Thursday, October 31, 2019

Precis for two articles or write a good topic you think Essay

Precis for two articles or write a good topic you think - Essay Example The most vulnerable areas can be acquired and be managed at a cheaper cost compared the involved costs for all reserve regions. This is because of lower prices in the regions and the total cost for the threatened regions is estimated at $ 4 billion as compared to the total $ 30 billion for protection of all reserve areas. Protecting the areas is also feasible because most of the pressure to the threats is external. This means that change in domestic policies by the affected nations can facilitate protection. Demands by external forces such as the World Bank and International Monetary Fund are examples of the forces that enhance irresponsible domestic activities to degradation of biodiversity. The institutions promote depletion of resources. The authors also recommend centralization of conservation research and management centers because of the success that such centrally managed institutions have achieved in developed countries. An integrated approach of protection and minimization o f harm is recommended as a solution in the environment where information on biodiversity and involved threat is available but the society has still failed to protect the environment from degradation. The article therefore offers a concern and immediate need for environmental conservation with hope of success (Pimm, et. al. 2207, 2208). The authors suggest possible extinction in the contemporary world because of the suspected interference with the environment whose adverse effects to biodiversity can be compared to previously five extinctions over the past 540 million years. Human activities whose effects include killing of biotic factors and variation of climate and habitats cause this and recovery is likely to take millions of years. Even though historical data, from fossils, and contemporary data are however biased and inaccurate and can misinform positions on extinction, a mass decrease in number of species, 75

Tuesday, October 29, 2019

Sources of Resource Risks Assignment Example | Topics and Well Written Essays - 500 words

Sources of Resource Risks - Assignment Example People as a source of risk may be defined as the risk of not meeting project requirements due to improper human resource management, motivational issues and fraud. It involves the project management having concerns about the availability of enough people to complete the project, availability from the staff of the necessary skills and experience and the belief in the project success by the staff.Some of the underlying concerns related to people as a source of risk include conflict among staff members and lack of or scarcity of certain required skill from the staff and the lack of essential collaboration due to unforeseen events such as job change by project-critical personnel, or lack of project-critical expertise.However, in order to avoid resource risks related to human resource, there is the need for proper planning and credible scheduling of the work well in advance. A histogram analysis of resource requirements will also prove to be of importance in identifying possible staffing. Outsourcing or supplier risks result from the use of people and services outside the project team. It accounts for more than a quarter of the resource risks. It includes delays such as when a supplier fails to complete an outsourced task on schedule.Some common resource assumptions which might eventually result to risks includes assuming that the supplier will provide correct materials when needed, assuming that resources will not be overburdened and that the sole-source resource will be available when needed.

Sunday, October 27, 2019

Should The Death Penalty Be Abolished? Essay

Should The Death Penalty Be Abolished? Essay The death penalty is the act of punishing someone to death for an offense. Questions have been arisen to whether death penalty should be abolished in countries around the world. The pros and cons of death penalty. Therefore, the purpose of this research study is to look at both sides of the arguments of death penalty. It starts off with the description of death penalty and the different types of death penalty. Interesting issues are brought up like the wrongful executions, death penalty being deterrent to crime and the alternatives to death penalty. There are evidence to both sides of the argument in whether the death penalty should be abolished or not. Based on the investigation that is carried out which evaluates the causes, effects and ways to solve the question of death penalty, the many reasons for why death penalty should be abolished is being proven and thus concluding the thesis statement. When the word death penalty is used, it makes yelling and screaming from both sides of extremist. One side may say deterrence, while the other side may say, but you may execute an innocent man. Death penalty is defined as the killing of a person by judicial process as a punishment for an offense. Today, one of the most debated issues in the Criminal Justice System is the issue of capital punishment or the death penalty. There are 8 types of death penalty practiced in an official capacity in the modern world. Lethal injection is the practice of injecting a person with a fatal dose of drugs for the express purpose of causing an immediate death. Gas chamber executions are where the prisoner is strapped to a chair inside a sealed gas chamber. The executioner (standing outside of the chamber) pulls a lever dropping potassium cyanide pellets into a vat of sulfuric acid, flooding the chamber with lethal hydrogen cyanide gas. The electric chair is also another common form of capital punishment. The prisoner is shaved, strapped to a chair, and fitted with electrodes attached to conductive spongesone on the head, one on the legcreating a direct current. The prisoner is then hooded. The executioner pulls a switch, and 2,000 volts race through the prisoners body as the internal body temperature approaches 140 degrees. Executions by firing squad works on strapping the victim to a chair with five sharpshooters ai ming at the victims heart and all five pulling the trigger. There is also death by hanging. The prisoner stands on trapdoor, and a rope descends from a wooden beam overhead. The rope is fastened around the prisoners neck in a Hangmans noose, which tightens when pulled upon. The executioner pulls a lever opening the trapdoor and dropping the prisoner, who ideally dies quickly due to a broken neck. Death by stoning is arguably the worlds oldest form of execution. The prisoner is buried either up to his waist (if male) or up to her shoulders (if female) and then pelted with stones by a crowd of volunteers until obviously battered to death. Death by beheading is probably the most humane form of punishment. The victim is restrained, usually forced to kneel, and the executioner removes the head by way of a sword or knife. Lastly, crucifixion is an ancient method of painful execution in which the condemned person is tied or nailed to a large cross (of various shapes) and left to hang until dead. Aim of report. The purpose of this report is to investigate the factors on why death penalty should be abolished and the many reviews on death penalty by the people all around. This study draws on information gathered from various Malaysian and international articles, World Wide Web sites and video documentary. 2.0 Why are some people for the death penalty? There are a number of reasons on why some people are for the death penalty although majority is on the way of abolishing it. Some sees it as a way to better yet end the crime rates around the world. 2.1 Capital punishment holds the criminal accountable for his/her actions. Justice requires punishing the guilty even if only some can be punished and sparing the innocent, even if all are not spared. Morally, justice must always be preferred to equality. Justice cannot ever permit sparing some guilty person, or punishing some innocent ones, for the sake of equality-because others have been spared or punished. In practice, penalties could never be applied if we insisted that they can be inflicted on only a guilty person unless we are able to make sure that they are equally applied to all other guilty persons. Anyone familiar with the law enforcement knows that punishments can be inflicted only on an unavoidable shudder selection of the guilty (Bedau, H., 1977). Irwin Isenberg (1977) said, when you kill a man with premeditation, you do something different than stealing from him. I favor the death penalty as a matter of justice and human dignity even apart from deterrence. The penalty must be appropriate to the seriousness of the crime (p. 135). 2.2 Prevents recidivism. The death penalty protects the public from the most heinous criminals and it also protects us from psychiatrists, judges, parole boards, and celebrities who can too easily be hoodwinked by a practiced con-man determined to win his freedom in order to continue his criminal career. People on death row are unable to get out of prison and are waiting for the day they are put to death. Once they are put to death, there is absolutely no recidivism to worry about. 2.3 Death penalty is a deterrent to crime. If we do not know whether the death penalty will deter others, we will be confronted with two uncertainties. If we have the death penalty and achieve no deterrent effect, than, the life of convicted murderers has been expended in vain (from a deterrent point of view)-here is a net loss. If we have the death sentence, and deter future murderers, we spared the lives of future victims-(the prospective murderers gain, too; they are spared punishment because they were deterred). In this case, the death penalty is a gain, unless the convicted murderer is valued more highly than that of the unknown victim, or victims (Carrington, F., l978). 3. Why do some people oppose the death penalty? Majority of people oppose the death penalty as it brings more disadvantage to advantage. 3.1 The wrongful executions of an innocent person. Unlike all other criminal punishments, the death penalty is uniquely irrevocable. Although some proponents of capital punishment would argue that its merits are worth the occasional execution of innocent people, most would also insist that there is little likelihood of the innocent being executed. In Georgia in 1975, Earl Charles was convicted of murder and sentenced to death. A surviving victim of the crime erroneously identified Charles as the gunman; her testimony was supported by a jail-house informant who claimed he had heard Charles confess . Incontrovertible alibi evidence, showing that Charles was in Florida at the very time of the crime, eventually established his innocence but not until he had spent more than three years under death sentence. His release was owing largely to his mothers unflagging efforts.(35) 3.2 The high cost of the death penalty. It is sometimes suggested that abolishing capital punishment is unfair to the taxpayer, on the assumption that life imprisonment is more expensive than execution. A murder trial normally takes much longer when the death penalty is at issue than when it is not. Litigation costs including the time of judges, prosecutors, public defenders, and court reporters, and the high costs of briefs are mostly borne by the taxpayer. 3.3 The victims families perspectives on the death penalty. Numerous families and loved ones of murder victims support alternatives to the death penalty for many reasons, including: The death penalty process is a traumatizing experience for families, often requiring them to relive the pain and suffering of the death of their loved one for many years. Life without parole provides certain punishment without the endless reopening of wounds. 3.4 Inadequate legal representation. Almost all defendants in capital cases cannot afford their own attorneys. In many cases, the appointed attorneys are overworked, underpaid, or lacking the trial experience required for death penalty cases. There have even been instances in which lawyers appointed to a death case were so inexperienced that they were completely unprepared for the sentencing phase of the trial. Other appointed attorneys have slept through parts of the trial, or arrived at the court under the influence of alcohol. 3.5 Alternatives to the death penalty. In every state that retains the death penalty, jurors have the option of sentencing convicted capital murderers to life in prison without the possibility of parole. The sentence is cheaper to tax-payers and keeps violent offenders off the streets for good. Unlike the death penalty, a sentence of Life without Parole also allows mistakes to be corrected. 3.6 Religious perspectives on death penalty. Most people are living with their own beliefs or religions though there are minorities of people who are free-thinkers. Almost all religions around the world regard executions as immoral. Among them are Christianity, Buddhism, Jewish, Islam and Judaism . 4.0 There are better methods to punish the offenders than death penalty. Death penalty can be too cruel to punish the offenders and no one should take the life of others other than God. Despite this, offenders are not excused from being punished for what they did to others as they still need to be punished but just with other alternatives to the death penalty. 4.1 Life imprisonment without the possibility of parole plus restitution. The most popular alternative to the death penalty is life imprisonment without the possibility of parole plus restitution. This alternative not only costs much less than capital punishment, but also keeps the criminal in jail for the rest of his life so he cannot return back to society. Restitution means that while the prisoner is in jail, he will be put to work with all the money made going to the family of the victim. 4.2 Prison with parole. The average sentence for someone convicted of murder is twenty years. The average time spent in jail for a convicted murderer before being released is around 8.5 years. These numbers mean that most murderers do receive parole and go back into society. John DiIulio writes that even though some paroled murderers remain dangerous, the vast majority of [them] never commit another murder or violent crime. Many have not only gone straight but have continued paying their debt to society by making post-release restitution, manning youth and community outreach centers that work with juvenile felons, and more (Wall Street Journal, Dec. 15, 1997). 4.3 Reformatories. Reformatories are used to reform criminals working with the physical, mental, and moral issues of their inmates instead of just punishing them as we would in jails. They put their offenders to work for society and try to turn their lives around, so they can live a normal life in society. A good use of this method would be for juveniles on death row. This alternative to the death penalty is a more practical solution, rehabilitating criminals instead of just punishing them.

Friday, October 25, 2019

Essay example --

Ehud Olmert Ali Purtell Ehud Olmert, a former prime minister of Israel, was motivated to try and make peace among the Israelis and Arabs. Other leaders of Israel used violence to try and resolve the conflict but it only made things worse. Olmert wanted to use peace instead of violence to try and end the Arab-Israeli conflict. His efforts to achieve peace affected the Arab-Israeli conflictbut without long term results. Olmert has worked as the former prime minister of Jerusalem, Deputy Premier, Finance Minister, and Mayor of Jerusalem, giving him many years of experience and knowledge regarding world affairs like the Arab-Israeli conflict. Ehud Olmert met with Palestinian President, Mohamed Abbas, in September of 2008 and assured him that Olmert’s plan for peace would not require any military presence. This allowed Mohamed to see that Olmert really wanted to make peace. Ehud Olmert didn’t always use peaceful means to handle the Palestinians and other countries. When he was elected as Mayor for Israel in 1993, he supported the growth of Jewish settlements around Jerusalem blocking out the Palestinians and other religions. Later, when he was elected as prime minister, he realized the only way to resolve the conflict was to address it peacefully and through negotiations. Israel has been dealing with Palestinian pressures to give back the land that they consider â€Å"theirs† and other leaders have had different views on how to handle aggression from the Palestinians. Ehud Olmert’s views included handling the conflict with peace and not using violence. He suggested to Mohamed Abbas a convergence plan which centered around the idea that the Israeli people would be forced out of the West Bank which is an are... ...m. A part of the problem today in this conflict is the people not willing to change or go along with what their leaders enforce and their ideas. There have been many acts of aggression from the Jews themselves because they didn’t feel Palestine’s should receive land. Civil disobedience and acting out is a cause to making the conflict last longer. Overall, Olmert as a prime minister was successful in being consistent in using negotiations to try to create peace even though long term peace was never gained. He worked hard to come up with plans and agreements, and met with different important figures in the world regarding the Arab-Israeli conflict. Using peace has prevented some violence between the Palestinians and Israelis as well as other countries. While Olmert is not in office anymore, he still believes a peaceful approach is the answer to help end this conflict.

Thursday, October 24, 2019

Priciple in health and social care Essay

To understand how principle of support are implemented in health and social care practice it starts from analysing equal opportunities ,independence , individuality respect ,partnership and having a lot of respect for different cultures and value also providing care support and a lot of attention for individual for friends and family . Also understanding how the principle of support are implemented in health and social care involved a lot of confidentiality (policies about sharing information) supporting different preferences wishes and special needs , respect for the privacy of a person and dignity. Another aspect of the principle of support in health and social care is protection from risk and harm, assessing risk to self and others, right of the individual to take their own risk. The principle of support is vital to a successful health and social care settings The meaning of the word (principle) can describe the moral rule, a constant regulation of behaviour accordingly to moral law .The principle of support is essential in health and social care organisations, as part of a well, prosper services. Before choosing the right health and social care services people usually check the standards and the quality of the provider. This is a very important aspect because this assure them if the quality of the services they will get will satisfy their needs, like getting a better treatment and a better caring for themselves, family and friends. In some countries the governments are actively helping the citizen for getting a better health and social care services and they make sure the cit izen gets the best support on the social care sector. The social support is another type of health and social care support which is related to the person health. For understanding how principle of support are implemented in health and social care practice its essential to specify the procedures for protecting clients , patients and colleagues from risk and harm. There are many types of harm like physical abuse, emotional abuse, verbal abuse ,sexual abuse .In health and social care settings we could see those type of abuses. Before the procedure of protecting the clients, patients and colleagues from harm we need to recognise the risk and we should know how to respond to it. Each type of abuse against clients, patients and colleagues need to be first recognised and after that proceed for protection. Once we identify the sign of the type harm the next step will be to start protecting the person by following some simple steps accordingly to the situation and take the responsibility for this harm not happening again. Depends on the circumstances and depends on the type of harm caused the person in charge will proceed and follow the necessary steps to assure the protection of the abused(harm) person. In the social care settings we could face different type of harm and risk If we are talking about the harm against a person that is could be a clien ts ,colleagues , patients like for example a vulnerable patient that is being emotionally abused by a member of staff .The person that will notice the harm (abuse ) should take first step in informing the person in charge .The person that report that should have a strong evidence about that .For instance in this example if there is an emotional abuse it may cause the patient physiological trauma, including anxiety or chronic depression. There are also some kind a risk in health and social care settings like in any organisation. If we are talking about the risk in health and social care settings we should start by referring to the meaning of the word risk .The risk is a chance, high or low that someone will be harmed by a hazard. There are hazard from equipment, from infection, from physical environment. The person-centred approach talks about the people perspective and what is important for them .If we are trying to see the benefits of following a person –centred approach with users of health and social care services, then first aspect would be to open up to the opportunity that the person centred could offer. The person-centred its talking from the perspective of the person and what could be important for him/her. This means that they are listening to each person and help them to live the lives they choose by working close with their families and friends. In determining what constitutes an ethical dilemma it is necessary to make a distinction between ethics values, morals laws and policies. Ethics rely on logical and rational criteria to reach a decision and essentially cognitive process (Loewenberg and Harrington) Robinson and Reeser 2002. It is also essential that the distinction to be made between personal and professional ethics and values (Congress 1999, Wilshere 1997) The health and social care worker encounter a complex situation when working with individual, families, groups and communities. There could arise dilemmas and conflicts that have a strong ethical dimension. The dilemmas and conflict arise from the tension between rights and responsibilities between risk and protection, between assessed needs and available resources. The ethical dilemmas arise when a difficult problem cannot be solved in a way that will satisfy everyone. Always when a ethical dilemma arise there must be found a solution. On the other hand the legislation, regulation and policies are influencing our own work in health and social care .All the personal in health and social care should follow the legislation, the policies and procedures that protect the employees and the one using this services .For example the Health and safety work Act 1974 is essential to be respected because it helps protecting others from harm and risk that could take place at the workplace. All the regulation and code practices are essential to maintain the safety and to help employee create a good environment in work place .Policies and procedures provide those basic infrastructure for a quality covering all aspects of work. The policies needs to be reviewed on a regular basis and updated where is necessary .For example if there is a change in the equipment or workplace it will be necessary to improve those policies. When the policies, regulation and the codes of practice change and the organisation needs to adapt it will always be employees that will not be satisfy with the new changes. The policies, code of practice are usually the guide of a company and it communicates to the employees what its wrong and what is right. This has a positive role on the organisation if all the employees will follow and keep the policy and regulations as a main guide in the work place. All of this policies, legislation, regulation and code of  practice will be helpful to strengthen the relationship between the organisation and all those involved directly or indirectly in its activities. Respecting all of this it could result in higher performance and profits for the organisation. On the other hand there could be negative impact as well because of some employees that will not agree with the policies, code practice and other legislation set by the government and follow by the organisation. The set of policies and code of practice in the health and social care settings are strongly impacted by the legislation or regulation set by the government. Sources: Book 1 Health and Social care level 3 ,BTEC National Human resources for health 2004 http://labspace.open.ac.uk

Wednesday, October 23, 2019

Blood vessel Essay

Identify at least five organ systems in this region of the arm that the surgeon would have marked for reattachment. 2. List the names of the specific structures that had to be reattached. 3. What organ system was most likely not reattached? Explain. 4. Why was a clean bite so important? 5. Why was the bone shortened? 6. Identify the movements associated with the arm, forearm, wrist, and fingers. 7. Explain how the movements of the reattached arm might be altered after the reattachment. 8. Define collateral circulation and identify the regions of collateral circulation that would be found in the upper extremity. 9. Identify the specific vessels that provide the collateral circulation to the elbow. 10. Identify specific types of activities that might cause Jim problems after recovery. 11. Why would full use of his arm be unlikely? 12. Assume the role of the surgeons as they explain the procedure to Jim’s parents. Write a one- to two-paragraph explanation about the surgery, paying particular attention to what you would say about regaining use of his arm, forearm, and hand. 13. Assume the surgery to reconnect blood vessels was successful and blood flow was re-established immediately throughout the arm. Would the nerves of the arm recover as quickly and completely as the muscles? Explain why or why not. 14. How might this situation have been different if Jim had been 80 instead of 8 years old? Source: National Center for Teaching Case Studies in Science

Tuesday, October 22, 2019

Crucible Character Study of Abigail Williams

Crucible Character Study of Abigail Williams Abigail Williams, a vicious antagonist from Arthur Millers The Crucible, will stop at nothing to attain her demented goals. In another writer’s hands, Abby could have been portrayed in a sympathetic light. After all, she is under age and has been sleeping with a supposedly honorable man thirteen years her senior. ​Arthur Miller, however, finds little humanity within her. Abigail Williams' Reputation Throughout the play, Proctor labels her a â€Å"harlot† and a â€Å"whore.† And perhaps Miller isn’t far off. According to the playwright’s research, the real Abigail Williams turned to prostitution several years after the Salem Witch Trials. Her Almost Unrealistic Characteristics She convinces young women to dance in the dark forest (a sinful act by Puritan standards).She practices voodoo in an attempt to win back her lover, John Proctor.She feigns demonic possession, luring the rest of the girls to behave the same way.She plants evidence of witchcraft in Elizabeth Proctor’s home, hoping to send her to the gallows.She manipulates the judges and denies having a relationship with Proctor. Perhaps the most sinister act takes place after a dozen citizens have been hanged. Abigail steals Rev. Parris’ life savings and runs away, never to be heard from again. In short, Miss Williams is a wretched, diabolic person!

Monday, October 21, 2019

RESEARCH METHODS Example

RESEARCH METHODS Example RESEARCH METHODS – Coursework Example Obesity and Poverty al Affiliation Obesity and Poverty The term â€Å"case study† principally refers to the analysis of particular socialsystems and units. Such analyses have always been conducted to establish the vital relationship between obesity and poverty. High-income nations often have more cases of obesity as compared to either low or middle-income nations. For example, India and China, who have recently experienced a constant growth in their respective economies, have equally recorded increased cases of obesity in the recent past. It is, therefore, precise to conclude that the growth in obesity is often directly proportional to economic growth of various nations (Richards & Morse, 2012, p. 18). The most appropriate case study method for establishing the relationship between obesity and poverty is the use of questionnaires. In 2010, findings from the US census questionnaires approximated the number of Americans who lived in poverty to be about 15 percent. It was also es tablished that the rate of obesity in such poverty-stricken counties were less than that of their wealthy counterparts by about 35% (Richards & Morse, 2012, p. 15). In order to come up with reliable facts, specific types of questions ought to be asked by those who conduct the study to their respondents. Are obesity and poverty related? This is the most important question that all respondents ought to be asked by case study conductors. In this perspective, the organizers would be able to come up with outstandingly dependable data. It is the same question that Americans have always been asked during census (Richards & Morse, 2012, p. 28). As stated earlier, some of the most significant data, which must be collected for the effectives of the case study on the relationship between obesity and poverty are the percentage of the Americans who live in poverty, as well as the number of cases of obesity in the country.ReferencesRichards, L. & Morse, J. (2012). Read me First for a Userâ€℠¢s Guide to Qualitative Methods (3rd ed.). Los Angeles, CA: Sage Publications. Research Methods Example Research Methods – Coursework Example New Coke. When the Coca-Cola company decided in April 1985 that it was losing out to its nearest competitor, Pepsi-Cola, it identified two factors which appeared to be causing this trend: the Pepsi-Cola product was sweeter in taste, and it was being marketed as the drink for younger people. Coca-Cola had been the market leader for a long time, and had built up a customer base among older people but it felt under pressure to reach out to the next generation and secure its dominant place in the marketplace. The failure of its campaign to replace the original formula with a new, sweeter one, teaches us two important lessons about marketing. First, the importance of brand loyalty must never be underestimated, and this is particularly true of brands which are iconic, and have a long and successful history like Coca-Cola. Secondly, it is dangerous to base a whole product design and marketing campaign on a reaction to perceived threat On the issue of the make-up of its formula, Coca-Cola us ed blind taste tests to determine which formula customers preferred. A better set of tests would have been a combined blind test and sighted test. In other words, Coca-Cola should have tested whether customer behaviour changes when they can see the name on the label. Many people buy the brand, not the product, because they identify strongly with thier favorite brand and are very upset if it is changed or replaced (Fisher and Stye, 1985, 1). Another useful research method would have been focus groups which explore why people are attached to Coca-Cola, or to Pepsi-Cola. The emotional connotations cannot be determined in simple yes/no questionnaires, and so more discussion and exploration in an open ended focus groups would have helped to understand the psychology behind Coca-Cola’s customer behaviour. ReferenceFisher, A.B. and Stye, R. â€Å"Coke;s Brand Loyalty Lesson.† Fortune August 5th, 1985. Available at: http://money.cnn.com/magazines/fortune/fortune_archive/1985/ 08/05/66245/index.htm

Sunday, October 20, 2019

The History Behind the Invention of the Digital Camera

The History Behind the Invention of the Digital Camera The history of the digital camera dates back to the early 1950s. Digital camera technology is directly related to and evolved from the same technology that recorded  television  images. Digital Photography and the VTR In 1951, the first  video tape recorder  (VTR) captured live images from television cameras by converting the information into electrical impulses (digital) and saving the information onto magnetic tape. Bing Crosby laboratories (the research team funded by Crosby and headed by engineer  John Mullin) created the first early VTR and by 1956, VTR technology was perfected (the VR1000 invented by Charles P. Ginsburg and the Ampex Corporation) and in common use by the television industry. Both television/video cameras and digital cameras use a CCD (Charged Coupled Device) to sense light color and intensity. Digital Photography and Science During the 1960s, NASA converted from using analog to digital signals with their space probes to map the surface of the moon (sending digital images back to earth). Computer technology was also advancing at this time and NASA used computers to enhance the images that the space probes were sending. Digital imaging also had another government use at the time that being spy  satellites. Government use of digital technology helped advance the science of digital imaging, however, the private sector also made significant contributions. Texas Instruments patented a film-less electronic camera in 1972, the first to do so. In August 1981, Sony released the Sony Mavica electronic still camera, the camera which was the first commercial electronic camera. Images were recorded onto a mini disc and then put into a video reader that was connected to a television monitor or color printer. However, the early Mavica cannot be considered a true digital camera even though it started the digital camera revolution. It was a video camera that took video freeze-frames. Kodak Since the mid-1970s, Kodak has invented several solid-state image sensors that converted light to digital pictures for professional and home consumer use. In 1986, Kodak scientists invented the worlds first megapixel sensor, capable of recording 1.4 million pixels that could produce a 5x7-inch digital photo-quality print. In 1987, Kodak released seven products for recording, storing, manipulating, transmitting and printing electronic still video images. In 1990, Kodak developed the Photo CD system and proposed the first worldwide standard for defining color in the digital environment of computers and computer peripherals. In 1991, Kodak released the first professional digital camera system (DCS), aimed at photojournalists. It was a Nikon F-3 camera equipped by Kodak with a 1.3-megapixel sensor. Digital Cameras for Consumers The first digital cameras for the consumer-level market that worked with a home computer via a serial cable were the  Apple QuickTake 100 camera  (February 17 , 1994), the  Kodak DC40  camera (March 28, 1995), the Casio QV-11 (with LCD monitor, late 1995), and Sonys Cyber-Shot Digital Still Camera (1996). However, Kodak entered into an aggressive co-marketing campaign to promote the DC40 and to help introduce the idea of digital photography to the public. Kinkos and Microsoft both collaborated with Kodak to create digital image-making software workstations and kiosks which allowed customers to produce Photo CD Discs and ​photographs and add digital images to documents. IBM collaborated with Kodak in making an internet-based network image exchange. Hewlett-Packard was the first company to make color inkjet printers that complemented the new digital camera images. The marketing worked and today digital cameras are everywhere.

Saturday, October 19, 2019

Quantitative Methods Individual work wk4 Assignment

Quantitative Methods Individual work wk4 - Assignment Example In conservative approach, there will be determination of the minimum payoff in each alternative that are available. The second step using the approach will involve selection of an alternative that maximized the minimum payoff that can be obtained. Basing on this approach, the maximum of minimum payoff values, the recommend alternative is decision one with the third state of nature 25. The mind max regret approach involves evaluation of each alternative available in terms of maximum and minimum regret values that are able to occur. In the consideration, the second alternative will apply as compared to the first alternative. In making decision on the plant size to construct, the recreational products will be demanded most in large company except due to low demand periods. The best alternative that the company is able to go for is small size plant. During low demand, the firm when puts up a large size will gain less profit as compared to small firms but when the demand rises, the demand is equal in medium demand and higher in high demand. The small size farm will be appropriate as there is no much loss that is incurred in all demand seasons. From the decision tree, in case the firm starts the project at 5 million dollars it has the probability of failing and succeeding in the investment. In case the firm is successful and decides to build the facility that they operate, the firm is exposed to different profits in different demand situation. If the business decides to have sell rights after it is successful, the business will gain 20 million as the profit. In this situation, the business should invest and start the project. After the project is started, the business should then make sure to focus on the success of the project. When the project becomes successful, the business will invest in building the facility such that high demand will lead to more profit than the firm invested. The selling price of the rights to the product will be 25 million dollars

Friday, October 18, 2019

Social Work Essay Example | Topics and Well Written Essays - 10000 words

Social Work - Essay Example and Impact of unemployment 21 3.8 Scale of unemployment 23 Chapter 4: Findings 4.1 Employment policies for people With Mental Health Issues 24 4. 1.1 Disability Discrimination Act (DDA) 1995 24 4.1. 2 Effectiveness of the DDA (1995 24 4.1. 3 Pathways to Work 26 4.1. 4 Effectiveness of Pathways to Work 27 4.1. 5 Access to Work 28 4.1. 6 Effectiveness of Access to Work 29 Chapter 5: Discussion 5.1 Obstacles to Employment Inclusion Policies 30 5.1.1 Stigma and Discrimination 31 5.1.2 Employers attitudes 32 5.1.3 Benefit system 33 5.1.4 Low expectation from General Practitioners 34 5.1.5 Impact of Mental health issue to an individual 36 5.2 Strength and Limitations of the project 37 5.3 Implications to social work practice 38 5.4 Recommendation 44 5.5 Conclusion 46 Bibliography 47 Acknowledgement The Author of this project wishes to thank all those who contributed to the development of this project. Particular thanks go to all my Tutors especially those who directed me on a number of sou rces for information. Similar thanks go to all my colleagues right from year one and other friends who responded to some of my queries during the course of the project. Special thanks go to my family and relatives particularly my wife who has been genuinely supportive in all aspects regardless during all the difficult and hard times and to my lovely children who have been very patient and understanding throughout my entire course. List of Abbreviations UK United Kingdom SEU Social Exclusion Unit ODPM Office of the Deputy Prime Minister DWP Department for Work and Pensions DOH Department of Health DIUS Department for Innovation Universities and Skills DDA Disability Discrimination Act WFIs Work Focused Interviews PACTs Placing Assessment and Counselling Teams NHS National Health Service NIMHE National Institute for Mental Health in England NSF National Service Framework SCMH Sainsbury Centre for Mental Health EHRC Equality and Human Rights Commission TNS The National Statistics CIPD Chartered Institute of Personnel and Development NHSCCA National Health Service and Community Care Act PCS Personal, Cultural and Structural Model Abstract Purpose: Different individuals experiencing mental health issues would like to work but they are excluded from employment, therefore the United Kingdom government policy is now focusing more on employment for people with mental health issues to ensure social inclusion. This project explores the effectiveness of some of the government polices that have been put forward to promote inclusion within this sector. Project Approach: To find and synthesize current research on the theory and practice of helping people facing mental issues enter the work place, especially the effectiveness of policies aimed at doing so. However, in the many policies established, I will only sample three: Disability Discrimination Act 1995, Pathway to Work and Access to Work. Findings: There is little research on the effectiveness

Human Diseases Research Paper Example | Topics and Well Written Essays - 500 words

Human Diseases - Research Paper Example Bradykinesia or slowly voluntary movement is one of the major symptoms of this disease. Tremors are seen in the hands, fingers, and forearm of the patients when the limb is at rest. Rigidity, poor balance, and Parkinsonian gait are some other common symptoms seen along with this disease (Parkinson’s disease: Hope through research). Currently, physicians suggest levodopa combined with carbipoda for the patients. The patients with advanced PD are given rasagiline along with levodopa. In some case, surgery is necessary if the patient does not respond to drugs. Recently, US Food and Drug Administration has approved a deep brain therapy for this disease. A number of community resources such as National Parkinson Foundation and American Parkinson Disease Association work toward the mitigation of PD related problems. II. Subdural hematoma Subdural hematoma is a condition when blood is accumulated underneath the dura mater which surrounds brain and spinal cord. Usually, severe head in juries cause subdural hematoma and it is called acute subdural hematoma. Sometimes, even minor head injuries may cause subdural hematomas if the injuries go unnoticed for many days to weeks; this condition is called chronic subdural hematomas. Confused speech and difficulty with balance are the major symptoms of this disease.

Educational Program Development Portfolio Essay

Educational Program Development Portfolio - Essay Example All of them rely on evidence from previously conducted research as well as theories that have been established from previous research. This portfolio elaborates on an evidence-based approach for a diabetes educational programme, for the education of patients in the Al Qassim area in the Kingdom of Saudi Arabia. This diabetes day program schedule will be used to cover the following diabetes knowledge areas of concern among patients: hypoglycaemia – its symptoms and management, hyperglycaemia – its symptoms and management, healthy lifestyle to promote better management of the disease. The main aim of the portfolio (day program) is to compile diabetes information materials that can be used by patients in a bid to improve on their diabetes knowledge and develop the ability to self-manage. The patient information will focus on the following sessions: Hypoglycaemia: This session will include information related to the following topics: introduction to what hypoglycaemia is and the symptoms and management of hypoglycaemia. The aim of including this information is to help learner patients be in a better position to manage their health issue and offer themselves self management for the achievement of better health care needs. Hyperglycaemia: This session will include information related to the following: what hyperglycaemia is and the symptoms and management of hyperglycaemia. The aim of including this information is to help boost the learner’s knowledge with regard to their health issue. These topics were chosen based on the results of a previously conducted priority-based questionnaire from which it was established that these topics were the most prioritized to be included in the portfolio. The table 1 presents the relevant results of the above-mentioned survey. The objectives of the overall day-program are to supply reasonable knowledge to the learner-patients, on three

Thursday, October 17, 2019

X-ray Photons Essay Example | Topics and Well Written Essays - 2000 words

X-ray Photons - Essay Example The intensity of beam if then given by the number of photons passing through a given area per unit time. As the intensity is also proportional to the square of the electric field it follows that magnitude of the field is quantised (Dendy & Heaton, 1999). Thus A beam of x-ray photons is heterogenous and presents both fields: electrical and magnetic. Because X-ray beam is not originated from a point source it's divergent by its nature. In this way the magnification of the image could be achieved by the increase of the focus distance (direct dependence). Because of the existence of two different types of photon interaction within the x-ray tube there is important what peak voltage is used. The energy of electrons depends on the voltage between the anode and cathode. Higher peak voltage produce photons with higher energy (Aichinger et al., 2003). Thus measurement of the practical peak voltage is used for the quality control of X-ray units (Ramrez-Jimnez et al., 2004). There are some types of X-ray photons dependently on their origin and type of interaction with target atom. If the projectile electron interacts with an inner-shell electron of the target atom rather than an outer-shell electron than characteristic x-radiation can be produced (Christensen et al., 1979;). Contrarily to the characteristic interaction Bremsstrahlung (braking) x-radiation occur when the projectile electrons lose their kinetic energy in the interaction with the nucleus of a target atom (Aichinger et al., 2003). Actually, X-ray tube is very ineffective device - only small part of energy is transformed in X-ray beams while the rest just produce heat (Aichinger et al., 2003). Only small part of the anode surface is involved in x-ray production. This area is called as the "focal spot". There is known that smaller focal spots is more useful for imaging purposes because they generate less blurring and provide better visibility of image details. Thus X-ray tubes with small focal spots are useful for decrease of radiation loading (Aichinger et al., 2003). X rays interact with irradiated substances in form of photoelectric effect, dispersion and forming of pairs "electron-positron" (Aichinger et al., 2003) They have high penetrating capacity, its property is described by formula: I=I0e-rt, where I0 - is intensity of the beam of X-rays, - attenuation coefficient (Aichinger et al., 2003). The depth of penetrating depends on the half-value thickness, i.e. the thickness of an absorbing substance that reduces the intensity of x-ray beam to half its value (i.e. I0/2). The half-value thickness depends on the attenuating properties of the substance itself and the penetrating power of the radiation incident upon it. This property is used for such radiographic tests as roentgen-densitometry when density of tested object is compared with etalon, e.g. aluminium equivalent (Wells & Ryan, 2000). Another practical application of the half-value thickness knowledge is shielding/filtration. Protective equipment is an example of added filtration. Filtration allows increasing the average energy of X-ray beams and reduce amount of low-energy photons. It's helpful for radiation dose control. Minimum adequate filtration of the x-ray beam is achievable at the half value thickness which is equal or more than 2.5 mm of aluminium (Bushberg et al., 1994). Both Bremsstrahlung and characteristic radiation are emitted in the anode

Genetic Engineering Essay Example | Topics and Well Written Essays - 2250 words

Genetic Engineering - Essay Example Also known as gene modification, genetic engineering refers to the manipulation of genes. This technology involves removing a gene from one organism and inserting it into another organism. The removed genes are often put into yeast cells or bacteria to enable scientists study the protein or gene it produces more easily. The technology can be used to find cures to deadly diseases and enable people to live happy lives without being worried about having AIDS or any other deadly diseases. However, genetic engineering can lead to ethical issues such as unfairness, â€Å"Playing God†, or programming a human being. The most significant beneficial impact of genetic engineering is gene therapy. Gene therapy refers to the medical treatment of a disease by fixing or replacing imperfect genes or introducing curative genes to fight the disease. Despite the debate about genetic engineering, the laws in most countries seem to uphold genetic engineering research and development by permitting genetically engineered organisms to be patented. These patents give scientists domination over their genetically engineered species. Regardless, we must not linger and see the impacts genetic engineering will have on the earth. We must form informed opinions, advocate government regulation and anticipate that a whatever path this technology takes us, is an affirmative step towards enhanced environmental sustainability, reduced animal torment, and overall considerate regard for the earth and its valuable life.

Wednesday, October 16, 2019

X-ray Photons Essay Example | Topics and Well Written Essays - 2000 words

X-ray Photons - Essay Example The intensity of beam if then given by the number of photons passing through a given area per unit time. As the intensity is also proportional to the square of the electric field it follows that magnitude of the field is quantised (Dendy & Heaton, 1999). Thus A beam of x-ray photons is heterogenous and presents both fields: electrical and magnetic. Because X-ray beam is not originated from a point source it's divergent by its nature. In this way the magnification of the image could be achieved by the increase of the focus distance (direct dependence). Because of the existence of two different types of photon interaction within the x-ray tube there is important what peak voltage is used. The energy of electrons depends on the voltage between the anode and cathode. Higher peak voltage produce photons with higher energy (Aichinger et al., 2003). Thus measurement of the practical peak voltage is used for the quality control of X-ray units (Ramrez-Jimnez et al., 2004). There are some types of X-ray photons dependently on their origin and type of interaction with target atom. If the projectile electron interacts with an inner-shell electron of the target atom rather than an outer-shell electron than characteristic x-radiation can be produced (Christensen et al., 1979;). Contrarily to the characteristic interaction Bremsstrahlung (braking) x-radiation occur when the projectile electrons lose their kinetic energy in the interaction with the nucleus of a target atom (Aichinger et al., 2003). Actually, X-ray tube is very ineffective device - only small part of energy is transformed in X-ray beams while the rest just produce heat (Aichinger et al., 2003). Only small part of the anode surface is involved in x-ray production. This area is called as the "focal spot". There is known that smaller focal spots is more useful for imaging purposes because they generate less blurring and provide better visibility of image details. Thus X-ray tubes with small focal spots are useful for decrease of radiation loading (Aichinger et al., 2003). X rays interact with irradiated substances in form of photoelectric effect, dispersion and forming of pairs "electron-positron" (Aichinger et al., 2003) They have high penetrating capacity, its property is described by formula: I=I0e-rt, where I0 - is intensity of the beam of X-rays, - attenuation coefficient (Aichinger et al., 2003). The depth of penetrating depends on the half-value thickness, i.e. the thickness of an absorbing substance that reduces the intensity of x-ray beam to half its value (i.e. I0/2). The half-value thickness depends on the attenuating properties of the substance itself and the penetrating power of the radiation incident upon it. This property is used for such radiographic tests as roentgen-densitometry when density of tested object is compared with etalon, e.g. aluminium equivalent (Wells & Ryan, 2000). Another practical application of the half-value thickness knowledge is shielding/filtration. Protective equipment is an example of added filtration. Filtration allows increasing the average energy of X-ray beams and reduce amount of low-energy photons. It's helpful for radiation dose control. Minimum adequate filtration of the x-ray beam is achievable at the half value thickness which is equal or more than 2.5 mm of aluminium (Bushberg et al., 1994). Both Bremsstrahlung and characteristic radiation are emitted in the anode

Tuesday, October 15, 2019

Colonial period from 1607 to 1750 Essay Example for Free

Colonial period from 1607 to 1750 Essay During the colonial period from 1607 to 1750 an American way of life emerged, differing from Old World European culture. This new lifestyle developed from the interaction of five major groups, including the; Native Americans, Chesapeake colonies, New England colonies, Indentured servants, and African slaves. Each of these peoples contributed ideas, principals, practices, and beliefs to the melting pot that would later become the United States of America. Native Americans had a significant impact on Europeans as early as Americas discovery in 1492 (Kennedy, Cohen, and Bailey 14), during which time, the Columbian Exchange occurred. This initial exchange had a larger influence on Native American life than European, as the Old World explorers introduced diseases to which the Indians had no natural immunity (Yazawa, Melvin 46). According to Kennedy, Cohen, and Bailey (15), in the Centuries after Columbus landfall, as many as 90 percent of the Native Americans perished. When Europeans returned to America in the 1600s to develop permanent settlements, Native Americans reintroduced to them planting techniques and crops, such as corn and tobacco, that would revolutionize the early colonies economies and diet allowing them to grow and flourish and making them an important aspect of American culture (Kennedy, Cohen, and Bailey 15). Additionally, Native Americans shared in the celebration of the first Thanksgiving with the Plymouth pilgrims (Kennedy, Cohen, and Bailey 52), a holiday still important and beloved today. Later interactions between the Native Americans and Colonists were mainly hostile, as a result of the Europeans insatiable land-lust, evident in such conflicts as the Pequot War (Kennedy, Cohen, and Bailey 52). The aid Native Americans provided to early settlers allowing them to sustain themselves would result in the downfall and destruction of numerous Indian tribes, who had already dwindling populations as a result of European diseases (Kennedy, Cohen, and Bailey 31). However, conflict forced Native Americans to band together, displaying a way in which Europeans shaped Indian history in America as well (Kennedy, Cohen, and Bailey 32). The Chesapeake colonies were another group that largely influenced the development of the American culture. Virginia was the first colony; founded in 1607 by a joint-stock company hoping to find gold and a passage through America to the Indies (Kennedy, Cohen, and Bailey 28). This company, named the Virginia Company of London, received a charter from the King for a settlement in the new world (Kennedy, Cohen, and Bailey 28). This charter was important to the formation of an American pride. The document guaranteed the New World settlers would be guaranteed the same rights of Englishmen at home. However, this document later fueled the colonists desire for independence from their intrusive and controlling mother country (Kennedy, Cohen, and Bailey 29). The introduction of tobacco to early settlers played a large role in the growth of the Chesapeake colonies, especially Virginia. In fact, tobacco growth was so important to colonists they threatened themselves with starvation by choosing to plant the cash crop over food crops (Wheeler and Becker 29). Without tobaccos economic contribution to the survival of Virginia, contributions made by the colony might not have been made. Virginias House of Burgesses was the first representative legislative assembly in British North America (Kennedy, Cohen, and Bailey 33). This was the first of many parliaments to emerge in America, justifying the efforts of the Colonists to eventually breakaway from British rule, as they believed themselves fit to oversee their own nation. The other Chesapeake colonies also contributed to the formation of a uniquely American way of life. Maryland, founded in 1634 (Kennedy, Cohen, and Bailey 33), was haven to Roman Catholics seeking refugee in the new world. Without a place for this minority religion to survive, it might not have been sheltered in the new world. The Carolinas were composed of large expanses of open land, resulting in a large plantation agriculture system in the south (Kennedy, Cohen, and Bailey 38) that resulted in the use of indentured servitude and slavery throughout southern America. However, the colony founded last in 1733, Georgia (Kennedy, Cohen, and Bailey 38), slowed the immediate development of slavery in the Chesapeake colonies. As Kennedy, Cohen, and Bailey stated, Georgia was a religiously tolerant settlement, which was slavery free until 1750. The New England colonies were formed largely so those settling in the colonies could be free of religious persecution, especially in Massachusetts Bay (Wheeler and Becker 30). According to Kennedy, Cohen, and Bailey, The Mass. Bay colony was formed in 1628 (37), although the puritans who merged into the Massachusetts Bay colony from Plymouth arrived in 1620 (37). The Pilgrims who arrived in Plymouth influenced American ideals of freedom from oppression, through the Mayflower Compact. This document became quintessential to the creation of later constitutions. It was an agreement to form a crude government and submit to the will of the majority ( Kennedy, Cohen, and Bailey). The Massachusetts Bay colony contributed early concepts of a liberal government to America. Local affairs and issues were eligible for discussion by a large percentage of adult men, and voting was completed by majority rules (Kennedy, Cohen, and Bailey 47). However, religious leaders held significant power in the lives of the settlers, influencing the beliefs of those residing in the Massachusetts Bay colony. As a result, those threatening Puritan views such as Anne Hutchinson and Roger Williams, were banished (Kennedy, Cohen, and Bailey 48). This was actually advantageous for the development of a diverse American culture, as those forced outside of Massachusetts Bay moved to more accepting colonies, such as Rhode Island. Rhode Island was a region of varying religious beliefs and ways of life as there was a lack of religious oath or taxation present in so many of the other colonies (Kennedy, Cohen, and Bailey). The Dutch contributed names and settlers to the renamed New York colony after it was surrendered to the Duke of York in 1664 (Kennedy, Cohen, and Bailey). Pennsylvania, founded in 1681 according to Kennedy, Cohen, and Bailey (60), was home to the passive Quakers. Pennsylvania influenced American ethnicity, as the colony attracted people of various backgrounds (Kennedy, Cohen, and Bailey 61). Indentured servants played a large role in the growth of an American lifestyle. Prior to the popularity of slavery in the South, colonies such as Virginia and Maryland utilized indentured servants to tend large plantations (Kennedy, Cohen, and Bailey 33). Indentured servants supported the cash crops that helped the early colonies thrive financially, without which finances, the colonies might not have survived (Kennedy, Cohen, and Bailey 67). Once indentured servants had completed their terms, they became freemen, but remained much in the same position as before. They were penniless and searching for land and a job. These freemen also contributed to a rebellious and headstrong American people, willing to fight for what they believed in. During Bacons Rebellion in 1676, a group of young freemen led by Nathaniel Bacon attacked Indians near jamestown in retaliation of Indian attacks on frontier settlements (Kennedy, Cohen, and Bailey 68). African slaves during the colonial period influenced the development of the American way of life. Due to economic change in colonies in the 1680s (Kennedy, Cohen, and Bailey 70), it was financially possible for plantation owners in the south to purchase African slaves as opposed to using indentured servants. Additionally, by 1662, distinctions between a white indentured servant and african slave were made in Virginia (Kennedy, Cohen, and Bailey 72), which made blacks and their children the property of their white masters for life. African slavery in America made it possible for southern plantations to truly develop, at the cost of a peoples rights. African slaves were subject to a plethora of harsh conditions, including harsh hours and intensive labor in the blistering heat (Kennedy, Cohen, and Bailey 72). This resulted in a large part of American economic success being reliant on the exploitation of a group of people. The American way of life developed as a result of the interaction of numerous groups including the Native Americans, the Chesapeake colonies, the New England colonies, the Indenture servants, and the African slaves. Native Americans contributed staple crops which would support the early settlers and modify the American diet permanantly. Chesapeake colonists, although originally settling the Americas in order to attain wealth, found a permanent home that they would later fight to rule. The New England colonists wrote up the Mayflower compact, a primitive agreement which would inspire later constitutions. The indentured white servants led to the eventual treatment of people solely as property in the case of African American slaves after indentured servitude ended. Slavery would prove to be a social barrier and issue for numerous years to come, as africans struggled to acquire the same rights as granted to white citizens.

Monday, October 14, 2019

The Strange Case of Dr Jekyll and Mr. Hyde | Summary

The Strange Case of Dr Jekyll and Mr. Hyde | Summary In what way does Robert Louis Stevenson build intrigue and interest the reader in ‘The Strange Case of Dr Jekyll and Mr. Hyde The book ‘The Strange Case of Dr Jekyll and Mr. Hyde was written in 1885 in Bournemouth, England and in January 1886 was first published by Longmans, Green Co, and is probably one of Stevensons best-known stories he wrote. The novella is a Gothic mystery story set in the 1880s in London. It is about a man named Mr. Utterson and how he discovers the truth about his friend Dr Jekyll and the horrors that occur as the mystery unfolds. The story is veiled in mist and characters uncertainty. We see the rising actions of Mr. Utterson as he attempts to discover the truth of the relationship between Dr Jekyll and Mr. Hyde, and the constant theme of the ‘duality of human nature and reputation. The story begins with a trustworthy and sensible man named Mr. Utterson and his friend Mr. Enfield as they are taking their weekly stroll around an area in London. As they pass a very dilapidated door, Mr. Enfield recalls a gruesome story of physical attack. The story depicts how a man named Mr. Hyde ‘trampled calmly over a young innocent girl ‘like some dammed Juggernaut‘. This would immediately create surprise and intrigue in the readers mind. Why would anyone trample a young girl to the ground? The man pays off the girls relatives with a cheque, which was signed by a very prestigious man, named Dr Jekyll. This creates interest and intrigue to the reader and questions would present themselves in their mind. What is interesting is how Mr. Enfield describes Mr. Hyde. He says ‘He is not easy to describe. There is something wrong with his appearance, something displeasing, something downright detestable [Chapter 1]. Why can Mr. Enfield not describe Mr. Hyde? How can a man make someones blood run cold? Mr. Enfields lack of description makes a pattern in the novel, even later on Mr. Utterson cannot come up with an exact description of this man, only as a ‘troglodyte. It makes the reader find it hard to imagine w hat this character might look like or what he might not, and want to find out more about Mr. Hyde. How can it be that no one can describe him? Mr. Utterson represents the readers intrigue and tries to find out more information. The lawyer visits his friend Dr Lanyon to try to shed some light on Mr. Hyde. Dr Lanyon informs him that he does not speak to Dr Jekyll anymore because they had a scientific difference of opinion that Dr Lanyon refuses to express any detail. He says that ‘Jekyll became too fanciful for me and finds his work ‘unscientific balderdash [Chapter 2]. Questions would become apparent to the reader such as why did Dr Lanyon think that Dr Jekylls was unscientific, or did it go against any of Dr Lanyons beliefs and boundaries? Robert Louis Stevenson makes the conversation very blunt and withholds information by making Dr Lanyon very stubborn as to why they have fallen out. The fallout seems connected to Mr. Hyde even though Dr Lanyon has never heard of such a person. Another question might be ‘Why is Dr Lanyon so irritated by Dr Jekyll? Before this, it is told that they were great friends so something very significant to have broken up such a good companionship. This secrecy i s continuous throughout the whole novel. Robert Louis Stevenson gives the feeling that there is a veil over everyones eyes, even in third person we only follow the journey of Mr. Utterson and as he figures things out so does the reader. London was really the perfect setting for this novel, as during the 19th century, the industrial revolution took place and you would get very dense smog that would smother whole parts of the city for days. This interests the reader because they do not get the whole picture in one page and are eager to find out more. Fog and mist represent secrecy because they can hide what is right in front of you. The whole picture only revealed at the end of the book so you have to follow Mr. Uttersons footprints to get the whole idea. After the appalling incident, involving Sir Danvers Carew Mr. Utterson leads police officers to Mr. Hydes home in Soho it was a very misty day. ‘A great chocolate-colored pall lowered over the heavens, but the wind was continually charging and routing these embattled vapors and ‘it would be dark like the back-end of evening; and there would be a glow of rich, lurid brown, like the light of some strange conflagration [Chapter 4]. This build up to something might be a very eventful day. The suspense created makes the reader interested to find out what is hiding in Mr. Hydes house. Robert Louis Stevenson uses vivid language to captivate the readers imagination and evokes emotions such as apprehension as to what happens next. The weather also might represent how the characters are feeling themselves. The anonymous narrator just describes Mr. Uttersons point of view, only the last two chapters are in Dr Lanyon and Dr Jekylls observations, this makes Mr. Utterson the flagship c haracter of the novel. When Dr Lanyon witnesses the transformation of Dr Jekyll at the end of Chapter 9 Robert Louis Stevenson uses descriptive language to captivate the readers imagination. Robert Louis Stevenson writes ‘He put the glass to his lips and drank at one gulp. A cry followed; he reeled, staggered, clutched at the table and held on, staring with injected eyes, gasping with open mouth and ‘he seemed to swell- his face became suddenly black and the features seemed to melt and alter [Chapter 9]. Robert Louis Stevenson uses vivid language to create an intense and climax. The atmosphere is electrifying throughout the last few paragraphs of Doctor Lanyons Narrative. Stevenson uses colorful language that is very powerful to the reader. Dr Lanyon is so horrified that he dies shortly after. One subtle thing that might interest the reader is the main theme in ‘The Strange Case of Doctor Jekyll and Mr. Hyde. The theme that is stated by Dr Jekyll is ‘the duality of human nature. Dr Jekyll says that ‘man is not truly one, but truly two. The potion that Jekyll created intended to separate the elements of good and evil, and leave him with the good side, but instead it leaves him the pure evil, primitive side. Robert Louis Stevenson takes a very primal approach to Mr. Hyde and how he behaves, and illustrates primeval instincts within him. Mr. Hyde represents a very small, ugly, and hairy man that symbolizes his own moral values. Dr Jekyll says that the human soul is made up of angel and a fiend that are fighting for dominance. As the story progresses we see the ‘fiend Mr. Hyde completely overpower the ‘angel Dr Jekyll. The reader might wonder what happened to the ‘angel at the end of the book as only the ‘fiend was present. It could be anything the reader wants; Robert Louis Stevenson left that to the imagination. There are many ways to interest and intrigue a reader when writing novels. You could use descriptive words, or make something out of the ordinary happen. Robert Louis Stevenson has created a fascinating novel that is full of suspense and intrigue and has enthralled many peoples imagination, and has used powerful and evoking vocabulary to create dramatic scenes and intense atmospheres. I feel that Stevenson has written a story that creates ambiguity and curiosity to all.

Sunday, October 13, 2019

On the Road to New York :: Personal Narrative Traveling Essays

On the Road to New York There is a funny thing that happens when you travel. The people are all the same. Sure they may talk with a slightly different accent, and they may dress just slightly differently, and may think just slightly differently. In the end they are basically the same thing, a human being. I recently took a trip. I was going to a conference in Ithaca NY. Round trip is approximately 3000 miles. Driving time is 20 hours one way. I drove it all by myself in as little time as possible. I ended up taking 24 hours to do it. It is quite a rigorous challenge to do it all in one shot. I can classify the terrain into basically three things that you see: plains, woods, and hills. Sometimes you would see an area that combined woods and hills, but that was usually in a mountainous area. Along the whole route you would switch back and forth between these three characteristics. ND and eastern MN are plains. Central and Western MN and Wisconsin are mostly heavy woods with some lakes. On the plains the highway was pretty straight. Once you got to the woody areas, curves like no ones business. In Wisconsin the trees were son think that they had to cut a swath out just for the interstate crossovers that the HP use to change directions. This patch that was cut out was about fifty meter long. There was a patch of asphalt that was thrown down between the two highways which were about 30 meters apart. The green tops of the evergreens contrasted with the light brown tree trunks which extended up at least 60 feet. There were some small patches of green grass that filled in betwee n the trees and the concrete of the highway. Every fifth exchange a brown Highway Patrol car with a pale yellow stripe down the middle and a low profile light bar would be sitting waiting for the next speeder. Maybe this helps them to blend in? Oddly enough my radar detector never went off. Were they just there to present the threat of being stopped? When I got out of Wisconsin Illinois, Indiana, Ohio and Pennsylvania pretty much look like ND. When you get to Chicago however things take a very different turn. Everything turns into an industrial style. Concrete everywhere, toll booths every 25 miles or so, no seemingly familiar sites other than a slightly wider patch of concrete called the interstate.

Saturday, October 12, 2019

The Internet’s Impact on Stock Trading Essay -- Cause Effect Essays

"The Internet’s Impact on Stock Trading" Before the internet, stock trading was done exclusively through brokers. Now that computers and technology have apparent strongholds in the realm of stock trading, more people have access to the market. This essay shares some experiences that online stock trading services and day traders have had due to the radical movement of online trading. The essay commences with a fictional anecdote that describes one man’s unfortunate experience through online trading. It then moves to some non-fictional examples. One company was forced to leave the prospect of trading behind and had to close its services. Another has found refuge in expanding its holdings by moving its primary focus away from online trading services after gaining its initial capital exclusively through this form of business. Individual investors have also gained and lost through internet stock trading. In one example, a retired nurse moves her retirement fund into the stock market in order to make money. And in another, a man invests in technological stock but realizes that they are not as strong as he once thought two years prior. Each of these entities has been affected by the decline in the stock market, and not all were winners. Using research gathered from other publications, this essay’s goal is to focus on the importance of online stock trading and to demonstrate, through analysis, the claim that the industry is vulnerable to an extended decline in the stock market. It was going to be a sure fire way to make some quick money. In the late 1990’s, high technology and internet stocks were experiencing tremendous gains and a new way of trading stock was being developed. Online trading was in its ... ...sh. â€Å"Gains Allure; Fed up with Advice to Stay Put, Some Investors are Looking to Make a Quicker Buck.† 13 Aug 2002. LexisNexis Database. 29 Oct 2002. <http://web.lexis-nexis.com/universe/document/>. Glassman, James K. â€Å"Tech-Bashers Miss the Point.† 24 Feb. 2002. LexisNexis Database. 29 Oct. 2002. < http://web.lexis-nexis.com/universe/document/>. Kanaley, Reid. â€Å"Herd has Veered Away from Online Investing.† 15 Oct. 2002. LexisNexis Database. 29 Oct. 2002. <http://web.lexis-nexis.com/universe/document/>. Tunick, Britt. â€Å"The Financial Supermarket.† 17 June 2002. LexisNexis Database. 29 Oct. 2002. < http://web.lexis-nexis.com/universe/document/>. Wong, A.Y.L. â€Å"Ceasing of the Company’s Online Share Trading.† 12 July 2002. LexisNexis Database. 29 Oct. 2002. < http://web.lexis-nexis.com/universe/document/>.

Friday, October 11, 2019

Six Challenges for Educational Technology

Six Challenges for Educational Technology Chris Dede George Mason University Many exciting applications of information technology in schools validate that new technology-based models of teaching and learning have the power to dramatically improve educational outcomes. As a result, many people are asking how to scale-up the scattered, successful â€Å"islands of innovation† instructional technology has empowered into universal improvements in schooling enabled by major shifts in standard educational practices.Undertaking â€Å"systemic reform† (sustained, large-scale, simultaneous innovation in curriculum; pedagogy; assessment; professional development; administration; incentives; and partnerships for learning among schools, businesses, homes, and community settings) requires policies and practices different than fostering pilot projects for small-scale educational improvement. Systemic reform involves moving from utilizing special, external resources to reconfiguring ex isting budgets in order to free up money for innovation.Without undercutting their power, change strategies effective when pioneered by leaders in educational innovation must be modified to be implemented by typical educators. Technology-based innovations offer special challenges and opportunities in this scalingup process. I believe that systemic reform is not possible without utilizing the full power of high performance computing and communications to enhance the reshaping of schools. Yet the cost of technology, its rapid evolution, and the special knowledge and skills required of its users pose substantial barriers to effective utilization.One way to frame these issues is to pose six questions that school boards, taxpayers, educators, business groups, politicians, and parents are asking about implementing large-scale, technology-based educational innovations. After each question, I’ll respond to the issues it raises. Collectively, these answers outline a strategy for scali ng-up, leveraging the power of technology while minimizing its intrinsic challenges. Question One: How can schools afford to purchase enough multimedia-capable, Internetconnected computers so that a classroom machine is always available for every two to three students?Giving all students continuous access to multimedia-capable, Internet-connected computers is currently quite fashionable. For politicians, the Internet in every classroom has become the modern equivalent of the promised â€Å"chicken in every pot. † Communities urge everyone to provide volunteer support for NetDays that wire the schools. Information technology vendors are offering special programs to encourage massive educational purchases. States are setting aside substantial amounts of money for building information infrastructures dedicated to instructional usage.Yet, as an educational technologist, I am more dismayed than delighted. Some of my nervousness about this initiative comes from the â€Å"First Gen eration† thinking about information technology that underlies these visions. Multimedia-capable, Internet-connected computers are seen by many as magical devices, â€Å"silver bullets† to solve the problems of schools. Teachers and 2 administrators who use new media are assumed to be automatically more effective than those who do not.Classroom computers are envisioned as a technology comparable to fire: just by sitting near these devices, students get a benefit from them, as knowledge and skills radiate from the monitors into their minds. Yet decades of experience with technological innovations based on First Generation thinking have demonstrated that this viewpoint is misguided. Classroom computers that are acquired as panaceas end up as doorstops. As discussed later, information technology is a costeffective investment only in the context of systemic reform.Unless other simultaneous innovations in pedagogy, curriculum, assessment, and school organization are coupled t o the usage of instructional technology, the time and effort expended on implementing these devices produces few improvements in educational outcomes—and reinforces many educators’ cynicism about fads based on magical machines. I feel additional concern about attempts to supply every student with continuous access to high performance computing and communications because of the likely cost of this massive investment.Depending on the assumptions made about the technological capabilities involved, estimates of the financial resources needed for such an information infrastructure vary (Coley, Cradler, & Engel, 1997). Extrapolating the most detailed cost model (McKinsey & Company, 1995) to one multimedia-capable, Internet-connected computer for every two to three students yields a price tag of about ninety-four billion dollars of initial investment and twenty-eight billion dollars per year in ongoing costs, a financial commitment that would drain schools of all discretionar y funding for at least a decade.For several reasons, this is an impractical approach for improving education. First, putting this money into computers-and-cables is too large an investment in just one part of the infrastructure improvements that many schools desperately need. Buildings are falling apart, furnishings are dilapidated, playgrounds need repair, asbestos must be removed†¦ otherwise, the machines themselves will cease to function as their context deteriorates.Also, substantial funding is needed for other types of innovations required to make instructional hardware effective, such as standards-based curricular materials for the WorldWide Web and alternative kinds of pedagogy based on partnerships between teachers and tools. (The McKinsey cost estimates do include some funding for content development and staff training, but in my judgment too little to enable effective technology integration and systemic reform. ) If most of the money goes into new media, little fundin g is available for the new messages and meanings that those devices could empower.Second, without substantial and extended professional development in the innovative models of teaching and learning that instructional technology makes affordable and sustainable, many educators will not use these devices to their full potential. â€Å"Second Generation† thinking in educational technology does not see computers as magic, but does make the mistake of focusing on automation as their fundamental purpose. Computers are envisioned as ways to empower â€Å"teaching by telling† and â€Å"learning by listening,† serving as a fire hose to spray information from the Internet into learners’ minds.However, even without educational technology, classrooms are already drowning in data, and an overcrowded curriculum puts students and teachers on the brink of intellectual indigestion. Adding additional information, even when coated with multimedia bells-and-whistles, is like ly to worsen rather than improve educational settings. Professional 3 development needs are more complex than increasing educators’ technical literacy (e. g. , training in how to use web browsers).The issue is building teachers’ knowledge and skills in alternative types of pedagogy and content, and such an increase in human capabilities requires substantial funding that will be unavailable if almost all resources are put into hardware. Third, the continuing costs of maintaining and upgrading a massive infusion of schoolbased technology would be prohibitive. High performance computing and communications requires high tech skills to keep operational and will become obsolete in five to seven years as information technology continues its rapid advance.Yet taxpayers now see computers as similar to blackboards: buy them once, and they are inexpensively in place for the lifetime of the school. School boards rapidly become restive at sizable yearly expenditures for technology maintenance and telecommunications usage—especially if, several months after installation, standardized test scores have not yet dramatically risen—and will become apoplectic if another $50B to replace obsolete equipment is required only a few years after an initial huge expenditure.For all these reasons, investing a huge sum in information infrastructures for schools is impractical and invites a later backlash against educational technology as yet another failed fad. I would go farther, however, and argue that we should not make such an investment even if the â€Å"technology fairy† were to leave $100B under our virtual pillows, no strings attached. Kids continuously working on machines with teachers wandering around coaching the confused is the wrong model for the classroom of the future; I wince when I see those types of vendor commercials.In that situation—just as in classrooms with no technology—too much instructional activity tends to center on presentation and motivation, building a foundation of ideas and skills as well as some context for why students should care. Yet this temporary interest and readiness to master curricular material rapidly fades when no time is left for reflection and application, as teachers and students move on to the next required topic in the overcrowded curriculum, desperately trying to meet all the standards and prepare for the test.Substantial research documents that helping students make sense out of something they have assimilated, but do not yet understand is crucial for inducing learning that is retained and generalized (Schank & Jona, 1991). Reflective discussion of shared experiences from multiple perspectives is essential in learners’ converting information into knowledge, as well as in students mastering the collaborative creation of meaning and purpose (Edelson, Pea, & Gomez, 1996).Some of these interpretative and expressive activities are enhanced by educational devices, bu t many are best conducted via face-to-face interaction, without the intervening filter and mask of computer-mediated communication (Brown & Campione, 1994). What if instead much of the presentation and motivation that is foundational for learning occurred outside of classroom settings, via information technologies part of home and workplace and community contexts? Students would arrive at school already imbued with some background and motivation, ripe for guided inquiry, ready for interpretation and collaborative construction of knowledge.People are spending lots of money on devices purchased for entertainment and information services: televisions, videotape players, computers, Web TV, videogames. Many of these technologies are astonishingly powerful and inexpensive; for example, the Nintendo 64 machine available now for a couple hundred dollars is the equivalent of a several hundred 4 thousand dollar graphics supercomputer a decade ago. What if these devices—many ubiquitous in rich and poor homes, urban and rural areas—were also utilized for educational purposes, even though not acquired for that reason?By off-loading from classroom settings some of the burden of presenting material and inducing motivation, learning activities that use the technology infrastructure outside of schools would reduce the amount of money needed for adequate levels of classroom-based technology. Such a strategy also enables teachers to focus on students’ interpretation and expressive articulation without feeling obligated to use technology in every step of the process. Such a model of â€Å"distributed learning† involves orchestrating educational activities among classrooms, workplaces, homes, and community settings (Dede, 1996).This pedagogical strategy models for students that learning is integral to all aspects of life—not just schooling— and that people adept at learning are fluent in using many types of information tools scattered thro ughout our everyday context. Such an educational approach also can build partnerships for learning between teachers and families; this is important because parental involvement is certainly one of the most powerful levers in increasing any student’s educational performance.In other words, unless â€Å"systemic reform† in education is conducted with one boundary of the system around the school and another boundary around the society, its affordability and sustainability are doubtful. As a bridge across these boundaries, new media can play a vital role in facilitating this bi-level approach to large-scale educational innovation. For example, videogame players are the only interactive devices widely available in poor households and provide a sophisticated, but inexpensive computational platform for learning—if we develop better content than the mindless follies of SuperMarioâ„ ¢ or the grim dystopias of Doomâ„ ¢.My research in virtual reality illustrates how multisensory, immersive virtual environments could leverage learning complex scientific concepts on computational platforms as commonplace as next decade’s videogames (http://www. virtual. gmu. edu). Districts can leverage their scarce resources for innovation, as well as implement more effective educational models, by utilizing information devices outside of classrooms to create learning environments that complement computers and communications in schools.To instead saturate schools with information technology is both very expensive and less educationally effective. Question Two: How can schools afford enough computers and telecommunications to sustain new models of teaching and learning? Educational improvement based on distributed learning—utilizing information technologies external to school settings to enable increased interpretive and expressive activities in classrooms—does not mean that schools won’t need substantial amounts of computers and commu nications.To empower project-based learning through guided inquiry, students must have access to sophisticated information devices in schools (Linn, 1997). Even if this is accomplished via notebook computers and wireless networks moved from class to class as required, with pupils also spending significant amounts of time learning without the aid of technology, districts must allocate more money to purchasing, maintaining, and upgrading computers and telecommunications than has been true historically. Where will educators find the funds for equipment, software, technical staff, ongoing telecommunications services, professional development—the myriad of costs associated with a sophisticated information infrastructure? In the past, this money has come largely from special external sources: grants, community donations, bond initiatives. To be sustainable over the long run, however, resources for technology must come from reallocating existing budgets by reducing other types of ex penditures.Of course, such shifts in financing are resisted by those groups whose resources are cut, and district administrators and school boards have been reluctant to take on the political challenges of changing how money is spent. An easy way to kill educational innovations is to declare that of course they will be implemented—as long as no existing activities must be curtailed to fund new approaches. Such an approach to institutional evolution is one reason why, if Rip Van Winkle awoke today, he would recognize almost nothing in modern society—except schools.Educational organizations are unique, however, in demanding that technology implementation accomplished via add-on funding. Every other type of societal institution (e. g. , factories, hospitals, retail outlets, banks) recognizes that the power of information devices stems in part from their ability to reconfigure employee roles and organizational functioning. These establishments use the power of technology t o alter their standard practices, so that the cost of computers and communications is funded by improvements in effectiveness within the organization, by doing more with less.If educators were to adopt this model—reallocating existing resources to fund technology implementation—what types of expenditures would drop so that existing funds could cover the costs of computers and communications? First, schools that have adopted the inquiry-based models of pedagogy find that outlays on textbooks and other types of standardized instructional materials decrease. While these materials are a smaller part of districts’ budgets than salaries or physical plants, nonetheless they cost a significant amount of money.When students collect their own data, draw down information across the Internet, and interact with a larger pool of experts than teachers and textbooks, fewer commercial presentational resources are required—especially if learners draw on topical data flowin g through information sources outside of schools. Moreover, covering a few concepts in depth rather than surveying many ideas superficially reduces the amount of prepackaged information educators must purchase.A second way to reconfigure existing financial resources is to reduce the staff involved in data entry operations. Educators are inundated with large amounts of recordkeeping functions, and one of the most debilitating aspects of this work is the continuous reentry of identical information on different forms. Businesses have saved substantial amounts of money by altering routine information processes so that data is only entered once, then automatically flows across the entire organization to each place in which it is needed.Were educators to adopt these already proven models for cost-efficient information management, the amount of time and staff required for data entry functions would decrease markedly, freeing funding for instruction-related uses of technology. Third, and on a more fundamental level, teaching is more efficient and effective with new types of technology-based curriculum and pedagogy. At present, substantial re-teaching of 6 knowledge and skills is required; presentational material flows into students’ minds, is retained just long enough to perform on a test, and then is forgotten.Class sizes are typically between twenty-five and forty—somewhat too large for effective project-based learning, yet small given that lectures work as well for several hundred students as for several dozen. The scheduling of class periods is too short, limiting teachers and students to fragmentary presentational and practice activities. Teachers all have comparable roles with similar pay structures—unlike other societal organizations, which have complementary staff roles with a mix of skill levels and salaries. Visions presented in the forthcoming 1998 ASCD Yearbook Dede & Palumbo, in press) depict how altered configurations of human resour ces, instructional modalities, and organizational structures could result in greater effectiveness for comparable costs—even with the acquisition of substantial school-based technology. This case is also made at greater length in Hunter & Goldberg (1995). In the commercial sector, too often these types of institutional shifts result in layoffs. However, because of the coming wave of retirements among educators, districts have a window of opportunity to accomplish structural changes without major adverse impacts on employees.Over the next decade, large numbers of â€Å"baby-boom† educators will leave the profession, and a staged process of organizational restructuring could occur in parallel with those retirements. Coordinating technology expenditures as an integral part of that larger framework for institutional evolution is vital in districts’ planning to afford computers and communications. Question Three: How can many educators disinterested or phobic about c omputers and communications be induced to adopt new technology-based models of teaching and learning?Thus far, most educators who use technology to implement the alternative types of pedagogy and curriculum are â€Å"pioneers†: people who see continuous change and growth as an integral part of their profession and who are willing to swim against the tide of conventional operating procedures—often at considerable personal cost. However, to achieve large-scale shifts in standard educational practices, many more teachers must alter their pedagogical approaches; and schools’ management, institutional structure, and relationship to the community must change in fundamental ways.This requires that â€Å"settlers† (people who appreciate stability and do not want heroic efforts to become an everyday requirement) must be convinced to make the leap to a different mode of professional activity—with the understanding that, once they have mastered these new appr oaches, their daily work will be sustainable without extraordinary exertion. How can a critical mass of educators in a district be induced simultaneously to make such a shift? Studies of innovation in other types of institutions indicate that successful change is always bottom-up, middle-out, and top-down.The driver for bottom-up innovation in a district is the children. Typically, students are joyful and committed when they are given the opportunity to learn by doing, to engage in collaborative construction of knowledge, and to experience mentoring relationships. That these types of instruction are accomplished via educational technology will excite some kids, while others will be indifferent—but all will appreciate the opportunity to move beyond learning by listening.Educators can draw enormous strength and purpose from watching the eager response of their students to classroom situations that use alternative forms of pedagogy. Often, teachers have shifted from pioneers to settlers 7 because they were worn down by the unceasing grind of motivating students to master uninteresting, fragmented topics; and administrators have undergone a similar loss of enthusiasm by being inundated with paperwork rather than serving as instructional coordinators. The professional commitment that kids’ enthusiasm can re-inspire is a powerful driver of bottom-up change.The source of middle-out change is a district’s pioneers. Many teachers entered the profession because they love students of a certain age and want to help them grow—or love their subject matter and want to share its beauty and richness. Often, these teachers feel alienated because the straightjacket of traditional instruction and school organization walls them away from meaningful relationships with their students and their subject. Similarly, many administrators want to serve as leaders and facilitators, but are forced by conventional managerial practices into being bureaucrats and bo sses.Middle-out change is empowered when educators who have given up hope of achieving their professional dreams see pioneer colleagues using technology to succeed in those goals—and realize that, if everyone made a similar commitment, no one would have to make continuous personal sacrifices to achieve this vision. The lever for top-down innovation is the community served by the district. Educators want respect—yet teaching has fallen from a revered professions to a much lower status.The relationship between educators and their community is seldom seen as a partnership; instead, teachers and administrators often feel isolated, forced to perform a difficult task with inadequate resources. Parents, the business sector, and taxpayers bitterly debate the purpose of schools and sometimes attempt to micro-manage their operation. In contrast, when homes, classrooms, workplaces and community settings are linked via new media to achieve distributed learning, much more positive interactions emerge between schools and society.Educators can move from isolation to collaboration with the community, from a position of low esteem to an respected role in orchestrating children’s learning across a spectrum of settings. This shift in status is a powerful driver for innovation. To activate these bottom-up, middle-out, and top-down forces for improvement, educators must take the lead in developing a shared vision for systemic reform, distributed learning, and sophisticated utilization of technology. Making such a commitment to large-scale educational innovation is not only the right thing to do, but is increasingly essential to educators’ professional integrity.In many ways, physicians working in health maintenance organizations (HMOs) face challenges similar to teachers and administrators working in today’s schools. These doctors are responsible for the well-being of their patients, but work within administrative structures that restrict their d ecision making capabilities, that are focused on saving money at least as much as on combating illness, and that do not provide the latest technology or much time and resources for professional development.Yet we expect those physicians to do whatever it takes—fight the system for what the patient needs, spend personal time mastering the latest medical advances and technologies—to help those whom they serve. To do otherwise would be malpractice, a betrayal of trust, a breach of ethics as a professional. Given advances in information technology that are reshaping the knowledge students need and the ways educators can help them learn, we need to accept a professional obligation—despite current institutional constraints—to do whatever it takes in changing traditional instructional practices so that a generation of children is truly prepared for the 21st century. Question Four: How do we prove to communities that new, technology-based models of teaching and l earning are better than current instructional approaches? Few communities are willing to take educational innovations â€Å"on faith. † Many people are uneasy about whether conventional instruction and traditional testing are developing and assessing the types of knowledge and skills children need for their future.However, most parents and taxpayers feel that the current system worked for them and do not want to substitute something radically different unless new methods are proven to be superior. What types of evidence can educators offer communities that innovative, technology-based models of teaching and learning are so much better—given what our society needs in the 21st century—that the substantial cost and effort of systemic reform is more than worth the trouble?Research documents that new, technology-based pedagogical strategies result in at least four kinds of improvements in educational outcomes. Some of these gains are easy to communicate to the commun ity; others are difficult—but together they constitute a body of evidence that can convince most people. These four types of improvements are listed below, in sequence from the most readily documented to the hardest to demonstrate. Increased learner motivation.Students are very excited when exposed to learning experiences that go beyond information assimilation and teaching-by-telling. Guided inquiry, project-based collaboration, and mentoring relationships all evoke increased learner motivation, manifested via readily observable indicators such as better attendance, higher concentration, and greater time on task. All of these not only correlate with increased educational performance, but also are in stark contrast to the attitudes parents and taxpayers formed about most of their schooling.Documenting to communities that students care about what they are learning and are working hard to achieve complex goals is not difficult, given the ubiquity of videotape players and camcor ders. Student-produced videos that show learners engaged and excited are intriguing to parents and taxpayers, who may not fully understand what is happening in the classroom, but are impressed by student behavior divergent from their own memories and likely to result in better learning outcomes.Too often, educators take little advantage of this easy way to open a dialogue about instructional improvement with the community. Advanced topics mastered. Whatever else they believe about the purposes of schooling, parents want their children to have a prosperous lifestyle and know that this necessitates mastering advanced concepts. In the 21st century, being a successful worker and an informed citizen will require the sophisticated knowledge delineated in the national curriculum standards, especially in the sciences and mathematics.Information technology can help students not only to learn these difficult concepts, but also to master the learning-how-to-learn skills needed to keep their ca pabilities current in a rapidly evolving economy. When shown that technologybased instructional strategies enable teaching sophisticated ideas not now part of the conventional curriculum, more complex than the items on current standardized tests, and harder than what they learned in school, taxpayers are impressed. 9 Students acting as experts do.Developing in learners the ability to use problem solving processes similar to those of experts is challenging, but provides powerful evidence that students are gaining the skills they will need to succeed in the 21st century. One of the most striking features of a classroom based on new instructional models is that learners are behaving as do teams of scientists, mathematicians, designers, or other kinds of expert problem solvers. Pupils’ activities in these learning environments mirror the analytic, interpretive, creative, and expressive uses of information tools increasingly characteristic of sophisticated workplace settings.When parents and taxpayers see students perform complex tasks and create intricate products, they are impressed by the similarity between the recent evolution of their own workplaces and the skills children are developing. Better outcomes on standardized tests. The most difficult type of evidence to provide for the superiority of new, technology-based instructional models is what communities first demand: higher scores on conventional measures of achievement.Standardized tests are designed to assess only a narrow range of knowledge, and the other three types of improvements just discussed fall largely outside the scope of what they measure. A major challenge for educational assessment is to develop methods that measure a wider range of skills than paper-and-pencil, multiple choice tests, without bogging educators down in complex, time-consuming, and potentially unreliable performance evaluations.Research shows that students’ outcomes on conventional achievement tests rise when tec hnology-based educational innovations are implemented, but this does not occur immediately, as teachers and learners must first master these new models of pedagogy. To succeed in systemic reform, educators must prepare communities for the fact that test scores will not instantly rise and that other, complementary types of improvements less easy to report quantitatively are better short-range measures of improvement.Overall, the single most effective means of convincing parents, the business community, and taxpayers that technology-based models of teaching are superior to conventional instructional approaches is to involve them in students’ education. Through distributed learning approaches that build partnerships between schools and society, communities have ample opportunities to observe the types of evidence discussed above, as well as to further enhance students’ educational outcomes. Question Five: How can educational technology increase equity rather than widen cu rrent gaps between â€Å"haves† and â€Å"have-nots? Implemented within a larger context of systemic reform, emerging information technologies can produce dramatic improvements in learning outcomes. But won’t such educational usage of computers and communications widen inequities in our society? However ample the access to technology students have in schools, learners differ greatly in the amount and sophistication of information devices in their homes and communities. Isn’t all this effort simply making education better for the â€Å"haves,† potentially worsening our society’s pathological gaps in income and power?Certainly, new media such as Web TV are dropping in price, and almost all homes have videogames, television, and videotape players—but won’t the rich always have more information devices of greater power than the poor, skewing the advantages of distributed learning and increasing inequality? 10 From an historical perspecti ve, innovative information technologies at first widen inequities within civilization, because initial access to the differential advantage they bring is restricted to the few who can afford the substantial expense of this increased power.As emerging media mature, drop in price, and are widely adopted, however, the ultimate impact of information technology is to make society more egalitarian. For example, the world of universal telephone service is a more equitable environment than was the world of messenger boys and telegraph offices. The challenge for current educational policy is to minimize the period during which the gap between haves and have-nots widens, rapidly moving to a maturity of usage and an universality of access that promotes increased equity.At present, most of society’s attempts to decrease the widened inequalities that new educational technologies could create are centered on access and literacy. In schools that serve disadvantaged and at-risk populations, extra efforts are made to increase the amount of computers and communications available. Similarly, educators and learners in have-not situations are given special training to ensure that they are literate in information tools, such as web browsers.To compensate for more home-based technology in affluent areas, many feel that our best strategy is providing teachers and students in low socioeconomic status areas with additional technology to â€Å"level the playing field† (Coley, Cradler, & Engel, 1997). While a good place to begin, this approach to educational equity is inadequate unless taken beyond access and literacy to also address issues of content and services. The on-line materials and types of assistance that learners and teachers can access must reflect the needs and interests of diverse and at-risk students.For example, I can take homeless people to the public library and show them how to use a web browser to download images of impressionist paintings at the Louvre, but this is not likely to motivate or impress them, since such a learning experience does not speak to their primary needs. Similarly, emerging graphical interfaces such as Microsoft Windowsâ„ ¢ enhance many users’ capabilities, but adversely affect learners with reduced eyesight who cannot effectively manipulate the visual features of these interfaces.The real issue in equity is empowerment—tailoring information technology to give dispossessed groups what they want. For example, I worked with a local team of politicians to explore the implications of information technology for improving public services. They were excited about using community-based information terminals to offer improved access to health care, welfare, education, and other social services for the immigrant and minority populations they served. However, when I began to describe how on-line communication tools could help these groups to increase their participation n voting and to form coalitions fo r political action, the elected representatives immediately lost interest. To truly achieve educational equity, working collaboratively with have-not populations is vital in developing content and services tailored to their needs and designed to build on their strengths and agendas. Otherwise, improving access and literacy will fall short of the success for all students essential to America’s prosperity in the 21st century. Question Six: If we use technology well, what should we expect as â€Å"typical† student performance? 1 If we were to implement systemic reform based on new strategies for learning through sophisticated technology, research suggests that â€Å"typical† students might do as well as â€Å"exemplary† learners do now. Our expectations for what pupils can accomplish are far too low, largely because standard educational processes are obsolete given the progression of information technology, insights into the nature of learning, and shifts in the educational outcomes society needs.In many ways, we live in the â€Å"Dark Ages† of schooling—restrained from making rapid advances toward increased instructional effectiveness by outmoded ideas, ritual, and tradition. Setting our sights higher and using better metrics to measure progress are vital to successful innovation. For example, many people are intrigued by results from the Third International Mathematics and Science Study (TIMSS), which show the United States well behind nations such as Singapore and Japan on math and science outcomes from a globally developed achievement test. Crusaders are implementing reforms to ensure that our students do much better on this test.However, our goal should not be to exceed the level of Singapore on an assessment instrument that, as described earlier, measures only a fraction of what students need to know for their future prosperity—and moreover incorporates a diluted definition of educational quality negotiated a cross many countries with very different populations and national goals. Others advocate using a standards-based curriculum as the touchstone for educational effectiveness, and reformers are centering state and national judgments of educational worth on this measure.Certainly, the National Council of Teachers of Mathematics (NCTM) standards are a major improvement over the hodgepodge math curriculum before their inception, as are the American Association for the Advancement of Science (AAAS) standards and similar efforts in other fields. But our metric for whether students succeed should not simply be whether they learn the math mathematicians think is important, the science scientists feel is vital, and so on. Being a productive worker and citizen involves much more than having an adequate background in each field of knowledge.Integrating these concepts and skills and being a lifelong learner with the self-worth, discipline, and motivation to apply this knowledge is of paramount im portance—yet not captured by discipline-based standards alone. New forms of pedagogy are also no â€Å"philosopher’s stone† that can make golden each educational experience for every learner. Some argue that, if only all classrooms were based on constructivist learning or situated cognition or individualized tutoring or multimedia presentations or integrated learning systems or whatever pedagogical panacea, every student would succeed.However, learning is a very complex and idiosyncratic process that requires, for each pupil, a repertoire of many different types of instruction orchestrated together. In other words, no test, no curriculum, and no instructional strategy in itself can guarantee educational quality—even though our current approach to determining schools’ worth is based on these inadequate measures. Instead, we need new standards for a knowledge-based society that combine all these metrics for success and that are based on much higher l evels of â€Å"typical† student outcomes.Successful technology-based innovations have the common characteristic that learners exceed everyone’s expectations for what is possible. Second graders do fifth grade work; nine graders outscore twelfth grade students. What would those ninth graders be accomplishing if, 12 from kindergarten on, they had continuous access to our best tools, curriculum, and pedagogy? Would they be the equivalent of college sophomores? We are selling short a generation by expecting less and by orienting our curriculum, instruction, and tests accordingly.Conclusion My responses to the six questions above sketch a conceptual framework for thinking about the process of scaling-up from islands of innovation to widespread shifts in standard educational practices. These answers illustrate that technology-based systemic reform is hard in part because our ways of thinking about implementation are often flawed. Large-scale educational innovation will never be easy, but can be less difficult if we go beyond our implicit assumptions about learning, technology, equity, schooling, and society.Understanding the scaling-up process is vital for making strategies for change affordable, generalizable, and sustainable. References Brown, A. L. , & Campione, J. C. (1994). Guided discovery in a community of learners. In K. McGilly (Ed. ), Classroom lessons: Integrating cognitive theory and classroom practice (pp. 229-270). Cambridge, MA: MIT Press. Coley, R. J. , Cradler, J. , & Engel, P. K. (1997). Computers and classrooms: The status of technology in U. S. schools. Princeton, NJ: Educational Testing Service. Dede, C. , & Palumbo, D. (Eds). (in press). Learning with technology (the 1998 ASCD Yearbook).Alexandria, VA: ASCD. Dede, C. (1996). 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