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.

Power in leadership Essay Example | Topics and Well Written Essays - 250 words

Power in leadership - Essay Example Throughout her career in the military, Johnson was a prime example for her colleagues as she would assists her students with surgical procedures as she was part of the U.S Army Medical Research and Development command. Furthermore, her valiant display of leadership enabled her to break the color and the gender barrier, a sensitive issue that haunted the nation and the army at that era. Without a doubt, Hazel Johnson-Brown has contributed a lot to the field of nursing. I would implement several of her techniques that can become the centric point of my career. First, I would embed her work ethic in my career. In addition, I would try to act as a facilitator for my colleagues and not be selfish about education or experience I possess. Furthermore, her ambitions would allow me to take charge in critical situations that can not only give me a confidence boost but enable me to harness my learning curve as I transition from a student to a professional. Power and influence are two vital aspects that come with integrity, responsibility, and leadership. Embedding the core principle of responsibility in my opinion is one of the most vital aspects of attaining power and influence. In any given profession, it is essential that one â€Å"delivers on time† and fully delivers in critical situations. In addition, responsibility can be a channel for being a leader in the team. Incorporating a hard work ethic and giving dedication in this career allows the hospital staff to appreciate your hard work. Hence, it gives them confidence in you to allow you to give leadership roles in vital situations. If one can implement all these vital aspects, power and influence can be achievable at a higher

Types of Mitochondrial Diseases

Types of Mitochondrial Diseases Abstract: Mitochondrion is the primary site of energy and ATP generation so it is called â€Å"power house† of the cell. Mitochondria are composed of two different types of membranes like an outer membrane, an inner membrane and a protein-rich matrix. Protein kinases can localize to specific cytoplasmic sub compartments and mediates many important processes like cell motility and many signaling events. The mitochondrion is a point of integration for these signaling cascades due to its role in cellular metabolism, redox processes, and cell survival-death. PI3K/Akt/Protein Kinase B(PKB) ,Protein kinase C(PKC),Raf-MEK-ERK,JNK/SAPK and p38 MAPK, Apoptosis signal-regulating kinase 1 (ASK1),Glycogen synthase kinase 3ÃŽ ² (GSK-3ÃŽ ²),Protein kinase A (PKA),PTEN-induced kinase 1 (PINK1) are associated with mitochondria and modulate mitochondrial activity and the release of mitochondrial products affects mitochondrial respiratory chain, transport, fission-fusion events, calcium turnover, reactiv e oxygen species (ROS) production, mitochondrial autophagy and apoptotic cell death. Mitochondrial diseases are due to degeneration of the mitochondria in specialized compartments present in every cell of the body. Mitochondria diseases causes damage to cells of the brain, heart, liver, skeletal muscles, kidney and the endocrine and respiratory systems. So this review focuse on various kinases associated with mitochondria, their role in progression of neurodegenerative diseases and treatment. Introduction 1 Mitochondria: Mitochondrion is present in every eukaryotic cell having size range of 0.5 to 10 ÃŽ ¼m in diameter (Munn et al., 1974). It is the primary site of energy and ATP production so it is called â€Å"power house† of the cell. Mitochondria are composed of two different types of membranes like an outer membrane, an inner membrane and a protein-rich matrix. The molecular machinery of chemiosmosis is associated with the inner membrane. Mitochondrial energy production is same in all cells but there are variations in shape, connectivity, and membrane morphology (Munn et al., 1974, Fawcett et al., 1966). There might be changes in the â€Å"energization† state of the mitochondrial membrane integral to energy production (Green et al., 1973). Structural diversity and dynamics of mitochondria were studied with the help of light and electron microscopy and their relationship with other cellular components. This technique gives idea about changes in shape and structure of mitochondria dur ing biological processes. Electron tomography shows remodeling of the inner membrane in the case of apoptosis and cytochrome c release (Scorrano et al., 2002) and mitochondrial fragmentation (Sun et al., 2007). Cell controls the mitochondrial structure, its function and response against various stimuli (Mannella et al., 2006) 1.1 Structure: A mitochondrion has double layer structure composed of phospholipids and proteins (Munn et al., 2007). These two double membranes have five compartments like the outer membrane, the intermembrane space ( between the outer and inner membranes), the inner membrane, the cristae formed by unfolding of the inner mitochondrial membrane, and the matrix (space in the inner mitochondrial membrane). 1.2 Inner Mitochondrial membrane: The inner membrane contains invaginations called cristae. The cristae are not random folds but these are small regions that open through narrow tubular channels into the peripheral region of the membrane (Fig. 2) (Mannella et al., 2001). Topographic analysis of intact, frozen-hydrated, rat liver mitochondria(Mannella et al., 2001) describes the inner diameter of the tubular â€Å"cristae junctions† is 10-15 nm (Fig. 2).This is enough to pass metabolites and many soluble proteins and the inner membrane restrict internal diffusion rates. For example, computer simulations indicate that the steady-state level of ADP inside cristae with long small junctions can drop below the Km for the adenine nucleotide translocator, leading to a local drop in ATP generation. Like that truncated (t)-Bid-induced remodeling in the inner mitochondrial membrane of isolated mouse liver mitochondria (Fig. 2) causes mobilization of a large fraction of the internal pool of cytochrome c lead to increased rates of reduction by the NADH cytochrome b5 redox system on the outer membrane of the organelle(Scorrano et al.,2002).The inner-membrane remodeling involves fivefold widening of the cristae and diffusion of cytochrome c between intracris tal and peripheral (intermembrane) compartments. These shows that the topology of the mitochondrial inner membrane can have effect on mitochondrial functions by influencing the kinetics of diffusion of metabolites and soluble proteins between the internal compartments defined by this membrane (Mannella et al., 1997). 1.3 Mitochondrial Inner-membrane Dynamics: Isolated mitochondria has two morphologic states, condensed and orthodox.Condence state is characterized by a contracted, very dense, matrix compartment and wide cristae while orthodox having an expanded, less-dense matrix and more compact cristae(Hackenbrock et al.,1966 ). Changes between these two morphological states has been detected in real time by light scattering or simply by adjusting the osmotic pressure of the external medium, causing water to flow into or out of the matrix. A reversible condensed-to-orthodox transition also occurs during respiration when ADP is in excess amount and fully phosphorylated form (Hackenbrock et al., 1966). Electron micrograph shows changes in inner mitochondrial membrane as passive unfolding and refolding of the inner membrane. 3D images of rat liver mitochondria obtain by electron tomography indicate that condensed rat liver mitochondria have large pleiomorphic cristae and multiple junctions to each other and to the peripheral region of the inner membrane, that is the region opposed to the outer membrane and the Orthodox rat liver mitochondria have cristae either tubular or flattened lamellae, both types usually having only one junction to the periphery of the inner membrane. For this to occur the inner mitochondrial membranes must undergo fusion and fission, with tubular forms merging into the larger cisternae during matrix condensation. Large lamellar compartment are formed via cristae fusion is strongly suggested by their appearance in tomograms of frozen-hydrated mitochondria (Fig. 2).so that the structural variations that mitochondria undergo in response to osmotic and metabolic changes involve not only the contraction and dilation of the matrix and intracristal space but also by remodeling of the inner mitochondrial membrane. A review of mitochondrial morphologies associated with a variety of osmotic, metabolic, and disease states suggests that inner-membrane topology represents a balance between fusion and fission, with defects (such as crista vesiculation) corresponding to an imbalance in this process (Mannella et al.,2006). 1.4 Inner mitochondrial membrane proteins: Mitochondrial proteins responsible for maintenance of normal cristae morphology and dynamics are also responsible for mediate inter mitochondrial fusion and organelle division since these processes involve fusion and fission of the inner as well as the outer membranes. For example, the dynamin-like GTPase called Mgm1p in yeast and OPA1 in mammalian cells is required for the fusion of mitochondria. Mutations in this protein cause a progressive, autosomal, dominant retinopathy, dominant optic atrophy (Alexander et al.,2000, Delettre et al.,2002) giving the physiological importance of mitochondrial dynamics. Another protein that directly influences inner-membrane topology is F1F0 ATP synthase. Mutations in subunits e or g of the F0 domain cause lateral dimerization and subsequent oligomerization of these inner membrane complexes and are associated with wrapped cristae lacking tubular junctions (Paumard et al., 2002). This also occurs with the down regulation of the protein mitofilin tha t regulate interactions of the ATP synthase (John et al., 2005). In ATP synthase dimers, close packing of the bulky extra membrane F1 domains causes the smaller, intramembrane F0 domains , which could induce local bending of the inner membrane.Mgm1/OPA1 has a chaperone-like function for subunit e of the ATP synthase. The loss of the function of Mgm1/OPA1 mutants inhibits ATP synthase dimer formation, which lead to the deficiency of normal tubular crista junctions in these mitochondria. 2 Mitochondrial kinases: Activated protein kinases can localize to specific cytoplasm sub compartments and mediates many important processes like cell motility (Glading et al., 2001), and signaling endosomes may facilitate communication between neurons(Howe CL et al.,2004). Like hormone- or growth factor-induce signaling cascades, recent advances in redox signaling pathways have very complex function. The mitochondrion is a point of integration for these redox signaling cascades due to its role in cellular metabolism, redox biochemistry, and survival-death decisions. Recent studies have demonstrated that certain components of protein kinase signaling cascades are specifically targeted to mitochondria, where they modulate mitochondrial activity and the release of mitochondrial products that ultimately affect the entire cell. 3 List of Mitochondrial kinases: PI3K/Akt/Protein Kinase B(PKB) Protein kinase C(PKC) Raf-MEK-ERK JNK/SAPK and p38 MAPK Apoptosis signal-regulating kinase 1 (ASK1) Glycogen synthase kinase 3ÃŽ ² (GSK-3ÃŽ ²) Protein kinase A (PKA) PTEN-induced kinase 1 (PINK1) (1) PI3K/Akt/Protein Kinase B(PKB) The protein kinase B (serine/threonine kinase Akt) has a major role in cell proliferation and survival in many cells of the body. Akt is activated by phosphoinositide-dependent kinases to the plasma membrane by products of the type I phosphoinositide 3- kinase (Vanhaesebroeck et al., 2000). Antiapoptotic effects of nitric oxide may be partially mediated by cGMPdependent activation of phosphoinositide 3-kinase and Akt (Ha KS et al., 2003). Inspite of direct effects of Akt in phospho-inactivating the proapoptotic protein BAD (Datta et al., 1997), Akt also activate Raf-1 in the mitochondria (Majewski et al., 1999) and cause expression of proteins involved in the mitochondrial permeability transition pore(Nebigil et al.,2003). Akt can also having role in cell survival through regulation of forkhead transcription factors (Linseman et al., 2005). In Neuroblastoma and human embryonic kidney cells, insulin-like growth factor 1 Cause rapid translocation of phospho-Akt into mitochondrial subcellular fractions (Bijur et al., 2003). This effect may be cell type specific, as Akt was not observed in mitochondria of mesangial cells stimulated by insulin-like growth factor 1(Kang et al.,2003). Activated mitochondrial Akt can also phosphorylate ÃŽ ² subunit of ATP synthase and of glycogen synthase kinase 3ÃŽ ² (GSK3ÃŽ ²) (Bijur et al., 2003). GSK3ÃŽ ² has been localized by immunoelectron microscopy to the mitochondria, where it functions to phosphorylate and inhibit mitochondrial pyruvate dehydrogenase activity (Hoshi M et al., 1996) and to promote apoptosis (Hetman et al., 2000). Akt can localize within the mitochondria rather than on its surface most commonly in the mitochondrial membrane fractions and to a lesser degree in the matrix (Bijur et al., 2003). It has pro survival role in mitochondrial membrane permeation. The antioxidant selenite has neuroprotective effects and increases AKT activation by PI3K (Wang et al., 2007). Inhibition of PI3K enhance RGCs survival upon axotomy, in a fashion that depended on the presence of local macrophages PI3K inhibition suppressed the neuroprotective effects of sodium Orthovanadate (Wu et al., 2006). (2) Protein kinase C (PKC) The protein kinase C (PKC) family consists of multiple isozymes with distinct distribution patterns in different tissues of the body (Dempsey et al., 2000). Extracellular ligand binds to a receptor tyrosine kinase or G protein-coupled receptor activates phospholipase C and produces inositol triphosphate (IP3) and diacylglycerol (DAG). Calcium released by IP3 causes PKC to bind to membranes, where DAG then activates PKC. Activated PKC phosphorylates many cellular targets, including c-Fos and NF-ÃŽ ºB. The isozymes of PKC differ not only in their localization but also in their responsiveness to IP3, DAG, and calcium. There are three subgroups of PKC isoforms, conventional, novel, and atypical, classified on the basis of their responsiveness to these regulators (Parker et al., 2004). The ÃŽ ± and ÃŽ ² isoforms of PKC were found in a subset of mitochondria in carp retinal Mà ¼ller cells (Fernandez et al., 1995) Immunoelectron microscopy studies showed that the kinase was associated with the inner membrane and cristae. Researchers described that PKC isoforms play a direct role in regulating mitochondrial function. Activated PKC isoforms that translocate to the mitochondria are proapoptotic or inhibitory to mitochondrial function. For example, renal proximal tubular cells respond to oxidative stress by activated PKCÃŽ µ to the mitochondria and inhibit the electron transport chain, ATP production, and Na+ transport by direct phosphorylation of Na+-K+-ATPase (Nowak et al., 2004). Treatment of various neoplastic cells with phorbol esters, H2O2, or anticancer agents such as cisplatin and etoposide causes accumulation of PKCÃŽ ´ to the mitochondria, with subsequent releases cytochrome c and induction of apoptosis (Majumder et al., 2000). In rat cardiac myocytes PKCÃŽ ´ was shown to move to the mitochondria in response to anesthetic exposure or ischemia/reperfusion. PKCÃŽ ´ then activate mitochondrial KATP channels, which then promote cardio protection (Uecker et al., 2003). PKCÃŽ µ also promotes cardioprotection following ischemia/reperfusion through a different mechanism, phosphorylating the voltage dependent anion channel (VDAC) component of the mitochondrial permeability transition pore (Baines et al., 2003). This prevents mitochondrial swelling, outer membrane rupture, release of apoptogenic factors, and decreases in ATP production. PKCÃŽ µ and extracellular signal-regulated kinases (ERKs) interact at the mitochondria to inactivate the proapoptotic protein BAD in cardiac myocytes (Baines et al., 2002). Inactivation of the proapoptotic protein Bax by PKCÃŽ µ in prostate cancer cells renders these cells resistant to androgen-deprivation therapy (McJilton et al., 2003). PKC isoforms translocate from one cell compart ment to another, these responses to PKC signaling may be mediated by association with specific anchoring scaffold proteins, RACKs (receptors for activated C kinase) and RICKs (receptors for inactive C kinase) (Mochly-Rosen et al., 1998). (3) ERK-Raf-MEK The extracellular signal regulated protein kinases (ERK1/2) has a role in regulating the processes like proliferation, differentiation, adaptation (i.e., cell motility, long term potentiating), survival, and even cell death. ERK has been found in the mitochondria of neurons and non-neuronal cells such as in mouse heart, renal epithelial cells, outer membrane and the intermembrane space of rat brain mitochondria, mouse hippocampus, B65 cells, SH-SY5Y cells; Leydig cells and human alveolar macrophages (Ruben K et al., 2009).The three-tiered ERK signaling involves sequential activation of Raf (MAPKKK), MEK1/2 (MAPKK), and ERK1/2 (MAPK). Depending on its intracellular localization and pathway of activation, Raf-1 can affect apoptosis by different mechanisms (Majewski et al.,1999, Alavi et al., 2003).ERK signaling can have opposite responses to injury even within the same cell type (Chu et al., 2004, Hetman et al., 2004). It has Pro-apoptotic role in mitochondrial membrane permeation. Pha rmacological inhibition of ERKs resulted in a reduction of cortical lesion volumes one week after trauma (Mori et al., 2002). Intravenous administration of a specific inhibitor of MEKs after ischemia results in decrease of infarct volume (Namura et al., 2001). The antiapoptotic protein Bcl-2 plays an important role in targeting Raf-1 to the mitochondria, resulting in phosphorylation of proapoptotic BAD, provides evidence for signaling roles for plasma membrane-targeted versus mitochondrially targeted Raf proteins (Wang et al., 1996). Signaling cascade consisting of Raf-1, MEK1, and the adapter protein Grb10 have been localized to mitochondrial membranes (Nantel et al., 1999). The antiapoptotic effects of mitochondrially localized Raf-1 are independent of ERK activity in myeloid cells (Majewski et al., 1999), and MEK/ERK signaling does mediate antiapoptotic effects of B-Raf in fibroblasts (Erhardt et al., 1999). Phosphorylation of S338 and S339 on Raf-1 promotes mitochondrial translocation and protection of endothelial cells from the intrinsic pathway of apoptosis, whereas Src cause phosphorylation of Y340 and Y341 and MEK/ERK activity are important for protection from death receptor-initiated cell death (Alavi et al., 2003). ERK can modulate mitochondrial functions and inhibition of MEK, those associated with cell death. For example, ERK signaling promotes mitochondrial ATP synthase function in glucose-deprived astrocytes (Yung et al., 2004), to maintain mitochondrial membrane potential and prevent cytochrome c release (Lee et al., 2004), and to inactivate the proapoptotic protein BAD (Jin et al., 2002). ERK has also role in promoting oxidative neuronal injuries (Chu et al., 2004) and in neurodegenerative diseases (Tobiume et al.,2002, Kulich et al.,2001) MEK/ERK promotes organophosphate induce mitochondrial vacuolation(Isobe et al., 2003), apoptotic translocation of Bax to the mitochondria(Isobe et al., 2003), and nonapoptotic programmed cell death(Sperandio et al., 2004). As pro- and antiapoptotic effects of MEK/ ERK signaling could be mediated by downstream targets or at the transcriptional level (Bonni et al., 1999), these studies do not necessarily indicate mitochondrial targeting of ERK. Mitochondrial targeting of ERK signaling was first derived from biochemical subcellular fractionation studies. In renal tubular cells, both activated ERK1/2 and PKCÃŽ ± are enriched in mitochondrial fractions during cisplatin injury, where they increase mitochondrial membrane potential, decrease oxidative phosphorylation, and increase caspase-3 activation and apoptosis (Nowak et al., 2002).ERK activity in phosphorylating both Bcl-2(Deng et al., 2000) and BAD (Kang et al., 2003) are associated with increased levels of activated ERK colocalizing or co-immunoprecipitating with the Bcl-2 family members in mitochondria. Immuno-electron microscopy studies shows presence of phosphorylated ERK1/2 within the mitochondrion (Zhu et al., 2003, Alonso et al., 2004). Phospho-ERK was found at high labeling densities within a subset of mitochondria in degenerating neurons from patients of Parkinsons disease and Lewy body dementia (Chu et al., 2003) and distinct granular cytoplasmic pattern of staining are not observed in control patients(Zhu et al., 2002). (4) JNK/SAPK and p38 MAPK The p38 MAPKs and the JNK (c-Jun N-terminal kinase) / SAPK (stress-activated protein kinase) are of MAPK family membranes and involved in prodeath signaling (Matsuzawa et al., 2001). The p38 and JNK are activated by a MAP kinase (MKK), which is activated by a MAPKKK in response to a stimulus like oxidative stress, irradiation, or proinflammatory cytokines such as tumor necrosis factor ÃŽ ±. Role of p38 MAPK signaling in cell death includes translocation of proapoptotic Bax from cytosolic to mitochondrial compartments (Park et al., 2003 Shou et al., 2003), caspase-independent potassium efflux (Bossy-Wetzel et al., 2004), and transcriptional regulation of TR3, a steroid receptor-like protein that translocates from the nucleus to the mitochondria to initiate the intrinsic apoptotic pathway (Bossy-Wetzel et al., 2004). Irradiation causes translocation of both p38 and JNK1 to mitochondrial subcellular fractions (Epperly et al., 2002). The effects of JNK on the mitochondria involve stimulation of apoptosis. Treatment of isolated rat brain mitochondria with active JNK causes the inhibition of antiapoptotic Bcl-2 and Bcl-xL and release of cytochrome c (Schroeder et al., 2003). The mitochondrial JNK is activated by oxidative stress in cardiac myocytes, and cause the release of cytochrome c lead to apoptosis (Aoki et al., 2002). Treatment with phorbol esters cause localization of JNK to the mitochondria in human U-937 leukemia cells, where it binds to and inhibits Bcl-xL, promoting apoptosis (Kharbanda et al., 2000, Ito et al., 2001). Mitochondrial JNK can also cause the release of Smac, the activator of caspase that promotes caspase-9 activity (Chauhan et al., 2003). JNK also phosphorylates and oligomerize proapoptotic BAD (Bhakar et al., 2003). JNK signaling can yield cell survival under some conditions. JNK can inactivate the pro-apoptotic protein BAD (Yu C et al., 2004). Activated JNK phosphorylates Bcl-2 at Ser70 in the mitochondrial membranes of interleukin-3-dependent hematopoietic cells. This occurs under conditions of stress or by exposure to interleukin-3, resulting in enhanced antiapoptotic activity of Bcl-2(Deng et al., 2001). It has Pro-apoptotic role in mitochondrial membrane permeation. JNK3 (but not JNK1 nor JNK2) absence conferred significant neuroprotection to axotomized neurons. The absence of JNK3 (but not of JNK1 nor of JNK2) resulted in a substantial resistance against kainate-induced seizures, which correlated with improved survival (Brecht et al., 2005). Pharmacological JNK inhibitors diminished several manifestations of apoptosis and reduced infarct volume (Gao et al., 2005). Intravitreal administration of a p38MAPK inhibi tor induced apoptosis (Kikuchi et al., 2000). Oral administration of a p38MAPK inhibitor during pre- and post-ischemia provided dose-dependent neuroprotective effects (Legos et al., 2001). Pharmacological inhibition of p38MAPK protects neurons from NO-mediated degeneration (Xu et al., 2006). (5) Apoptosis signal-regulating kinase 1 (ASK1) All living systems are exposed to numerous physicochemical stressors, and appropriate responses to these stresses at the cellular level are essential for the maintenance of homeostasis. The mitogen-activated protein Kinase (MAPK) cascades are having major signaling pathways in regulation of these cellular stress responses (Kazuki et al., 2009). The MAPK pathway consists of a cascade of three protein kinases. These protein kinases are sequentially activated, such as the MAPK kinase kinase (MAPKKK) phosphorylates and activates the MAPK kinase (MAPKK), which then phosphorylates and activates the MAPK. MAPKs have a wide variety of cellular functions, including proliferation, differentiation, migration and apoptosis. ASK1 identified as a member of the MAPKKK family and activate the MAPKK 4 (MKK4) JNK and MKK3/6-p38 pathways but not the MAP/ERK kinase (MEK)-extracellular signal-regulated kinase (ERK) pathway (Ichijo et al., 1997). Tumor necrosis factor-ÃŽ ± receptor-associated factors (TRAFs) having important role in the regulation of ASK1 activity. In TRAF family proteins, TRAF1, TRAF2, TRAF3, TRAF5 and TRAF6 are associate with ASK1, but only TRAF2, TRAF5 and TRAF6 increase ASK1 kinase activity (Nishitoh et al., 1998). TNF-ÃŽ ± treatment induces JNK activation in a TRAF2- dependent manner (Yeh et al., 1997, Tobiume et al., 2001). Phosphorylation of Thr845 in mouse ASK1 have role in activation of ASK1 (Tobiume et al., 2002). Endoplasmic reticulum (ER) stress activates ASK1 and involved in variety of neurodegenerative diseases (Lindholm et al., 2006). It has Pro-apoptotic role in mitochondrial membrane permeation. Decreased activation of ASK1/JNK by the antioxidant selenite correlated with neuroprotective effects (Wang et al., 2007). (6) Glycogen synthase kinase 3ÃŽ ² (GSK-3ÃŽ ²) Glycogen synthase kinase-3ÃŽ ² (GSK-3ÃŽ ²) is a constitutively active 47-kDa Ser/Thr protein kinase. It has about 40 substrates and having functions like cell proliferation, growth and death. GSK-3ß has a significant role in the regulation of apoptosis. Apoptotic injury is increased by the over-expression of GSK-3ß lead to cellular injury. During oxidative stress, GSK-3ß can lead to the activation of caspase 3 and cytochrome c release ultimately lead to apoptosis. Mechanism of GSK-3ÃŽ ² is phosphorylation at Ser and Tyr residues, complex formation with scaffold proteins, priming of substrates and intracellular translocation. GSK-3ÃŽ ² has been involved in serious diseases such as Alzheimers disease, bipolar mood disorder, cancer and ischemia/reperfusion injury (Tetsuji et al., 2009). It has Pro-apoptotic role in mitochondrial membrane permeation. Clinical dose of lithium inhibits GSK-3ÃŽ ² resulted in significant axon sprouting and functional recovery (Dill et al., 2008). (7) Protein kinase A (PKA) The protein kinase A (PKA) signaling pathway involves responses to hormonal stimulation which are often cell type specific.The PKA pathway involves the binding of an extracellular molecule to a G protein-coupled receptor, which catalyzes the formation of intracellular cyclic AMP through the activation of adenylate cyclase.Cyclic AMP then binds to the two regulatory subunits of PKA, thereby releasing the two catalytic subunits to phosphorylate serine and threonine residues on target proteins. These subunits enter the nucleus and phosphorylate transcription factors such as CREB and NF-ÃŽ ºB. PKA signaling in specific subcellular compartments has been recognized with the discovery of specific anchoring scaffold proteins. PKA activity has been identified within the mitochondria in a wide variety of species, including human (Kleitke et al., 1976). Mitochondrial targeted PKA activities have positive effects on the mitochondria. PKA localized to the inner membrane and matrix of mitochondria phosphorylates and promotes the activity of complex I (NADH dehydrogenase) (Technikova-Dobrova et al., 2001). AKAP (A-kinase anchoring proteins)-mediate the activation of PKA to the cytoplasmic surface of mitochondria results in phospho-inhibition of the proapoptotic protein BAD, enhancing cell survival (Harada et al., 1999, Affaitati et al., 2003). A peripheral benzodiazepine receptor-associated protein functions as an AKAP that promotes mitochondrial steroid genesis (Liu et al., 2003). AKAP-121 can also function as targeting of Mn-superoxide dismutase mRNA to the mitochondria for localized translation of this important antioxidant (Ginsberg et al., 2003).The small G-protein Rab32, which regulates mitochondrial fission, appears to function as a mitochondrially targeted AKAP(Alto et al., 2002). Thus, mitochondrial targeting of PKA appears to be involved in regulating most major mitochondrial functions, promoting respiration, antagonizing cell death, and regulating mitochondrial protein expression and biogenesis. (8) PTEN-induced kinase 1 (PINK1) PINK1 is a serine/threonine kinase having similarity to calcium/calmodulin regulated kinases. The primary sequence for PINK1 includes a canonical N-terminal mitochondrial leader sequence (Ruben K et al., 2009). PINK1 has been found in the mitochondria human brain and it is cleaved by matrix proteases. Transmembrane domain of PINK1 is responsible for its insertion in to outer mitochondrial membrane. The C-terminal domain of PINK1 having role of its auto phosphorylation (Liu et al., 2008). Point mutations and truncations of PINK 1 have been mapped throughout the transmembrane, kinase and C-terminal domains lead to impaired kinase activity and promote degradation, or induce misfolding of PINK1. The TNF receptor associated protein 1 (TRAP1, or Hsp75) are substrate for PINK1, and the serine protease Omi/Htra2 and heat shock proteins, Hsp90/Cdc37 are PINK1 binding proteins. So degradation of PINK1 catalytic activity leads to disease like parkinsonian neurodegeneration (DeFeo et al., 1981). 4 Human Diseases associated with Mitochondrial Kinases Mitochondria are important because of the Respiratory chain which is the major sites of energy production in all cells (Taylor et al., 2005). Mitochondria perform many functions in different tissues and cells so there are so many different mitochondrial diseases associated with different tissues of the body. Each disease produces abnormalities that are difficult to diagnose. There are complex relationship between the genes and cells that are responsible for maintaining our metabolic processes running smoothly; it is a basis of mitochondrial diseases. Mitochondrial diseases is due to degeneration of the mitochondria in specialized compartments present in every cell of the body except RBC (red blood cells).When mitochondria fail to generate energy, less energy is generated in the cell so cell injury and even cell death can occur. If this is repeated throughout the whole body, whole systems begin to fail, and the life of the person is severely compromised. The disease affects more in ch ildren as compared to adult but onset is becoming more and more common. Mitochondria diseases causes damage to cells of the brain, heart, liver, skeletal muscles, kidney and the endocrine and respiratory systems. Kinases that are associated with mitochondria during neuronal injury include mitogen activated protein kinases (MAPK) such as extracellular signal regulated protein kinases (ERK) and c-Jun N-terminal kinases (JNK), protein kinase B/Akt, and PTEN-induced kinase 1 (PINK1). Their sites of action within mitochondria and specific kinase targets are still unclear but these signaling pathways regulate mitochondrial respiration, transport, fission-fusion, calcium buffering, reactive oxygen species (ROS) production, mitochondrial autophagy and apoptotic cell death( Kachergus et al., 2005). 5 List of mitochondrial kinases associated human diseases: A) Neurodegenerative diseases: Parkinsons disease Alzheimers disease B) Cancer 1 Parkinsons disease (PD) Parkinsons disease is a debilitating, movement disorder that affects around 1 million people in North America. Symptoms: Motor symptoms can be due to degeneration of endogenously pigmented midbrain neurons of the nigrostriatal projection. Olfactory, autonomic and cognitive dysfunction. Most of the cases have no known cause; oxidative stress, disordered protein handling/degradation, and mitochondrial dysfunction are mechanistically observed factors in sporadic PD due to toxin/pesticide exposures, and in models of familial PD (Ruben et al., 2009). Factors like Disturbances in mitochondrial function, transport, dynamics and turnover have central role in neurotoxin, environmental and genetic approaches to Parkinsons disease (Ruben et al., 2009). In addition to changes in mitochondrial fission/fusion machinery and trafficking, autophagic degradation process has a critical role in regulating mitochondrial quality and content (Kiselyov et al., 2007). Macroautophagy has a role in membranous engulfment of cytoplasmic cargo bodies for lysosomal degradation, and this the major degradative pathway for organelles and insoluble proteins. There is deregulation of macroautophagy and of chaperone-mediated autophagy observed in toxin and genetic models of PD (Ruben et al., 2009). Gene multiplication and ÃŽ ±-synuclein mutations are autosomal dominant of PD in model of parkinsonian neurodegeneration (Polymeropoulos et al., 1997). Aggregation of ÃŽ ±-Synuclein, Lewy bodie formation and mutation in leucine rich repeat kinase 2 (LRRK2) are found in the sporadic and dominant forms of PD (Kachergus et al., 2005). Parkin, ATP13A2, DJ1 and PTEN induced kinase 1(PINK 1) are involved in autosomal recessive Parkinsonism disease. PINK1 and Parkin regulates mitochondrial morphology and turnover (Ruben et al., 2009). In human PD brain and diffuse Lewy body diseases, Phospho-ERK (p-ERK) in the cytoplasm and mitochondria of midbr

Boots secures its Wellbeing Essay -- essays research papers

Boots secures its Wellbeing The Wellbeing Web site, launched by Boots and Granada, had to establish systems to identify and screen out online fraudsters without inconveniencing its genuine customers. Susan Amos reports When chemist Boots and leisure giant Granada launched Wellbeing.com, a Web site that sells goods ranging from toothbrushes to exercise bikes, they realised that like all major online shopping ventures it faced a significant threat from fraudsters. They wanted to make it easy for genuine consumers to buy, while keeping fraudsters at bay those who use computer-generated credit card numbers to buy goods, and do not pay for them. When an order is placed on Wellbeing.com, its bank, Barclays Merchant Services, checks that the credit card number is genuine, that the card is not stolen and that there are funds available. However, this system provides little safeguard against a number being used fraudulently if the card has not been stolen. To add further checks, Wellbeing turned to Texas-based ClearCommerce's Enterprise Merchant Engine an integrated fraud management system. Kevin Figgitt, third party operations manager at Wellbeing, says Enterprise Merchant Engine is very easy to use. 'You set up a number of rules. According to what the customer types in, it returns codes and you can decide what action to take for each response code,' he says. The software can refer a customer to a contact centre to complete a transaction or block purchases entirely. The eng...