commute in order to be up to date with the surrounding events. We depend on those sources of mass media to relay relevant and reliable information in order for us to understand pressing issues and formulate our opinions pertaining to the best approach in dealing with those issues. But what if the information relayed to us is biased and skewed or worse yet if those sources of information divert attention away from pressing matters and place the individuals in an oblivious state. The fact of the matter is that news organizations are more trusted sources of information than are many other institutions, including government and business. And the public’s impression of the national media†¦show more content†¦He gave an example that in his book of when wall street journal ran a story about how the federal safety officials were investigating an issue with certain GE airplane engines that had faulty parts that can disintegrate and cause a catastrophic failure, a problem that affected more than four thousand airplanes that transport thousands of passengers every day. The writer continues to state that he found this information to be very important to the public and that it needs to be covered by the news channel he worked for which was CNBC at the time, part of NBC network. But since NBC is owned by GE the agency decided not to run the story. Another persistent matter is the distraction and the diversion of public attention by the media, a strategy that is used as the primary element of social control. Its sole goal is to drive attention away from important issues and changes determined by the political and economic elites, by the technique of flooding continuous distractions and insignificant information. Noam Chomsky in his book Media Control, talks about how domestic programs of the administrations of the past ten years have really no serious proposal about what to do about the severe problems of health, education, homelessness, joblessness, crime, soaring criminal populations, jails, deterioration in the inner cities and a whole another raft of

Computers in the Work Environment free essay sample

A study of the revolutionary changes in the work place as a result of computer technology. This paper considers how computers have influenced the workplace environment and provides a competitive advantage to its users. The paper also examines how the value may not be as great as perceived by considering the productivity paradox. The author notes that the computer technology is only as good as the programmers running it. The commercial environment has changed over the last few decades. One of the most influential factors has been the development of the computer. The technology has created a social and commercial revolution, increasing the speed and accuracy of communication reducing man hours for tedious tasks and creating new methods of analysis and business practice. However, there are many conflicting reports regarding the way that computers have been used and the benefits they may bring. Therefore, computers in the workplace may be seen as essential, but the value they add is sometimes questionable. We will write a custom essay sample on Computers in the Work Environment or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page In this paper we will consider the way that computer technology may be used and some of the problems we may find in seeking to assess the way it will adds to the value chain. However, when we look at computers, we must understand that it is not only computers that we need to consider, but the programmes that they run, as without these they have no value.

Peer Assessment and Productivity of Low Achieving Students

Introduction Addressing the reading issues that low ability students face during a reading class is an essential step towards increasing the academic potential of the students in question. The class selected for the intervention, included a group of thirteen seventh-grade low-ability students. It should be noted that the class consisted of twenty people.Advertising We will write a custom research paper sample on Peer Assessment and Productivity of Low Achieving Students specifically for you for only $16.05 $11/page Learn More Among the specified group of students, two students face problems communicating English, as they are EAL students (Shin 2010); three fifth of the students (i.e., 12 students) have SEN, whereas one student out of five in the group (i.e., 4 students) has either dyslexia or ADHD. Their knowledge of grammar and syntax rules also leaves much to be desired (3c to 4a, the KSE test returning the results ranging from 5a to 6c). Though, compa red to the initial test results, the final ones can be rendered as a minor improvement, the current evidence points at the need for the students to work on new skills acquisition and memorizing skills.  The literature review allowed for defining the methods for addressing the needs of the students in question. For instance, the fact that students usually lack understanding of the role of peer assessment, as well as the significance of providing accurate evaluations of their peers (Falchikov Goldfinch 2000) has led to the necessity to not only provide students with a detailed explanation on the process of evaluation of their peers’ success, but also a very close supervision of the specified procedure (Zingaro 2013). Moreover, it has also been noted that the students will most likely need to provide the students with positive reinforcement so that they could feel motivated enough to strive for a better performance (Cox Maher 2007).  In addition, an overview of the existin g sources helped design the strategy that was supposed to help students with high scores to maintain the level of their accomplishments just as high. Specifically, the need to incorporate a set of graphic principles for the students to comply with emerged after analyzing the methods of tending to the needs of low-achieving students. To be more exact, the fact that low achieving students need graphic data in order to understand the mechanics of the learning process better and, thus, engage into the meta-cognition process was discovered with the help of the review of the readings and their application in the classroom setting. Moreover, an overview of the existing literature has shown that the students need a positive reinforcement from their instructor in order to attain success in the course of the intervention deserves to be mentioned. Indeed, as Freedman’s study shows, it is the teacher’s responsibility to condition a positive impact of tpeer assessment (Falchikov G oldfinch 2000).Advertising Looking for research paper on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More Therefore, the need to introduce an element of games emerged (Friedman et al. 2007).  The application of the specified intervention has shown that scaffolding combined with peer assessment, in fact, does allow for improving the students’ knowledge and ability to develop new skills. Unfortunately, the study has also proven the fact that the motivation of high scoring students drops as the peer assessment strategy is introduced into the class setting and the standards for the students’ performance are reduced a few notches. It is suggested that the incorporation of an element of a game into the learning process and the introduction of differentiated assignments (Murayama, Perkin Lichtenfeld 2012), which will allow high scoring students to choose the tasks that they find interesting, will help address the specified issue and at the same time enhance the learning process among low ability students (Burguillo 2010). Retrospective In the course of the research, six lessons were carried out, during which the students were supposed to assess each other’s reading skills. The first lesson started with the introduction of the students to the idea of peer assessment and giving them exact instructions on what they had to do. The students were given a set of statements for the evaluation of their peers, while the teacher explained what each part of the assessment addressed.  The teacher suggested that the students should read the questions out loud and ask if anything was not clear. As soon as every student understood the purpose of the questions, the teacher split them in pairs; then, the reading of the first excerpt started. After the reading, the students were to answer the first part of the questionnaire and evaluate their peer’s reading skills on the scale of 1 to 5, as the specifie d scale helped embrace the largest amount of possible responses and at the same time avoid acquiring excessive data. The students seemed to lack confidence when carrying out their first evaluation of their peers, being more lenient to each other than the standards required. As a result, the students that were obviously scoring lower than the rest of the class did not feel willing to make stronger efforts. Thus, the instructor may need to introduce the element of competition into the process in order to make the students evaluate their peers’ work on more rigid standards (Carter, 2014). The same procedure followed the assignment that involved answering the questions concerning the contents of the excerpt and the new vocabulary; the students evaluated their peers’ responses on the scale from 1 to 5 assessing the accuracy of the vocabulary use and correctness of the factual information. The lesson ended with a game of locating words in a grid filled with letters and defin ing these words.Advertising We will write a custom research paper sample on Peer Assessment and Productivity of Low Achieving Students specifically for you for only $16.05 $11/page Learn More The students then evaluated their peers’ skills based on the amount of words found (fifteen were encrypted in the grid) and the time taken to locate the words (the students were given fifteen minutes, a minute per word). The teacher scaffolded the students throughout the assessment helping them measure their peers’ success, which helped the students feel more confident (Knight et al. 2014). The specified model was repeated throughout the six lessons with slight alterations (the game was replaced with a similar crossword activity three times).  Low ability students displayed keen interest and quite honest excitement about the activities suggested by the teacher. As it has been stressed above, students hesitated to grade each other low at first. Howev er, as soon as the teacher assured them that the grading by peers will not affect their actual score calculated by the teacher, they became rather enthusiastic about the process. Their high achieving peers, though, seemed to be quite bored after they realised that the pace of the lesson was not going to be accelerated. The fact that motivation rates have dropped among high ability students in the process of the intervention points at the necessity to introduce the set of activities that would keep the attention of high achieving students and at the same time be approachable for low ability students (Wadesango Bayaga 2013); the use of a game as a type of activities that both low and high ability students may participate in seems to have worked quite well within the specified setting. The success of the strategy can be explained by the fact that games presuppose the incorporation of a competition factor (Dominiquez et al. 2013) and, thus, make the learning process more engaging for h igh achievers (Connolly et al. 2012).  As the students proceeded with their peer evaluation process, they started understanding the demands that they were supposed to meet much better. As a result, the students started designing the methods for developing the corresponding qualities and meeting the corresponding requirements. For example, it was noticed that one of the students with dyslexia started identifying the patterns of pronunciation and, therefore, is developing a strategy of spelling difficult words instead of using guesswork in the process of reading. To be more specific, the aforementioned student spotted specific combinations of letters and denotes which ones precede and follow a certain letter. Afterwards, the student reads the word. Though seemingly minor, these improvements show that low ability students are willing to improve their skills and that they are ready to make major efforts to reach success (Asikainen et al. 2014).Advertising Looking for research paper on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More The above-mentioned change in the responses retrieved from the low ability students can be easily understood once viewed from the tenets of the knowledge construction (Lai Law 2013). From the perspective of the specified theory, in order to develop new skills and not only retrieve, but also process and remember new information, low ability students have to engage into the meta-cognition process. In other words, the students must understand how they acquire new skills and information, as well as use this knowledge for their further studying process. Peer reviewing, in its turn, allows students to understand how they cognise the world around them (Lavy, Paserman Schlosser 2011). At the end of the sixth class, the students were given a questionnaire to fill in and had to evaluate the effects that the use of peer assessment had had on them. The results have shown that the students became more confident when participating in a game or a similar activity. In other words, the students ne ed a group activity involving a minor competition factor (Denton et al. 2013). The students have shown an especial improvement in their reading abilities during these games. Therefore, it may be suggested that games with a further evaluation may serve as an incentive for the students to strive of a better performance (Cho, Lee Jonassen 2011). Moreover, the low scoring students displayed an impressive enthusiasm. However, high ability students seemed to be bored throughout the lesson and, thus, were not as attentive as they usually are. Moreover, they seemed to start adapting to less rigid demands, which could be a threat to their further performance (Munro, Abbot Rossiter 2013). This calls for an introduction of the activities that high scoring students may perform while the low ability ones handle their assignments. Conclusion Therefore, the research should be geared towards the evaluation of gaming and the introduction of competition, as well as the differentiation of tasks, as a tool for retaining the motivation of high achievers and preventing them from losing their reading skills. One must bear in mind that the implementation of the specified strategies triggers a range of controversies around the learning process and the goals that the instructor pursues. First and most obvious, the threat of a significant drop in the motivation rates of low achieving students becomes rather palpable, as the setting where differentiated strategies are approved of may affect the self-esteem of low ability students (Denton et al. 2013). Reference List Asikainen, H, Virtanen, V, Postareff, L Heino, P 2014, ‘The validity and students’ experiences of peer assessment in a large introductory class of gene technology,’ Studies in Educational Evaluation, vol. 43, no. 1, pp. 197–205 Burguillo, J C 2010, ‘Using game-theory and competition-based learning to stimulate student motivation and performance,’ Computers and Education, vol. 55, no. 2, pp. 566–575. Carter, C S 2014, ‘Using technology and traditional instruction to teach expository text in the sixth grade reading classroom: a quasi-experimental study,’ Instructional Technology Education Specialist Research Paper, vol. 12, no. 1, pp. 1–58. Cho, Y H, Lee, J Jonassen, D H 2011, ‘The role of tasks and epistemological beliefs in online peer questioning,’ Computers Education, vol. 56, no. 1, pp. 112–126. Connolly, T M, Boyle, E A, MacArthur, E M, Thomas Hainey, T Boyle, J M 2012, ‘A systematic literature review of empirical evidence on computer games and serious games,’ Computers Education, vol. 59, no. 2, pp. 661–686. Denton, C A, Tolar, T D, Fletcher, J M, Barth, A E, Baughn, S Francis, D J 2013, ‘Effects of tier 3 intervention for students with persistent reading difficulties and characteristics of inadequate responders,’ Journal of Educational Psychology, vol. 105, no. 3, pp. 633 –648. Dominiquez, A, Saenz-de-Navarrete, J, de-Marcos, L, Fernà ¡ndez-Sanz, L, Pagà ©s, C Martà ­nez-Herrà ¡is, J-J 2013, ‘Gamifying learning experiences: practical implications and outcomes,’ Computers Education, vol. 63, no. 1, pp. 380–392. Falchikov, N Goldfinch, J 2000, ‘Student peer assessment in higher education: a meta-analysis comparing peer and teacher marks,’ Review of Educational Research, vol. 70, no. 3, pp. 287–322. Knight, V F, Wood, C L, Spooner, F, Browder, D M O’Brien, C P 2014, ‘An exploratory study using science e-texts with students with autism spectrum disorder,’ Focus on Autism and Other Developmental Disabilities, vol. 28, no. 3, p. 115–126. Lai, M Law, N 2013, ‘Questioning and the quality of knowledge constructed in a CSCL context: a study on two grade-levels of students,’ Instructional Science, vol. 41, no. 3, pp. 597–620. Lavy, V, Paserman, M D Schlosser, A 2011, ‘Inside the black of box of ability peer effects: evidence from variation in the proportion of low achievers in the classroom,’ Economic Journal, vol. 122, no. 559, 208–237. Munro, J, Abbot, M Rossiter, M 2013, ‘Mentoring for success: accommodation strategies for ELLS,’ Canadian Journal of Action Research, vol. 14, no. 2, pp. 22–38. Murayama, K, Perkin, R Lichtenfeld, S 2012, ‘Predicting long-term growth in students’ mathematics achievement: the unique contributions of motivation and cognitive strategies,’ Child Development, vol. 84, no. 4, pp. 1475–1490. Shin, S J 2010, ‘Teaching English language learners: recommendations for early childhood educators,’ Dimensions of Early Childhood, vol. 38, no. 2, pp. 13–21. Wadesango, N Bayaga, A 2013, ‘Ability grouping as an approach to narrow achievement gap of pupils with different cultural capitals: teachers’ involvement,’ I nternational Journal of Educational Sciences, vol. 5, no. 3, pp. 205–216. Zingaro, D 2013, ‘Student moderators in asynchronous online discussion: a question of questions,’ MERLOT Journal of Online Learning and Teaching, vol. 8, no. 3, pp. 159–172. This research paper on Peer Assessment and Productivity of Low Achieving Students was written and submitted by user Alexia Harrell to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.