Technology in Education

Software Support Tools According to Rogers (2008), â€Å"the landscape of the classroom is being transformed, with technology becoming a driving force† (p. 92). In today’s classroom there are numerous software support tools available to enhance learning and cater to the needs of all learners. Roblyer and Doering (2010) presented six categories of software support tools. They listed these as: material generators, data collection and analysis, graphics, planning and organizing, research and reference, and tools for the content areas. Material generators are software tools that are used for making instructional materials such as posters, brochures, quizzes, tests, rubrics, puzzles, worksheets, games, awards, and IEPs for special education students. Many teachers regard these tools as essential to the day-to-day operation of the classroom. Wellert (2008) stated that the use of games allow teachers to directly cater to the learning style needs of the visual and tactile learners, and that games can expedite the learning process when constructed with the different learning styles in mind. Data collection and analysis software tools allow teachers to collect information about their students and closely monitor their performance and progress throughout the year. According to Roblyer and Doering (2010), the electronic grade book is preferred by many teachers because of its special feature to analyse data from tests and print reports based on the information given. Student information systems (SIS) help teachers keep account of students’ data such as attendance and test scores. Roblyer and Doering also referred to computerized testing systems which offer benefits such as immediate feedback of results. Additionally, it allows students to take tests on screens or scanned sheets. According to the authors, these simplify test scheduling because everyone does not take the test at the same time. Graphic tools consist of draw/paint programs, image editing tools, charting/graphing tools, and clip art animation, sound, video, and font collections (Roblyer & Doering, 2010). These allow teachers and students to create, illustrate, modify, and combine drawings, illustrations, clip art, pictures, charts and graphs. They also give students the opportunity to create their own designs and show them on paper or screen. Additionally, teachers and students can insert these into documents and reports to give a more professional look. Catchings and MacGregor (as cited in Roblyer & Doering, 2010) believed that these programs aid in the development of students’ visual-verbal literacy and creativity. Planning and organizing software tools entails outlining and concept mapping, software, lesson planners, and scheduling and time management tools. Outlining tools assist students in outlining their story ideas and help them to get their stories started, while the other tools help teachers organize their time and prepare for instruction. Research and reference tools such as electronic encyclopedias, atlases, and dictionaries help facilitate research. Electronic atlases and maps are useful in the classroom because students get to see and learn information being taught, and are especially helpful because they are interactive. Wellert (2008) stated that students need to have active participation and involvement in lessons that include technology. Furthermore, student engagement is vital to ensure motivation during the learning process. Finally, the last category of software support tools put forward by Roblyer and Doering (2010) is content area tools. These support teaching and learning in the different content areas. Multimedia Multimedia refers to multiple media or a combination of media. Media can be still graphics, and photographs, sound, motion video, animation, and or text items along with products used to communicate information in multiple ways. Multimedia impacts the classroom in various ways. For example it increases motivation as it offers a variety of options for the user and encourages the learner to be proactive. For students who might not be strong in written expression but have visual aptitude, multimedia offers flexible learning modes. It also fosters the development of creative and critical thinking skills as it opens up creative avenues for students to apply higher thinking skills.. For those who struggle with organizing and presenting information, multimedia offers improved writing process as students are equipped to create characters and linking dialogue to it rather than simply creating a lengthy story. Creativity is encouraged by this process. The use of multimedia also decreases the time it takes to present lengthy presentations as information is presented in chunks as oppose to monotonous reports. According to Mayer and Moreno, 1998; Moreno and Mayer, 2002 (as sited in Roblyer and Doering, 2010) learners exhibited greater comprehension and retention of learned materials when pictures were accompanied by spoken words rather than by written words. They observed that the â€Å"split attention† effect was consistent with a model of working memory that had separate visual and auditory channels. As oppose to chalk and talk which rarely engage students, the use of multimedia encourages interaction and positive immediate feedback. Students are prompted when answers are incorrect giving them the option to correct their answers. Multimedia also provides easy navigation with clearly defined procedures. It is learner controlled for those who are less experienced as well as those who are advanced in technology. Color is also used to bring certain elements to the learner’s attention. Utility provides assortment of functionalities and features necessary to accomplish their instructional tasks, while usability deals with the effectiveness, efficiency and satisfaction of the user. Aesthetics on the other hand, represents elements of design which enhance or heightens the learner’s experience as oppose to just satisfying the pedagogical or instructional objectives. In addition (Lavie & Tractinsky, 2004; Wilson, 2005), research on emotion suggests that aesthetically pleasing objects positively influence our emotions which in turn help students to actively process material. Commercial multimedia products include instructional software such as tutorials, drills, simulations, instruction and problem solving tools. It also includes interactive storybooks and eBooks for toddler’s right up to adults. There are digital libraries, Google books, listening to books online, Grimm Fairy Tales as well as Clifford Interactive Storybooks. In addition to these, these products include reference materials such as Encarta (Encyclopedia), Almanacs, Atlases, newspapers and newsletters, collection of development resources like Clip art, Audio clips, Video clips and Animations, all of which can be used for learning. When producing power points and graphics, fancy fonts and animation can all be incorporated. Multimedia tools also provide editing systems which allows the polishing of the end product. The question about how to effectively integrate support tools, multimedia, and hypermedia into teaching and learning for the highest potential relative advantage, this question can be answered by simply choosing the right tools to meet specific needs of the audience being taught. It is no longer debatable whether or not these tools are relevant, but which tools are relevant for what and who is being taught. Hypermedia According to (Roblyer and Doering, 2010), Hypermedia is also known as â€Å"linked media†. It is a system in which information stored in various media is connected, often through the internet. Most multimedia products are also hypermedia products. There exist a synonymous connection of their uses and alternative purpose. The ability to get information using multimedia tools, from one media element to another, makes them hypermedia. There are six kinds of hypermedia formats, such as: commercial hypermedia software, presentation software, video production and editing systems, hypermedia design and development software, virtual reality environments and Web 2. 0. Hypermedia has been impacting the educational system in many ways. Students are able to attend classes in the comfort of their home. Teachers are able to peruse through a wide variety of activities to effectively and efficiently deliver lessons. Hypermedia is geared at providing multiple channels by which students are able to learn and process information. It has been stated by researchers that students who learn through verbal and visual means are better able to solve problems in comparison to those who learn only through verbal means. In using hypermedia in the classroom, it saves time. Students and teachers are able to search through multiple types of information in a short length of time, with little or no cost. It can be stressful and frustrating for those who are not fully equipped with the skills of navigating. Users can also use hypermedia to add, modify or share information. The software is designed to be easy to use and understand. The programs available can incorporate video and audio of CD’s and DVD’s on the web. This creates a merger of both concepts which can realize learning at its maximum relative advantage. In considering Gardner’s Theory of Multiple Intelligences, we can integrate support tools multimedia and hypermedia into teaching and learning. This can be done in various ways. Software programs that supports tutorials, drill and practice, simulation, instructional games and problem solving can all be incorporated using an interactive approach. Students as well as teachers are motivated to learn and present information. According to Edyburn (as cited in Roblyer & Doering, 2010), the accessibility capabilities of special needs students are often challenging. Special programs are provided along with software for these students, but in order to use the programs, one must be especially skilled. Roblyer and Doering (2010), further stated that in order for hypermedia to be used effectively, some hardware are needed in order for the software to function, such as: computer with keyboard, mouse and monitor, digital cameras, scanners, video digitizers, camcorders and other video output, microphones and audio speakers. Financial resources are necessary for this system to take place. Adobe Flash Reader has become the standard for creating interactive web based animation and other software tools. Flexible learning modes exist but teachers must carefully select programs that promote higher order thinking, which are few in the case of reading and language. The response based methods are critical and students are able to use their creativity to access information. Students can also make the distinction between various texts and think critically about which is appropriate and applicable. Teachers are able to assess students based on the outcome of assigned projects while challenging them to learn independently at times. Students use the Web 2. 0, and presentation software such as Microsoft Power point Presentation to deliver work the way they understand. Hypermedia helps students to generate new ideas, raise the bar for creativity and independence and thus provide a, variety of sources which students can use to understand and interpret information, thus reaching their highest potential relative advantage. Factors Influencing the Effective Integration of Technology Gorder (2008) stated that integrating technology is not about having technology available in the classroom, but more about how teachers use technology as a tool for learning. To effectively and successfully integrate support tools, multimedia and hypermedia into teaching and learning for the highest potential relative advantage, certain factors need to be considered. Franklin (2008) outlined four factors that influence the integration of technology: availability and access to technology, teacher preparation and training, good leadership, and time. According to the National Center for Education Statistics (as cited in Franklin, 2008), the availability of classroom technology correlates to teacher use of computers. This means that when more computers are available in the classroom, teachers tend to incorporate more activities involving technology. While the average elementary classroom in the United States has two computers (NCES, as cited in Franklin, 2008), classrooms in Belize are yet to experience that luxury. Access to computers in Belizean elementary schools is very limited, often through a computer lab. Oftentimes many of these computers are outdated, or not working. The lack of hardware and software tools do very little to promote the use and integration of technology in education. Teacher preparation and training is also an important factor in the effective integration of technology. Franklin (2008) indicated that teachers who feel better prepared to use technology are more likely to have their students use technology than teachers who feel unprepared. With the advent of numerous new technological advances, more experienced teachers are feeling unprepared to face the technological world. The NCES (as cited in Franklin, 2008) reported that only one third of elementary teachers in the United States felt they were well prepared to use technology in the classroom. Gorder (2008) referred to this as a change from educating students for the industrial age, to one of educating students for the technological age. This change will require teachers to become students again, seeking assistance from fellow teachers as well as from their own students. In light of this change, Ash (2007) felt that for teachers to implement technology effectively in the classroom there needs to be some form of professional development. Ash reported that in order to meet the professional development needs of teachers, some school districts have encouraged teachers to form on-line learning communities with their colleagues where they can seek technology advice, share resources and tips. Additionally, Ash suggested having a technology specialist on staff to assist teachers with new technology as well as to provide training for teachers in the form of after school training and workshops. Pitler (2006) said that most importantly teachers need to be provided with ongoing technology professional development. Ash (2007) believed strong leadership is required to effectively integrate technology into teaching and learning and considered the principal as the key factor to ensuring the successful integration of technology into the school curriculum. Hope and Stakenas (as cited by Gosmire & Grady, 2007) suggested three primary roles for the principal as technology leader: role model, instructional leader, and visionary. They stated that principals themselves need to have a good working knowledge of technology tools and be able to use these for their own administrative and managerial duties. When principals have a good working knowledge of technology they are more committed to its importance in teaching and learning and tend to impart this to their teachers (Franklin, 2008). Furthermore, principals are the instructional leaders of the school and are primarily responsible for overseeing technology integration. As a result, principals need to have a good knowledge of technology hardware and software to be able to acquire those that best fit the needs of their school. Hope and Stakenas emphasized that the most important thing is for principals to have a vision for technology in their school. They need to have a clear understanding of how technology will be used by teachers and students to better facilitate teaching and learning. Franklin concluded that principals who provide strong leadership â€Å"help create a climate in which experimentation with technology is looked on with favour and given encouragement† (p. 55). Finally, the fourth factor that influences the integration of technology is time. Franklin (2008) believed that for technology integration to be effective it is necessary to provide the time for teachers to learn, practice, and plan how they will integrate technology into the curriculum. She stated that this might, at times, require teachers to be released from their regular classroom duties in order to facilitate this experience. Apart from the time teachers need to learn and plan for technology, students also need time to use technology. Franklin indicated that time needs to be placed in the daily schedule when students will be using technology. Schacter and Fagnano (1999) also suggested several practices to aid in the successful implementation of technology in the classroom. These include: (a) getting students involved in discussions and debates where they will be required to work with a team to evaluate their work, as well as the work of others, (b) allowing students to analyse situations and think independently through self reflection and thought, (c) getting students to design programs that encourage critical thinking, judgement, and personal involvement, (d) using project-based learning activities, (e) engaging students in contextualized and meaningful projects, and (f) teaching students how to use computers to design projects. The authors emphasized that the effective use of technology increases students’ learning, understanding, achievement and motivation as well as develops their critical thinking and problem solving skills. Conclusion Hence, it is clear that in order to integrate technology into teaching and learning for the highest potential relative advantage, it is not just about having the technology and being knowledgeable about its use and benefits, but also about having a vision and plan of how technology will be integrated into the school curriculum and providing the necessary training for teachers. Pitler (2006) stated that all the new technologies in the world will not impact student achievement if the school does not have a clear vision of how and why they will use the technology. It is important to understand that the acquisition of technology alone will not improve the quality of instruction. Day (2010) emphasizes that â€Å"the fundamental determinants of instructional quality have always been the course content, the teachers, the learning activities in which the students are engaged and the students themselves† (p. 49). Technology in Education Software Support Tools According to Rogers (2008), â€Å"the landscape of the classroom is being transformed, with technology becoming a driving force† (p. 92). In today’s classroom there are numerous software support tools available to enhance learning and cater to the needs of all learners. Roblyer and Doering (2010) presented six categories of software support tools. They listed these as: material generators, data collection and analysis, graphics, planning and organizing, research and reference, and tools for the content areas. Material generators are software tools that are used for making instructional materials such as posters, brochures, quizzes, tests, rubrics, puzzles, worksheets, games, awards, and IEPs for special education students. Many teachers regard these tools as essential to the day-to-day operation of the classroom. Wellert (2008) stated that the use of games allow teachers to directly cater to the learning style needs of the visual and tactile learners, and that games can expedite the learning process when constructed with the different learning styles in mind. Data collection and analysis software tools allow teachers to collect information about their students and closely monitor their performance and progress throughout the year. According to Roblyer and Doering (2010), the electronic grade book is preferred by many teachers because of its special feature to analyse data from tests and print reports based on the information given. Student information systems (SIS) help teachers keep account of students’ data such as attendance and test scores. Roblyer and Doering also referred to computerized testing systems which offer benefits such as immediate feedback of results. Additionally, it allows students to take tests on screens or scanned sheets. According to the authors, these simplify test scheduling because everyone does not take the test at the same time. Graphic tools consist of draw/paint programs, image editing tools, charting/graphing tools, and clip art animation, sound, video, and font collections (Roblyer & Doering, 2010). These allow teachers and students to create, illustrate, modify, and combine drawings, illustrations, clip art, pictures, charts and graphs. They also give students the opportunity to create their own designs and show them on paper or screen. Additionally, teachers and students can insert these into documents and reports to give a more professional look. Catchings and MacGregor (as cited in Roblyer & Doering, 2010) believed that these programs aid in the development of students’ visual-verbal literacy and creativity. Planning and organizing software tools entails outlining and concept mapping, software, lesson planners, and scheduling and time management tools. Outlining tools assist students in outlining their story ideas and help them to get their stories started, while the other tools help teachers organize their time and prepare for instruction. Research and reference tools such as electronic encyclopedias, atlases, and dictionaries help facilitate research. Electronic atlases and maps are useful in the classroom because students get to see and learn information being taught, and are especially helpful because they are interactive. Wellert (2008) stated that students need to have active participation and involvement in lessons that include technology. Furthermore, student engagement is vital to ensure motivation during the learning process. Finally, the last category of software support tools put forward by Roblyer and Doering (2010) is content area tools. These support teaching and learning in the different content areas. Multimedia Multimedia refers to multiple media or a combination of media. Media can be still graphics, and photographs, sound, motion video, animation, and or text items along with products used to communicate information in multiple ways. Multimedia impacts the classroom in various ways. For example it increases motivation as it offers a variety of options for the user and encourages the learner to be proactive. For students who might not be strong in written expression but have visual aptitude, multimedia offers flexible learning modes. It also fosters the development of creative and critical thinking skills as it opens up creative avenues for students to apply higher thinking skills.. For those who struggle with organizing and presenting information, multimedia offers improved writing process as students are equipped to create characters and linking dialogue to it rather than simply creating a lengthy story. Creativity is encouraged by this process. The use of multimedia also decreases the time it takes to present lengthy presentations as information is presented in chunks as oppose to monotonous reports. According to Mayer and Moreno, 1998; Moreno and Mayer, 2002 (as sited in Roblyer and Doering, 2010) learners exhibited greater comprehension and retention of learned materials when pictures were accompanied by spoken words rather than by written words. They observed that the â€Å"split attention† effect was consistent with a model of working memory that had separate visual and auditory channels. As oppose to chalk and talk which rarely engage students, the use of multimedia encourages interaction and positive immediate feedback. Students are prompted when answers are incorrect giving them the option to correct their answers. Multimedia also provides easy navigation with clearly defined procedures. It is learner controlled for those who are less experienced as well as those who are advanced in technology. Color is also used to bring certain elements to the learner’s attention. Utility provides assortment of functionalities and features necessary to accomplish their instructional tasks, while usability deals with the effectiveness, efficiency and satisfaction of the user. Aesthetics on the other hand, represents elements of design which enhance or heightens the learner’s experience as oppose to just satisfying the pedagogical or instructional objectives. In addition (Lavie & Tractinsky, 2004; Wilson, 2005), research on emotion suggests that aesthetically pleasing objects positively influence our emotions which in turn help students to actively process material. Commercial multimedia products include instructional software such as tutorials, drills, simulations, instruction and problem solving tools. It also includes interactive storybooks and eBooks for toddler’s right up to adults. There are digital libraries, Google books, listening to books online, Grimm Fairy Tales as well as Clifford Interactive Storybooks. In addition to these, these products include reference materials such as Encarta (Encyclopedia), Almanacs, Atlases, newspapers and newsletters, collection of development resources like Clip art, Audio clips, Video clips and Animations, all of which can be used for learning. When producing power points and graphics, fancy fonts and animation can all be incorporated. Multimedia tools also provide editing systems which allows the polishing of the end product. The question about how to effectively integrate support tools, multimedia, and hypermedia into teaching and learning for the highest potential relative advantage, this question can be answered by simply choosing the right tools to meet specific needs of the audience being taught. It is no longer debatable whether or not these tools are relevant, but which tools are relevant for what and who is being taught. Hypermedia According to (Roblyer and Doering, 2010), Hypermedia is also known as â€Å"linked media†. It is a system in which information stored in various media is connected, often through the internet. Most multimedia products are also hypermedia products. There exist a synonymous connection of their uses and alternative purpose. The ability to get information using multimedia tools, from one media element to another, makes them hypermedia. There are six kinds of hypermedia formats, such as: commercial hypermedia software, presentation software, video production and editing systems, hypermedia design and development software, virtual reality environments and Web 2. 0. Hypermedia has been impacting the educational system in many ways. Students are able to attend classes in the comfort of their home. Teachers are able to peruse through a wide variety of activities to effectively and efficiently deliver lessons. Hypermedia is geared at providing multiple channels by which students are able to learn and process information. It has been stated by researchers that students who learn through verbal and visual means are better able to solve problems in comparison to those who learn only through verbal means. In using hypermedia in the classroom, it saves time. Students and teachers are able to search through multiple types of information in a short length of time, with little or no cost. It can be stressful and frustrating for those who are not fully equipped with the skills of navigating. Users can also use hypermedia to add, modify or share information. The software is designed to be easy to use and understand. The programs available can incorporate video and audio of CD’s and DVD’s on the web. This creates a merger of both concepts which can realize learning at its maximum relative advantage. In considering Gardner’s Theory of Multiple Intelligences, we can integrate support tools multimedia and hypermedia into teaching and learning. This can be done in various ways. Software programs that supports tutorials, drill and practice, simulation, instructional games and problem solving can all be incorporated using an interactive approach. Students as well as teachers are motivated to learn and present information. According to Edyburn (as cited in Roblyer & Doering, 2010), the accessibility capabilities of special needs students are often challenging. Special programs are provided along with software for these students, but in order to use the programs, one must be especially skilled. Roblyer and Doering (2010), further stated that in order for hypermedia to be used effectively, some hardware are needed in order for the software to function, such as: computer with keyboard, mouse and monitor, digital cameras, scanners, video digitizers, camcorders and other video output, microphones and audio speakers. Financial resources are necessary for this system to take place. Adobe Flash Reader has become the standard for creating interactive web based animation and other software tools. Flexible learning modes exist but teachers must carefully select programs that promote higher order thinking, which are few in the case of reading and language. The response based methods are critical and students are able to use their creativity to access information. Students can also make the distinction between various texts and think critically about which is appropriate and applicable. Teachers are able to assess students based on the outcome of assigned projects while challenging them to learn independently at times. Students use the Web 2. 0, and presentation software such as Microsoft Power point Presentation to deliver work the way they understand. Hypermedia helps students to generate new ideas, raise the bar for creativity and independence and thus provide a, variety of sources which students can use to understand and interpret information, thus reaching their highest potential relative advantage. Factors Influencing the Effective Integration of Technology Gorder (2008) stated that integrating technology is not about having technology available in the classroom, but more about how teachers use technology as a tool for learning. To effectively and successfully integrate support tools, multimedia and hypermedia into teaching and learning for the highest potential relative advantage, certain factors need to be considered. Franklin (2008) outlined four factors that influence the integration of technology: availability and access to technology, teacher preparation and training, good leadership, and time. According to the National Center for Education Statistics (as cited in Franklin, 2008), the availability of classroom technology correlates to teacher use of computers. This means that when more computers are available in the classroom, teachers tend to incorporate more activities involving technology. While the average elementary classroom in the United States has two computers (NCES, as cited in Franklin, 2008), classrooms in Belize are yet to experience that luxury. Access to computers in Belizean elementary schools is very limited, often through a computer lab. Oftentimes many of these computers are outdated, or not working. The lack of hardware and software tools do very little to promote the use and integration of technology in education. Teacher preparation and training is also an important factor in the effective integration of technology. Franklin (2008) indicated that teachers who feel better prepared to use technology are more likely to have their students use technology than teachers who feel unprepared. With the advent of numerous new technological advances, more experienced teachers are feeling unprepared to face the technological world. The NCES (as cited in Franklin, 2008) reported that only one third of elementary teachers in the United States felt they were well prepared to use technology in the classroom. Gorder (2008) referred to this as a change from educating students for the industrial age, to one of educating students for the technological age. This change will require teachers to become students again, seeking assistance from fellow teachers as well as from their own students. In light of this change, Ash (2007) felt that for teachers to implement technology effectively in the classroom there needs to be some form of professional development. Ash reported that in order to meet the professional development needs of teachers, some school districts have encouraged teachers to form on-line learning communities with their colleagues where they can seek technology advice, share resources and tips. Additionally, Ash suggested having a technology specialist on staff to assist teachers with new technology as well as to provide training for teachers in the form of after school training and workshops. Pitler (2006) said that most importantly teachers need to be provided with ongoing technology professional development. Ash (2007) believed strong leadership is required to effectively integrate technology into teaching and learning and considered the principal as the key factor to ensuring the successful integration of technology into the school curriculum. Hope and Stakenas (as cited by Gosmire & Grady, 2007) suggested three primary roles for the principal as technology leader: role model, instructional leader, and visionary. They stated that principals themselves need to have a good working knowledge of technology tools and be able to use these for their own administrative and managerial duties. When principals have a good working knowledge of technology they are more committed to its importance in teaching and learning and tend to impart this to their teachers (Franklin, 2008). Furthermore, principals are the instructional leaders of the school and are primarily responsible for overseeing technology integration. As a result, principals need to have a good knowledge of technology hardware and software to be able to acquire those that best fit the needs of their school. Hope and Stakenas emphasized that the most important thing is for principals to have a vision for technology in their school. They need to have a clear understanding of how technology will be used by teachers and students to better facilitate teaching and learning. Franklin concluded that principals who provide strong leadership â€Å"help create a climate in which experimentation with technology is looked on with favour and given encouragement† (p. 55). Finally, the fourth factor that influences the integration of technology is time. Franklin (2008) believed that for technology integration to be effective it is necessary to provide the time for teachers to learn, practice, and plan how they will integrate technology into the curriculum. She stated that this might, at times, require teachers to be released from their regular classroom duties in order to facilitate this experience. Apart from the time teachers need to learn and plan for technology, students also need time to use technology. Franklin indicated that time needs to be placed in the daily schedule when students will be using technology. Schacter and Fagnano (1999) also suggested several practices to aid in the successful implementation of technology in the classroom. These include: (a) getting students involved in discussions and debates where they will be required to work with a team to evaluate their work, as well as the work of others, (b) allowing students to analyse situations and think independently through self reflection and thought, (c) getting students to design programs that encourage critical thinking, judgement, and personal involvement, (d) using project-based learning activities, (e) engaging students in contextualized and meaningful projects, and (f) teaching students how to use computers to design projects. The authors emphasized that the effective use of technology increases students’ learning, understanding, achievement and motivation as well as develops their critical thinking and problem solving skills. Conclusion Hence, it is clear that in order to integrate technology into teaching and learning for the highest potential relative advantage, it is not just about having the technology and being knowledgeable about its use and benefits, but also about having a vision and plan of how technology will be integrated into the school curriculum and providing the necessary training for teachers. Pitler (2006) stated that all the new technologies in the world will not impact student achievement if the school does not have a clear vision of how and why they will use the technology. It is important to understand that the acquisition of technology alone will not improve the quality of instruction. Day (2010) emphasizes that â€Å"the fundamental determinants of instructional quality have always been the course content, the teachers, the learning activities in which the students are engaged and the students themselves† (p. 49).

Palm Hospital Notes

Palms Hospital (Traditional Project Analysis) Palms Hospital * 250 bed capacity; investor owned; Islamorada, Florida * Founded in 1946 by Rob Winslow, went back in 1967 after the war * High economic growth, population expansion Acknowledged to be one of the leading healthcare providers in the area * Currently evaluating a proposed ambulatory (outpatient) surgery centre * More than 80% o all outpatient surgery is performed by specialists * Minor procedures take about one hour or less, major procedures take two or more hours * About 60 percent of the procedures are performed under general anesthesia, 30 percent under local anesthesia, 10 percent under regional or spinal anesthesia * Operating rooms built in pairs for prep and surgery efficiency * Outpatient surgery market has experienced significant growth since the first ambulatory centre opened in 1970; 1990 – 2. million surgeries, 2009 – more than 20 million surgeries * Growth was fueled by three factors: rapid advance ments in technology made it possible for inpatient surgeries to be performed as outpatient surgeries,; Medicare has been aggressive in approving new minimally invasive surgery techniques, meaning number of Medicare patients who use outpatient surgery services has grown substantially; patients prefer outpatient surgeries for convenience, and third party payers prefer them for less cost * Inpatient surgery numbers have been flat due to these factors over the last 20 years; outpatient procedures grow at 10% annually * No other outpatient surgery centre exists in Palms Hospital’s immediate environment, but rumors about physician owned facilities are surfacing * Palms Hospital owns a land adjacent to the facility that would be a perfect location for the new ambulatory surgery centre; the land was bought for $150,000, spent $25,000 to clear the land (also expensed for tax purposes) to put sewer and utility lines. If sold today, the land will ring in $200,000. * The supposed buildin g will house four operating suites that will cost $5,000,000 plus another $5,000,000 for equipment costs for a total of $10,000,000. *Note: the building and the equipment fall into the modified accelerated cost recovery system (MACRS) five-year class for tax depreciation purposes; in reality, the building has to be depreciated over a longer period than the quipment * Although the project may have a longer life, the hospital assumes a five-year life in its capital budgeting analyses and then approximates the value of the cash flows beyond year 5 by including a terminal/salvage value in the analysis; to estimate this value, the hospital uses the market value of the building and equipment after five years, which in this case is $5M before taxes, excluding land value. *Note: taxes must be paid on the difference between an asset’s salvage value and tax book value at termination; for example, if an asset that cost $10,000 is depreciated to $5,000 and then sold for $7,000, the firm owes taxes on the $2,000 excess in salvage value over tax book value * Expected volume for this centre is 20 procedures a day, with an average charge of $1,500 but charity care, bad debts, managed care plan discounts and other allowances lower the net revenue amount to $1,000; the centre will be open 5 days a week, 50 weeks a year, 250 days out of the year.Labor costs are expected to run at $918,000 a year excluding fringe benefits; utility costs run at $50,000 a year * If the centre is built, hospital’s cash overhead will increase by $36,000 annually, primarily for housekeeping, building and grounds maintenance; centre will be allocated $25,000 of the hospital’s current $2. 8M administrative overhead costs. On average, each procedure will require $200 in expendable medical supplies, including anesthetics. The hospital’s inventories and receivables, as well as accruals and payables will increase. Overall change in net working capital is expected to be small, the refore not imperative to the analysis. The hospital’s tax rate is 40%. * Inflation – one of the most difficult factors to deal with in project analysis. Input costs and charges have been rising at twice the rate of overall inflation. Inflationary pressures are highly variable.Analysis is started by assuming that both revenues and costs, except for depreciation, will increase at a constant rate – which they project will be at 3%. * Board members’ concerns – wants to make sure that a complete risk analysis including sensitivity and scenario analysis is performed before the proposal is presented (board was forced to close a daycare that appeared to be profitable but turned out to be a big money loser – 2 years ago) * Another concern would be the impact of the centre on the current volume of inpatient surgeries. Surgery department head projected that the outpatient surgery centre could siphon off up to $1,000,000 in cash revenues annually, hat c ould lead to a $500,000 reduction in annual cash expenses * The data developed for risk analysis were as follows: three input variables are highly uncertain – number of procedures per day, average revenue per procedure, building/equipment salvage value. If another centre was built to compete with theirs, number of procedures could be as low as 10 a day, but if acceptance to their centre is strong, they could be doing 25 procedures a day. * Net average revenue (cost of procedure) is $1000. But if surgery severity is high, net average revenue could be $1,200. If severity is low, it could be $800. If real estate and medical equipment values stay strong, salvage value could be as high as $6M, but if it weakens, it’ll be as low as $4M – considering that the average salvage value is $5M. Another board member question why the scenario analysis only had three scenarios and suggested 5 or 7. * Based on historical scenario analysis data that use best case, worst case, and most likely, the hospital’s average project has a coefficient of variation of NPV (net present value) in the range of 1. 0-2. 0 and the hospital typically adds or subtracts 4 percentage points to its 10 percent corporate cost of capital to adjust for differential project risk. * Note: the case asks us to conduct complete project analysis and present findings. It suggests the application of Monte Carlo simulation (but that is bullshit because that’s the simulation you need a computer software for).

Fluke, or, I Know Why the Winged Whale Sings Chapter 31~32

CHAPTER THIRTY-ONE Booty and the Beasts The second time Amy came out of the bedroom, she was dressed in her familiar hiking shorts, flip-flops, and a WHALES ARE OUR PALS T-shirt. â€Å"Better?† â€Å"I don't feel any better, if that's what you're asking.† Nate sat at the table with a can of grapefruit juice and a pint of vodka in front of him. â€Å"I mean, are you more comfortable now that I'm dressed? Because I can be naked again in a flash –  » â€Å"You want a drink?† Nate needed to forget the whole naked encounter as quickly as possible. Applying alcohol seemed like the most efficient method at this point. â€Å"Sure,† she said. She pulled a glass out of one of the kitchen cubbies, the clear door folding back like the protective cover of a frog's eye. â€Å"You want a glass?† Nate had been sipping alternately from the juice can and the vodka bottle until he had enough room in the can to pour in some vodka. â€Å"Yeah. I don't like reaching into the cupboards.† â€Å"You're kind of squeamish for a biologist, but I guess it does take some getting used to.† Amy set the glasses in front of him and let him mix the drinks. There was no ice. â€Å"You adjust.† â€Å"You seem to have adjusted. When did they take you? You must have been really young.† â€Å"Me? No, I was born here. I've always been here. That's why I was perfect to work for you guys. The Colonel has been teaching me cetacean biology for years.† It occurred to Nate that he had seen a few human children around and hadn't really thought about growing up in Gooville. Someone had to teach them. Why not the infamous Colonel? â€Å"I should have known. When you were trying to locate the whale by listening for it that last day. I should have known.† â€Å"Correction, when I did locate the whale by listening for it, for which you still owe me dinner.† â€Å"I think this is one of those all-bets-are-off situations, Amy. You were a spy.† â€Å"Nate, before you get too angry, you need to remember the alternative to my spying and finding out what you were working on in detail. That would have been to just kill you. It would have been much easier.† â€Å"You and Ryder act like you did me a favor. Like you saved me from some great danger. The only danger I was in was from you in the first place. So stop trying to impress me with the quality of your mercy. You did it all – tore up the lab, sank Clay's boat, all of it – didn't you?† â€Å"No, not directly. Poynter and Poe tore up the lab. The whaley boys sank Clay's boat. I took the negatives out of the packet at the photo lab. I kept them informed, and I made sure you were where they needed you to be, that's all. I never wanted to hurt you, Nate. Never.† â€Å"I wish I could believe that. Then you show up here like that, trying to convince me that this is a great place to live right after Ryder has given me the speech.† He drained his glass, poured himself another drink, this one with just a splash of grapefruit juice over the top. â€Å"What are you talking about? I haven't seen Ryder since I've been back. I just got in a few hours ago.† â€Å"Well, then it's always been a part of the plan: Let Amy lure the biologist into staying.† â€Å"Nate, look at me.† She took his chin in her hand and looked him right in the eye. â€Å"I came here of my own free will, without any instructions from Ryder or anyone else. In fact, no one knows where I am, except maybe the Goo – you can never be sure about that. I came here to see you, with all the masks and the role-playing out of the way.† Nate pulled away from her. â€Å"And you didn't think I'd be mad? And what was with the whole ‘Look how luscious I am' act?† She looked down. Hurt, Nate thought. Or acting hurt. If she cried, it wouldn't matter. He'd be useless. â€Å"I knew you'd be mad, but I thought you might be able to get over it. I was just trying to be floozish. I'm sorry if I'm not very good at it. It's not a skill you get to use a lot in an undersea city. Truth be told, the dating pool is sort of shallow here in Gooville. I was just trying to be sexy. I never said I was a good floozy.† Nate reached over and patted her hand. â€Å"No, you're a fine floozy. That's not what I was saying. I wasn't questioning your†¦ uh, floozishness. I was just questioning its sincerity.† â€Å"Well, it's sincere. I really do like you. I really did come here to see you, to be with you.† â€Å"Really?† What was the biological analog for this? A black widow spider male falling for one of her lines, knowing innately where it was going. Knowing right down to his very DNA that she was going to kill and eat him right after they mated, but he would worry about after. So time and again Mr. Black Widow passed his dumb-ass, sex-enslaved genes on to the next generation of dumb-ass, sex-enslaved males who would fall for the same trick. Spinning a little conversation: Interesting name, Black Widow. How'd you come about that? Tell me all about yourself. Me? Nah, I'm a simple guy. I'm doomed by my male nature to follow my little spider libido into oblivion. Let's talk about you. Love the red hourglass on your butt. â€Å"Really,† Amy said. There were tears welling in her eyes, and she lifted his hand to her lips and kissed it gently. â€Å"Amy, I don't want to stay here. I'm not – I want – I'm too old for you, even if you weren't a lying, destructive, evil – ; â€Å"Okay.† She held his hand to her cheek. â€Å"What do you mean, ‘okay'?† â€Å"You don't have to stay. But can I stay with you tonight?† He pulled his hand back from her, but she held his gaze. â€Å"I need to be way more drunk for this,† he said. â€Å"Me, too.† She went over to the scary fridge thing. â€Å"Do you have more vodka?† â€Å"There's another bottle over there in that thing – that other thing that I'm afraid of.† He caught himself watching her bottom while she found the bottle. â€Å"You said ‘okay. You mean you know a way out?† â€Å"Shut up and drink. You gonna drink or you gonna talk?† â€Å"This isn't healthy,† Nate observed. â€Å"Thank you, Dr. Insight,† Amy said. â€Å"Pour me one.† â€Å"Nice red hourglass.† â€Å"What?† Back at his bungalow at Papa Lani, Clay sat on the bed with his head in his hands while Clair rubbed the knots out of his shoulders. He'd told her the Old Broad's story, and she'd listened quietly, asking a few questions as he went along. â€Å"So do you believe her?† Clair asked. â€Å"I don't even know what I'm admitting to believing. But I believe she thinks she's telling the truth. She offered us a boat, Clair. A ship. She offered to buy us a research vessel, hire a crew, pay them.† â€Å"What for?† â€Å"To find Nate and her husband, James.† â€Å"I thought she was broke.† â€Å"She's not broke. She's loaded. I mean, the ship will be a used one, but it's a ship. It will still run in the millions. She wants me to find one – and a crew.† â€Å"And could you find Nate if you had a ship?† â€Å"Where do I look? She thinks he's on an island somewhere, some secret place where these things live. Hell, if she's telling the truth, they could be from outer space. If she's not†¦ well, I can't just run a ship around the world stopping at islands and asking them if they happen to have seen people crawling out of a whale's butt.† â€Å"Technically, baby, whales don't have butts. You have to walk upright to have booty. This is why we are the dominant species on the planet, because we have booty.† â€Å"You know what I mean.† â€Å"It's an important point.† She slid into his lap, her arms around his neck. Clay smiled despite his anxiety. â€Å"Technically, man is not the dominant species. There's at least a thousand pounds of termites for every person on earth.† â€Å"Well, you can have my termites, thanks.† â€Å"So man isn't really dominant, whether it's brains or booty.† â€Å"Baby, I wasn't saying that man was the dominant species, I was saying that we are the dominant species. Wo-man.† â€Å"Because you have booty?† She wiggled on his lap by way of an answer, then leaned her forehead against his, looked in his eyes. â€Å"Good point,† Clay said. â€Å"What about this ship? You going to let the Old Broad buy it for you? You going to go look for Nate?† â€Å"Where do I start?† â€Å"Follow one of these signals. Find whatever is making it and follow them.† â€Å"We'd need location for that.† â€Å"How do you do that?† â€Å"We'd need to have someone working the old sonar grid the navy put down all over the oceans during the Cold War to track submarines. I know people at Newport who do it, but we'd have to tell them what we're doing.† â€Å"You couldn't just say you were trying to find a certain whale?† â€Å"I suppose we could.† â€Å"And if you have your ship and that information, you can follow the whale, or the ship, or whatever it is to its source.† â€Å"My ship?† â€Å"Roll over, I'll rub your back.† But Clay wasn't moving. He was thinking. â€Å"I still don't know where to start.† â€Å"Who has the booty? Turn over, Captain.† Clay slipped off his aloha shirt and rolled over onto his stomach. â€Å"My ship,† he said. Nate was suddenly cold, and when he opened his eyes, he was pretty sure that his head was going to explode. â€Å"I'm pretty sure my head is going to explode,† he said. And someone rudely jostled his bed. â€Å"Come on, party animal, the Colonel sent for you. We need to go.† He peeked between the fingers he was using to hold the pieces of his head together and saw the menacing but amused face of Cielle Nuà ±ez. It wasn't what – who – he expected, and he did a quick sweep of the bed with one leg to confirm that he was alone. â€Å"I drank,† Nate said. â€Å"I saw the bottles on the table. You drank a lot.† â€Å"I didn't get a knob so just anyone could use it anytime they want.† â€Å"I noticed your knob. It looks out of place.† About that time Nate realized that he was naked, and Nuà ±ez was standing over his naked body, and he was going to have to let the pieces of his head go where they may if he was going to cover himself. He felt for a sheet, pulled it up as he sat up and threw his legs off the bed. â€Å"I'm going to need a moment.† â€Å"Hurry.† â€Å"I have to pee.† â€Å"That will be fine.† â€Å"And throw up.† â€Å"Also fine.† â€Å"Okay. You go away now.† â€Å"Brush your teeth.† And she left the room. Nate looked around the room for signs of Amy, but there were none. He didn't remember where her clothes were, but the last time he'd seen them, he was pretty sure they weren't on her. He stumbled into the bathroom and looked into the basin, mother of pearl with its little siphon fixtures and the green sphincter drain. Seeing that pretty much did it for him, and he heaved into the sink. â€Å"Hi,† Amy said, poking her head out of the retracting shower door. Nate tried to say something – something about trapdoor spiders, in keeping with an arachnid theme he was developing with regard to Amy – but it came out more bubbly and moist than he intended. â€Å"You go ahead,† Amy said. â€Å"I'll be in here.† And the door clicked shut like a frightened clam. When Nate had finished reviewing the contents of his stomach, he rinsed his face and the sink, emptied his bladder into the thing on which he would not sit, then leaned against the sink and moaned for a second while he gathered his thoughts. A head popped out of the shower. â€Å"So, that went well.† â€Å"The water's not running.† â€Å"I'm not showering, I'm hiding. I didn't want Nuà ±ez to see me. The Colonel shouldn't know I've been here. I'll leave after you go. Brush your teeth.† And then she was back in her shell. He brushed, rinsed, repeated, then said, â€Å"Okay.† Out she came, grabbed him by the hair, kissed him hard. â€Å"Nice night,† she said. The shower clicked shut, Amy inside. â€Å"I'm too old for this.† â€Å"Yeah, I was going to talk to you about that. Not now, later. Go. She's waiting.† CHAPTER THIRTY-TWO The Replicator Versus the Imitator Nuà ±ez bought him a large cup of coffee at a cafe where whaley boys stood around pouring down lattes the size of fire extinguishers and exchanging clicks and whistles at an irritating volume. â€Å"If ever there was a creature that didn't need caffeine,† Nate said. Nuà ±ez kept him moving, while he kept trying to stop to lean on things. â€Å"Don't ever drink with them,† Nuà ±ez said. â€Å"Especially the males. You know their sense of humor. You're as likely as not to get a wet willy in the ear, and it's a real wet willy.† â€Å"I may have to hurl again.† â€Å"Don't destroy yourself out of spite, Nate. Just accept things how they are.† He wasn't trying to destroy himself, and he wasn't spiteful. He was just confused, hungover, and kind of in love, or something remotely like love, except that the pain was more localized in his temples rather than being the overall, life-ruining pain it usually caused him. â€Å"Can we stop in at the Lollipop Guild and get a couple aspirins?† â€Å"You're late already.† In the corridors she handed him off to a pair of killer whaley boys. â€Å"You should be honored, you know?† Nuà ±ez said. â€Å"He doesn't meet with many people.† â€Å"You can take my appointment if you want.† The Colonel had a goo recliner waiting for him when he walked through the iris door. Nate sat in it and held his coffee cup like a security blanket against his chest. â€Å"Well, can you see now that life wouldn't be so bad here?† Nate's mind raced. Amy said the Colonel didn't know, but maybe the Goo knew, but the Colonel was tapped in to the Goo, so did he know? Or had he sent her in the first place and this was all a scam, just like when he'd sent her to Hawaii to spy on him? She'd fooled him for a month there, why couldn't she be fooling him now? He wanted to trust her. But what was Ryder getting at? â€Å"What's different, Growl? When I saw you nine hours ago, I was a prisoner, and I'm a prisoner now.† Ryder seemed surprised. He wiped the lock of gray hair out of his eyes furiously, as if it had caused him to make some sort of mistake. â€Å"Right, nine hours. So you've had some time to think.† He didn't sound sure. â€Å"I got drunk and passed out. In the clear, lightning-bug light of day, Colonel, I still want to go home.† â€Å"You know, time† – Ryder patted the living chair he was sitting in as if he were petting a dog, sending waves of blush through the pink Goo outward from where he touched. Nate shivered at the sight of it – â€Å"time is different down here, it's†¦Ã¢â‚¬  â€Å"Relative?† Nate offered. â€Å"It's on a different scale.† â€Å"What do you want from me, Colonel? What can I possibly offer you that I get the special treatment of being spared and granted multiple audiences with the†¦ the grand pooh-bah?† Nate was going to say â€Å"with the alpha whacko,† but he thought of Amy and realized that something had changed. He no longer felt like he had nothing to lose. Rider swiped at his hair and clutched at the flesh of his chair with the other hand. He began rocking slightly. â€Å"I want someone to tell me I'm thinking clearly, I guess. I dream things that the Goo knows, and I think it knows things that I dream, but I'm not sure. I'm overwhelmed.† â€Å"You might have thought about that before you declared yourself wizard.† â€Å"You think I chose this? I didn't choose this, Nate. The Goo chose me. I don't know how many people have been brought down here over the years, but I was the first biologist. I was the first one who had some idea how the Goo worked. It had the whaley boys bring me to a place like this, where there was raw, unformed animal, and it never let me leave. I've tried to make things better for people in Gooville, but – † Ryder's eyes rolled up in his head as if he were starting to have a seizure, but then he was back again. â€Å"Did you see the electricity on the whale ships? I did that. But it's not – It's different now than it has been.† Nate suddenly felt bad for the older man. Ryder was behaving like an early Alzheimer's patient who is realizing that he's losing recognition of his grandchildren's faces. â€Å"Tell me,† Nate said. Ryder nodded, swallowed hard, pressed on – hardly the picture of the powerful leader he'd appeared the night before. â€Å"I think that after the Goo found its safe haven here under the sea, it needed to have more information, more DNA sequences to make sure it could protect itself. It produced a minute bacterium that could spread throughout the oceans, be part of the great world ecosystem but could pass genetic information back to the source. We call the bacteria SAR-11. It's a thousand times smaller than normal bacteria, but it's in every liter of seawater on the planet. That worked fine to transmit information back to the Goo for three billion years – everything that could be known was in the sea. Then something happened.† â€Å"Animals left the water?† â€Å"Exactly. Until then, everything there was to know – every piece of information that could be known – was transmitted through DNA, replicators, in creatures that lived in the seas. The Goo knew everything. Mind you, it might take a million years to learn how to make an arthropod's segmented shell. It might take two million years to learn to make a gill or, say, twenty million to make an eye, but it had its safe niche, so it had the time – it didn't have anywhere it needed to be. Evolution doesn't really have a destination. It's just dicking around with possibilities. The Goo is the same way. But when life left the water, the Goo got a blind spot.† â€Å"I'm having a little trouble seeing the immediacy of your story, Colonel. I mean, why, beyond the obvious that I'm sitting inside this thing, is this supposed to be urgent?† â€Å"Because four hundred million years later, the land creatures came back into the water – sophisticated land animals.† â€Å"Early whales?† â€Å"Yes, when mammals came back to the sea, they brought something that even the dinosaurs – the reptiles and amphibians that had come back to the water – didn't have. Something the Goo didn't know. Knowledge that didn't replicate itself through DNA. It replicated through imitation, learned knowledge, not passed on. Memes.† Nate knew about memes, the information equivalent of a gene. A gene existed to replicate itself and required a vehicle, an organism, in which to do it. It was the same with memes, except a meme could replicate itself across vehicles, across brains. A tune you couldn't get out of your head, a recipe, a bad joke, the Mona Lisa – all were memes of sort. They were a fun model to think about, and computers had made the idea of a self-replicating piece of information more manifest with computer viruses, but what did that have to do with – But then it hit him. Why he'd learned about memes in the first place. â€Å"The song,† Nate said. â€Å"Humpback song is a meme.† â€Å"Of course. The first culture, the first exposure the Goo had to something it didn't understand. What, maybe fifteen million years ago it found out it wasn't the only game in town. Three billion years is a long time to get used to living in what you think is your private house only to suddenly find out that someone moved into an apartment above you while you were sleeping. â€Å"For a long time the Goo didn't perceive that genes and memes were at odds. Whales were the first carriers. Big brains because they need to imitate complex behaviors, remember complex tasks, and because they could get the high-protein food to build the brains the memes needed. But the Goo came to terms with the whales. They're an elegant mix of genes and memes, absolute kings of their realm. Huge, efficient feeders, immune from any predation except from each other. â€Å"But then something started killing whales. Killing them in alarming numbers. And it was something from the surface world. It wasn't something the Goo could find out about from its ocean-borne nervous system, so that's when I think it created the whale ships, or a version of them. Late seventeen or early eighteen hundreds, I'd guess. Then, I think when it had somehow gotten back enough samples of human DNA, it made the whaley boys. To stay camouflaged but to watch, to bring people back here so it could learn, watch us. I may have been the final link that started the war.† â€Å"What war? There's a war?† Nate had a quick vision of the paranoid megalomaniacs that the Colonel said he'd considered for pseudonyms, Captain Nemo and Colonel Kurtz, both complete bedbugs. â€Å"The war between memes and genes. Between an organism that specializes in the replication of gene machines – the Goo – and one that specializes in the replication of meme machines – us, human beings. I brought electrical and computer technology here. I brought the Goo the theoretical knowledge of memes and genes and how they work. Where the Goo is now and where it was before I came is the difference between being able to drive one and being able to build a car from lumps of raw steel. It's realizing the threat. It's going to figure it out.† Ryder looked at Nate expectantly. Nate looked at him as if he wasn't getting the point. When he'd studied under Ryder, the man had been so cogent, so clear. Grumpy, but clear. â€Å"Okay,† Nate said slowly, hoping Ryder would jump in, â€Å"so you need me to†¦ uh†¦?† â€Å"Help me figure out a way to kill it.† â€Å"Didn't see that coming.† â€Å"We're at war with the Goo, and we have to find a way to kill it before it knows what's happening.† â€Å"Then don't you think you should keep your voice down?† â€Å"No, it doesn't communicate that way.† The Colonel looked perturbed at Nate's comment. â€Å"So you want me to figure out how to kill your god? â€Å"Yes, before it wipes out the human race in one fell swoop.† â€Å"Which would be bad.† â€Å"And we have to kill it without killing everyone in Gooville.† â€Å"Oh, we can do that,† Nate said, completely confident, the way he'd seen hostage negotiators in cop movies tell the bank robbers that their demands were being met and the helicopter was on the way. â€Å"But I'm going to need some time.† The strangest thing was, as Nate left the Colonel's chamber after being in direct contact with the Goo for only a few minutes, his hangover was completely gone.

2. List and describe the four types of healing Essay

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Response paper - Article Example According to Philip, men experience varied struggles through a patriarchal approach system that mandates their gender identity thus engage in violent acts against women. In the end, Voice Male proves the possibility of using a system that promotes the consumption of popular culture to its advantage. 2. Comments and deep discussion of the article with clear indication to outside sources peer reviewed articles, According to Philip’s article, he indicates that men’s violence against women is majorly due to patriarchal systems, which exhibit cultural circumstances promoting violence against women (Philips, n.d). For instance, from ancient times, men in the society were not to show any signs of vulnerability because one would have faced severe punishment. His study concurs with that of Feder, Levant, & Dean’s whose findings Just like philip’s allege traditional masculine aspects of men estranges and isolates them from their genuine inner self as well as having cordial relations to others (Feder, Levant, & Dean, 2010). To them, this theory increases chances of men engaging in violent acts against women in the society. ... However, based on Brent and Eric’s study, men’s violence against diverse parties like children, women and their peers mainly emanates from their aggressive response towards stress or provocation (Brent &Eric, 2006). They claim men are prone to react violently towards stress factors like threat delusions unlike women who approach such issues in a peaceful manner. Their study also supports Philip’s point of view because they also put out men as prone to violence beings. I concur with these studies since I believe men in the society conform to norms that place them over women. Society advocates men should not confess any sort of weakness to the female gender thus making them react violently to women in their quest to prove their masculinity. I also believe it is an act of nature among men to react violently from the slightest provocation directed towards them. Therefore, I believe the only way to help men refrain from violent acts is via making them understand the r easons behind their violent deeds’ 3. Outstandingly concise excerpts taking from the article By positioning men’s violence against women bas a culturally supported act created through large systems of power and oppression, we can begin to see the fallacy in addressing violence solely on a case-by-case basis. The excerpt shows if we should succeed in eradicating the vice of gender violence against women in the society, then the starting point is by addressing forces compelling certain acts. Therefore, this excerpt offers a strong basis of addressing the menace whereby it is fundamental for necessary stakeholders to follow it while addressing the vice (Philips, 261). Here I would note that men who have been socialized in

Teen smoking Essay Example | Topics and Well Written Essays - 750 words

Teen smoking - Essay Example As a child, I remember waking up to my father coughing uncontrollably. I would always dutifully ask if he was okay, to which he answered yes, silencing any of my lingering objections. What could I have done differently? After reflecting on my fathers death, I have come to realize that if the laws were written in such a way to impose severe punishment upon teenage smokers, no one else would have to die from this slow-killing diseases. With laws in place to catch early users before they become life-time users, a multitude of future smokers would be avoided due to such laws. Why not treat cigarette smoking like one would treat alcohol use ? Our laws governing alcohol use is such that no one under the age of 21 can buy or consume alcohol Similarly, if an adult over the age of 21 facilitates a minor with alcohol, they can be charged and fined up to $1,000 for each minor that they outfitted with alcohol. If a teenager spends a night in jail for smoking illegally, then perhaps he or she would think twice about ever picking up a cigarette again. Additionally, the tacking on of fines to a minor who has used a fake ID or a proxy to ascertain cigarettes. Usually when someone is forced to pay a fine for a misdemeanor or is placed on probation, their likelihood of doing the same thing again becomes minimal. Alternatively, perhaps the police should fine the teenager. In â€Å"Teen Smokers Should Worry About Fines,† Eric Zorn suggests, "This isnt a new idea. PUP laws-so named because they ban the purchase, use and possession tobacco by minors-have been around for decades. Chicagos dates to 1992 and calls for a $25 fine for the first offense"(1) Certainly if these fines are the law, Ive never been aware of it - principally because the cops do not enforce the statutes. In the Zorn article, Professor Leonard from DePaul University in Chicago reveals that if the PUP laws had been successfully enforced, numerous teenagers would have quit long ago - or perhaps

Impact Of Social Media On Samsung Literature review

Impact Of Social Media On Samsung - Literature review Example This study will try to uncover the impact of social media on Samsung. In other words, the study will try to reveal how Samsung gets benefitted from social media. Now before getting into deeper a brief overview of Samsung is presented below. Samsung has its roots back to 70 years when the company was founded by Lee Byung-chill in the Daegu city in the year 1938 (Samsung, n.d.). It started as a small trading company with only forty employees, but with the passage, the company went on to become one of the largest companies in the world. Presently the company is involved in manufacturing and selling consumer electronic goods. The product portfolio of the company include mobiles, laptops, television, air condition, home theatre, microwave oven, camera, refrigerator, and washing machine among numerous others (Yahoo Finance, 2012). The company also has a substantial amount of presence in the social world, which allows them to remain connected with the customers 24*7. According to Qualman (2010), social media on a global platform and enables the world to remain connected. From the business perspective, social media has actually changed the way business has been done. The author also stated that social media helps a company to save its promotional time, stress and cost thereby making it more productive. Along the same line, Sterne (2010) stated that social media is a profit booster, as it lowers the cost drastically. This allows the companies to sell their products at a lower price and can offer value to the customers. Hence, indirectly it helps to satisfy the customers of the company. Noor Al-Deen and Hendricks (2011) in their study found that social media such as Myspace, Facebook, Twitter, Orkut and YouTube among others are growing at an incredible rate. Moreover, the adoption rate of the companies is also high.

Copyrights Infringement Case Study Example | Topics and Well Written Essays - 5000 words

Copyrights Infringement - Case Study Example There is a constant struggle between old economy based laws of copyrights and the new knowledge economy paradigms challenging legal, moral and ethical issues. Aggressive internet entities as Google providing client services which go beyond the normal course of business have raised a number of issues on copyright and trademarks. In the present case of a suit of likely copyright infringement being faced by Wanda, the client's hosts have reportedly displayed extracts of texts and images of books by US publishers. The US publishers are likely to sue Wanda for copyright infringement. Wanda is unable to terminate the arrangements with its clients or remove the items on the web sites on its own due to contractual obligations. The issues to be analyzed are as follows:- UK copyright law is based on the Copyright, Designs and Patents Act 1988, which is the main legislation which governs intellectual property rights in United Kingdom.2 It essentially covers creators of literary works, in this case and rights to its dissemination including copying and issuing to the public. The authors have a right for being identified as the creators of the work. These are supported by international conventions. The Regulations cover all types of works appearing in a variety of media. A work has to be original and based on some skills and labour employed for the same. It does not however apply to an idea which can be replicated in a different form. The owner of the work is the individual who created it. Rights of a copy of a work cannot be claimed. The period of copyright is said to extend upto 70 years till the last remaining author of the work has passed away. It is therefore an offence to make a copy of the work or adapt it without the writers direct permission un less it, amongst other purposes, is used for educational purposes, critique or news report and included incidentally.3 The law regarding web designing and hosting is relatively clear for example, when a web page is designed under a contract, the webmaster is the owner of the copyright of the underlying code of that website.4 Similarly the content on the web site will also be the prerogative of the web designer and thus he becomes the service provider and hence liable for copyright action. From a preliminary analysis of the case and the UK copyright law it is apparent that there has been infringement which has occurred in the case of the text and images unless the following has been carried out :- (a) Permission of the writer has been taken. (b) It has been done for educational, news reporting, critique or other such literary purpose. In this case an additional factor will be if the source has been quoted which will not invite copyright infringement. (c) It is merely an incidental

Organizational culture Essay Example | Topics and Well Written Essays - 3000 words

Organizational culture - Essay Example It also focuses on ways of implementing the concept of organisational culture in its operations so as to ensure optimal performance of the organisation. Recommendations will also be given at the end so as to suggest the best possible ways that can be implemented to ensure that there is compliance between the organisational culture and its stated goals. MSD is a multinational pharmaceutical company with headquarters in USA but it operates in more than 100 countries across the globe. Particular attention is given to MSD in the Arabian Gulf region where I am currently working in the sales field. The company has more than 150  000 employees around the globe and it operates in different areas with people from different cultural backgrounds. In my own country, there are more than 300 employees and of interest is that the organisation has more than 80 years in business now. However, as going to be outlined, the organisational culture needs to be constantly refined in order to meet the changing demands of the environment. There is also need for flexibility where the workers need to be developed and trained to play a part in decision making in areas that affect them and their work. According to Brown (1998), research suggests that strong, adaptable cultures which value stakeholders and leadership, and which have a strong sense of mission are likely to be associated with high performance over a long period of time. Basically, organisational culture is a system that tries to make a distinction between one organisation from the other and there are various definitions of organisational culture that have been developed over the years. â€Å"Organisational culture refers to a system of shared assumptions held by members which distinguishes one organisation from the other,† (Werner 2003: 25). In the case of MSD, it can be noted that there are no espoused values that are clearly stated by the

Why Are Proteins Important Essay Example for Free

Why Are Proteins Important Essay Proteins can easily be addressed as one of the most important molecules in animal cells. There are many varieties of protein molecules which allow a vast range of biological activities in the cell.( Williams, G.(2000))’Proteins are big compound with large molecular masses’’(Williams, G.(2000)) whose main chemical constituents are hydrogen, carbon ,oxygen and nitrogen. A protein structure consists of a specific sequence of amino acids called the primary structure, this particular sequence determines the secondary structure of the protein which can be ÃŽ ±-helix or ÃŽ ²-pleated sheet. This then further folds to form the tertiary structure . The primary structure determines the eventual shape of the protein and thus its function. ‘’Different proteins can appear very different and perform diverse functions’’ (S-COOL. Biology A-level: Biological Molecules and Enzymes-URL: http://www.s-cool.co.uk/alevel/biology/biological-molecules-and-enzymes/carbohydrates.html (accessed 11/11/2010)). Some of the diverse range of functions provided by proteins are transport , for example haemoglobin, which allows oxygen to be transferred throughout the body. Defence, primarily by immunoglobulin, i.e. antibodies. Structure, such as collagen and elastin that form tissue. For hormones e.g. insulin and glucagon are important for controlling blood sugar. All enzymes are proteins, enzymes control most of the reactions found in living organisms, they also transfer substrate molecules. They have a specific shape due to a specific primary structure. They are therefore specific in the reactions that they catalyse. They have an active site which is a unique shape so any one type of substrate will fit in it. (S-COOL. Biology A-level: Biological Molecules and Enzymes- [online] )

Why God Became Man Essay Example for Free

Why God Became Man Essay Strauss’ background of having been a teacher for several years, a great Pastor from 1939-1963, and a well-known author of the at least 19 biblical books; by far gives such a strong foundation, of his thorough knowledge of Gods purposes for and on the earth as a Man! In the article WHY GOD BECAME MAN Strauss in the onset attempts to reveal the incarnation of the person of God, not only being Son, He also was God, who became a fleshly being. Strategically, Strauss compiled his article by beginning to define and defend the incarnation to set up a foundation to examine God’s reasons for coming to us in human form. Through John 1 we see God’s reality being transformed into a man. The Word for the Old Testament people wasn’t just enough now we have the word walking among us, which now is within us. The incarnation through Strauss article is proven to show his readers the importance of why God Himself had to experience are temptations and order to really know what we as humans feel. The fall of man, in Genesis 3 can only depict but so much but it gives great detail and solidifies the quality of Gods sovereignty but His un-acceptance to sin. Therefore; the second Adam comes in the person of Jesus which is also God in demonstration on how to live but not being unaware of the human feelings. Satan is defeated forever salvation is now available according to Hebrews 2:9,14-15. Finally the process of restoration to humanity through the work of incarnation is being set into motion; and Jesus throne is now what we strive for because we have been given the invitation to sit at the right hand of the father God along with Jesus ephesians 1:20. The incarnation is and was created to have direct access to the Father, through the Father Jesus who is God; though, this can only be seen through salvation and the Holy Spirit of truth again found as read in John 14. However; throughout the article Strauss displays this on and off orthodoxy riddled with odd rhetoric and contradicting statements. He attempts to stay on topic while addressing everything from evolution to anti-Semitism. It’s hard to follow his train of thought because he is repetitively backtracking to make his premises fit his conclusions. In one breath he says that salvation is possible by merely looking at creation and in the next breath he is saying that Jesus Christ came that we can know God more. I believe God’s greatest desire is that all men would know Him, not just with lip service but with a heart of servitude, love, and commitment to His will. I believe He reveals this through Paul in Philippians 3:10 when he exclaims that oh he might know God in His resurrection and become one with God in His suffering and to be shaped in His death. Paul’s cry was a sacrificial one because He was able to grab ahold to the person of God, and all God had provided for Him on the Earth and in Heaven. So now we understand that through the incarnation God has given us through His divine power everything we need for life and godliness; therefore we have no excuse not to look to the example He set before us.

Crime Scene Investigation Case Study

Crime Scene Investigation Case Study Case Study: Redcott Cottage The presence of the two glasses of gin and tonic on the drinks table in the lounge indicates the possibility of two people being inside the house at the moment of the attack. Performing the cyanoacrylate fuming method, the fingerprints on the glasses will become visible and so they could be collected and further compared to the police records in order to identify the people located inside the house around the time of the attack. Moreover, there might be traces of saliva left on the margins of the glasses which can be identified using the RSID test and then further analyzed for matching the DNA using the STR/Y-STR method. The CSI Laboratory Analysis showed that the blood recovered from around the body and the blood recovered from the drinks table belong to the same blood group . A deeper analysis of the blood samples needs to be carried out in order to identify and compare the DNA contained by each one of them. I expect the result of this test to show that the DNA from the samples do not match, therefore indicating that there were indeed two people inside the house at the moment of the attack, which would be consistent with the direction of the pellets shot and would also explain the trail of blood left from the drinks table to the back door and outside. The Cobalt Thiocyanate test applied on the white powder identified at the crime scene returned a positive result for cocaine. However, it is known that other compounds such as Diphenhydramine and Lidocaine, known as false positives for cocaine, also give blue organic layers under this test. Therefore, the substance should be analyzed in more depth using the GC-MS method. Moreover, the stomach content of the victim as well as his blood should be tested in order to determine if the victim was under the influence of any substances before he was killed. The evidence show that there were two attackers. The first attacker approached the house from the east side and started shooting through the lounge window, with a shotgun using Winchester Super Double X Magnum pellets, targeting the person who was seated at the table. The fact that more than one shotgun cartridge wadding were found directly underneath the window and inside the piano shows that the attacker fired at least twice, one of the shots being obstructed by the piano, thus explaining the glass shards and pellets found imbedded in its body work. Some of the pellets reached the drinks table and also the person standing next to it, who was injured, started bleeding, and most probably fell to the ground. The attacker then went to the front door and broke into the house by forcing the entry. Using the cyanoacrylate fuming method any potential fingerprints on the door handle and on the area surrounding it will be revealed. The second attacker approached the house from the north side, positioning himself in front of the kitchen window and targeting the person who was located in doorway between the kitchen and lounge. He fired at least twice, with a shotgun using Remington Premier HEVISHOT pellets. One of the shots hit the man in his upper left arm, causing his death, and the others hit the wall south of the door and the doorframe. The hypostasis being mostly on the front aspect of the body shows that the victim was lying face down. Moreover, having his head pointing towards east and legs towards west indicates that the man was facing the lounge when he was shot dead. Hence, considering the trajectory of the pellets, the places where they were found and the fact that the victim was shot only on his left side, we can conclude that the attacker was situated on the left hand side of the subject, briefly behind him, position that supports the hypothesis of the intruder shooting from outside the house through the kitchen window. By using optical methods and specific chemical tests (AAS/NAA) on the victims body, particularly around the wounds, we would get information about the presence, the quantity and the pattern of the gun shot residue, thus being able to evaluate the firing distance. In this case I expect the tests to show that the gun was fired at an intermediate range, approximately a few meters. This result would also be consistent with the external aspect of the victims wounds such as the diameter of the shot pattern, the area of superficial abrasion, the dimensions of the exit and re-entry wounds and the lack of stippling or fouling marks surrounding the entry wounds. It is important to understand the composition of the trail of footprints which starts from the doorway between the kitchen and lounge and leads to the front door in order to identify the access route of the first attacker. Using Luminol, we can establish if the footprints were made in blood. If this test returns a negative result, we can further use mass spectroscopy to identify the composition of the footprints and compare them with soil samples from outside the house. If the test correlates the two samples, and knowing that the footprints start only from the kitchen door, the conclusion that the attacker entered the house through the kitchen window may be drawn. Moreover, the work surface and sink situated below the kitchen window should be carefully inspected for footprints or any other signs, such as fingerprints, fibres, hair, blood that might indicate the window to be the attackers access way to the house and lead in any way to his identification. After the attack, both intruders left the house through the front door, hypothesis furtherly supported by the trail of footprints seen exiting through the front door. Later, the person injured raised from the ground and left the house through the back door, thus leaving the trail of blood found at the crime scene on his path.     

Doublethink In 1984 Essay -- essays research papers

What is doublethink? Orwell describes doublethink as “the power of holding two contradictory beliefs in one’s mind simultaneously, and accepting both of them.'; In 1984, doublethink is the normal way of thought, and as a result everyone understands it and practices it. Doublethink is different from changing ones mind, lying, and self-deception in many ways. Doublethink involves believing in the two contradictory ideas at the same time. This is different from lying because lying is saying something that is wrong and knowing that it is wrong but still saying it anyway. For example lets say you broke a vase. When your mother asks you who broke the vase and you say the dog did it that would be lying. The reason it is not doublethink is that you do not believe in two different beliefs at one time. You don’t believe you broke the vase and the dog broke the vase, you absolutely know you broke the vase and are trying to put the blame on the dog as to avoid trouble. Changing ones mind is also different from doublethink. Changing ones mind is accepting or believing one thing, then deciding to accept or believe something else different then what you thought before. An example of changing ones mind would believe the earth is flat and then after seeing sufficient evidence that it is not flat but actually round. Due to the new evidence you would change your mind and now believe the earth is round as you previously thought it was flat. This is clearly different from doublethink because you are not believing in two ideas at the same time and accepting both. You are believing one thing, then completely change your mind and believing in another. Changing ones mind involves completely dismissing one idea to believe in the other, which means you, cannot believe in both at the same time. Finally doublethink is also different from self-deception. Self-deception is to mislead or be unfaithful to the way someone perceives him or her self or to mislead the way they th ink about something else. Self-deception would be the closet to doublethink then the other two examples given before. However it still is different from doublethink. With self-deception you are fooling yourself to believe something that really is not true. It is like your not accepting a fact or idea and replacing it with one that you believe, either if it is right or wrong. As said befor... ...child is taught that man, in current form, was put on this earth by God himself and then in the science class it is explained to them how man is evolved from primates. This is not virtuous at all for society. There needs to be a defining gap between religion and science. How are little children suppose to know which is right and which is wrong when they are told two different ways of how man has come upon this earth and they are contradictory. Religion however is deemed to be necessary by many people. They feel that people need some form of organized religion. Religion does help many people get through hard times in their life and gives them hope. However, it causes problems when science is introduced into the life of a child who is experiencing life and trying to figure out the world.   Ã‚  Ã‚  Ã‚  Ã‚  Doublethink is the idea of believing in two contradictory ideas but accepting both. There are instances of doublethink in our society that include affirmative action, jury duty, and religion. These all have positives and negatives on the modern day American society. Doublethink for the most part is not that necessary for society. It causes problems more often then not.

Worn Path Essay -- essays papers

Worn Path Knowing secret information can be a very enlightening thing. Knowing information that someone else does not helps make the reader feel more powerful. Such is the case when the reader knows of the mythical Phoenix and then reads â€Å"A Worn Path.† Eudora Welty’s â€Å"A Worn Path,† the story of an elderly grandmother’s journey to the doctor’s office for medication for her grandson, explores allusions to mythology, including the character Phoenix and her journey. â€Å"In an Egyptian tale the Phoenix, a large bird, retains immortality by restoring itself every five hundred years by setting fire to its nest and immolating itself by fanning fire with its wings. From the ashes a new Phoenix arises. Then it collects the ashes and flies to Heliopolis, a religious city in Egypt, and deposits the egg at the Temple of the Sun. This bird is a direct link to Old Phoenix in Eudora Welty’s story† (Donlan 5). Mythology is shown in the physical characteristics of Phoenix Jackson. There are many events throughout the story that remind the reader that Old Phoenix looks and sounds like the mythical bird. The phoenix bird in Egyptian myth is known for its scarlet and gold body† (Donlan 6). In the opening of the story Welty describes Old Phoenix’s appearance as â€Å"a golden color ran underneath, and the two knobs of her cheeks were illuminated by a yellow burning under the dark. Under the rag her hair came down on her neck† (Welty 2). Another example is when Phoenix’s cane ma...

Essay --

Taking a Stand Not since the start of the 1994/95 football season have we seen standing areas in the top two divisions of the English football league. But yet much like the movie ‘Jurassic Park’ these stands are coming back, without the death and dinosaurs this time however. The cost of ticket prices are now ridiculously high especially considering the economic problems we are in. Average ticket prices in the Premier League are the highest within the four major European leagues, the others being La Liga, Bundesliga and Serie A. The average ticket price of a Premier League game is  £28.30, this is a huge price to pay to see a game of football. This compared to the average price of a ticket to a Bundesliga football match which is only  £10, clearly shows the just how shocking the gulf in prices are. However many clubs can claim that this influx of cash each week is needed to support the ever growing maintenance costs of all seated stadiums and to support the club financially at the s ame time. So if only there was a way to lower the prices yet allow the club to make more money from match attendances. Well my friends I think I have found the cure to this disease. The solution lies in the return of standing areas to football grounds. Now these standing areas would not be the same dangerous, hooliganism plagued standing areas of old; no they would be cheap, safe standing areas. Introducing safe standing areas would lower ticket prices and season tickets dramatically; this can be proven by looking at one of the largest football clubs in the world, Bayern Munich. You would expect a club of such magnitude to have season ticket prices as high as the moon, but you’d be wrong. The lowest costing season ticket for the standing area is only  £150... ...s a credit not only German football but standing areas as well. The premier league should be looking over its shoulder, for everyday they waste squabbling over what to do the Bundesliga gets stronger and will soon be challenging to take over the title of ‘Best League in the World’. Even the lousy, misery filled stadiums of the horrific Scottish Premier League (SPL) have followed Germanys lead, by dropping its ban against standing areas. This shows just how far behind the apparently almighty Premier League is, that essentially an amateur league is further ahead than it is. Fortunately the situation is looking brighter as supporters groups from 12 Premier League clubs have confirmed they are backing a trial for standing areas and despite the fact that progress is slow, the wheels are in motion and it is only a matter of time before the momentum begins to build.