MediaSpark Case Study Example | Topics and Well Written Essays - 500 words

MediaSpark - Case Study Example The estimated target market left the company with no choice, but to choose America and Canada due to the large number of elementary schools. The major problem on the marketing strategy to be used in selling and distributing the product was the main concern. Georghiou felt that it was going to be difficult to convince the educators about the product without trial; they needed to see and try the product before making decisions. The market price of the product was; however, going to vary depending on the country and the user. Further to this, they identified various distribution channels that would handle the distribution and advertising duties (Lionais et al. 24). Although the product sell was successful, the solutions came with various advantages and disadvantages. The use of educational catalogue enabled selling several products to the educational institutions through online catalogues and publications; however, they would not sell Go Venture Entrepreneur in North America through any other channel because he had reached the teachers he had wished to reach. The use of software distribution as an indirect distribution channel was going to give the product a high profile than the text books and catalogues; however, the software distribution channel was highly fragmented with no companies operating in both the U.S. and Canada market. The choice of MarkED was disadvantaged because it lacked a sales force that would complement the catalogue. Furthermore, Georghiou was not sure if it was going to reach the teachers. On the other hand, IBM was technology-based and was already making distributions to schools (Lionais et al. 26). They then made an ag reement on a distribution that would last two years. He also had the choice of using an in-house distribution channel. He was going to hire sales representatives in the two countries to conduct sales, email campaigns, CD demos, public speaking, direct mails, seminars, and catalogue sales. Here, he would make a much

Hybrid and electric cars Essay Example for Free

Hybrid and electric cars Essay Several types of vehicles which use alternative sources of energy have already been developed. These are mainly aimed at controlling the levels of air pollution and to provide a cheaper means of technology, especially with the increasing oil prices. With today’s current economic situation, many money saving cars have hit the road, such as hybrids from Toyota and Honda. However, our society thinks that the hybrid or electric car is a recent advancement, when in fact there were actually more electrics than gas fueled cars on the road in the 1800s. The aim of this research paper is to find out why the society is oblivious to this fact. The history of the electric car The history of the electric vehicle started from the first successful attempt to store electrical energy made by Alessandro Volta in Italy in 1800. The next event of major significance was in 1921, when Michael Faraday demonstrated that wire rod carrying electric current supplied by a Volta pile would rotate around a fixed magnet of one end and was unconstrained by allowing it to hang in a bath of mercury. He also showed that the magnet would rotate around the wire if the fixed and moving elements were reversed. Furthermore, the direction of rotation was reversed if the polarity of the electric current was reversed. This was the principle of the electric motor. In 1832, an electric motor was operated by having a bar magnet mounted on a shaft rotating inside stationary coils of wire in which the electric current was successfully switched by contacts on the shaft. The first electric motor was first constructed in 1968, but it was not until 1973 that the first road vehicles were driven. Interest had also developed in competitions between internal combustion-engine vehicles to show which was superior in speed and reliability. Leitman etal, pg 62-67) While all these developments in electric vehicles were going on, the gasoline fueled internal combustion engine vehicles were also being rapidly developed, so that by 1900, the market for automobiles was almost equally divided between the three contenders of steam, electricity and gasoline. Enthusiasm of the electric vehicle was strong at this time; primarily because of its ease of starting without tiresome need to hand crank the engine. The12 years from 1900 to 1912 was the golden age for electric vehicles, although gasoline-powered vehicles were developing rapidly over this period. In 1903, there were more electric vehicles in London than these powered by the internal combustion engine, but this situation did not last for long. By 1909 when the model T was launched it was already clear that the race for personal transport had been won by internal combustion engine This did not stop the number of electric vehicles in use in the USA increasing to a peak of 30,0000 in 1912. However, by this date, there were 900,000 gasoline engine vehicles on the road in that country, and comparable numbers in Europe. Slowly, the electric car manufacturers went out of business, or started manufacturing gasoline powered vehicles. Leitman etal, pg 62-67) Pollution in the modern era From the 1970s, the interest in electric cars began to appear again; air pollution caused by gasoline engines was beginning to be of concern and a number of small firms were set up to try and met the new demand of electric vehicles. The Ford Motor Company of Britain was asked to look at the possibility of designing a small electric car for urban use which was small enough to occupy minimum road and parking space, had high maneuverability, minimum pollution, was simple to operate and had low initial and running costs. Plant etal, pg 234) The 1990 mandate At the beginning of the 1990s, the electric vehicle had already been improved. They became more marketable, and people preferred them more than the other vehicles. One of the reasons that people preferred to use these vehicles was the fact that they did not use fuel. It was also cheaper and easy to recharge them. These cars were more effective in the 1990s, when the concerns for the environment were on the rise. This forced most car manufacturing industries, being led by General Motors to start manufacturing the electrical vehicles. Since the rate of emissions from gas fueled cars was increasing, the Clean Air Act Amendments of 1990 was enacted. This Act required a reduction in the vehicle emissions (so called Tier 1 controls) by the 1994 model year. It also authorized even stricter Tier II controls on a contingency basis, which was to be imposed by 2004 by the EPA administrator, if further studies showed that they needed, technically feasible, and cost effective. The 1990 Act also put up standards to check the evaporative emissions (emissions that occur after engines are shut off. ) (Collantes etal) California, being the leading state in air pollution, was required by the 1990 law to impose stricter vehicle emissions standards. The state therefore made it a requirement that the manufacturers achieve in stages, fleet-weighted average emissions that would have been lower than the ones mandated by the federal Tier I regulations, beginning with the 1994 model year. All The car manufacturers were authorized to manufacture several zero-emission vehicles (ZEVs, effectively electric-powered cars) by 1998. They were also required to have achieved a total market share of at least 10% by the year 2003. The Clean Air Amendments Act of 1990 also stated that other States should opt to voluntarily set the Environmental Conservation standards that had been set by California. Some of the North Eastern States, including New York and Massachusetts imposed similar rules in their states. The Ozone Transport Commission, through another provision of the 1990 Act, was also persuaded by some of its members to ask the EPA to pass the auto technology measures on the whole region. The imposition of the laws was required because some of the states had no intention of passing the Californian standards voluntarily. If EPA had passed these auto technology measures on all the states, then the electric cars would have taken over 40% of the entire U. S auto market. (Collantes, etal) However, this petition was debated on a lot. It was said that the technology then was not ready to meet such high targets. Another reason the proposal was rejected was due to the fact that the battery technology could only give a little range to the vehicles, besides this, the infrastructure to meet them was inadequate. The industry instead proposed an alternative to the Californian standards, which was to market a national low-emitting vehicle (NLEV) in 49 states. This alternative was tougher than what the law had required the automakers to do, and could meet only the first two levels of the Californian standards. It is clear that the industry was definitely opposed to the idea of an electric vehicle, because it passed the alternative laws, which required all states to ignore the zero emissions Act. For several years, the EPA was unable to make an agreement with between the thirteen jurisdictions and the industry. Also, California was successful in delaying the implementation if the zero electric vehicle mandate until model year 2003. Of all the states, only Massachusetts, Mine, Mew York and Vermont adopted the Californian requirements and refused to accept the NLEV as a substitute to the law, and the industry would not produce it either, unless they did. In the beginning of 1998, there was stiff competition among the â€Å"Big Three† U. S. and three major Japanese companies manufacturing cars. This therefore pushed them to pledge voluntarily to market the NLEV vehicles in the forty-five states which had not mandated Californian cars. This shows that the auto industry was among the reasons why the electric car was not so successful in the market. Collantes, etal) Were it not for the fact that the U. S. levels of air pollution are increasing every day, the industry would not have realized the need to manufacture the electric vehicles. Although the gasoline-electric cars were also a way to reduce the air pollution, the electric cars would have been more effective. This also shows the extent to which people and the auto industries disliked the electric car. Benefits of the electric cars Although the electric cars are a bit inferior compared to the petrol engine or diesel engine vehicles, they have several attributes. They are quiet, and therefore provide an appealing driving feel to the user. The major benefits are however on air pollution, the cars reduce the energy use and the green house emissions; they are zero emitting. The pollution benefits are also large, considering the amount of pollution generated at the power plant. The electric vehicle batteries have the capability to practically eliminate the carbon monoxide emissions and volatile the unburned hydrocarbons and hence diminish the nitrogen oxide emissions regardless of how electricity is generated. (Nakamura etal, pg 223-228) The pollution benefits would be greatest in places like California where most of the electricity comes from tightly controlled natural gas plants and zero-emitting hydroelectric and nuclear plants. They could also be of help to a country like France, which gets most of its electricity from nuclear power. Highly populated cities like Mexico City, Beijing, Bangkok, and Kathmandu, which also source their electricity from nucleus power, could also take advantage of the electric vehicles. Another advantage is that with an electric vehicle, all you have to do is to recharge the battery at home. You don’t have to worry of the increasing fuel prices or that you have to pass through the gas station on your way to work. In the 1990s, people used to worry that their batteries will run out of charge and cause them inconveniences. However, this has changed, as there are new and better batteries nowadays, with the ability to store charge for longer periods. The battery powered vehicles should be effective today, especially with global warming on the increase. With all these benefits, the electric vehicle needs to be marketed and manufactured in large scale. The government and the manufacturers need to promote the car, as much as they do to the fuel powered vehicles. A former employee of general motors in the 1990s said that one of the reasons why the electric vehicles did not sell well is because enough advertising was not done. The government has greatly contributed to the low popularity of the electric vehicles. Realizing that cars manufactured in foreign countries could attract more demand than those produced in the U. S. , it opted to support the manufacture of the fuel powered cars, which were more preferred by the public, to the electric powered vehicles. It was also ineffective because it failed to enact the 1990 Clean Air Enforcement Act. Fuel manufacturing companies, on the other hand, fearing that they would lose the market for fuel, sided with the government in the support for the manufacture of the fuel powered vehicles. The lack of vigorous campaigns to market the electric vehicles is one of the reasons why they are so unpopular today. The fact that the electric cars were once crushed to pieces shows the extent to which their popularity was. Americans have also been ignorant to the idea of promoting the electric car. They have preferred the hybrid cars to the electric cars, ignoring the fact that they have more benefits. (Paine) Conclusion For the past few years, General Motors has been trying to revive the popularity of the electric vehicles. One of the reasons that brought the realization that there was a need to bring back the electric car was the attack of the World Trade Centre, the Pentagon, and the plane that clashed in Pennsylvania on September 11, 2001. All these instances showed that complete reliance on imported oil is a big threat to the financial and the national security. Also, the onset of the global economic crisis, which resulted to an increase in the oil prices, made Americans realize the importance of the electric car. America faces the challenge of energy security, reduction of its reliance on imported oil and the ways in which global warming can be reduced. Electric cars could be the solution to these challenges. The ironic twist of events about national security, oil and the climate change has at last brought the understanding that to stabilize our economy; we need to use the electric cars.

Agents of Socialization Essay -- essays research papers

Agents of socialization in short are the people, groups, and social institutions, as well as the interactions within these groups that influence a person’s social and self-development. Agents of socialization are believed to provide the critical information needed for children to function successfully as a member of society. Some examples of such agents are family, neighborhood, schools, peers, religion, sports, the workplace, and especially the mass media. Each agent of socialization is linked to another. For example, in the media, symbolic images affect both the individual and the society, making the mass media the most controversial socialization agent. One of the most obvious places agents of socialization lay is in the malls of America. Malls are filled with advertisements and consumed by the mass media touching on all levels of society.   Ã‚  Ã‚  Ã‚  Ã‚  No one is immune from the affect of the agents of socialization that exist in malls. Anyone and everyone who is part of a society is a product of socialization. Within every advertisement, clothing store, toy store, arcade, music store, etc, there is a gender preferred subliminal message being sent. The way toys are divided into male sections and female sections and the way advertisements portray all men and women in a certain way contribute to societies â€Å"norm† of gender roles. The mass media is one of the most influential agents of socialization and malls are surrounded by it. The messages given through the media act as the teachers of gender roles, values, ideologies, and beliefs, and individuals who pick up on these messages eventually take on, whats thought to be, the normative roles of society. Both boys and girls rely on society’s expectations in regard to both masculinity and femininity in order to interpret interaction and to develop exp ectations for themselves and those around them. It is because of these agents of socialization, that gender roles are created. Advertisements portray both men and women in characteristically stereotypical fashions that support the various institutions and socialization agents. The women depicted in these advertisements fit the stereotypical roles related to sexuality by focusing on beauty, body image, and physical attractiveness. They are skinny and tan, with teeth as white as paper and hair looking healthy and fresh. Girls in society look up to th... ...re much more scarce. For the more adult cards, those for women all had jokes pertaining to looks, weight and/or sex life, while the men’s cards had jokes pertaining to hair loss, blindness, beer belly’s etc. One card I noticed entailed for women had a picture of a gorgeous, tan, and muscular male with the â€Å"washboard stomach†, and on the inside was a joke saying something along the lines of how one would love this as her present. This send the message to guys that to be a desirable man, they need to be the typical â€Å"tall, dark, and handsome† prince of their dreams, and vise versa for the men’s cards. One card for a male had a picture of a â€Å"Bay Watch Babe† assuming that any typical guy would want a woman like that. This tells women that in order to be desirable to men they need to be skinny, gorgeous, and have a high sexual appeal. Wrapping paper is available to â€Å"fit† both sexes. In one bin there’s a collect ion of wrapping paper with trucks, tractors, bulldozers etc, and in the other there is a collection of wrapping paper with Barbie and friends, dolls, butterflies etc for girls. Anyone would get the message that one bin is entailed for males, and the other is entailed for females.

Enterprise Data Storage Essay

Data Storage is generally divided into two; one is customer storage, which only uses typical disk drives, flash drives or local hard disk in PC or in laptop. While Enterprise Data Storage is the mainly use for large enterprise storage for big industry or company. The data that is being stored in this centralize storage comes from a variety of source, it can either come from customer transactions, that can come from the different parts of the globe, it can also include local data storage for development purposes, like these storage can hold data samples for integration testing and Users Acceptance Testing by both the development team and the customers respectively. Enterprise Data Storage is much prevalent in huge data centers, where amount of data running around the clock and these data are carefully stored and even backup properly. Data in these call centers is the most important one, more than anything, like the transaction report that happen between the customers and the call center agent, which in every end of each transaction, it will be stored in central database, where another team will automatically gets the information based on certain business process of the system, to actually addressed the issue, and so on and so forth. So this means that data in call centers are interconnected to many groups and that is why not even a small downtime is acceptable in their operation. To better implement effective enterprise data storage, there are four important factors must be considered: (1) storage, (2) backup, (3) archiving and (4) disaster recovery. In storage, this means that there should be enough storage capacity for all the transaction needed to run for all the entire systems and with ideal buffer systems in case there will be immediate need for additional space, next one is backup, it is already a common to all industries whether it is running in one server or in enterprise large type, backup plays a vital role in enterprise data storage, it does not only mean that regularly, based on scheduled task by the infrastructure team that the system will automatically backup it every 12MN of every day, but most importantly the importance of backup is to provide confidence to the company that data and information can be rolled back anytime if needed. Archiving is somehow, is something important for keeping both historical information, actually archiving does not work like as backup, archiving only happens in a certain period agreed by the management, and at this point not everything is being archived only those of high risk informat ion are being archived. Lastly, Disaster Recovery, these is also one of the most important use of enterprise data storage, that is to give confidence to the management and the whole company itself, that the company can still perform and no expectation of stop operation will happen, if problems encountered in the systems used by the company or faced with some unexpected events like fire, earthquakes, etc. (Enterprise Data Storage, n. d. ). Data Storage Industry and where it is going Data Storage Industries have earlier predicted that there are five most important information management and data storage trends for 2006. The first one was compliance; compliance talks more on the process side on how technically and procedurally things should be done, in order to avoid misbehavior of the company systems. It also provides a better deal of quality and reliability for the system to work better, since there are already set guidelines, and these guidelines where set after a series of study made and those where also the important input to the compliancy requirements of each processes, that is why if everything will just be followed according to plan, there should be no problem. Secondly, is Security, you can say it can be both physical and data security, for physical security these are the tangible component of your data systems, from the smallest valued mouse or keyboard up to the most critical enterprise servers that you keep in the company, which is important to secure these physical component of your company systems. Data security is still one of the most prevalent problems nowadays, with network access given to everyone, which definitely needs anyway in performing their job, there will still be problems about data security, the only way to combat this problem is to have a constant monitoring daily, actually if possible there should be either systems that will monitor this problems like firewalls, data encryption systems, and even tailored made mapping system fro each users or teams must be strictly be applied. Third, is Integrated backup, here it is simply better backup procedure and archival must be well implemented, like better naming convention and other systematic practices must be applied, Fourth is Virtualization, which also one of the top priority in 2006, this actually means the implementation of state of the art network system that will provide a smooth and faster networking from all the different locations where the company is operating, factors like bandwidth, virtual memory and transfer rate of speed, which is vital in transferring data within the network. Lastly is ECM or Enterprise Content Management, which continues to be one of the biggest challenge to all industry or company, because here we are actually looking at the importance of documentation and keeping it within the company systems, from the simplest how the different systems works, customer manual and up to company policies and procedures that in order to have a better grip of their job, these should be well stored in central repository and from there anyone can easily gets it through the network. (Top Five Information Management & Storage Trends for 2006, n. d. ). Actually, Enterprise data storage industries are continually giving big impact for the company, with the growing demand for data storage, most especially at this point we are now working globally like the existence of call centers worldwide, and that makes enterprise data storage becomes vital. Because in Data Centers, we are not only talking about one server but multiple servers running around the globe, which you can see, setup is like per country, but if you have purchased a enterprise data storage server that are really huge, the implementation can be by geographical zone, like one for Asia Pac, North America, Europe, etc. Lynx Technologies is one of the well known companies that specialize in enterprise data storage products, includes backup/recovery and business continuity implementation which is important for compliancy of the company. The main focus of the company is combining effective networking infrastructure and enterprise data storage solutions. From data storage hardware requirement, data storage management software, secure data storage. Some of the main data storage, for its disaster recovery includes on-line backup and data backup software. And lastly for its compliance service it includes HIPAA/ Sox Data Security. Limitation of local data center that only safe keeps the data storage that runs in the local network, the trend that was being look on to and continue to be a strong importance in the future is more on not only Total data Storage Backup but also must include and prepare to have the recovery solutions, which uses Enterprise Level Onsite Data Storage, and Remote Offsite Data Storage Solutions. Remote or Offsite data storage is one of the best service for data storage by enterprises that works very often outside their company network, and since you are detached and you need to be connected to your company network, this product provides you immediate access and with that, because of the speed of transfer on your data, it can provide your customer and yourself better appreciation on the system. It is also a very cost effective solution for all business partners, staffs and other stakeholders because they can easily work even not connected to their local company network. And with the big capacity and networking efficiency of this solution, which is the most critical part of the business at this time. In the future, what the industry looks onto is more on convenience and accessibility is being look onto, where people can work at home and students can attend to open university, and with that they only need to securely connect online through wireless connection and from there they can easily get a grip of the information needed. Upon using online data storage or remote data storage, it will not just easily be implemented right away because there should be compliance check on this before it will be implemented. The compliance is being conducted by HIPPA or Sarbanes Oxley. The following major impact to the industry is reliable and immediate availability to data and information in different strategic location, as well as easy deployment of application for the target customer. (Enterprise Level Onsite (Online) Data Storage, & Remote Offsite Data Storage Solutions, n. d. ). HP also has provided a good support on the future requirement of enterprise data storage. HP it is the primary storage or data deduplication will be the future of most industry. Active research and study for these technology movers in the future of data storage is being conducted at the company, and this will be the common data storage trend for all data storage industry in 2009-2010. Alongside with it there will also be encryption process that would separately take place, which will also be the part of the feature for data storage on the future. Another HP prediction is the integration of its high end applications with data storage, meaning putting their application on a high scale level. Specific integration like in search engines for faster processing. And since data warehousing is also gaining popularity and great acceptance by most companies at the present the need for scalable data storage will also be an immediate need, because having to implement that would make presentation and downloading of reports in a front end-system like with that of using portal technology will be faster and easy. Since the creation of application, development of databases and managing business intelligence tool and datawarehosuing will be in one very powerful enterprise data storage also includes the effective implementation of networking infrastructure, you can say that customers will no longer ask for more and sure enough satisfaction rating will really be high. (Pariseau, Beth, 2007). Next is CISCO, and this time, it will be how the look of a large call centers see how enterprise data storage works. Data Centers for Call Centers have greatly impacted the change in the industry not only storage requirements, which obviously increasing, but almost every factors in Information Technology it is impacted a lot. Actually there are two important aspects, Technology applied, and Data Centers Storage and Servers. To start with, Technology applied, for CISCO as one of the most well known and trusted name in their field, the implementation of VOIP, which makes it very effective and convenient in combining data and voice in one cable. One of its products SRST or Survival Remote Site Telephony which is used to protect the voice in case of server network failure. Data Centers Storage and Servers, in a typical data center, it is actually almost different types of server and data storage running for a typical call center that runs global support. For SAN or Storage Area Network, Most of the well trusted storage used is EMC and HP. The data center has production servers, where all application is installed for the customer to use and access. It also connects to hundreds of host to their data storage server. Which means that, many applications on the web or in client server applications that are being hosted by the enterprise data storage server and with that the enterprise data storage server hold critical data which all of the application gets and stored or even backup. The SAN is made up of CISCO’s MDS multi layer switches. SAN has greatly improve and utilize the storage resource. And, since it is used for large data centers, with multiple servers, it hold 2 Petabytes or a huge 2 quadrillion bytes of data, which even the numbers are hard to count. With this capacity you can say that it is a good example and direction for all enterprise data storage industries should be. Another one is the Tape Backup Storage, this is used for backup of important and necessary records or data. It’s primary purpose if to be on standby backup. This is actually designed to support the critical systems, that whenever there will be problem in the main site, this will be placed as the data storage to be used. (Data Center Storage and Servers, 2004).

Casablanca †Hollywood Essay

It is certainly undeniable that â€Å"Casablanca† is one of the best known Hollywood classics of all time. But its illustrious reputation does not make it one of the best Hollywood classics in history. There are mainly two points to that claim, one is that Casablanca did not land a tasteful ending, and second is that the protagonist of the Richard â€Å"Rick† Blaine, considered as one of the greatest lovers in history, did not actually love Ilsa. The ending of Casablanca is obviously far from classic Hollywood endings, in which all the major conflicts are resolved. It is not that the ending was poorly written, as stated earlier, it is just lacking some elements of classic Hollywood endings. In the concluding part of the film, Rick and Ilsa had to part ways for second and final time. They had split up without the knowledge of what the other person truly feels. This particular aspect of the ending somehow creates a static noise in the readers because things remain unresolved, not to mention heart-wrenchingly tragic. Moreover, it is just ironic that event though Casablanca is one of the most loved love stories in film history, the protagonist of the story Richard â€Å"Rick† Blaine seems to be incapable of genuine love. There are several possible reasons why he had left Ilsa in the ending. One of which is that he had an insecurity that he cannot compete against someone like Laszlo for the affection of Ilsa. The second possible reason is much worse, he could have left Ilsa because he wanted to get back at her for leaving him in their first split up. Again, this paper does not state that Casablanca is bad film. It just does not fit the stereotypes of classic Hollywood films and love stories. Perhaps its unconventionality had made it one of the most popular films to be ever shown in the big screen. Moreover, the ending of the film and Rick’s inability to genuinely love makes the film realistic, thus less fictional.

Free Essays on Wood As A Building Material

Wood as a Building Material Wood is one of mankind’s oldest construction materials. Wood continues to be used widely for residential, and commercial construction, and industrial buildings. It is also used to construct such things as piers, bridges, retaining walls, and power transmission towers. 90% of houses are constructed of wood. There are several properties that influence its use in a construction application. Wood has several advantages over other building materials such as steel or concrete. It is a renewable source we can chop down as many trees as we want and just plant more. Wood is light weight and easy to handle and ship. The physical and chemical properties of it allow us to work it into different shapes to suit our needs. Wood is very strong for its weight and is easy fastened with nails, screws, staples, or glue. Another strong point of wood is that wooden structures can easily be altered or repaired. It has low heat conductivity and resists damage from weather fairly well. There are three different classifications of wood we use; hard wood, soft wood, and treated wood. Hard and soft wood refer to the type of tree it comes from and treated wood is either soft or hard wood with some chemical treatment to resist decay and insects, and where it comes in contact with masonry or concrete. Hardwoods are deciduous trees that shed leaves annually. Some common types are found around this part of the country: walnut, maple, cherry, oak, and mahogany. Softwoods are conifers or evergreens, which are cone or needle bearing trees. Some common types of those are pine, fir, cedar, and redwood. The terms soft and hard wood do not necessarily refer to the woods strength properties. In fact some soft woods are actually harder than hardwoods, such as southern yellow pine, which is a very popular choice for construction grade lumber. A tree is made mainly of the sapwood and heartwood, but there are other pa... Free Essays on Wood As A Building Material Free Essays on Wood As A Building Material Wood as a Building Material Wood is one of mankind’s oldest construction materials. Wood continues to be used widely for residential, and commercial construction, and industrial buildings. It is also used to construct such things as piers, bridges, retaining walls, and power transmission towers. 90% of houses are constructed of wood. There are several properties that influence its use in a construction application. Wood has several advantages over other building materials such as steel or concrete. It is a renewable source we can chop down as many trees as we want and just plant more. Wood is light weight and easy to handle and ship. The physical and chemical properties of it allow us to work it into different shapes to suit our needs. Wood is very strong for its weight and is easy fastened with nails, screws, staples, or glue. Another strong point of wood is that wooden structures can easily be altered or repaired. It has low heat conductivity and resists damage from weather fairly well. There are three different classifications of wood we use; hard wood, soft wood, and treated wood. Hard and soft wood refer to the type of tree it comes from and treated wood is either soft or hard wood with some chemical treatment to resist decay and insects, and where it comes in contact with masonry or concrete. Hardwoods are deciduous trees that shed leaves annually. Some common types are found around this part of the country: walnut, maple, cherry, oak, and mahogany. Softwoods are conifers or evergreens, which are cone or needle bearing trees. Some common types of those are pine, fir, cedar, and redwood. The terms soft and hard wood do not necessarily refer to the woods strength properties. In fact some soft woods are actually harder than hardwoods, such as southern yellow pine, which is a very popular choice for construction grade lumber. A tree is made mainly of the sapwood and heartwood, but there are other pa...

The Point Sample Method of Timber Cruising

The Point Sample Method of Timber Cruising Ed. Note: The first essential step toward selling timber or timberland is an inventory. It is a necessary step which enables the seller to set a realistic price on both the wood and the land. The inventory and methods used to determine volumes are also used between sales to make silvicultural and management decisions. Here is the equipment you need, the cruising procedure and how to calculate the cruise. This report is based on an article written by Ron Wenrich. Ron is a sawmill consultant and has extensive knowledge on how to inventory your forest using the point sampling method. All links included were chosen by the editor. Equipment For a timber cruise, other equipment besides the angle gauge will be needed. Some like to do a systematic cruise where plots are taken at regular intervals throughout the stand. In addition to an angle gauge, a compass, and a property map, something to accurately determine diameter should be taken along. Plots Each plot will represent a 1/10 acre sample. Its a good idea to do a 10% sample and take point samples at 200 ft intervals. This is a little better than a 10% cruise, but it is easy to plot on a map and is easy to locate on the ground. For a 10% sample, every acre will need 1 plot. A 5% cruise can be taken by taking point samples at 300 ft intervals. There is no need to run cruise lines through fields or other treeless areas. It is also best to cruise when leaves are not a factor - spring and fall are best. Each plot will take about 5 to 10 minutes to locate and record, depending on conditions of both the area and the cruiser. Paces For point location, use a compass and pace system. But before starting it is important to know how many paces you take to make 100 ft. To do this, measure 100 ft on a level surface. Simply walk the distance to find how many paces it takes to complete 100 ft. (some people use 66 ft. or a chain to compute their grid using a chain length). When pacing it is important to remember that you are measuring level distances. On slopes, you will have to take a few more paces to find your level point. The more severe the slope, the more paces that are necessary. Brushy conditions will also make it necessary to slip a few paces, since your gait will be altered. Walking downhill will cause your gait to be longer, so not as many paces will be needed to compensate as walking uphill. Accuracy is not a factor in plot location, so if youre off, it wont impact your results. Point Samples Before the cruise, you will need to establish where your points are to be placed. Make a map of the property or you can use aerial photos. From a known starting point that can be found on the ground, start to run north-south and east-west lines in a grid at every 200 ft. for a 10% sample. Where the lines intersect is where the point samples are to be taken. Successive plots do not have to be all in one line. Turning to get a plot is helpful and should be used where there are natural obstacles, such as wet areas, etc. For the actual cruise, it may be useful to take some sort of staff along to keep track of your plot center. Ribbon can also be used. I always take it down when done with the plot. Cruising Starting at your known point, run your line to your first point. Along the way, you can mark on your map, anything that is of notice, such as a stream, road, fence, or timber type change. This will help if you are making a type map or are writing a management report. At the first point, take your angle gauge and count the number of trees that fall into your plot. For each plot, take note of each counted tree by species, diameter, and merchantable height. Diameters should be tallied by 2 diameter classes. Tree form may also be noted. Any pertinent information should be noted before moving on to your next plot. Also note any trees that you would remove at each point. This can be used as a preliminary cruise for harvesting. Keep each plot information separate. After all the lines are run, you will have a complete map of your property. Just connect where roads, fences and other occurrences intersect. Ronald D. Wenrich is a sawmill management consultant from Jonestown, Pennsylvania, USA. This Penn State graduate has logged timber, inspected treated forest products, been a mill foreman, procured wood, and is now a sawmilling specialist and consultant.

QA How and Why Should I Keep Track of Time on the SAT or ACT

QA How and Why Should I Keep Track of Time on the SAT or ACT SAT / ACT Prep Online Guides and Tips If you want to do well on the SAT or ACT, keeping track of time and how many questions you have left is extremely important. Sections are 35-60 minutes long on the ACT and 25-65 minutes long on the SAT. One of the leading reasons students perform poorly on either test is that they run out of time. And one of the leading reasons students run out of time is not because they're not aware of how much time is left. We'll go over the best way to keep track of time on the SAT/ACT in this article, including what timekeeping devices are and are not permitted on test day. Q: How Does Knowing How Much Time Is Left Help Me? Answer: It lets you plan out which questions to answer first. For each SAT/ACT section, most people agree that it's strategically best to start with the questions that are easy for you. You can then go back and answer the harder ones in an order that depends on how much time is left. If you have three hard questions and 15 minutes left, it probably doesn’t matter what order you do them in. On the other hand, if you only have five minutes left to do three hard questions, you should try to do the easiest-looking one first. But you can’t even make that choice if you have to rely on having a good view of the big clock on the wall or on the proctor's desk. Q: What Can I Bring to Time the Exam Sections? Answer: Not much. Unfortunately, neither test is very accommodating when it comes to timing devices. Both the SAT and the ACT have the following strict rules about what you can bring to the test. Rule 1: You Can't Bring a Cellphone This is for real. You are technically not even allowed to have a cellphone with you in the room, and you're certainly not allowed to look at your phone during the test or during the breaks in between sections. In practice, if you do take your cellphone with you to the testing center, you must make sure it is completely turned off. If you want to be really safe and know how to take the battery out of your phone, do it. Silent mode just isn't safe enough for the SAT or ACT. We say this because cellphones, even on Silent or Airplane mode, can beep or vibrate loudly for various reasons, from a national weather alarm alert to a software update that restarts the phone. And if your phone goes off, the test is over for you. Your test booklet will be confiscated and disqualified from being scored. More pertinently, even if you bring a cellphone with you to the testing center (which, again, is technically not allowed), you definitely, definitely can not use your cellphone, even just as a timer. Rule 2: You Can’t Bring Separate Timers The College Board explicitly lists "separate timers of any type" as something that cannot be brought in. This means no stopwatches, no kitchen timers, and no hourglasses. An hourglass is not an acceptable timekeeping device for the SAT or ACT. Rule 3: You Can't Bring Anything That Beeps If you use a beeping watch in a way that doesn't beep, it should be fine for the SAT/ACT. However, are you sure you won’t accidentally hit a button that makes it beep? Sure enough to bet your entire SAT or ACT score on it? The only way to guarantee your test won't get disqualified is to play it safe and just bring a watch that cannot make a beep. Q: What’s the Best Plan for Keeping Track of Time on the SAT/ACT? Answer: Use an analog (non-digital) watch that can’t beep but that you can easily reset. You can get a cheap non-digital watch for less than $15 on Amazon. If you’re not great at reading clocks, you can get an easy-to-read one that has the minutes marked on a ring around the watch face. Once you have your analog watch, practice using it as a timer with either of these two strategies. Strategy 1: Set Your Watch to Noon Right when each section starts, set your watch to 12:00 (so that the minute and hour hand are both on the 12). The minutes past 12:00 tell you how many minutes passed since the section started. It's an easier way to check how much time has passed than doing the mental math of, "So we started at 10:48, and it's 11:04 now, which means...16 minutes have passed? Probably?" The main problem with this method is that you still have to do some mental time math. For instance: "The 25-minute SAT Math No-Calculator section started at 12 pm and now it’s 12:07pm. How many minutes do I have left?" The answer is 18 minutes, but the time it took you to do the math in your head is lost time you could've been spending on the test. Save your math for the Math section and use this next trick. Strategy 2: Use Your Watch to Count Down to Noon An alternative to setting your watch exactly to noon is to set your watch to a section's length before the hour. For instance, if the section is 25 minutes long, set your watch to 35 minutes past the hour (which is 25 minutes until the next hour). The watch’s countdown to the end of the hour will also be a countdown to the end of the section. Here's a handy table with the times you should set your watch to at the beginning of each section: Section Length (minutes) Set your watch to... What sections are this length? 25 11:35 SAT Math (No Calc) 35 11:25 SAT Writing and Language, ACT Reading, ACT Science 40 11:20 ACT Essay (optional) 45 11:15 ACT English 50 11:10 SAT Essay (optional) 55 11:05 SAT Math (Calculator) 60 11:00* ACT Math 65 10:55* SAT Reading *To keep the countdown to noon consistent across all sections, it's better to use 11 and 10:55 here, but you could theoretically use a different time if you wanted. Setting your watch to count down to noon is helpful because: You effectively have a timer, giving you an edge. It's completely within policy, since you are allowed a non-beeping watch. It's better than doing time math. Of course, if you use this method, don't forget to reset the watch at the beginning of each section. And when the test is over and you’re out of the test room, set the watch back to the real time. What’s Next? Take advantage of your new knowledge of how to keep track of time by reading our tips on saving yourself time during the SAT. Still worried you'll run out of time? We have more great tips on how to avoid running out of time on SAT/ACT Reading and SAT/ACT Math. How long exactly are the SAT and ACT, anyway? Find out with our guides to how long (with breaks) the SAT and ACT are.

Micro1 Essay Example | Topics and Well Written Essays - 1000 words

Micro1 - Essay Example The cost is nil as well for attendees whose higher degree provides upward revision of earnings. The components of opportunity cost include fees paid for tuition purposes, foregone earnings, book prices, leisure time. The percentage of opportunity cost and the money value is closely correlated. Tuition fees of colleges can be treated as the greatest cost of attending college. Answer 2 Decisions taken at the margin are one of the key factors in decision making processes. The marginal cost accrued to a decision is taken into account by the decision maker at the margin. The decision maker judges whether the cost is greater than the benefit when the decision will take effect. An example is as follows: an employer judges the additional cost of recruiting an extra employee with the benefit the organization gains from recruiting that additional person. If it is analysed that benefit exceeds the salary, then the employer decides to recruit the person. Average cost is used while determining de cisions on investments and tax. Answer 3 The statement is as follows: â€Å"HSBC in Talks on Possible Sale of Ping An Stake†. The statement is a positive statement as it can be accepted or rejected depending on the available evidences (The Wall Street Journal, 2012a). The statement is as follows: â€Å"Sahara Feeling heat over bond sales†. ... The statement is a positive statement as it can be accepted or rejected depending on the available evidences (The Wall Street Journal, 2012d). Answer 4 The scenario under assumption is seamstress decides to produce more dresses in an hour than the seamstress usually does. The incentive behind such action of the seamstress can be listed as follows: 1) Subsidy on dress prices from the part of the government; 2) Fall in price of raw materials; 3) Reduction in transport prices necessary for supply of goods to the market; 4) Rise in demand conditions; 5) Possibilities of exports opening up. There may also be some disincentives like fall in the export possibilities of the goods, uncertainty getting accrued to the production process, and sudden fall in demand expectations. The scenarios based on political, legal or cultural aspects are unavoidable. Answer 5 It is assumed that the farmer uses the available land in efficient fashion. The following diagram denotes the total amount of corn and beans he can produce. The farmer has the luxury to produce 150 units of beans if he chooses not to produce any corn. On the other hand, he can produce 300 units of corn if he chooses not to produce any beans. In economics, such an action is defined as efficient use of resources. The opportunity cost of corn at each level of production is 25 units of beans. The marginal cost of the farmer at each level of production is the cost of 25 units of beans. The slope of the line is 25. The slope of the line is same as the marginal cost. Answer 6 The costs of producing corn and beans are needed to determine the level at which the farmer should produce. Answer 7 Answer 8 The skills that have been taken under consideration to be compared are

How to lie in Statistics Essay Example | Topics and Well Written Essays - 1000 words

How to lie in Statistics - Essay Example I feel statistical information presents the facts as they are. The characteristics of the samples are made to show the characteristics of the entire population under study. The sample’s statistical results are generally assumed not to represent the characteristics of those who are not part of the population. For example, the $25,111 salary represents the average salary of people chosen for the statistical tests (such as people in Yale alone). However the $24,111 salary does not represent the people not chosen for the survey, such as the people working in Alaska (14). Likewise, the $25,111 average salary is true only for the time period when the statistical tests were undertaken. However, the $25,111 average salary may not be true when the same statistical tests were taken 30 years prior to the current Yale statistical tests. Likewise, a similar test conducted 20 years after the current statistical tests will generally show a different statistical finding (18). Interpreting the difference in the findings, the statistical findings should not be taken as occurring in ALL situations; to do so would be a lie. It is a lie because interpreting the statistical results is all-encompassing would be too twisted, exaggerating, oversimplified, or distorted. Sales people would use the average results of statistical test to convince the prospective buyers to purchase their wares; the sales persons are willing to lie to generate sales. Consequently, many buyers are persuaded by the statistical test results to buy the sales person’s products and services. The buyer wants to join the â€Å"band wagon† by buying what the average person wants to buy (103). I feel the author (9) correctly emphasized the statistical data can show the validity of the first sentence â€Å"There’s a mighty lot of crime around here†. However, such interpretations are subject to correction. For example, statistical data showing the number of crimes committed in one neig hborhood can be more persuasive to the leaders when compared to absence of statistical information on the same topic. In fact, the average person can easily draw up several theories based on common sense or statistical trends. However, the trends are high probabilities (not100 percent assurance) of future outcomes. Further, I correctly understand that statistical information correctly presents quantitative as well as qualitative figures as basis for decision making. The manager can base one’s expansion policy on the statistical figure stating there is a huge profit. However, the manager must beware of false statistical figures. The statistical computation of the gross profit figure may be based on erroneous data. Likewise, the manager must ensure that the mathematical computation of the statistical results is accurate (112). To ensure that statistical outcomes are reliable, the manager must determine if the there is no distortion or manipulation of the raw statistical data ga thered. Someone may have intentionally changed or manipulated the real statistical data to suit selfish or biased needs. The spoiled statistical data will generate unrealistic statistical findings. The unrealistic statistical findings will trigger unprofitable management decisions (133). I think statistics generally shows facts that are based on real outcomes. The records of the Connecticut Tumor Registry show that cancer survival has increased due to the

Deming's 14 points of Management Essay Example | Topics and Well Written Essays - 2250 words

Deming's 14 points of Management - Essay Example All these changes point to standardisation across the board for athletics coaches and athletes, and it is this standardisation which leads to the processes associated with quality. Total Quality Management is management philosophy that has been adopted and applied to various sectors of industry. Its popularity stemmed from the highly efficient and highly productive systems that most Japanese organisations used, for example, the Toyota and Nissan car plants in the United Kingdom. Total Quality Management was first introduced by Feigenbaum in 1957, but this notion has recently been developed further by incorporating ideas from other quality experts, for example, W.E. Deming (Slack 1998). Deming was considered to be the father of quality control in Japan as he stressed the importance of implementing quality from top management levels and ensuring it was a strategic activity. Deming's basic philosophy was that the quality and productivity would increase as the unpredictability of the process decreased. This was to be achieved through the use of statistical control methods, participation, education, openness and purposeful improvements (Slack 1998). Total Quality Management is basically a way of thinking and working in an organisation and is not a prescriptive philosophy, as it provides guidance on how to approach quality in an organisation. In fact Total Quality Management stresses the need to meet the needs and expectations of the customers, which is important as organisations exist to serve customers. For instance, in the sports establishment, athletes will often select facilities and coaches they think will provide a quality service in terms of advice, guidance and helping them reach their full potential. TQM must also cover all parts of the organisation and include every person working in that organisation as well. TQM is a holistic system, and is not dependent on just one or a few individuals, but on all individuals. Successful athletics coaches often have a highly developed and highly efficient management system behind them that monitors and assesses their performance. This assessment constantly assesses quality by setti ng benchmarks which the coaches have to meet or exceed. A TQM system also examines all costs related to quality, but more importantly it looks at the cost of failure. By looking at failure, an organisation is able to analyse the situation and identify the problem. It is quite easy to overlook quality if no records of failures are present, as an organisation always tends to get complacent. Emphasis is placed on getting things right the first time, but building in quality as opposed to inspecting it. This is important as there are situations where organisations cannot afford to get things wrong due to the cost involved, for example, space travel. This is also an important point to consider in athletics as athletes often have optimum ages were peak performance can be expected. The failure of recognising this and capitalising on it can result in a lost opportunity for both the athlete and the coach. The success of the TQM system is highly dependent on the development of systems and proc edures that support quality and improvement as this philosophy is about developing a continuous process of improvement

Synopsis Essay Example | Topics and Well Written Essays - 750 words

Synopsis - Essay Example I felt like my heart is going to explore. A couple days later, I registered NCLEX-RN class (National Council Licensure Examination-Registered Nurse). I studied very hard. I did not feel tired. I felt like I can fly. I could not stop smiling at work, because I had a new dream. I passed the exam at first attempt. I quitted job and find an agency. I was interviewed and accepted in â€Å"A† group for which I only need to pay 25% of one-year program. I told my family at one night that I am going to America in two months. It was like having a funeral service at home. My mom and sister started crying and told me that the agency is going to sell me. My sister said if I leave for America, she was going to die. My dad and little brother were shocked. My lovely sister cried so much, so I could not persist in my plan. I folded my plan just for a while. I got a new job. Actually, I was scouted from the previous work. This was a new opening hospital. I had to teach other nurses and assistants one-on-one, because they do not had any experience in this department. It has been going really well. I was very pleased after hearing that I have strong leadership skill from the director of the department. On a very bright day, my father got a letter, which was about my grandmother land with two other people, and they wanted to sell it. As a result, we got enough money to buy a house, and paid back all the loans. I desensitized my family that America is not dangerous, as my sister said she is going to die if I leave. I opened my dream file again. I found a new agency, got a phone number from the owner of the agency, and asked her if it is okay, my mom calls you to ask questions. My mom talked with the owner for an hour, and then said I can go there. A week later, I had a dinner with my male friends, and I announced that I might go to America in four months. I got a phone call from a male friend with whom I

Management team decision Coursework Example | Topics and Well Written Essays - 1000 words

Management team decision - Coursework Example The plan of interest is the modification technique as it provides greater amounts of sustainable and near-term profitability. Currently, General Motors produces over 85 models and the appropriate move is to regulating production of various models. The company will be in a position of reducing the overlapping models and concentrate on the product mixes for purposes of allowing future redevelopment. General Motors should take away the GMC Passenger Van and Cargo Van as their Chevrolet brand offers similar vans with minor variations of the model. The organization should also include major changes in the current product mixes to achieve a turnaround for the current situation. The firm can achieve its profitability goals through a reduction plan of the overlapping vehicles in various brands since ascertained brands should not drive away customers. The strategies are intended to take the business away from competition. The entity can concentrate on defining several strategic decisions since it takes time to attach justifications behind the removal of each model (Peng 2008). As the company experiences reduced SUV sales, the corporation has to reduce the Envoy models to three as well as the Yukon models. Pontiac needs to remove the Montana Vans in the product line as the vans are outdated in terms of design as it not profitable. The company’s past strategy was to offer a broad assortment of cars under each brand. General Motors has changed the strategy through limiting the product portfolio and focusing on Cadillac and Chevrolet as marquis brands (Sekhar 2009). The organization has repositioned Hummer, Saab, and Saturn within niche brands. The approach combines Buick, GMC, and Pontiac into distribution channels that are complementary. Success of the firm appears to embed on taking strategic steps towards the profitability direction through making

A critical perspective on branding, concerned with issues in practical Essay

A critical perspective on branding, concerned with issues in practical application of branding practices - Essay Example Lury (2004) also adds that employees form a core part of brand promotion in any company; large businesses use employees as mediums to promote their brands not only to external potential customers but also to the existing and potential internal customers. A reflective analysis on the impact of branding on employees and organizations has been undertaken in the present context. Working with a large and influential brand is usually regarded as an example of prestige and privilege. One such brand is the HSBC bank that will be studied for its efforts to enhance brand image in this analysis. Drawing points from Dr. Brannan’s teachings from the theme titled, ‘Branding: Being 'you' inside and outside the organisation,’ likeliness of impact of branding on employees will be assessed against literature propositions. This analysis will specifically focus on Warhurst and Nickson’s (2009) perspective of employees’ position in branding efforts, which is a mere objec t of brand personification in order to please customers and stakeholders. In this process, an attempt will be made to understand how branding impacts employees’ place and meaning in organizations by relating to personal experiences. Important findings from literature will be evaluated along with identification of some critical reviews of management specialists. These evaluations will be helpful in explaining practical positions held by individuals in organizations with respect to brand promotions based on personal experiences. Important conclusions will be subsequently highlighted. 2. Working at HSBC: About HSBC: HSBC Bank is multinational bank setup in more than 80 countries and has over 7200 offices with more than 287,000 employees. HSBC bank provides the widest range of financial services to over 89 million customers across the globe. Its services are in retail banking, personal financial services, commercial banking and markets, and global private banking (HSBC history, n .d). Working as a back-office executive at HSBC bank is perceived as a prestigious position owing to its brand value besides its size and strength. This brand is considered as one of the greatest success stories in modern marketing, according to the bank’s website. HSBC was ranked number one financial services in 2011 in one of the surveys and its brand value is estimated to be worth $ 27.1 (Advertising, 2012). The HSBC brand: Globally, all HSBC offices and businesses follow certain common practices, which, they believe, reinforce their brand. One such practice that reinforces brand image and corporate reputation through certain regulations is its ‘core standards of behaviour,’ based on integrity, trust and excellent customer service; these standards facilitate building HSBC’s reputation, keeping different units united, in making them unique and earning them the competitive edge in the market. These core standards define certain behavioural components for all employees towards active listening, understanding, freedom to deliver, integrity, straightforwardness, forward thinking, and teamwork (Employee Handbook, 2008). Like many other far-fledged businesses and corporate sector firms, HSBC’s brand image is emphasized in almost every aspect that is visible to its internal and external customers. Its brand image also reflects in its choice of aesthetics in terms of interiors, logo design and color as well as in its rules for employee etiquettes. For instance, its slogan, ‘The World’s Local Bank,’ actually depicts HSBC’s mission of making its presence felt in every country and region by offering diverse and customized

Management team decision Coursework Example | Topics and Well Written Essays - 1000 words

Management team decision - Coursework Example The plan of interest is the modification technique as it provides greater amounts of sustainable and near-term profitability. Currently, General Motors produces over 85 models and the appropriate move is to regulating production of various models. The company will be in a position of reducing the overlapping models and concentrate on the product mixes for purposes of allowing future redevelopment. General Motors should take away the GMC Passenger Van and Cargo Van as their Chevrolet brand offers similar vans with minor variations of the model. The organization should also include major changes in the current product mixes to achieve a turnaround for the current situation. The firm can achieve its profitability goals through a reduction plan of the overlapping vehicles in various brands since ascertained brands should not drive away customers. The strategies are intended to take the business away from competition. The entity can concentrate on defining several strategic decisions since it takes time to attach justifications behind the removal of each model (Peng 2008). As the company experiences reduced SUV sales, the corporation has to reduce the Envoy models to three as well as the Yukon models. Pontiac needs to remove the Montana Vans in the product line as the vans are outdated in terms of design as it not profitable. The company’s past strategy was to offer a broad assortment of cars under each brand. General Motors has changed the strategy through limiting the product portfolio and focusing on Cadillac and Chevrolet as marquis brands (Sekhar 2009). The organization has repositioned Hummer, Saab, and Saturn within niche brands. The approach combines Buick, GMC, and Pontiac into distribution channels that are complementary. Success of the firm appears to embed on taking strategic steps towards the profitability direction through making

Topic is to be an emerging or new technology of some kind Research Paper

Topic is to be an emerging or new technology of some kind - Research Paper Example However, in the topical times when all over the world there is rapid change of technologies, it is vital to adapt to newer technologies. New technology must meet the need of customers and it must be easy to implement (Souder and Sherman, 1994, p.45). One such technology is mobile banking facility. In earlier days banks used to keep customers’ money in vaults and would only meet financial needs of the customers. Then financial data networks were create to facilitate electronic method of transfer of funds through interconnected banking system. Even then the customers had to be personally present in the bank to deposit or retrieve funds. Next ATMs provided the customers to do their banking in various locations. Now, more recently online banking through the internet has become a common occurrence. The latest technology in the line of banking facilities is mobile banking. This technology helps the customers to do activities like transferring funds, checking balances, paying bills f rom their cell phones. Now customers rarely need to go to the bank to do their banking (Stair and Reynolds, 2009, p.17). ... (Krugel, 2007, p.3) Insecure edge of mobile banking technology Today customers do most of their banking either through personal computers or mobile phones. Mobile phones are in these days internet-enabled and private data either stay on a single device or float in the cyberspace and thus can be vulnerable to misuse (Mukherjee, 2008, p. 61). Mobile phones were primarily built for voice communications and as such have certain limitations that increase the risk factor in mobile banking. One major risk factor includes concern of confidentiality and integrity of data during transfer of information from and to bank’s wired core processing system and to wireless environment. There are many other limitations in mobile phone like small screen space, short battery life and lower processing speeds. There is also the problem of various data entry formats and also data storage capacity is limited. Attempts are being taken to reduce the risk factors through wireless markup language and wire less application protocol. The mobile manufacturers are also trying to improve the devices. But other risks which include security threat and authentication are still major issues of concern and unless measures are taken to resolve the security issues, mobile banking can never become the dominant channel for banking. Mobile technology of today can provide wide range options for mobile banking services. While some options can ensure high level of security there are other options which cannot promise the same security level. There is possibility to minimize the risk factors by introducing operational controls. In developing countries mobile handset technology is not of the highest level. In these countries risks of mobile

Political parties Essay Example for Free

Political parties Essay In most political environment of the world, the issue of attracting increased voters is critical to the development of any political party. Most party candidates run progressive and aggressive political campaign in other to win more voters. Political parties around the world device various means of increasing their chances of winning elections. A very good example is the just concluded United State presidential election. The country’s parties in one way or the other influence the election results through their various campaigns. There will be a comprehensive discussion on this matter in this write up. According to Micah Sifry, who argued that voter turnout would increase if party candidates run progressive and populist campaigns. In some cases, this could work and in practice, progressive and populist campaigns do determine the increased turnout of voters, but most times this may not be. What will determine this may be the assurance on the part of the political aspirant that went they are elected, the economic goals would be achieved. In essence, political party’s primary obligation has significant effect on the voter’s turnout that could be necessary in future election. In future, political parties may continue to use these campaign strategies. However, there maybe a major change in the way this is conducted. Political parties will develop different platforms, issues and debates that could determine the number of voter’s turnout. These platforms and issue could be in form of given detailed report on what the political aspirants will do if elected. Others could be to develop campaign publicity and events around the country, utilization of publications to educate the generality about their campaign progress, plan tours where political aspirants will be required to speak and answer questions from the public. The progressive and populist campaign refers to direct effort by political parties to give a detail issue or account of what their respective candidate would solve if elected. The populist is an America phenomenon, which was developed to take the issue of the populace needs into consideration. The USA faces series of progressive and populist campaign, because most political aspirants get to office without fulfilling the various promises made during their political campaigns. This has contributed to the problem that could face the country in terms of political elections in future. The aggressive and populist campaign has some resemblance of today’s campaign process. In some ways, the country is trying to address this issue in different forms. The just concluded presidential election is a very good example of this issue. During the campaign, the two parties involved developed several ways of attracting voters to their side. They used different means of election campaign to have a great chance of winning, but the government-devised strategies to address this issue. In conclusion, what determines the increased number of electorates’ turnout depends on the way political parties make use of various political campaign strategies. In essence, aggressive and populist campaign strategy is just a necessary condition and not a sufficient condition for increasing the number of voters’ turnout during election. Reference: Rutenberg J. , Nagourney A. , (2008). An Adviser Molds a Tighter, More Aggressive McCain Campaign. The New York Times, Politics. http://www. nytimes. com/2008/09/07/us/politics/07schmidt. html? _r=1

Free Essays on Terrorism: The Language of Terrorism :: September 11 Terrorism Essays

The Language of Terrorism    On September 11, 2001, two airplanes flew into the World Trade Center and another into the Pentagon, while yet another suspiciously crashed.   Blasted on T.V. screens across America, were images of fire, destruction, chaos and death.   Framed in colors of red, white and blue, were such headlines that read:    ³America Under-Attack, ²  ³The War Against Terror ² and  ³The Attack on America ²; all the while, urgent ticket taped messages flowed across our television screens and news anchors reported on the utmost of news.   To sum-up the days events, President Bush addressed the nation.        Ã‚  Ã‚  Ã‚   It was in the President ¹s initial speech to the nation following the attack on the World Trade Center that the adjective  ³evil ² was first introduced.   Quoting from the bible, and making reference to a  ³power greater than any of us, ² the President reassured the American people of their safety and well-being.   Within a couple of minutes, the stage was set for all that was to follow.        Ã‚  Ã‚  Ã‚   Since adopted by the media, the Bush administration and the American people, the religious reference of  ³evil ² by the President has become an integral part of the public discourse.   Framing the way we talk and think about the day ¹s events, and all subsequent events, including talk of Bin Laden, the Taliban and terrorism, the use of binary language in religious and metaphoric expression have become an important element in the  ³war against terrorism. ²Ã‚   And despite the   President ¹s and congress ¹ denouncement of any reference to  ³the attack on terrorism ² as a holy war, it seems as if the American ideal of  ³separation of state and religion, ²Ã‚   has become suspended and/or forgotten all together.      Ã‚  Ã‚  Ã‚   The intent of this paper is to analysis the language used by the President to describe the September 11th events, and consequentially, its binary effects.   Given the President ¹s religious and metaphoric references a dichotomous framework is thought to exit.   For instance, in using the term  ³evil, ² images of the devil and hell have been conjured up --and conversely-- images of God and heaven.   Helping to demonize those responsible, the initial language used by the President and later incorporated by the press, has since served as a political weapon from which to fight  ³the war against terrorism. ²Ã‚  Ã‚   In that the President ¹s speech evoked from his audience (most notably the American people) feelings of fear, terror, anger, and hatred, the appeal has been to the public ¹s emotions and senses rather than their ration and intellect.

The Western Lawman :: American America History

The Western Lawman The west was filled with various characters ranging from cowboys, bandits, bar owners, and ultimately the law. The different attitudes towards men of authority during the western era can be seen through the national radio show of Gun smoke. The knowledgeable, caring, and just sheriff of Dodge County named Matt Dillon portrays many societal roles as he is faced with perplexing situations. Through three episodes of Gunskmoke, the reoccurring theme is that Matt Dillon is the law, the judge, and often the jury. The rise of the west needed a figure of authority and Matt Dillon was that symbol. He was the first person the lawbreakers saw and also the last they wanted to meet. Yeah, weve met Throughout the three episodes of Gunsmoke it can be seen that Dillon is a very knowledgeable person. When a towns person comes and informs Dillon regarding a certain situation, he normally knows who they are or someone related to him. Not only is he aware of whom they are but also their tendencies, whether they are humanitarian in nature or just a plain drunk. During the three episodes of Gunsmoke, Dillon was faced with solving cases in which a murder took place. Dillon knew those who were involved as well as the likelihood of that same person committing the crime at hand. It can be seen through this incident that the western lawman is knowledgeable about his surroundings as well as the various possible suspects. Pope was a good man, he wouldnt do this In the first episode of Gunsmoke, Dillon speaks to a frightened resident who fears the invasion of Indians on his property. Dillon advises the man named Pope to acquire a gun and shoot if they came to close. When the Indians came, Pope shot one dead. However Dillon found out that it wasnt Indians but rather a group of drunken men playing a practical joke. Through this story it is evident that Dillon was very compassionate to Pope by listening to his problem and advising him. Dillon was also kind and patient to the men who played the wrongful joke. It can be seen through this incident that the western lawman is caring and understanding. Im still the law in Dodge Dillon was also very just when it come to the law. The main theme of these three episodes was the portrayal of Dillon playing the role of investigator, judge, jury and lawman.

Impact of Technology Essay

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