Taking a Look at Poliomyelitis - 1689 Words

INTRODUCTION A highly infectious disease caused by virus is â€Å"POLIO† which can cause total paralysis in a matter of hours due to invasion of nervous tissue. The polio virus consists of an RNA genome enclosed in a protein shell known as capsid. There are three serotypes of wild polio virus; type 1, type 2, and type 3 each of them with their different capsid protein. Type 1 and 3 are highly infectious but 1 is the most pervasive strain of polio and 3 are at low levels. In the 20th century it was one of the most feared diseases in some countries paralysing most of their children’s every year. Soon after then, vaccines were introduced in the 1950s and 1960s. In 1970s, routine immunization was introduced worldwide as part of the national immunization programmes which has really helped in controlling the disease in many countries. In 1988, global polio eradication initiative started and this polio paralyzed more than 1000 children worldwide. Since then, 2.5 billion child ren have been immunized against polio and due to most countries co-operation and volunteers it has really improved. That’s why today, polio has been eliminated from most countries in the world and just four countries are left with these virus. In 1998, over 99% of polio cases has decreased by the world health assembly, these was when global polio eradication initiative was introduced, these virus was endemic in 125 countries and about 350000 people were paralysed by polioShow MoreRelatedTaking a Look at Poliomyelitis1334 Words   |  5 PagesPolio which may also be called poliomyelitis is a viral disease that can be spread or transmitted from individual to individual mainly through the fecal-oral route. The word polio is of Greek origin â€Å"polios† meaning grey and â€Å"myelos† meaning marrow which refers to the grey particle of the spinal cord. It is noted that about 90% of polio infections are asymptomatic but affected patients can show an amount of if the virus enters their blood circulation. In rare cases, the virus can enter the centralRead MorePolio : A Infectious Viral Disease1718 Words   |  7 Pages1.0 Understanding Biology 1.1 Introduction Poliomyelitis, also known as Polio is a highly infectious viral disease that directly invades the nervous system and can cause permanent paralysis (WHO, 2015). The causative agent for Polio is the poliovirus, which is a single strand RNA. Polio is transmitted through faecal-oral contact and is usually found in places with very low sanitation (Victoria State Gov. 2007). Another mode of transmission is coming into direct contact with someone who is infectedRead MoreShould Mandatory Vaccinations Be Good For Our Kids?1521 Words   |  7 Pageshanded the choice, about a 10 percent of parents delay or cut some shots with 1 percent that don’t vaccinate at all. (Pemberton, 2015) We see viruses from our past, which were heavily infected among our grandparents or parents time, such as poliomyelitis and measles, as children, appear in certain parts of the U.S., but have the feeling that these are isolated or have no significance. Many of these diseases have all but been eliminated, do with vaccinations. But the growing concern is that ifRead MoreAnalysis Of The Reader Of Supplemental Readings For Women And Disability By Marsha Saxton1375 Words   |  6 Pages But what one may fail to realize is that women of disability experience a wider range of these types of issues on a daily basis. Oppression of disabled women is a huge controversy that leaves our society with many unanswered questions. By taking a deeper look on this issue, will help us understand the effects of oppression on disabled women by analyzing four specific examples from â€Å"The Reader† of Supplemental Readings for Women and Disability by Marsha Saxton, PhD, that expands more on women ofRead MoreThe Polio Vaccine Through The Eyes Of Its Creator1218 Words   |  5 PagesIntroduction. Laboratory Life. 1986.Reprint. Princeton: Princeton University Press, 1986. 11. Print. It showed the way that Jonas Salk studied polio and how he came to the conclusion that the vaccine was correct. He also taught that it is a life taking job and that polio vaccine was a difficult task but a successful one. Salgado, Sebastiao. The End of Polio: A Global Effort to End a Disease. Illustrated edition Ed. New York: Bulfinch, 2003. Print. This shows pictures of the terrifying times thatRead MoreKarl Landsteiner, The Brilliant And Skillful Scientist From Early Twentieth Century Vienna Essay2390 Words   |  10 Pagessociety in the areas of blood transfusions and the effect of the rhesus factor during pregnancy and childbirth. He has also made many other contributions to science, such as in the areas of the immunology of syphilis and work with transfusion of poliomyelitis. His works eventually earned him a Nobel Prize as well as allowed him to publish papers on his findings. Karl Landsteiner dedicated most of his life to working in science. He was born in Vienna on June 12, 1868. Landsteiner’s interest in scienceRead MoreNursing And Public Health Nursing1537 Words   |  7 Pagesdiseases. Dame Agnes Gwendoline Hunt is known as the pioneer of orthopedic units and dealt mainly with children and young adults and two diseases that happened in both the children and the young adults. These two diseases were tuberculosis and poliomyelitis. According to Harold Ellis, â€Å"Dame Agnes had long realized that crippled patients cannot readily travel long distances to attend out patients’.† Agnes Hunt paved the way for orthopedics and made a difference in this study of orthopedics by doingRead MoreEssay about The Vaccine that Made Me Want to Become a Doctor878 Words   |  4 Pagesmedicine. Around my tenth birthday, I went to receive an injection at a local clinic in my home town I was so frightened of needles and at the time I acutely hated doctors as a result of that. When the doctor was about to administrate the shot he said, â€Å"Look the other way, it will hurt less.† In that act of kindness I knew that doctor cared about his patients and that they do not just inject one for fun they do it to help you. After the shot had been carried out I asked the doctor what that syringe containedRead MoreEssay on Animal Testing in the Research Field1416 Words   |  6 PagesAnimal research, or animal testing, is the use of animals in scientific researches to study and develop drugs for the life-taking diseases that human beings contract. It has been practiced for hundreds of years. Animal testing helps produced many vaccines and other drugs, like penicillin, and thus, save many human lives. On the other hand, animal testing also causes pain and kills a lot of animals used during the researches that many people oppose this practice. Supporters show their support, whileRead MorePresident Franklin Delano Roosevelt - A Great Leader Essay2347 Words   |  10 Pagesconcern for people. Their suffering was her suffering and by her activism she helped her husband succeed. Together they had six children and only â€Å"five of whom survived infancyà ¢â‚¬  (Biography of Franklin D. Roosevelt). In 1921 he was diagnosed with Poliomyelitis. With much effort he tried to overcome the illness but with no prevail. However, he did not give up and worked around the ailment. Foreshadowing how FDR would be in his presidency while tough times hit at every angle. During his life he followed

Teaching A Rural Area That Qualifies For Title I Funding

I teach in a rural area that qualifies for Title I funding, so you can imagine that I serve where I am needed. I have taught all grades 4th – 8th (content specific and self-contained), served as grade chairman, Teacher Advancement Program mentor (TAP), intervention teacher (math), UIL coach, and even cheer sponsor. While I have served as a â€Å"classroom† teacher for the past twenty years, my lessons go well beyond my classroom. Through the Texas public education system, I have had to interact with parents on a daily basis, and most days that involves educating the parent as to what is happening in their child’s classroom. But, it is not just the student-parent-teacher relationship that needs fostering; as educators we must continue to educate our own whether they are a first year teacher or a veteran. Through the years I have been given several opportunities to advance into administration, but I have realized my passion lies in the classroom developing students and teachers through servant leadership. I believe my realization happened when serving as a Mentor Teacher through TAP. Being part of TAP, I realized that I have much to offer other teachers, and I can serve peers without forfeiting service to my students. This was quite a welcomed relief because servant leadership is what I love, and I just happen to do that through education. Serving as a Mentor Teacher, I welcomed the responsibility of ensuring our teachers were well educated on district and state expectations, asShow MoreRelatedFixed Vs. Growth Mindset : The Effects Of Poverty On 6th Grade Title I Students1646 Words   |  7 PagesFIXED VS. 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Ib 150 Exam 1 Free Essays

1. Understand what is the same about all life, and what makes life diverse A. List the five characteristics all organisms on Earth share * The five characteristics all organisms share is: information, replication, evolution, cells, and energy (cerie) B. We will write a custom essay sample on Ib 150 Exam 1 or any similar topic only for you Order Now Explain why the first four are required for life * Cells allow things to go in and out of the organism (allows diffusion to happen so good things go in and bad things go out) * Energy is required because it allows most functions and reactions to happen in the organism * Information: so your cells know what to do next( aka the things happening in your brain need information to learn) * Replication: everything an organism does revolves around trying to replicate itself(meiosis) C. Differentiate heterotrophs and autotrophs 1. Heterotrophs: need to obtain energy from an outside source 2. Autotrophs: create energy and food for themselves Some reactions are exothermic because their PEreactants is Higher than PEproducts 2. Understand that energy to sustain life is derived from chemical potential energyy * LOCS D. Relate the distance of electrons from their protons to the concept of chemical potential energy * The further electrons are from their protons, the more PE they have (PE is stored energy, so the distance is increased and is further meaning it’ll have more want to go closer to the oppositely attacted nucleus) E. Define exergonic and endergonic chemical reactions * Exergonic reactions: happen spontaneously (don’t need any source of energy to happen) Endergonic need energy from the outside to create the reaction heat has been released to the environment ReactantsPE greter than PEproducts(PE dropped so Exergoinic) The hydrolysis of ATP provides the energy needed for an endergonic reaction. Acquire Energy=Endergonic Rxn†¦Pi is transferred to a phosphate group F. Classify the hydrolosis of ATP as either endergonic or exergonic * Hydrolysis of ATP is exergonic (energy is released) the ATP outermost phosphate groups is broken†¦energy is created G. Classify the the phosphorylation of a substrate by ATP as either endergonic or exergonic.. phosphorlyation is exergonic because the electrons in ADP and the Pi have so much less PE than they did in the ATP.. phospholyation is the addition of a phosphate group to s substeate†¦it adds negative charge to a protein the electrons in the protein change configuration (the molecules overall shape) H. Use the First Law of Thermodynamics to explain how chemical reactions transfer energy from one molecule to another†¦first law states that energy is neither created nor destroy†¦it just means that PE will change from KE and KE will turn into thermal, sound, or light energy, the energies are just changing * HOCS A. Predict whether reactions are exergonic or endergonic given information on the potential energy of reactants and products PE of reactants higher: PE drops: Exergonic†¦PE of products higher, then PE increases, and its endergonic B. Use the concepts of exergonic and endergonic reactions to explain how ATP does work in the cell via phosphorylation. 1. The addition of aphosphate group to a substrate: exergonic: electrons in ADP and phosphate group has much less PE than in ATP (meaning the ADP Pi are the products.. products will have less PE than the reactants.. PE drops).. When phosphorylated, the Energy is a product†¦The phosphorylated by ATP means that the exergonic because there was a drop in PE, DeltaG (or free energy thing) is negative 1. Understand the importance of cellular respiration to (almost all) life on Earth * LOCS A. List (separately) the inputs and outputs of cellular respiration. Inputs of Cell Respiration: Outputs of CR: B. Recall that nearly all life on Earth conducts cellular respiration C. Differentiate and relate the roles of glucose and ATP in cellular respiration D. Describe the role of cellular respiration in the transfer of energy from glucose to work done in the cell E. Differentiate aerobic and anaerobic cellular respiration Anaerobic doesn’t require O2, Aerobic requires O2 * HOCS A. Justify why some organisms would use aerobic cellular respiration and others would use anaerobic cellular respiration Some organisms find it diffult to acquire O2: at the bottom of the ocean, etc B. Justify why most life on Earth uses aerobic cellular respiration, instead of anaerobic cellular respiration Most life is near oxygen, they can acquire it mostly a lot of the time 1. Understand the importance of photosynthesis to (almost all) life on Earth * LOCS A. *** changed 8/28 *** List (separately) the inputs and outputs of the light-capturing reactions of photosynthesis Inputs of LCR: Outputs of LCR: B. *** changed 8/28 *** List (separately) the inputs and outputs of the Calvin Cycle of photosynthesis Inputs Calvin Cycle: Outputs CC: C. Relate the inputs and outputs of photosynthesis to those of cellular respiration The inputs of photosyn are the outputs of CR D. Define, identify on a diagram, and relate chloroplasts, thylakoids, and stroma Thylakoids are fluid filled sacs where the photosynthesis occurs in cells Stroma: is the surrounding membrane of the chloroplasts Chloroplasts are found in plants in which they absorb the light rays E. *** changed 8/28 *** Associate the light-capturing reactions and Calvin Cycle of photosynthesis with these structures F. Compare, contrast, and relate the functions of chlorophyll and carotenoids G. Use the concept of chemical potential energy to summarize why chlorophyll absorbs the wavelengths of light it does. Chem PE. H. Define carbon fixation I. Generalize the influence of photosynthesis on oxygen levels in Earth’s atmosphere.. Increased O2 levels J. Generalize the influence of carbon fixation on carbon dioxide levels in Earth’s atmosphere K. Paraphrase the three potential fates of the excited electron produced when a photon meets a chlorophyll molecule L. Relate the functions of the antenna complex and the reaction center in a chloroplast * HOCS A. *** changed 8/28 *** For each input of photosynthesis, predict the effect on both the light-capturing reactions and Calvin Cycle if that one input is limited. B. Illustrate the flow of energy from solar energy, to glucose, to ATP, to work done in the cell. . Understand the importance of diffusion to cellular metabolism and the how it constraints the evolution of cell/body size and shape * LOCS A. Define diffusion B. Predict (in a general sense) the net direction in which dissolved molecules will move given information about their concentration C. Define each of the terms of Fick’s Law of Diffusion D. Calculate the surface area to volume ratio for simple shapes, when pres ented with equations to calculate surface area and volume E. Assess the surface area to volume ratios of different shapes relative to one another, given information about their volume or mass F. Predict (in a general sense) changes in the rate of diffusion given changes in the various parameters of Fick’s Law of Diffusion G. When provided with equations for the surface area and volume of a shape, use them to explain why the SA:V of a small shape is greater than that of the same shape at a larger size. * HOCS A. Justify why the net movement of a group of molecules along a concentration gradient due to diffusion can be caused by the random movement of individual molecules B. *** added 9/2 *** Use the concepts of surface area and volume to relate 1) the ability to acquire reactants for cellular respiration and 2) the amount of those reactants required to a single celled organism’s size Photosynthesis: 6CO2 + 6H2O – C6H12O6 + 6O2 (O2 is a by product) along with sugar How to cite Ib 150 Exam 1, Papers

System Management For The Sydney Group Medical †Free Samples

Question: Discuss about the System Management For The Sydney Group Medical. Answer: Introduction Implementing a software system in any organization is the way to update the existing system. Upgrading a traditional way of system demands the replacement of outdated ideas. This calls for utilizing IT resources, which are appropriate for the implementation. It is to be kept in mind that the system upgrading to the latest technology is built on the hope for the betterment of the efficiencies. This is only done to increase the level of the services provided to the clients (Abrahamsson et al. 2017). The following report would include the detailed idea of introducing new software for handling the medical system in the organization called Sydney Group or SG Medical System. The new system would have the provision for assigning a patient to the relevant doctor on duty including other organizational strategies regarding assigning patients. The system would also hold the details about a patient and the treatment records. With the help of the iTech center, the organization plans to develop th e software using the functionalities of Object Oriented Programs, which would further include all the records of the hospital staff in attending to specific patients. A schedule for development of the entire software is to be made providing specific period for development of the software along with the testing period. Data structure types The new software implementation in the system management for the Sydney Group Medical System requires holding the attributes of the registered doctors employed in the organization. This would have the attributes DoctorID and Specialty. The doctors admit the patients to the hospital and these patients would have the attributes of PatientID and PatientName. Assignment of a patient to the required doctors is dependent on the doctors. The software would have the provision of making a patient history and treatment details available to all the staff of the hospital and should be accessible from any computer in the organization (Chess et al. 2016). In addition, this software would provide the patients in booking appointments online both from the hospital website and from mobile application. Therefore, considering these requirements, it could be said that the appropriate data structure that could be used in developing the management software would be the basic record data structure. It has the ability to implement a collection of fields with varied data types taken in specific sequence (Bittencourt, Verter and Yalovsky 2018). A record database implemented in Object Oriented Programming provides the procedure to hold numerous records, having the ability to be viewed through the computer analog of a mathematical tuple. Selection of data modeling, method, explaining, and drawing the entities relationship at SG using standard notations Data Modeling: The data modeling, method used and the systems of the SG medical system being involved in the software according to the requirements of the software is represented in the Data Modeling chart as described below: Fig: Data Modeling for SG Medical Systems Entity Relationship Model of SG Medical System: The relationship between the different entities of the SG medical system being involved in the software according to the requirements of the software using standard notations is represented in an Entity Relationship diagram as below: Fig: Entity Relationship Diagram Discussion on the project schedule Scheduling is the process by which a project is handled according to the development procedure. A software development project cannot be handled properly if scheduling fails to fall on order. A scheduling plan defines the exact deliverables of a project according to the given time including the milestones that has to be delivered in the project timelines. Scheduling delivers the guidance and pathway for a project to progress (Hossain et al. 2016). It is necessary that the system management include a proper scheduling program according to the requirements of the software development for the SG Medical System. The proposed planning of schedule helps to monitor the problems due to which a project does not meet the time proposed. The scheduling do not represent an actual project but is an estimation of how a task is to be completed, at what time period and what resources should be used for the completion of the tasks. Reasons for the reasonable project schedule The software development of the hospital management system of SG Medical System has a proposed schedule of four months for the entire project. This would include three months for the development of the software and coding while one month for the testing of the software (Venugopal, Mathai and Abraham 2015). As the requirements of the project are concerned, it is essential that the rigorous testing of the software be done to avoid any data redundancies in the generation of patient bills (Turk, France and Rumpe 2014). According to the requirements, the appointed doctors would admit the patients to the hospital. There is no bound on the number of patients admitted by a doctor. Therefore, chances are there that data duplicity may appear (Ying and Lei 2014). Testing for one month would rectify any mistakes that have been there in the coding and development of the software. The Project Schedule would include the following: Conceptual phase: 15 days Front End Design phase (Level 1Level 3 Prototyping): 15 days Front End Implementation phase: one month Back End Implementation phase: one month Redesign phase: Redesign Reengineering: 15 days Testing phase: One Month Selection of suitable system development methodology with justification It is required that before continuing with development methodology, project requirements are checked thoroughly with the clinical context and the environment of the Medical System, the primary and secondary user ends and the mapping of stakeholders. It is possible only then to acquire a feasible user interface and system development (Thm et al. 2014). The open source software that is being developed in this context is suggested according to many literatures as per researches. This allows any user to contribute to the software even without being in the same location. Hospital admissions may occur out of medical emergencies even out of the hospital. Participation in the admission process can happen at any time from any place irrespective of presence in the hospital. The more compact the systems get with time; it would implement standard development technologies as appropriate. If the methodology is deviated, it may be possible that time constrains or team shortage may occur as a result. However, by using the SCRUM methodology, the doctors end could be developed (StClair et al. 2015). Since, the project requirements state that it should be the decision of a doctor about how many patients to be admitted and it would depend on them if they would attend to any patient appointed to them. Detailed activities at each phase of the selected methodology for project development The software development process would depend on the selected methodology and this would include the steps that will be discussed further in details. The project manager and developer would implement the SCRUM methodology at first to decide the features to be incorporated in the software. Since the Sydney Group assigns the project, therefore, it is assumed that the project ownership would belong to the organization (Alexandros et al. 2017). Any alterations to the requirements depend upon the organization. However, the stakeholders of the organization mostly belong to the medical background people. It can be assumed that their IT skills are not polished enough to understand technical complexities, and hence, the project head and the executive need to work as a team (Sanchez-Gordon, Snchez-Gordn and Lujn-Mora 2016). The project development would require seamless communication between these people. Along with the process development, the advancement of the project should be documented to have a documented description about the flowcharts and the project advancement (Jan et al. 2016). The remaining system was utilized to generate the system requirements. The developer and the tester utilized their own sense of the general requirements of the software to bridge the gap of the lack in details. The shortcomings in the existing system were solved by the prototype testing and formulated the requirements. The data entity relationship of the database was provided in Comma Separated Values or CSV with three databases (Naz et al. 2016). These are the database of the existing system, the database of the new system and the database containing dynamic data for testing. The data migration details are described as below: Before Start of Parallel Run During Parallel Run Before the cutover Cutover After the Cutover Existing System Database Current Database Update Freeze data Migrate Dynamic data Discard data New System Database (Test) Sample data: Static to Dynamic Update Discard data Discard data Discard data New System Database (Production) Static data: Current dynamic data No Update Freeze Data Static data: Current Dynamic Data Update data Table: Data Migration Technique Techniques, models and tools to support the project development activities It is essential to check the project development activities to see if the project plans are being effectively executed according to the project schedule (Verner et al. 2014). The project needs to be monitored for further checking of the probability of risks and measures taken to tackle them in the process. These monitoring processes include the Program Evaluation Review Technique or PERT for controlling the tasks necessary for the project and the Gantt chart for reviewing the project timeline (Lesser and Ban 2016). Defining and controlling of the task is done by PERT charts. PERT needs to implement the following steps to maintain the project development activities: Identification of the specific requirement activities and milestones achieved Determination of the sequence of the activities required Construction of the network diagram that would implement the data modeling plans Estimation of the time required for completing each activity, including the optimistic time, the most-likely time and the pessimistic time Determination of the critical path with earliest start time, earliest finish time, latest start time and latest finish time The Gantt chart implementation would help in determining the time taken to complete the task of developing the software for the Sydney Group hospital management (Keyes 2016). The implementation could be done in the following way: All the activities of the plan would be listed The timeline would include the days and weeks required for the allotted tasks The tasks would be plotted on to a graph Activities would be scheduled accordingly to gain a work development graph Recommendation According to the findings, it is recommended that the software development program for Sydney Group Medical Centre should be continued for total implementation. The techniques applied to carry on with the project planning and implementation of the software program. The program might face challenges, as the users of the interface in the end would be of medical background. This recommends that the developers make the software as agile and flexible as possible. The feasibility of using it effortlessly would generate positive feedback from the users, therefore it is recommended that the developers create the software making it as less complex as possible. Conclusion Therefore, it can be concluded from the report as discussed, that the Sydney Group Medical System should implement the new software to ease the admission of patients in the hospital. The software would enable the easy admissions of patients from the appointed doctors end. The software would provide the doctor to admit a patient on his or her own will, even assigning a patient to a doctor. Right from the admission process, the management software is capable of delivering flexibility, as the admission process is not confined only to a static entry from a device. The software is to be made available from all the connecting devices dynamically. However, it can be possible, that since the users are from medical background, the software could be difficult to use for them since they are not used to IT complications. Therefore, if the developers make the software easy to use it would be accessible to the users as well. The software would also comprise of the billing systems based on the info rmation of the treatment of each patient including their patient ID and the appointed doctor. The system would transfer to the administrator through the hospital reception employees. References Abrahamsson, P., Salo, O., Ronkainen, J. and Warsta, J., 2017. Agile software development methods: Review and analysis.arXiv preprint arXiv:1709.08439. Alexandros, N.K., Sakas, D.P., Vlachos, D.S. and Dimitrios, N.K., 2017. Comparing Scrum and XP Agile Methodologies Using Dynamic Simulation Modeling. InStrategic Innovative Marketing(pp. 391-397). Springer, Cham. Bittencourt, O., Verter, V. and Yalovsky, M., 2018. Hospital capacity management based on the queueing theory.International Journal of Productivity and Performance Management, (just-accepted), pp.00-00. Chess, B., Do, A., Fay, S. and Thornton, R., Hewlett-Packard Enterprise Development LP, 2016.Apparatus and method for developing secure software. U.S. Patent 9,400,889. Hossain, M.S., Halim, M.A., Rahman, M.M. and Alam, K., 2016. A Method to Specify Requirements for A Hospital Management Software.The Indonesian Management Accounting Research (IMAR),5(1), pp.79-90. Jan, S.R., Shah, S.T.U., Johar, Z.U., Shah, Y. and Khan, F., 2016. An Innovative Approach to Investigate Various Software Testing Techniques and Strategies.International Journal of Scientific Research in Science, Engineering and Technology (IJSRSET), Print ISSN, pp.2395-1990. Keyes, J., 2016.Social software engineering: development and collaboration with social networking. Auerbach Publications. Lesser, E. and Ban, L., 2016. How leading companies practice software development and delivery to achieve a competitive edge.Strategy Leadership,44(1), pp.41-47. Naz, R., Khan, M.N.A. and Aamir, M., 2016. Scrum-Based Methodology for Product Maintenance and Support.IJEM-International Journal of Engineering and Manufacturing (IJEM),6(1), p.10. Sanchez-Gordon, S., Snchez-Gordn, M.L. and Lujn-Mora, S., 2016, April. Towards an Engineering Process for Developing Accessible Software in Small Software Enterprises. InENASE(pp. 241-246). StClair, W.G. and StClair, S.A., LDRA Tech Inc, 2015.Automated management of software requirements verification. U.S. Patent 8,949,770. Thm, T., Kstner, C., Benduhn, F., Meinicke, J., Saake, G. and Leich, T., 2014. FeatureIDE: An extensible framework for feature-oriented software development.Science of Computer Programming,79, pp.70-85. Turk, D., France, R. and Rumpe, B., 2014. Limitations of agile software processes.arXiv preprint arXiv:1409.6600. Venugopal, R., Mathai, M.K. and Abraham, J.T., 2015. SCRUM METHODOLOGY IN HUGE PROJECTS.BHARATA MATA JOURNAL of Multidisciplinary Studies, p.82. Verner, J.M., Brereton, O.P., Kitchenham, B.A., Turner, M. and Niazi, M., 2014. Risks and risk mitigation in global software development: A tertiary study.Information and Software Technology,56(1), pp.54-78. Ying, F. and Lei, G., 2014, June. Optimal scheduling simulation of software for multi-tenant in cloud computing environment. InIntelligent Systems Design and Engineering Applications (ISDEA), 2014 Fifth International Conference on(pp. 688-692). IEEE.

Impact of Technology free essay sample

Students in the early grades, from pre-K to grade 3, and in the middle school grades appear to benefit most from DES applications for reading instruction, as do students with special reading needs. In a 2000 study commissioned by the Software and Information Industry Association, Sivin-Kachala and Bialo (2000) reviewed 311 research studies on the effectiveness of technology on student achievement. Their findings revealed positive and consistent patterns when students were engaged in technology-rich environments, including significant gains and achievement in all subject areas, increased achievement in preschool through high school for both regular and special needs students, and improved attitudes toward learning and increased self-esteem. ODwyer, Russell, Bebell, and Tucker-Seeley (2005) found that, while controlling for both prior achievement and socioeconomic status, fourth-grade students who reported greater frequency of technology use at school to edit papers were likely to have higher total English/language arts test scores and higher writing scores on fourth grade test scores on the Massachusetts Comprehensive Assessment System (MCAS) English/Language Arts test. We will write a custom essay sample on Impact of Technology or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Michigans Freedom to Learn (FTL) initiative, an effort to provide middle school students and teachers with access to wireless laptop computers, has been credited with improving grades, motivation and discipline in classrooms across the state, with one exemplary school seeing reading proficiency scores on the Michigan Education Assessment Program (MEAP) test, administered in January 2005, reportedly increasing from 29 percent to 41 percent for seventh graders and from 31 to 63 percent for eighth graders (eSchool News, 2005). In examining large-scale state and national studies, as well as some innovative smaller studies on newer educational technologies, Schacter (1999) found that students with access to any of a number of technologies (such as computer assisted instruction, integrated learning systems, simulations and software that teaches higher order thinking, collaborative networked technologies, or design and programming technologies) show positive gains in achievement on researcher constructed tests, standardized tests, and national tests. Cavanaughs synthesis (2001) of 19 experimental and quasi-experimental studies of the effectiveness of interactive distance education using videoconferencing and telecommunications for K-12 academic achievement found a small positive effect in favor of distance education and more positive effect sizes for interactive distance education programs that combine an individualized approach with traditional classroom instruction. Boster, Meyer, Roberto, Inge (2002) examined the integration of standards-based video clips into lessons developed by classroom teachers and found increases student achievement. The study of more than 1,400 elementary and middle school students in three Virginia school districts showed an average increase in learning for students exposed to the video clip application compared to students who received traditional instruction alone. Wenglinsky (1998) noted that for fourth- and eighth-graders technology has positive benefits on achievement as measured in NAEPs mathematics test. Interestingly, Wenglinsky found that using computers to teach low order thinking skills, such as drill and practice, had a negative impact on academic achievement, while using computers to solve simulations saw their students math scores increase significantly. Hiebert (1999) raised a similar point. When students over-practice procedures before they understand them, they have more difficulty making sense of them later; however, they can learn new concepts and skills while they are solving problems. In a study that examined relationship between computer use and students science achievement based on data from a standardized assessment, Papanastasiou, Zemblyas, Vrasidas (2003) found it is not the computer use itself that has a positive or negative effect on achievement of students, but the way in which computers are used. Researchers are also making progress on the more complicated task of investigating the impact of technology use on higher order thinking skills as measured through means other than standardized tests. They are examining students ability to understand complex phenomena, analyze and synthesize multiple sources of information, and build representations of their own knowledge. At the same time, some researchers are calling for newer standardized assessments that emphasize the ability to access, interpret, and synthesize information. Research indicates that computer technology can help support learning and is especially useful in developing the higher-order skills of critical thinking, analysis, and scientific inquiry by engaging students in authentic, complex tasks within collaborative learning contexts (Roschelle, Pea, Hoadley, Gordin Means, 2000; Means, et. al. , 1993). While research linking technology integration, inquiry-based teaching, and emphasis on problem solving with student achievement is emergent, some research exists that suggests a connection. In a 2001 study of Enhancing Missouris Instructional Networked Teaching Strategies (eMints) program, a statewide technology integration initiative, eMINTS students scored consistently higher on the Missouri Assessment Program (MAP) than non-eMINTS students, including eMINTS students classified as having special needs. The higher MAP results were found to be associated with the instructional practices (Evaluation Team Policy Brief, 2002). The eMINTS program provides teachers with professional development to help integrate technology so that they can use inquiry-based teaching and emphasize critical-thinking and problem-solving skills. The program has since expanded to not only Missouri schools and districts but also other states as well. Currently, 232 Missouri districts, 10 Utah districts, 56 Maine districts, 2 Nevada districts, and 1 Illinois district, representing 1,000 classrooms and 22,500 students now take advantage of the eMINTS program offerings. Test results continue to show that, on most state tests, students enrolled in eMINTS classrooms scored higher than students enrolled in non-eMINTS classrooms and that low-income and special education students in eMINTS classes generally score higher than their non-eMINTS peers (eMINTS, 2005). Results from other studies (Perez-Prado and Thirunarayanan 2002; Cooper 2001; Smith, Ferguson and Caris 2001) also suggest that students can benefit from technology-enhanced collaborative learning methods and the interactive learning process. Roschelle, Pea, Hoadley, Gordin, Means (2000) identify four fundamental characteristics of how technology can enhance both what and how children learn in the classroom: (1) active engagement, (2) participation in groups, (3) frequent interaction and feedback, and (4) connections to real-world contexts. They also indicate that use of technology is more effective as a learning tool when embedded in a broader education reform movement that includes improvements in teacher training, curriculum, student assessment, and a schools capacity for change. Back To Top FACTORS TO CONSIDER Inclusion: Reaching All Students A major concern of many educators with regard to educational technology is its potential to exclude those who may not have access to it, or may not be able to use it. Regardless of what research may indicate concerning positive effects of technology on student learning, technology will be of limited use in achieving the goals of NCLB if is not available to all students. Students at Risk. Research demonstrates that the challenge of helping teachers and students achieve ICT literacy, and the challenge of establishing frameworks for assessing their skills, is most acute in schools serving low-socioeconomic, minority students (Becker, 2000b; Becker Ravitz, 1997). While public debate about the digital divide centers on basic technology access, the gap is even wider when measured by the pedagogical practices associated with technology use in different schools. More than half (53%) of teachers in public schools who have computers use them or the Internet for instruction during class. But in schools whose students are from higher-income families, 61 percent of teachers with computers use them in class compared to 50 percent of those teaching in schools with lower-income students (Lenhart, Rainie Lewis, 2001). And as wired as many young people are, the same study that found 87 percent of young people use the Internet also found that 3 million remain without Internet access. Many of those without access come from financially disadvantaged backgrounds, and a disproportionate number are black (eSchool News, 2005a). Schools serving students living in poverty tend to use technology for more traditional memory-based and remedial activities, while schools serving wealthier communities are more likely to focus on communication and expression. A nationwide study examining the relationship between socioeconomic status and teaching practices around technology found that teaching in low-SES schools correlated most strongly with using technology for reinforcement of skills and remediation of skills, while teaching in higher-SES schools correlated most with analyzing information and presenting information to an audience (Becker, 2000b). At the same time, although less studied than other outcomes, demonstration efforts and anecdotal evidence suggest that teaching ICT literacy skills (specifically those related to multimedia literacy in Web, publishing and video production) can improve the economic prospects of at-risk youth by giving them marketable skills (Lau Lazarus, 2002). Back To Top Language Learners. Likewise, in teaching language learners, using technology has distinct advantages that relate not only to language education but preparing students for todays information society. Computer technologies and the Internet are powerful tools for assisting language teaching because Web technology is a part of todays social fabric, meaning language learners can now learn thorough writing e-mail and conducting online research (Wang, 2005). In Oregon secondary schools, wirelessly networked note taking is used to support Hispanic migrant students who speak English as a second language (ESL). As part of the InTime project, ESL students attend regular high school classes along with a bilingual, note-taking/mentoring partner. Note takers and students communicate using a collaborative word processing and graphics package on wirelessly networked laptop computers. During class presentations, ESL students can read their note takers translation of key words, allowing students to build both English and Spanish literacy skills as they advance academically (Knox and Anderson-Inman, 2001). Students with Disabilities. For several decades, the American educational system has taken a narrow view of special education, treating it as a mini-school within the school where teachers, largely cut off from the rest of the staff, faced a group of students with an incredibly wide range of abilities and disabilities and made the best of it. Today, that view of special education is giving way to a broader, more philosophical approach—an approach designed to weave inclusive practices into t he fabric of the whole-school environment. (MOSAIC, 2000a). The shift in recognizing the needs of students with disabilities in relationship to their general education peers began with the 1997 amendments to the Individuals with Disabilities Education Act. Before the law, many children with disabilities who were not in schools at all because schools had chosen to exclude them (MOSAIC, 2000b). IDEA clearly established that all students with disabilities have the right to public education. More than 6 million children with disabilities ages 3 to 21 years old are served in federally supported programs (Snyder Tan, 2005). However, students with disabilities frequently experience insufficient access to and success in the general education curriculum. This is especially true for adolescent learners, even non-disabled students, who must cope with the emphasis on learning from text (Biancarosa Snow, 2004; Kamil, 2003). Universal Design for Learning (UDL) takes advantage of the opportunity brought by rapidly evolving communication technologies to create flexible teaching methods and curriculum materials that can reach diverse learners and improve student access to the general education curriculum (Rose Meyer, 2002). UDL assumes that students bring different needs and skills to the task of learning, and the learning environment should be designed to both accommodate, and make use of, these differences (Bowe 2000; Rose Meyer, 2002). To promote improved access to the general curriculum for all learners, including learners with disabilities, Rose Meyer (2002) have identified three key principles or guidelines for UDL: Presenting information in multiple formats and multiple media. Offering students with multiple ways to express and demonstrate what they have learned. Providing multiple entry points to engage student interest and motivate learning. For example, printed reading materials pose substantial challenges to the learning of students with disabilities (J. Zorfass: personal communication, October 2005). Technology can assist with such difficulties by enabling a shift from printed text to electronic text, which Anderson-Inman and Reinking (1998) assert can be modified, enhanced, programmed, linked, searched, collapsed, and collaborative. Text styles and font sizes can be modified as needed by readers with visual disabilities; read aloud by a computer-based text-to-speech translators; and integrated with illustrations, videos, and audio. Electronic text affords alternative formats for reading materials that can be customized to match learner needs, can be structured in ways that scaffold the learning process and expand both physical and cognitive access, and can foster new modes of expression through revision and multimedia (J. Zorfass: personal communication, October 2005). It represents one way that technology can support the achievement of students with disabilities. Technology also has a role to play in the testing of students with disabilities. A notable outgrowth of NCLB is the legislations mandatory requirement that states account for individual subgroups, which has further challenged schools and districts to acknowledge students with disabilities (McLaughlin, S Embler, K Nagle, 2004; Nagle, 2005). State academic content and achievement standards now define the goals of education for all students, and most students with disabilities are now expected to reach the same level of proficiency as their non-disabled peers. In order to ensure that disabilities do not prevent students from participating in standardized assessments, students with disabilities are entitled to take these tests in the same way as their peers, with accommodations, or with an alternate assessment (Thompson, Thurlow, Moore, 2003). These accommodations or alternatives must not alter the content standard being measured nor the achievement standard (McLaughlin, Embler Nagle, 2004). While technology can support such accommodations and alternatives, striking a balance between accommodation and standardization across all students testing experiences remains a subject of debate today (Murray, 2005). Back To Top Educational Technology and Data Driven Decision Making The effectiveness of educational technology on student learning depends not only on what outcomes are targeted and how the technology is integrated into instruction, but also on how teachers assess student performance in classrooms and adjust instruction accordingly. Technology offers teachers a broad range of tools to collect and analyze data, and richer sets of student data to guide instructional decisions. NCLB has prompted educators to think much more systematically about educational decision-making and the use of data to inform their decisions about everything from resource allocation to instructional practice. Schools are now expected to monitor their efforts to enable all students to achieve, and administrators and teachers are now expected to be prepared to use data to understand where students are academically and to establish targeted, responsive, and flexible ways to improve this academic standing (Mitchell, Lee, Herman, 2000, p. 2). However, despite encouragement at the policy level, there is growing consensus that schools are not adequately prepared for the task of routinely thinking critically about the relationships between instructional practices and student outcomes (Confrey Makar, 2005; Olsen, 2003; Hammerman Rubin, 2002; Herman Gribbons, 2001; Kearns Harvey, 2000). Recent research conducted by EDCs Center for Children and Technology has found that educators working at different levels of a school system have distinctive intuitive approaches to the process, despite the absence of systematic training in a particular approach to data-driven decision-making. For example, school administrators use high-stakes test data to allocate resources and plan professional development and other kinds of targeted intervention activities by identifying general patterns of performance, class-, grade-, and school-wide strengths and weaknesses. Teachers tend to use multiple sources of data—homework assignments, in-class tests, classroom performances, and experiential information—to inform their thinking about their students strengths and weaknesses (Brunner, Fasca, Heinze, Honey, Light, Mandinach Wexler, 2005; Light, Wexler Heinze, 2004; Honey, Brunner, Light, Kim, McDermott, Heinze, Bereiter Mandinach, 2002). While drawing on varied sources of data to form opinions about students competencies is not new behavior for teachers, significant research (Mandinach, Honey, Light, Heinze, Rivas, 2005; Confrey Makar, 2002, 2005; Hammerman, Rubin, 2002, 2003) suggests that teachers examine factors that contribute to individual patterns of behavior and think case-by-case, rather than identify patterns in data at different levels of aggregation, from student-to-student, class-to-class, and year-to-year, and systematically analyze the relationship between student performance and instructional strategies and materials. Data literacy—the ability of instructional leaders and teachers to work individually and collectively to examine outcomes-based achievement data, formative assessment measures of student performance, and students work products, and to develop strategies for improvement based on these data—is now widely recognized as a critical strategy in the academic performance of schools (Fullan, 1999; Haycock, 2001; Johnson, 1996; Love, 2004; Schmoker, 1999; Zalles, 2005). A key concept of data literacy is generating only the data that are needed and making full use of whats collected. The National Research Council (1996) notes that, far too often, more educational data are collected and analyzed than are used to make decisions or take action (p. 90). Those resources become meaningful to educators only when they are transformed into information, and ultimately into usable or actionable knowledge (Mandinach Honey, 2005). Taken as a whole, the emerging research in this area suggests that what is needed is a comprehensive and purposeful approach to the use of data that not only informs the practices of individual teachers, but is supported as an essential and strategic part of school-wide improvement strategies. New professional development programs are now training teachers and school leaders in how to make use of data in systematic and rigorous ways to continuously improve student performance. For example, TERC has created Using Data, a professional development model that introduces teachers to a process through which they learn to frame questions, collect data, formulate hypotheses, draw conclusions, take action, and monitor results (Love, 2002). Preliminary studies have indicated that this model has had an impact on teacher classroom behavior and on their approach to data analysis and interpretation (Love, 2004), and has also improved student learning as indicated by state and formative assessments (Zuman, 2005). Results from external evaluations of the intervention conducted in various locations have shown substantial gains in student performance on state accountability measures in the areas of math and language arts. Technology has a vital role to play in enabling data-driven decision-making. Web-based test data reporting systems provide an interface to the state and city testing results by organizing raw data into information that is aligned with state standards and mobile computing devices, such as handhelds, provide teachers with a platform to administer and analyze the data of classroom-based assessments. For example, according to the 2004 Quality Education Data, 55 percent of the nations public school districts used PDAs or handheld PCs in the 2002-2003 school year with an additional 8 percent expected to purchase them for use during the 2003-2004 school year. The numbers released by Wireless Generation, a for-profit company that designs educational assessment applications for handheld devices, suggests an even greater increase. During the fall of 2005, Wireless estimates that roughly 80,000 teachers, working in 48 states will be using their software to collect and analyze data for up to one million students in pre-K through sixth grade. The company currently has contracts with ten Reading First states, as well as with some of the largest school districts in the nation, including the New York City Board of Education and Chicago Public Schools. While using PDAs to administer assessments and view data are becoming increasingly popular, few studies have examined the effect they have on teacher practice and student achievement (Brunner Honey, 2001; Hupert, Martin, Heinze, Kanaya, Perez, 2004; Sharp Risko, 2003; Sharp, 2004). Studies that have begun to examine this trend suggest that that these tools assist teachers in thinking more substantively about students progress. As a whole, the research indicates that the single most powerful affordance of the technology is its ability to support teachers in using assessments to acquire information about students thinking and learning, and to use the understanding gained to further shape their instructional practice (Brunner Honey, 2001; Hupert et al. , 2004; Sharp Risko, 2003). Such a strategy places assessment squarely in the center of the classroom where it can potentially count the most. Back To Top The Complex Nature of Change Another factor influencing the impact of technology on student achievement is that changes in classroom technologies correlate to changes in other educational factors as well. Originally the determination of student achievement was based on traditional methods of social scientific investigation: it asked whether there was a specific, causal relationship between one thing—technology—and another—student achievement. Because schools are complex social environments, however, it is impossible to change just one thing at a time (Glennan Melmed, 1996; Hawkins, Panush, Spielvogel, 1996; Newman, 1990). If a new technology is introduced into a classroom, other things also change. For example, teachers perceptions of their students capabilities can shift dramatically when technology is integrated into the classroom (Honey, Chang, Light, Moeller, in press). Also, teachers frequently find themselves acting more as coaches and less as lecturers (Henriquez Riconscente, 1998). Another example is that use of technology tends to foster collaboration among students, which in turn may have a positive effect on student achievement (Tinzmann, 1998). Because the technology becomes part of a complex network of changes, its impact cannot be reduced to a simple cause-and-effect model that would provide a definitive answer to how it has improved student achievement. Back To Top IMPLICATIONS These findings have implications for every district and school using or planning to use technology. Research on successfully developing, evaluating, studying, and implementing a wide range of technology-based educational programs suggests that the value of technology for students will not be realized unless attention is paid to several important considerations that support the effective use of technology (ISTE, 2002; Byrom Bingham, 2001; Chang, Henriquez, Honey, Light, Moeller, Ross, 1998; Cradler, 1997; Frederiksen White, 1997; Hawkins, Panush, Spielvogel, 1996; Honey, McMillan, Tsikalas, Light, 1996; National Foundation for the Improvement of Education, 1996; Pea Gomez, 1992). These considerations are: Specific educational goals and a vision of learning through technology Ongoing professional development Structural changes in the school day A robust technical infrastructure and technical support Ongoing evaluation Back To Top 1. Educational Goals and a Vision of Learning Through Technology Before technology is purchased or teachers participate in their first professional development session, the educational goals for students should be determined. What do students need to learn, and how can technology promote those learning goals? To answer these questions, the school can convene a technology planning team comprising administrators, teachers, other instructional staff, technology coordinators, students, parents, and representatives of the community. This team first develops a clear set of goals, expectations, and criteria for student learning based on national and state standards, the student population, and community concerns. Next, it determines the types of technology that will best support efforts to meet those goals. The viewpoints of parents and community members are helpful in presenting a broader perspective of skills that students need to succeed after school. In fact, communitywide involvement in determining the schools technology goals benefits the entire educational process (Byrom Bingham, 2001; Panel on Educational Technology, 1997). Rather than using technology for technologys sake, the planning team ensures that particular educational objectives are achieved more efficiently, in more depth, or with more flexibility through technology. Cuban (cited in Trotter, 1998) states, The obligation is for educators, practitioners, and educational policymakers to think about what they are after. Only with clear goals can educators be intelligent about how much they want to spend for what purpose and under what conditions. If there is a clear understanding of the purpose of and type of technology used, evaluating the impact is easier and more valuable. According to Hawkins, Panush, and Spielvogel (1996) and Byrom Bingham (2001), school districts that successfully integrate technology show a clear and meaningful connection between technology and larger educational goals. Next, the planning team develops a vision of how technology can improve teaching and learning. Without a vision, lasting school improvement is almost impossible (Byrom Bingham, 2001). Team members come to consensus in answering the question How Will You Use Technology to Support Your Vision of Learning? Essential to this vision is an emphasis on meaningful, engaged learning with technology, in which students are actively involved in the learning process. Educational technology is less effective when the learning objectives are unclear and the focus of the technology use is diffuse (Schacter, 1999). The schools vision of learning through technology also emphasizes the importance of all students having equitable access and use of technology—females, special-needs students, minority students, disadvantaged students, students at risk of educational failure, rural and inner-city students. All students need opportunities to use technology in meaningful, authentic tasks that develop higher-order thinking skills. (For further information, refer to the Critical Issue Ensuring Equitable Use of Education Technology. ) Back To Top 2. Professional Development After the educational goals and vision of learning through technology have been determined, it is important to provide professional development to teachers to help them choose the most appropriate technologies and instructional strategies to meet these goals. Students cannot be expected to benefit from technology if their teachers are neither familiar nor comfortable with it. Teachers need to be supported in their efforts to use technology. The primary reason teachers do not use technology in their classrooms is a lack of experience with the technology (Wenglinsky, 1998; Rosen Weil, 1995). Wenglinsky (cited in Archer, 1998) found that teachers who had received professional development with computers during the last five years were more likely to use computers in effective ways than those who had not participated in such training. Yet teacher induction programs too often focus narrowly on helping new teachers survive the initial year (Fulton, Yoon, Lee, 2005). Ongoing professional development is necessary to help teachers learn not only how to use new technology but also how to provide meaningful instruction and activities using technology in the classroom (Ringstaff Kelley, 2002). Teachers must be offered training in using computers, notes Sulla (1999), but their training must go beyond that to the instructional strategies needed to infuse technological skills into the learning process. In successful projects, teachers are provided with ongoing professional development on practical applications of technology. Teachers cannot be expected to learn how to use educational technology in their teaching after a one-time workshop. Teachers need in-depth, sustained assistance not only in the use of the technology but in their efforts to integrate technology into the curriculum (Kanaya Light, 2005). Teachers also need embedded opportunities for professional learning and collaborating with colleagues in order to overcome the barrier of time and teachers daily schedules (The National Council of Staff Development, 2001; Kanaya Light, 2005). Skills training becomes peripheral to alternative forms of ongoing support that addresses a range of issues, including teachers changing practices and curricula, new technologies and other new resources, and changing assessment practices. This time spent ensuring that teachers are using technology to enrich their students learning experiences is an important piece in determining the value of technology to their students. According to Soloway (cited in Archer, 1998), teachers always have been the key to determining the impact of innovations, and this situation also is true of technology. Besides pedagogical support to help students use technology to reach learning goals, teachers also need time to become familiar with available products, software, and online resources. They also need time to discuss technology use with other teachers. Transforming schools into 21st century learning communities means recognizing that teachers must become members of a growing network of shared expertise (Fulton, Yoon, Lee, 2005). Professional collaboration includes communicating with educators in similar situations and others who have experience with technology (Panel on Educational Technology, 1997). This activity can be done in face-to-face meetings or by using technology such as e-mail or videoconferencing. The effects of introducing technology on teacher professionalization include increased collaboration among teachers within a school and increased interaction with external collaborators and resources. Back To Top 3. Structural Changes in the School Day It is important to build time into the daily schedule allowing teachers time to collaborate and to work with their students. Engaged learning through technology is best supported by changes in the structure of the school day, including longer class periods and more allowance for team teaching and interdisciplinary work. For example, when students are working on long-term research projects for which they are making use of online resources (such as artwork, scientific data sets, or historical documents), they may need more than a daily 30- or 40-minute period to find, explore, and synthesize these materials for their research. As schools continue to acquire more technology for student use and as teachers are able to find more ways to incorporate technology into their instruction, the problem will no longer be not enough computers but not enough time (Becker, 1994). Back To Top 4. Technical Infrastructure and Support Increased use of technology in the school requires a robust technical infrastructure and adequate technical support. If teachers are working with a technology infrastructure that realistically cannot support the work they are trying to do, they will become frustrated. School districts have a responsibility to create not only nominal access to computers and electronic networks but access that is robust enough to support the kinds of use that can make a real difference in the classroom. Teachers also must have access to on-site technical support personnel who are responsible for troubleshooting and assistance after the technology and lessons are in place. Back To Top 5. Evaluation Ongoing evaluation of technology applications and student achievement, based on the overall educational goals that were decided on, helps to ensure that he technology is appropriate, adaptable, and useful. Such evaluation also facilitates change if learning goals are not being met. Administrators can acknowledge and recognize incremental improvements in student outcomes as well as changes in teachers curricula and practices. Gradual progress, rather than sudden transformation, is more likely to result in long-term change. Baker (1999) emphasizes that besides being a means to collect, interpret, and document findings, evaluation is a planning tool that should be considered at the beginning of any technology innovation. She adds that the overall focus of evaluation is student learning. Heinecke, Blasi, Milman, and Washington (1999) note that multiple quantitative and qualitative evaluation measures may be necessary to document student learning outcomes. To ensure that evaluation procedures are adequately designed and carried out, administrators and teachers may wish to consult evaluation sources such as An Educators Guide to Evaluating the Use of Technology in Schools and Classrooms. All of these issues are important in using technology to improve student achievement. Educational technology is not, and never will be, transformative on its own. But when decisions are made strategically with these factors in mind, technology can play a critical role in creating new circumstances and opportunities for learning that can be rich and exciting. At its best, technology can facilitate deep exploration and integration of information, high-level thinking, and profound engagement by allowing students to design, explore, experiment, access information, and model complex phenomena, note Goldman, Cole, and Syer (1999). These new circumstances and opportunities—not the technology on its own—can have a direct and meaningful impact on student achievement. When educators use the accumulating knowledge regarding the circumstances under which technology supports the broad definition of student achievement, they will be able to make informed choices about what technologies will best meet the particular needs of specific schools or districts. They also will be able to ensure that teachers, parents, students, and community members nderstand what role technology is playing in a school or district and how its impact is being evaluated. Finally, they will be able to justify the investments made in technology. To help states, school districts, and school personnel plan ways to measure the impact that technology is having on classroom practices and academic achievement, Dirr (2004) in partnership with the Appalachian Technology in Education Consortium and the Mid-Atlantic Regional Technology in Edu cation Consortium, identified the following evaluation strategies: Encourage SEAs and LEAs to set aside 10 percent to 15 percent of funds to evaluate their technology grants. Provide a model comprehensive plan for states and districts to consider as they design their own evaluation plans to include a statement of purpose, identifies clear objectives, demonstrates valid approaches to research design, and specifies appropriate time frames for analysis and reporting. Support efforts to develop shared instruments and sets of common data elements. Develop a database of best practices for technology programs and applications that have shown to support student achievement in scientifically based research studies. Develop a list of highly qualified researchers and evaluators from whom SEAs and LEAs can obtain guidance. Explore the development of validated instruments that could be shared across states. Back To Top ACTION OPTIONS: Administrators, the technology planning team, and teachers can take the following steps to improve student achievement through technology. Administrators and the Planning Team (comprising teacher representatives, technology coordinator, students, parents, and interested community members): Review a range of national and state educational standards for student learning (such as those listed in Developing Educational Standards). Seek out content standards that articulate the goals for students to achieve. Determine key aspects of national and state student learning standards for the school or district to focus on as educational goals. Involve teachers in this process to ensure that their expertise and opinions are considered. Charge cross-disciplinary groups of teachers and technology coordinators with finding new ways that technology can help students to achieve those learning goals. Collaborate to create a technology plan for the school. (Refer to the Critical Issue Developing a School or District Technology Plan. ) Set one-, three-, and five-year goals for improving student learning through technology. Identify specific curricula, practices, skills, attitudes, and policies that can be enhanced through the use of technology to foster significant improvement in the character and quality of student learning. For example, if the district is interested in improving students writing performance, word processing with an emphasis on revision and editing should become a salient part of the curriculum across disciplines. ) Identify classrooms in the district where students are already producing exemplary work using technology; or visit virtual classrooms by viewing CD-ROMs (such as the Captured Wisdom CD-ROM Lib rary produced by the North Central Regional Technology in Education Consortium), videotapes of echnology use in schools (such as the Learning With Technology videotapes), or Internet sites relating to technology integration in content areas (such as lessons using the Amazing Picture Machine and the Handbook of Engaged Learning Projects). Build a database or other resource that allows the school to share these best practices with school staff and the community in general. Be aware of state technology plans, district technology plans, and related policies. Ensure that the school is in compliance. Become familiar with factors that affect the effective use of technology for teaching and learning. Learn about research studies conducted in real school settings that describe how technology use is influenced by teachers experience with technology, adequacy of release time, professional development opportunities, and length of class periods. Ensure that teachers are aware of the value of technology for all students, especially those considered at risk of educational failure. (Refer to the Critical Issue Using Technology to Enhance Engaged Learning for At-Risk Students. ) Ensure that all students have equitable access to effective uses of technology. Develop strategies for addressing access inequities, strategies for addressing type-of-use inequities, and strategies for addressing curriculum inequities. Provide ongoing, extensive, and research-based professional development opportunities and technical support to help teachers use technology to develop meaningful instructional strategies for students. (Refer to the Critical Issues Realizing New Learning for All Students Through Professional Development and Finding Time for Professional Development. ) Ensure that new, research-based approaches to professional development are consistent with the National Staff Development Council (NSDC) standards for staff development. Provide incentives, structures, and time for teachers to participate in highly effective staff development (such as study groups and action research) to help them integrate technology into their teaching and learning. Find ways to make app ropriate structural changes in the school day and class scheduling to support engaged learning with technology. Consider block scheduling as a possibility. Educate parents about new assessment methods that enable teachers and administrators to make judgments about the effectiveness of technology in supporting student learning. Use appropriate evaluation procedures and tools to determine the impact of technology use on student achievement based on the learning goals that were set. Consult evaluation sources such as An Educators Guide to Evaluating the Use of Technology in Schools and Classrooms. Share findings with the community. Teachers: Determine the purpose of using technology in the classroom, as determined by the specified educational goals. Is it used to support inquiry, enhance communication, extend access to resources, guide students to analyze and visualize data, enable product development, or encourage expression of ideas? After the purpose is determined, select the appropriate technology and develop the curricula. Create a plan for evaluating students work and assessing the impact of the technology. Coordinate technology implementation efforts with core learning goals, such as improving students writing skills, reading comprehension, mathematical reasoning, and problem-solving skills. Collaborate with colleagues to design curricula that involve students in meaningful learning activities in which technology is used for research, data analysis, synthesis, and communication. Promote the use of learning circles, which offer opportunities for students to exchange ideas with other students, teachers, and professionals across the world. Encourage students to broaden their horizons with technology by means of global connections, electronic visualization, electronic field trips, and online research and publishing. Ensure that students have equitable access to various technologies (such as presentation software, video production, Web page production, word processing, modeling software, and desktop publishing software) to produce projects that demonstrate what they have learned in particular areas of the curriculum. Encourage students to collaborate on projects and to use peer assessment to critique each others work. In addition to standardized tests, use alternative assessment strategies that are based on students performance of authentic tasks. One strategy is to help students develop electronic portfolios of their work to be used for assessment purposes. Ensure that technology-rich student products can be evaluated directly in relation to the goals for student outcomes, rather than according to students level of skill with the technology. Create opportunities for students to share their work publiclythrough performances, public service, open houses, science fairs, and videos. Use these occasions to inform parents and community members of the kinds of learning outcomes the school is providing for students. Learn how various technologies are used today in the world of work, and help students see the value of technology applications. (Pertinent online information can be found in the 1998-99 Occupational Outlook Handbook and the Bureau of Labor Statistics Career Information. ) Participate in professional development activities to gain experience with various types of educational technology and learn how to integrate this technology into the curriculum. Use technology (such as an e-mail list) to connect with other teachers outside the school or district and compare successful strategies for teaching with technology.

Concept of Learning Geometry in School

Concept of Learning Geometry in School Mathematics is a very important subject because we use it in our day to day lives. Regardless of that, many learners express it as one of the most difficult subjects and that explains why many educators have been experiencing poor performance in this subject. This could be because most learners did not have a good foundation during their initial stages.Advertising We will write a custom research paper sample on Concept of Learning Geometry in School specifically for you for only $16.05 $11/page Learn More In mathematics, geometry is one of the most difficult subjects that pose many challenges to children. Children need to understand shapes, sizes, figures, and figures so as to appreciate geometry. This calls for proper foundation in geometrical concepts, both in schools and homes. Therefore, this paper will shed light on how educators can teach mathematics to children efficiently, particularly learning geometry. According to Rich and Thomas (2008), the proce ss of learning mathematics commences early enough even before the child reaches the age of going to school. But this study progresses automatically as the child gets acquainted to his or her surroundings. For instance, when you bring two toys to three children they will tell you that they are not enough and yet they do not know anything about numbers. This is because they expect each one of them to have a toy. When a child is being introduced to mathematics, the teacher should start on a gradual pace by ensuring that the child first learns the basics. For instance you can never teach children how to add numbers when you have not taught them about numbers. This means that the basic lessons should come first. Children gain knowledge through observation. Therefore, it would be important for the teacher to attract the attention of the child when he/she is demonstrating how the calculations are done. This can be achieved by asking questions at random to ensure that the children’s mind is glued to what is going on in the classroom. Moreover, asking questions helps the teacher to gauge the understanding of the learners (Clements, 2006). If the teacher feels that a particular topic in mathematics was not well understood according to the performance of children in that topic, he/she should consider repeating that topic by using different approaches. Some of the methods that enhance understanding include selecting learners who understand the topic and have them demonstrate in front of the classroom how they were able to solve the sums. The teacher should be present to make corrections where necessary. Above all, the teacher should be very patient when teaching children because their thinking capacity is still low and should consider asking questions about the things that were taught in the previous day before moving to another topic. This will help the teacher to identify the areas that need special attention.Advertising Looking for research paper on educ ation? Let's see if we can help you! Get your first paper with 15% OFF Learn More Sarama and Clements (2006) explain that the teacher should pay special attention to all children without being limited to fast learners. Besides, when the teacher does not engage children in his/her discussions, the children’s minds are most likely to be carried by other thoughts such as how they will watch the next cartoon episode. Moreover, listening in itself is a difficult task and that is why learners doze in class. This can be avoided by asking questions and also telling stories that relate to the topic being studied. Mathematics is a very demanding subject hence the teacher should teach it when the kids are still fresh especially in the morning hours because in the afternoons the children are most likely to be exhausted. This is due to the fact that the time they spend on other subjects and as well as playing their games hence their level of concentration may decline. Most teachers think that the best way to teach children mathematics is by giving them lengthy homework. This is very wrong because they may complete the assignments and yet they do not understand the concepts involved. In mathematics, the formula is the most vital element because unless the learner understands it their can be no answer to any mathematical problem. It would be better if the child does a few sums that he/she understands than attempting a bulk of math that he/she does not understand. In such a case, the child will tackle the questions just to please the teacher and this may drive the child towards copying from peers which could continue to affect the child later in academic life. The teacher should develop a habit of identifying slow learners in the classroom and keep an eye on their progress (Deiner, 2009). Mathematics, especially geometry is best learnt through frequent exercises. This means that the child can be scheduled to solve four to five mathematical problems in a day. This goes a long way in preventing the situation where the child’s mind is congested with lots of formulas that the child can hardly remember.Advertising We will write a custom research paper sample on Concept of Learning Geometry in School specifically for you for only $16.05 $11/page Learn More When children are being introduced to geometry, it is important to teach them first about the geometrical apparatus such as the divider and the protractor so that when they come across a geometrical set they know how to use every tool including the compass. In addition, the children should be taught about the various geometrical shapes such as the triangles and rectangles among many other shapes. Brumbaugh, Ortiz and Grasham (2006) state that while teaching a tough topic like geometry the teacher should integrate the parents and guardians to ensure that even after the child is out of school the parents and guardians will continue teaching the same topi c to the child indirectly. The parent can make the child understand the topic better by making them apply the geometrical skills in their plays and with the things that they interact with the most. For instance, the parent can ask the child to measure the width and length of the television set. Parents can integrate geometry into the games children play. This includes making the child ride the bicycle in circles. The child can also be asked to measure the distance covered while riding the bicycle within the home compound. Besides, the parent can ask the child to identify different shapes in the television programs the child watches. In addition, the parent can make snacks in different shapes to help the child understand the shapes better. Deiner (2009) outlines that in geometry, the child’s understanding can be enhanced by displaying the various shapes and sizes in different pleasant colors. Besides, the teacher can also ask questions to the kid and provide assistance if the child gets stuck by giving a few hints towards the answer. When the child works out a problem in the wrong way, the teacher should never give vague conclusions such as the answer was wrong or right but should rather elaborate the answer and help the child discover where he/she went wrong. This will make the child cautious about making the same mistake compared to when the teacher gives a vague remark.Advertising Looking for research paper on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More Depending on the age of the child, the teacher can also employ arithmetic story books. This is in a bid to make the topic more interesting. The teacher needs to conduct assessment tests after covering a few areas of geometry. The learners who achieve the highest marks should be rewarded with small gifts like cookies. Even without tests the teacher can motivate the children by requesting them to clap their hands for those that answer questions correctly. Furthermore, children can be organized into small groups and then assigned problems to solve individually. In such case, the teacher should dig deeper into the child’s understanding by seeking to find out how the child at his answer. This is accomplished by asking the child to explain why he gave a particular answer. Both the teacher and the parent need to be friendly to the child because if they are hostile or give lecture like remarks when the child makes a mistake it may demoralize the child. The teacher can put on a warm s mile in the classroom while the parent can offer a bar of chocolate during home based learning sessions. Both educators should also use a polite tone while speaking to the child. This also includes correctly choosing the words to use. The child should be made to identify the objects in his surroundings that are in the shapes taught in geometry class. This can be items like plates, cups and beds among others. The parent should constantly remind the child about geometry by asking questions frequently such as when the child holds an item that has a geometrical shape (Garfias, 2011). During class discussions every child should be allowed to express his views because that way the children will learn something from each other. Besides, sharing their thoughts will provide a room for correction and thus build the child’s confidence while tackling such questions because he will remember what they learnt as a group. In some cases the children can be asked to write short essays about th e topic. This practice aims at displaying their level of knowledge in the topic. Harris and Turkington (2000) explain that practical exercises are also crucial in geometry because they enable children to demonstrate their skills. Such exercises can be carried out in a different location apart from the classroom such as in the play ground because they require more space for the shapes to be laid out. The teacher can issue materials like blocks and porters mud and ask the kids to make the shapes they have learnt in class. Note that in this case there are no books to refer to. In conclusion, geometry and mathematics in general should be made to look like a hobby for kids. If every child is provided with the appropriate guidance in understanding mathematics, the number of poor grades in science subjects that are reported in institutions of higher learning would diminish gradually because every learner would have changed his/her attitude. Therefore, it is the duty of teachers and parents to assist children in learning mathematics. References Brumbaugh, K.D., Ortiz, E., Gresham, G. (2006). Teaching Middle School Mathematics. New York: Routledge. Clements, D. (2006). †Ready for Geometry! From an Early Age, Children make Sense of the Shapes they see in the World around Them†. International Journal of Mathematical Education, Science and Technology. 2: 5-6. Deiner, L.P. (2009). Inclusive Childhood Education: Development, Resources and Practice. New Delhi: Cengage Learning. Garfias, L.E. (2011, March 9). †Literal Math for Little Minds†. Whatever State I Am. Web. Harris, J. Turkington, C. (2000).Get ready! For Standardized Tests: Grade 2. New York: McGraw-Hill. Rich, B. Thomas, C. (2008). Schaum’s Outline of Geometry. New York: McGraw-Hill. Sarama, J. Clements, D.H. (2006, May). †Early Math: Introducing Geometry to Young Children†. Scholastic. Retrieved from https://www.scholastic.com/teachers/home/

Master of MSC marketing Essay Example | Topics and Well Written Essays - 1250 words

Master of MSC marketing - Essay Example According to the research findings branding is considered as one of the hottest topics in the business field as its overall attraction and significance has become more important in the recent past. With the rise of the web and other I.T. technologies, the need to have effective branding strategy has became more significant. Further, the emergence of e-commerce has made it critical for the brand managers to develop effective and innovative branding strategies for their consumers. Over the period of time, organizations have used branding as one of the important strategic tools to improve and consolidate their relationships with the customers. However, more importantly, branding has provided the organizations a strong chance to further penetrate into their chosen target markets. The strategic use of branding therefore is considered as one of the key strategic variables for organizations to manage and control effectively. An effective branding strategy therefore allows organizations to b ecome competitive and generate and deliver the kind of competitive advantage which allow them to better utilize the power of their brands. It is also important to note that the emergence of the globalization and the spread of Western values across the globe have increased the exposure of international brands to really diversified range of markets. In such a situation, it has become more critical for the brand managers to actually to use their branding strategy to achieve the competitive advantage at global level.... Further, the emergence of e-commerce has made it critical for the brand managers to develop effective and innovative branding strategies for their consumers.( Gammoh, Koh, & Okoroafo, 2011). Over the period of time, organizations have used branding as one of the important strategic tools to improve and consolidate their relationships with the customers. However, more importantly, branding has provided the organizations a strong chance to further penetrate into their chosen target markets. The strategic use of branding therefore is considered as one of the key strategic variables for organizations to manage and control effectively. An effective branding strategy therefore allows organizations to become competitive and generate and deliver the kind of competitive advantage which allow them to better utilize the power of their brands. (Ille, & Chailan,2011). (Kippenberger,2000). It is also important to note that the emergence of the globalization and the spread of Western values acr oss the globe have increased the exposure of international brands to really diversified range of markets. In such a situation, it has become more critical for the brand managers to actually to use their branding strategy to achieve the competitive advantage at global level (Buggie, 2001), One of the important and emerging themes regarding the impact of IT in branding, generally, is the ease with which marketers can actually communicate with their customers. The advent of the different digital media and the spread of internet have allowed brand managers to improve the coordination between the customers and the organization itself and hence the brands are getting better exposure in their target markets. e.( Davey, 2010). Some studies suggested

Should Video Games Be Introduced into Schools Research Proposal

Should Video Games Be Introduced into Schools - Research Proposal Example The implementation of video games in the classroom provides an effective platform for teachers to assess the educational ability of students. Portal and Minecraft are some of the video games which can facilitate the cognitive learning achievement of students. The activity in the game Minecraft includes gathering, exploration, combat and crafting (Prensky, 2010). This provides an opportunity for players to virtually create anything. Portal is a puzzle-based videogame and its game style is more physics-based. The law of physics such as inertia and gravity is implemented by players to advance to the next level of Portal. The game is designed to inherent critical thinking and problem-solving. Both of the video games can be easily adapted to create different environments in the classroom. In high school, the Portal game can be utilized by teachers to teach physics. Minecraft game can be used to teach children. There are many video games that provide an opportunity for people to develop an entire city within the allocated money. Students get to know the basic comprehension of handling finances and managing budgets. The benefits of using video games in the learning process are not only regarded as advantageous to teach finance and strategy but also foster an interest in the branch of economics or business. Video games can be used by teachers to examine the characteristics of students. This includes individual differences, self-concept, goal-setting, and self-esteem. Moreover, video games can stimulate the learning process by allowing students to experience challenge, novelty, and curiosity (Willis, 2007). The application of games in the classroom can help to maintain and achieve the attention of an individual for a long period of time. This resembles the fact that it can benefit students by providing an element of interactivity. Children who have a development problem or are severely retarded can be benefited by the application of video games. A child suffering from this symptom is known as autism. The implementation of video games can help to develop cognitive and basic skills. Some of the basic skills include social, basic reading, language, and basic math skills. Video game enables to treat fear of confined heights and places. The use of video games can enhance the learning experien ce and makes easier for a teacher to provide feedback of every student to the parents.