The Reign Of Elizabeth I - 3344 Words

The reign of Elizabeth I is often thought of as a Golden Age. It was a time of extravagance and luxury in which a flourishing popular culture was expressed through writers such as Shakespeare, and explorers like Drake and Raleigh sought to expand England s territory overseas. This sense of well-being was embodied by Queen Elizabeth who liked to wear sumptuous costumes and jewellery, and be entertained in style at her court. But life in Tudor England did not always reflect such splendour. The sixteenth century was also a time when the poor became poorer, books and opinions were censored, and plots to overthrow the Queen were rife. Elizabeth s ministers had to employ spies and even use torture to gain information about threats to her life. In 1558 the Protestant preacher John Knox wrote, It is more than a monster in nature that a woman should reign and bear empire over man. So was he right? Were women fit to rule the country? The people had lived through the unpopular reign of Mary I, known as Bloody Mary for her merciless persecution of Protestants. Lady Jane Grey was Queen for only a matter of days before being toppled and eventually executed. And Mary Queen of Scots made a series of ill-judged decisions which led her to the executioner s block in 1587. Elizabeth could be as ruthless and calculating as any King before her. Elizabeth was a different kind of Queen: quick-witted, clever and able to use feminine wiles to get her own way. Elizabeth could be asShow MoreRelatedThe Reign Of Elizabeth I2125 Words   |  9 PagesThe reign of Elizabeth I was the period during which the trade systems overseas and expansion of exploration was occurring and England had become a great power and one of the biggest influences on the world. It was the period in which most of the industrial development took place which in turn led to many many technological innovations. It was also the period during which humanity subjects like literature, theatre, music flourished, with likes of Shakespeare and William Byrd. Considering all theRead MoreThe Reign Of Queen Elizabeth I And The Elizabethan Era1787 Words   |  8 Pagesknown as the golden age in English history is associated with the reign of Queen Elizabeth I and the Elizabethan Theater. Although life was not easy during the Elizabethan era it was one of the most progress ive times in history and marked the beginning of the Elizabethan theatre which still to this day influences theatre and the way theatre is presented . The Elizabethan Era began in 1588 and ended in 1603 during Queen Elizabeth I reign England s capital and largest city, London grew to about twoRead MoreHow Different was English Christianity in the reign of Elizabeth I (1558-1603) from that of the childhood of Roger Martyn (born c.1527)?1026 Words   |  5 PagesThis report will compare and contrast how different English Christianity was in the reign of Elizabeth I to the childhood of Roger Martyn. Roger Martyn was a local gentleman who gave a detailed account of his childhood and how Christianity was greatly practiced. Through various time periods of English history, English Christianity differed tremendously. The basic beliefs of Christianity are that Jesus is both fully divine and fully human; humankind is inherently sinful, signifying estrangementRead MoreElizabeth I Research Paper1591 Words   |  7 PagesEnglish III Elizabeth I I, Overview Elizabeth I (known simply as Elizabeth until the accession of Elizabeth II; 7 September 1533 – 24 March 1603) was queen regnant of England and Ireland from 17 November 1558 until her death. Sometimes called The Virgin Queen, Gloriana or Good Queen Bess, Elizabeth was the fifth and last monarch of the Tudor dynasty. The daughter of Henry VIII, she was born a princess, but her mother, Anne Boleyn, was executed two and a half years after her birthRead MoreElizabeth I Dbq Essay719 Words   |  3 PagesFrancesca Ratovich 5.2.13 p.3 Elizabeth I DBQ Elizabeth I is considered a Machiavellian queen; she placed the political unity of England above any other aspect of her kingdom, including religion. Elizabeth I’s reign was influenced politically and religiously, in respect to ideas about gender. Elizabeth, daughter of Henry VIII, responded authoritatively to any opposition she faced. Considering the fact that a female successor to the throne of England was ascending, there was a tremendousRead MoreElizabeth I: Britain’s Triumphant Queen Essay examples1611 Words   |  7 PagesThe exceptional reign of Queen Elizabeth I stands out in British history. Her reign is one of the longest in British history. Under her rule Britain began to gain strength because her policies laid the groundwork for the future rulers to build upon. The previous rulers of England, such as Queen Mary I, created turmoil through their policies which their personal beliefs influenced greatly. Elizabeth I’s reign remained relatively stable and she implemented new political policies that helped to strengthenRead MoreHow Did Elizabeth Manage Parliament?1391 Words   |  6 PagesHow successfully did Elizabeth manage parliament? During the reign of Elizabeth I, the Privy Council and court were the centre of the Elizabethan government. Although parliament was Elizabeth’s necessary method of legislation and raising taxes, it was far from being a regular part of the governmental system (only being called 13 times during her reign). A leading debate arose when the historian Sir John Neale argued that there was a considerable amount of conflict between MPs and the queen. WhereasRead MoreThe Elizabethan Er The Golden Age Of English History1527 Words   |  7 Pagesover England’s hated Spanish enemies ( Elizabethan Era.). Queen Elizabeth I was queen from 1558 until her death in 1603, marking the Elizabethan Era.   Her father was King Henry VIII, who ruled from 1509 until his death in 1547, and was succeeded by Elizabeth s siblings Edward and Mary. Her father’s reign was shaped by his separation from the Catholic Church, which sparked years of religious controversy in England. Queen Elizabeth s mother was Protestant, but Elizabeth’s predecessor and sisterRead MoreQueen Elizabeth: The Virgin Queen922 Words   |  4 PagesLizzie Scott â€Å"I am already bound unto a husband which is the Kingdom of England.† -Elizabeth I (Add Intro) Queen Elizabeth was famously known as â€Å"The Virgin Queen† for never marrying. She refused to share her power. Queen Elizabeth was born in 1533 and she and her sister were claimed to be illegitimate by her father, Henry VIII since he was looking for a male heir to his throne. Her mother, Anne Boleyn, was executed by her husband Henry VIII for what historians believe was false charges of adulteryRead MoreThe Role Of Queen Elizabeth I And Queen Elizabeth I1271 Words   |  6 Pagestotal of 66 monarchs, all varying in historical importance. Queen Elizabeth I and Queen Victoria are two great monarchs still remembered today. Both women were influential figures who coined their own eras. Queen Elizabeth I influenced the Golden Age, bringing learned arts and education into popularity. The Victorian era became known as an age of great wealth and expansion for the British Empire which is attributed to Queen Victoria’s reign. What made these seemingly ordinary wo men become some of the

Mental Illness And The Mentally Ill - 1913 Words

Stereotypes are made about groups of people in every class, country and race. The mentally ill are no exception to this fact. Mental illness has no bounds and can affect anyone, whether rich or poor, American or Canadian, black or white, it does not matter. People with a mental illness or disorder are looked at as dysfunctional, violent, unsuccessful, and even foul-smelling individuals. People with extreme cases of mental illness, such as schizophrenia and bi-polar disorder, are often called crazy, insane, and mad when in actuality they are acting in a radical way because of something that these individuals cannot control or express in ways that is understandable to people without these disorders. Throughout history people with mental illness have been misunderstood. Insane asylums were used to imprison people with a mental illness when all they really needed was medical attention. In order to combat this stigma an understanding of symptoms and treatments for the mentally ill is nec essary. Once their problems are understood people will find it easier to walk in their shoes and will probably be kinder to those with a mental illness. When this happens the stigma will dissolve and eventually disappear entirely and people with mental illness will finally be treated the way they deserve, with respect. Understanding mental illness is the first step to defeating an ignorant society and ending a terrible stigma. Mentally ill people suffer from numerous problems ranging all the wayShow MoreRelatedMental Illness Of The Mentally Ill2395 Words   |  10 PagesDeinstitutionalization of the mentally ill was, and continues to be, an ill-conceived concept. Mental illness is not theoretical, it is a very real and debilitating condition for the individual who suffers from such an illness. Mental illness is a disability which makes an individual unable to attend school, pursue a career, maintain a job or care for a family. Mental illness has ruined not only the lives of the people it has affected, but those who care for the victims of this disease. Mental illness is treatableRead MoreMental Illness Of The Mentally Ill On Deinstitutionalization1514 Words   |  7 PagesMental illness in America has become an increasingly popular topic of discussion. Rather than being placed in hospitals for treatment, mentally ill individuals are being placed into correctional facilities for their actions. Person s with serious mental illness (SMI) such as bi-polar disorder, severe depression, schizophrenia and etc. have trouble within society. Many lack income and stable living arrangements to be able to succeed in the community. Side effects of their illness can enable them toRead MoreShould Mental Illness Be Mentally Ill, Or Neuroatypical?1873 Words   |  8 Pageswas and continue to be socialized to be mentally ill, or neuroatypical. Being neuroatypical is a trait that is both ascribed and achieved. Some aspects of mental illness are chemical or environmentally triggered, so my OCD and mood disorder are both directly a part of my biology. Similarly, my anxiety it is thought to be genetic and my PTSD is obviously caused by trauma. These things seem concrete and ingrained enough in my being that I can call mental illness ascribed, but at the same time, thereRead MoreMental Illness and Health Care for the Mentally Ill Essay1216 Words   |  5 PagesCase Study Mental Illness has a broad spectrum in the definition of mental illness; any of various psychiatric conditions, usually characterized by impairment of an individual’s normal cognitive, emotional, or behavioral functioning, and caused by physiological or psychosocial factors. Also called mental disease, mental disorder. The broad definition also includes that a mental illness is dependent upon a society’s norm and whether corresponding behaviors go against these norms and whetherRead MoreThe Stigma Of The Mentally Ill1498 Words   |  6 Pageswho are classified as mentally ill. The mentally ill have become a stigma in our modern day society. When society hears the word mentally ill the unbidden thought of an unhinged man or woman walking down the street talking to themselves or yelling incoherently comes to mind. If they aren’t stereotyped as insane, then the mentally ill are generally seen as awkward, violent, incompetent, or weird. Even without the ne gative stereotypes, there are some who consider mentally ill people a burden on societyRead MoreThe Community Mental Health Centers Act Of 1963 Closed State Psychiatric Hospitals1191 Words   |  5 PagesMany years ago, mental illness was viewed as a demonic possession or a religious punishment. In the 18th century, the attitudes towards mental illness were negative and persistent. This negativity leads to the stigmatization and confinement of those who were mentally ill. The mentally ill were sent to mental hospitals that were unhealthy and dangerous. A push in the mid 1950s for deinstitutionalization began because of activists lobbying for change. Dorothea Dix was one of these activists that helpedRead MoreMental Illness Discrimination.1036 Words   |  5 PagesHow To: Avoid Mental Illness Discrimination Have you ever been surprised to find out a loved one is mentally ill? Mentally ill people are found almost anywhere in North America among many other countries. In some of Canad a s cities, you can see panhandlers who haven t bathed in a month or people who are having conversations with themselves or others who are extremely inappropriate. Although there has been progress in the diagnosis and treatment of the mentally ill, stereotypes, mistreatment andRead MoreThe Shutdown Of Public Mental Health1614 Words   |  7 Pageshave proven that the shutdown of various mental health facilities across the nation has caused a dramatic increase in the number of incarcerations for people who suffer from mental illness. In 2006, the Bureau of Justice Statistics calculated that there were approximately 705,600 mentally ill adults incarcerated in state prisons, 78,800 mentally ill adults incarcerated in federal prisons, and 479,900 mentally ill adults incarcerated in local jails (â€Å"Mentally Ill†). In response to the increase in theRead MoreMentally Ill Offenders Should Be Held Accountable For Their Actions1350 Words   |  6 Pagesnot mentally ill offenders s hould be held accountable for their actions. Mentally ill offenders have been filling up state prisons and jails at a rapid pace, but should they really be held in these environments? A mentally ill offender is a person who suffers from mental disorders such as schizophrenia which separates them from society. Mentally ill offenders who have illnesses such as schizophrenia should be held accountable for their crimes to an extent meaning, they should be sent to mental hospitalsRead MoreMental Illness And Its Effects On People s Mood, Thinking, And Behavior1660 Words   |  7 PagesMental illness, a medical condition, are disorders that can affect people’s mood, thinking, and behavior. Many people don’t pay much attention to these disorders, because they are not familiar with psychiatric illness. Not paying attention to detecting and treating mental illness is an issue, because it can increase the risk of violence more than treated mentally ill people. For example, the f ailure to treat the ill can have dire consequences because it can increase the risk of mass shootings. Being

Depression And The Card Diversion Essay - 1475 Words

Loneliness makes individuals troubled and can leave voids; depression can drive individuals to numerous psychological issues. hose voids with numerous unfortunate kinships, connections, and propensities. The book  ¨Of Mice and Men ¨ gives a look at how it carrying on with the farm life in the 1930 s could get amazingly forlorn. People attempted to discover approaches to get away from their depression amid that time by creating companionships and connections; even unfortunate ones. There were three fundamental characters that show confirmation of this. Every one of the three characters indicate how loneliness can drive you to second thoughts, dreams, sacrifice, He utilizes names and words, for example, the town close to the farm called Soledad, which shows depression and the card diversion Solitaire Which implies by oneself. He makes it clear that every one of the men on the farm are desolate, with specific individuals lonelier than others. In the opening part, Steinbeck presents the possibility of depression and men who chip away at farms living transitory lives, with no point in life. Steinbeck utilizes the setting to pass on these thoughts. As they were strolling along the way, it is depicted as a way thumped by hard young men originating from the farms to swim in the profound pool, and beaten hard by tramps who come tediously down from the interstate at night to wilderness up close water (p.18) This makes a setting and shows how men who chip away at the farm haveShow MoreRelatedAnalysis Of The Book The Round Oak Essay1576 Words   |  7 PagesItems for sale at the confectionery, in addition to those listed in the centennial narrative, included over-the-counter medical and veterinary supplies, toiletries, greeting cards, knick-knacks, and holiday specific novelties. Besides attending Bill’s fireworks display on Independence Day, patrons purchased rockets, firecrackers, caps, and sparklers to enliven their family or neighborhood festivities.11 Even though Bill and Clara offered an extensive variety of merchandise, the physical size ofRead MoreObesity : A Significant Public Health Problem1502 Words   |  7 Pagesare different Bariatric surgical procedures which include Roux-en-Y gastric by-pass (RYGB), sleeve gastrectomy (SG), vertical banded gastroplasty (VBG), adjustable gastric banding (AGB), laparoscopic adjustable gastric band (LAGB), biliopancreatic diversion with duodenal switch (BPD/DS) and laparoscopic mini gastric by-pass (MGB). RYGB is an irreversible procedure, which leads to restriction of food intake and malabsorption of food consumed (21455833). 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Their names became legend Superman and Batman or as he was then known, the Bat-Man), Wonder Woman, Captain America and they re still with us today. A new exhibit at the Skirball Cultural Center in Los Angeles celebrates these icons from the Golden Age ofRead MoreThe Meaning of Sports2537 Words   |  11 PagesEnglish (1300) is of anything humans find amusing or entertaining. Other meanings include gambling and events staged for the purpose of gambling; hunting; and games and diversions, including ones that require exercise. Rogets defines the noun sport as an activity engaged in for relaxation and amusement with synonyms including diversion and recreation. In todays world sports is generally defined as all forms of physical activity which aim is to use, maintain, or improve physical fitness and provideRead MoreThe Meaning of Sports2530 Words   |   11 PagesEnglish (1300) is of anything humans find amusing or entertaining. 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The Role of Ict in Enhancing Education in Developing Countries Free Essays

string(138) " create products that represent what they are learning\) that can change the way students interact with the content \(Windschitl, 2002\)\." Journal of Education for International Development 4:2 December 2009 The Role of ICT in Enhancing Education in Developing Countries: Findings from an Evaluation of The Intel Teach Essentials Course in India, Turkey, and Chile Daniel Light Education Development Center This paper presents findings from case studies of the introduction of the Intel ® Teach Essentials Course—a professional development program focused on integrating information and communication technologies (ICT) into project-based learning—into six schools in Chile, India, and Turkey. We describe four common dimensions of change in learning environments that emerged across the countries: changes in teachers’ knowledge, beliefs, and attitudes; changes in how students engage with content; changes in relationships among students, teachers, and parents; and changes in the use of ICT tools to promote students’ learning. Three of these dimensions relate to shifts in pedagogical paradigms that appear to be prerequisites to effectively using ICT to support students’ learning. We will write a custom essay sample on The Role of Ict in Enhancing Education in Developing Countries or any similar topic only for you Order Now Our findings indicate that these shifts must not just occur at the teacher level, but must take hold throughout the educational system and must accompany sustained investment in infrastructure, human resources, curricular frameworks, and assessment. Key Words: ICT, developing countries, education reform I. Introduction Understanding how technology fits into the complex realities of classrooms has been a critical factor in creating real change in schools in the industrialized nations (Cuban, 1993; Honey, McMillan Culp, Carrigg, 2000; Somekh et al. 2003), yet little is known about educational technology projects in the classrooms of the developing world. This paper examines the influence of an information and communication technologies (ICT)-focused professional development program—the Intel ® Teach Essentials Course—on classroom learning environments in six schools in Chile, India, and Turkey. Over the years, program evaluations have found that teachers across a variety of countries value their experience in the Essentials Course and report using ICT and/or making changes in their teaching practice following the program (Light, McMillan Culp, Menon, Shulman, 2006; Light, Menon, Shulman, 2007). However, the evaluations have also suggested that the ways in which teachers in different countries follow up vary, depending largely on factors in their school contexts. The research presented in this paper sought to examine more deeply the nature of the changes that schools in different contexts have made to integrate ICT and student-centered practices and how these changes affect the classroom (Light, Polin, Strother, 2009). In all three countries, we found that the educators we interviewed and observed felt they had been able to implement new ICT activities and teaching approaches with their students after the Course. We also identified a consistent set of programs and policies that, combined with the motivation and skills of educators, enabled these schools to innovate. We selected the six schools in the study (two from each country) which key local stakeholders—the training agencies, the ministries of education, and the Intel Education Managers—considered to be â€Å"good examples† of using the Essentials Course to create school-level change within their national Light 1 Journal of Education for International Development 4:2 December 2009 contexts. In pursuit of the ideals established by their ministries, the teachers and administrators in these schools are attempting to transform the instructional strategies and the educational tools they use. Although each country is unique and each school is at a different starting place, all are moving toward more student-centered, project-based, and ICT-rich classroom learning activities. Across the diversity of their situations, educators in each school connected the ideas and tools offered in the Essentials Course with their own needs. From our case studies of the six schools, we identified four common dimensions of changes that are emerging to support more project-based and ICT-rich activities in the classroom: changes in teachers’ knowledge, beliefs, and attitudes; changes in how students engage with content; changes in relationships among students, teachers, and parents; and changes in the use of ICT tools to promote students’ learning. Three of these dimensions of change that emerged across schools are pedagogical in nature, supporting the idea that an appropriate pedagogical context is key to successful ICT integration. II. Theoretical Perspective When effectively integrated into a high-quality learning environment, researchers have demonstrated that ICT can help deepen students’ content knowledge, engage them in constructing their own knowledge, and support the development of complex thinking skills (Kozma, 2005; Kulik, 2003; Webb Cox, 2004). However, ICT alone cannot create this kind of teaching and learning environment. Teachers must know how to structure lessons, select resources, guide activities, and support this learning process; many traditionally-trained teachers are not prepared to take on these tasks. As Bransford, Brown, and Cocking (2000) point out, to use technology effectively, the pedagogical paradigm needs to shift toward more student-centered learning. This shift is not trivial or easily accomplished, particularly in countries with teacher-centered educational traditions. The literature suggests that four broad sets of changes should accompany the integration of ICT and the move toward a constructivist model of teaching and learning. 1. Changes in teachers’ knowledge, beliefs, and attitudes: The literature on education reform highlights the importance of changing teachers’ beliefs and attitudes to create long-term sustainable change (Fullan, 1993). Many studies on ICT integration find that projects fall short of expectations because the educators continue working within a traditional vision of rote learning (Gersten, Chard, Baker, 2000; Honey Moeller, 1990; Teacher Foundation, 2005). Teachers need to believe that new approaches to teaching are effective and will make a difference for their students in order for them to continue using new approaches. Teachers’ understanding and commitment are particularly important to sustain changes in areas such as project-based learning or student-centered techniques, which require core changes to a teacher’s instructional practice (Gersten et al. , 2000). 2. Changes in how students engage with content: Research in the learning sciences has established that constructivist theories of learning provide a more reliable understanding of how humans learn than previous behaviorist frameworks (Bransford et al. , 2000). Studies have identified a variety of constructivist learning strategies (e. . , students work in collaborative groups or students create products that represent what they are learning) that can change the way students interact with the content (Windschitl, 2002). You read "The Role of Ict in Enhancing Education in Developing Countries" in category "Essay examples" The introduction of ICT into schools and project-based approaches should change how students interact with th e content through new types of learning activities. 3. Changes in relationships among teachers, students, and parents: Recent studies suggest that, specifically, a supportive and cooperative relationship with the teacher can be very important Light 2 Journal of Education for International Development 4:2 December 2009 for learning (Marzano, 2007). Research in many different countries has found that the introduction of technology into learning environments changes teachers’ and students’ roles and relationships (Hennessy, Deaney, Ruthven, 2003; Kozma McGhee, 2003). 4. Changes in the use of ICT tools to promote students’ learning: The ICT integration in developing country classrooms is challenging (Akbaba-Altun, 2006; Comenius, 2008; Grant, Ross, Weiping, Potter, 2005; Light Rockman, 2008; Somekh et al. 2003; Vyasulu Reddi Sinha, 2003). A number of factors—such as teacher knowledge, time, access to ICT tools, and the alignment of ICT use with pedagogical goals—appear to help teachers integrate ICT and to support students’ increased use of ICT tools for learning (Light Manso, 2006; Perez et al. , 2003). III. Overview of the Three National Contexts A. India Of the three countries, India is perhaps the country that has most recently begun reforms to promote new teaching approaches and ICT. Across India’s decentralized education system, national and state leaders face big challenges in their efforts to support an education system that must reach so many students (Cheney, Ruzzi, Muralidharan, 2005; PROBE Team, 1999). Efforts to shift curricula from behaviorist approaches to learning to a constructivist approach that emphasizes the personal experiences of learners are recent (India—National Council of Educational Research and Training, 2006; Pandley, 2007). A growing number of policies support ICT integration, but one expert review (Vyasulu Sinha, 2003) found that there is still great variation in implementation of these policies and access to ICT is still limited for most students. Although there is variation by state, the duration of the standard school day is five hours, divided into 35-minute lessons. The class sizes tend to be large; the classes we visited ranged from 45 to 60 students. Indian teachers are expected to cover a lot of content, and the textbook often becomes the center of the learning process (PROBE Team, 1999; Rampal, 2002). The state curriculum varies, but in Maharashtra State, for example, the students have a very full schedule by the upper grades and study 11 compulsory subjects. B. Chile Since 1990, successive Chilean governments have pursued a consistent reform effort to modernize teaching and learning, improve and expand school infrastructure, promote student-centered curricula, institute full-day schooling, develop a national examination, invest heavily in teacher professional development, and integrate ICT into schools (Cox, 2004; Ferrer, 2004; Valenzuela, Labarrera, Rodriguez, 2008). The Chilean school day is eight hours, with the amount of time students spend in core areas (math, language, and science) twice that spent on other disciplines, and there is reserved time for students to engage in enrichment activities or project-based learning experiences. Class periods are typically 50 minutes, with two-hour classes in core content areas. Every school is required to have a Unidad Tecnica Pedagogica (UTP—the Technical Pedagogical Unit) that provides pedagogical support to improve teachers’ practice. Chile also has an ICT program, Enlaces (Links) that, by 2007, had provided hardware, software, and connectivity to 94% of schools in Chile and trained 110,000 teachers (Cancino Donoso Diaz, 2004; Chile—Ministerio de Educacion, 2008). Thus, most schools have a certain level of ICT infrastructure available in computer labs. Light 3 Journal of Education for International Development 4:2 December 2009 C. Turkey Turkey has been instituting educational reforms to modernize and expand its school system and align it with European Union norms since the late 1990s (Baki Gokcek, 2005). The reforms include the expansion of compulsory education, efforts to decrease class size, introduction of a new curricular approach and materials, the use of ICT, and efforts to provide teachers with professional development. Announced in 2005, the new curriculum draws upon constructivist pedagogical principles and the theory of multiple intelligences and promotes more student-centered techniques— such as individual and group work—to encourage students to explore and develop skills (Gomleksiz, 2005). As Phase 1 of the Basic Education Program, 1998–2003, the government distributed thousands of computers to schools (Akbaba-Altun, 2006), and many schools now have labs. Turkey is moving toward full-day schooling, but many schools—including the two we visited—still have two, five-hour shifts because they cannot otherwise meet their communities’ demand. The demand for schools also means that Turkey has not yet reduced class size to 30 students. Nationally, the average primary school class size is 38. 6 students (Otaran, Sayn, Guven, Gurkaynak, Satakul, 2003) but in the schools we observed classes ranged from 50 to 60 students. IV. Overview of the Essentials Course The core goal of the Essentials Course is to prepare teachers to integrate ICT across the curricula as a tool for learning and to design and implement inquiry-driven, project-based learning activities. The Essentials Course involves teachers in a process of developing a complete unit plan that utilizes a project-based approach, engages students in a variety of ICT activities, and organizes learning around an â€Å"essential question† that guides students’ inquiry and exploration of a given topic. Teachers are encouraged to designate time in their unit plans for students to use ICT to conduct research and to create a final product to share their research findings. The Essentials Course also discusses crucial factors for creating high-quality, issues in student-centered learning environments (e. g. , classroom management issues with technology), and approaches to assessing students’ technology products. During the unit plan development process, teachers expand their technical skills and prepare to implement their units back in the classroom. This is a vital feature of the Essentials Course, as it allows teachers to experience and evaluate the new teaching approaches (Guskey, 2002). In addition to Web resources, the Essentials Course uses commonly available software, primarily word processing software and presentation software, to support students in creating presentations, Web pages, brochures, reports, and newsletters. Figure 1: Core Components of the Intel Teach Essentials Course Content Linking ICT use to deeper learning Essential Questions or curricular framing questions Project-based approaches Student created products Internet resources Group work Holistic assessment strategies Structural Features 40 to 60 hour training Focus on commonly available software Teachers create a sample unit plan Teachers learn by doing Trainer is in the same school Emphasis on building communities of trained teachers Light 4 Journal of Education for International Development 4:2 December 2009 Intel, in collaboration with ministries of education worldwide, has offered the Essentials Course to more than 6 million teachers in 45 countries. The collaborative approach to course delivery is important. Although the core messages and goals of the program do not change, Intel works with the ministries and local educational experts to adapt Essentials Course materials to fit local needs; a local agency in each country implements the Course. In Chile, the ministry created a network of universities throughout the country that offers the Course in their regions, and the Pontificia Universidad Catolica de Chile in Santiago oversees the network. In India, the non-profit Learning Links Foundation oversees the program in the participating states. In Turkey, the Ministry of National Education (MNE) oversees the program, and trainers are based at the provincial education directorates and in larger towns. In this study, we used an instrumental case study approach (Stake, 1995) to examine how successful schools and teachers have been able to integrate ICT and new teaching strategies into their classrooms. This approach allowed us to work directly with schools that have been making changes, talk with teachers about the aspects of the Essentials Course that are useful to their practice, and develop an understanding of what teachers are actually able to do in typical schools in each country. During a two- to four-day site visit at each of the six schools, we interviewed school leaders, the Essentials Senior Trainer (ST) or Master Teacher (MT), technology-using teachers, students, and representatives of students’ parents whenever possible. As shown in Table 1, classroom observations of both typical classrooms and students engaged in the computer lab or ICT activities complemented the interviews. Table 1: Data Collected India Mumbai School Interviews Observations Focus groups Interviews Observations Focus groups Interviews Observations Focus groups Interviews Observations Focus groups Interviews Observations Focus groups Interviews Observations Focus groups 2 school leaders; 5 teachers 5 classes 14 parents; 37 students; 12 teachers 4 school leaders; 3 teachers 5 classes 3 parents; 5 students 2 school leaders; 3 teachers 4 classes 7 students 3 school leaders; 2 teachers 3 classes 5 students 2 school leaders; 8 teachers 3 classes 3 parents; 5 students 5 school leaders; 7 teachers 5 classes 5 arents; 19 students Village School Chile Santiago School Village School Turkey Ankara School Village School Light 5 Journal of Education for International Development 4:2 December 2009 As noted, to identify a sample of exemplary schools, we gained input from local stakeholders. We requested that the local training agency, the ministries, and the Intel Education Managers in each country comp ile a list of schools. We asked that they exclude schools with privileged access to resources, technology, or funds. Success was defined by the local stakeholders to represent what they felt would be reasonable expectations for schools and teachers in their country. From the list of schools, the research team made a final selection of two schools in each country. To carry out the fieldwork, we collaborated with local partners. In Chile, we worked with researchers from the Centro Costadigital at the Pontificia Universidad Catolica de Valparaiso, and in Turkey, we teamed with GLOKAL Research Consulting. Unfortunately, the arrangements for a local research partner in India fell through. V. Sites A. India We selected a private school in a middle-class neighborhood of Mumbai and a government school in a Gujarati village. The Mumbai school, with 2,000 students, is an English-medium private school from pre-K to Grade 10 and the village school is a Grade 1 to 8 Gujarati-medium public school with 309 students. In the Mumbai school, every classroom has a computer connected to a TV, there are two computer laboratories each with 60 computers, and there is a computer in the library. The labs have broadband Internet. The Gujarati village school has a lab with 14 computers and a computer on a wheeled table with an LCD projector. The lab is connected to the Internet through a dial-up modem. B. Chile We selected a government-subsidized private school in a lower middle class neighborhood of Santiago Chile and a small municipal school in a rural town. The private school has 2,500 students from pre-K to Grade 12, and the municipal school serves 97 students from pre-K to Grade 8. The private school has five ICT labs, some with as many as 20 computers. The municipal school has a lab with 15 computers, plus four laptops, a digital camera, a TV, a printer, two LCD projectors, and a wireless network. C. Turkey We selected two public schools that serve students from K to Grade 8. One school, in an outlying neighborhood of Ankara, serves 2,300 students. The second school, located in a small provincial capital on the Anatolian Plateau, serves 1,410 neighborhood children and has a population of female boarding students from villages in the province. The school in Ankara has one computer laboratory with 21 computers, 15 classrooms have a computer, and there are 350 Classmate PCs donated by Intel. The lab has broadband Internet and a wireless hub. The Anatolian school has three computer labs with 15 computers each, and five or six teachers also have a computer in their classrooms. The labs have wireless connectivity. VI. Findings: Three Common Themes The Essentials Course was not the only source of information or support for the new student-centered practices and ICT-based activities we observed in these schools, as all three ministries of education are engaged in reform with various changes such as new curricula, new standards, and new in-service Light 6 Journal of Education for International Development 4:2 December 2009 training programs. Education reform is a long and complex process that needs to be supported with multiple strategies, and our findings suggest that the Essentials Course can be one part of that puzzle. A. Changes in Teachers’ Knowledge, Beliefs, and Attitudes Because all schools in the study were considered successful, we explored what teachers had changed in their own practice. In the interviews, we asked teachers to discuss what they had learned from the Essentials Course that was useful for their classroom practice. Three themes emerged across all six schools as the teachers spoke about what they found to be valuable for their teaching: (a) their beliefs about how students learn were shifting; (b) they had a deeper understanding of new teaching strategies; and (c) they had improved their knowledge of how to use ICT as a learning tool, as well as strengthening their ICT skills. a. Teachers’ beliefs shifted to a constructivist paradigm of teaching and learning. Teachers expressed a growing belief that students can learn through exploration and discovery. The Essentials Course and, more importantly, the experience of implementing a project-based or ICT-rich learning activity appear to influence teachers’ understanding of how children learn. The interviews suggested the teachers began to value learning as different from memorization and to see that students can learn by exploring content, conducting research, and applying knowledge to real problems. For example, a Chilean history teacher remarked upon the difference from the traditional approaches of having students memorize information: â€Å"By following a question, the students acquire a lot f content through research. † In all six schools, teachers also expressed their belief that students learn more than just content with projects and Internet research. Many teachers recounted what they did â€Å"before† and â€Å"after Intel,† and their descriptions consistently included how students â€Å"learn more deeply,† â€Å"have more confidence,† and â€Å"are more motivated† by the new ways of learning. They reported that students were developing skills and attitudes such as self-assurance, curiosity, collaboration and teamwork skills, presentation skills, and organizational skills. In appreciating how effective group work had been, a teacher in Turkey reported that, â€Å"Before Intel, students did not do teamwork. [†¦] In Turkey—kids want to learn from teachers, now they have to do research on their own and can learn more deeply. Otherwise students aren’t motivated to learn. † A second Turkish teacher commented that students â€Å"were sharing ideas and thoughts with each other† and learning to â€Å"trust themselves. † B. Teachers deepened their understanding of student-centered practices. Teachers reported improving their skills with innovative teaching practices. Although some countries had more experience than others, across the board, nearly all the teachers we interviewed valued project-based approaches and reported doing projects with their students. Teachers had very clear ideas about how project-based approaches can support student learning by allowing students to explore content as they respond to a research question or problem posed by the teacher. They felt the project approaches made the content more relevant to students and required greater intellectual effort for students to find and synthesize information, which led to students learning and retaining more information. At schools in Turkey and India, principals and teachers credited the Essentials Course with helping them learn how to do projects for the first time. In Turkey, teachers told us the Course helped them better utilize the project ideas offered in their new national curricula. One school in India had been experimenting with projects prior to participation in the Essentials Course, but the teachers reported that this professional development experience gave them a solid template and a set of strategies for Light 7 Journal of Education for International Development 4:2 December 2009 project-based approaches. In Chile, teachers told us that the Course helped them learn about inquirydriven project-based strategies in addition to the problem-based approach supported by their ministry. While teachers from all three countries agreed that the Essentials Course supported their use of student-centered practices, each country’s context and educational goals influenced which topics were of most interest to teachers. For example, while all the teachers spoke about using group work and collaborative learning, the teachers in Turkey were very excited about the collaboration strategies presented in the Essentials Course. Turkey’s traditional approach to teaching is lecturebased and emphasizes individual student activities, and teachers reported that they did not have any previous experience with collaborative learning. Group work and collaboration are, however, part of the new Turkish curriculum and reform efforts and teachers expressed appreciation for how the two programs supported each other. The curriculum contains many group activities, and the Essentials Course offers strategies to facilitate group work, as well as follow-up support to practice these strategies with coaching from their MT. In India, teachers found the â€Å"Essential Questions† strategy to be compelling. Essential Questions (e. g. , â€Å"Why do we need others? †) are intriguing, open-ended questions that organize a project and are an effective way to encourage students to think deeply and to provide them with a meaningful context for learning (Wiggins McTighe, 2001). The Indian curriculum is very demanding and the school day is crowded, so teachers felt that they could not easily integrate project work into every class. While they could not do projects during the class period, they were, however, exploring the use of questioning strategies to push students’ critical thinking and to allow students to share their perspectives and formulate their own conceptual understandings of the content. For example, one teacher asked her students what they thought the impacts of British Colonial policies were on the farmers, and a social studies teacher asked students what they valued about their community. Teachers felt that asking for student input was a significant change. As one teacher commented, they no longer just â€Å"stand and teach,† but facilitate iscussions and encourage children to share their knowledge. The teachers we visited felt the open-ended questions and ensuing dialogue between teachers and students might be the foundation of a new relationship between teachers and students. One of the schools in Chile, which already had a lot of experience with ICT and projects, focused on the use of rubric assessments presented in the Essentials Course. The principal noted that teachers were facing increasing challenges in assessing students’ work as the school moved toward complex, technology-rich student products such as presentations and websites. Through these products, students master more than just content and teachers wanted to value all aspects of students’ learning. They considered the rubrics—designed to capture the range of skills, attitudes, and content that students develop—as a key way to address these challenges. The teachers were also using rubrics to put students more directly in control of their learning process; students know from the beginning which aspects of the content teachers will evaluate. C. Teachers improved their ICT knowledge and skills. Teachers reported that they had developed the skills needed to initiate or increase the use of ICT with students. Most of the teachers in India and Turkey reported little ICT experience before Essentials, whereas most Chilean teachers had previous trainings and experience using ICT. Regardless of their experience with ICT, all teachers we interviewed who took the Essentials Course reported they increased their knowledge of how to use ICT as an educational tool. For teachers with no prior experience, the Course helped them acquire basic skills. However, all of the teachers commented on Light 8 Journal of Education for International Development 4:2 December 2009 how the Course helped them see ICT as a pedagogical tool. The strategy of having teachers design a model unit of their own choice appears to allow teachers to work on skills and areas that are new and challenging for them. VII. Changes in How Students Engage with Content The introduction of ICT into schools and the use of project-based approaches and Internet research have changed how students interact with the content in a number of ways. In the site visits, teachers and students spoke about three types of new learning activities that would, according to the literature, contribute to a constructivist learning environment: (a) learning through projects; (b) conducting Internet research; and (c) connecting school content to students’ lives (Windschitl, 2002). A. Project-based work gave students a chance to collaborate, use multiple resources, and direct their own learning. In all the schools, student projects were fundamental to bringing student-centered instructional strategies into the classrooms. The Essentials-trained teachers we interviewed spoke of doing projects with their students. Despite variations among project designs, a few core features emerged. In almost every site, projects gave students chances to work collaboratively and challenged them to take on new roles and responsibilities; students worked in groups and often had to coordinate efforts to complete the projects. Also, all of the projects described included research and culminated in a final product that required students to synthesize and share what they learned. For example, in the Gujarati village, the students did a project about water use and irrigation. They visited local experts, surveyed the community, collected data, and researched solutions. As a result of the students’ examination of drip irrigation, and their proposal of how farmers could use this new strategy, the village converted to drip irrigation. Again, the teachers in India could not fit the project into the class time, so students did a lot of the work before and after school. The municipal school in Chile did a multi-grade project on insects in which the younger grades collected bugs and wrote reports and the older grades helped them create a website. B. Independent Internet research gave students autonomy and a chance to develop and share their own perspectives. Internet research was a constant theme in these schools. Teachers, students, and parents all spoke about having students do Internet research for homework and as part of the projects. Teachers often asked students to bring in additional information on topics in the textbook (e. . , in a Turkish project students researched systems of the human body). Or, teachers asked students to research additional topics or themes (e. g. , after a lesson on farmers under the British Empire, a history teacher in India asked students to research the condition of Indian farmers today). C. Connecting school content to students’ lives made learning more meaningful to students. We found that many of the projec ts teachers designed connected students’ school work to their home life and the community more broadly. In a very simple sense, the increased use of practices such as open-ended questions and group work allowed students to share the perspectives and knowledge they bring from home. For example, a teacher in India asked her students what they had eaten for breakfast and then used this as the start of a nutrition lesson, and a Turkish teacher had his first grade students discuss how an animated story related to their own families and lives. Light 9 Journal of Education for International Development 4:2 December 2009 Yet many of the project topics also engaged students in examining real-world issues or concerns that gave them an opportunity to connect â€Å"school learning† with the real world and allowed them to develop their own opinions and perspectives about the issues. For example, the Indian village that did the irrigation project mentioned above also did projects on clean water and public health. Other projects were less ambitious, but still meaningful, such as the Chilean school where students collected stories and images from the community to publish in a booklet for their families. Our interviews ith parents in the Indian and Turkish sites also supported the perception that students were becoming a source of new information for their families. Parents credited their children’s increased use of Internet research with providing them with current information to which they would not otherwise have had access. Students are generally more excited by information they find themsel ves than the contents of a textbook, and parents reported that their children were rushing home, eager to share what they had discovered. VIII. Changes in Relationships among Teachers, Students, and Parents In keeping with the new activities and roles for students, the teachers and students in the schools we visited reported that they were transforming how they interact. The changes in teaching practices in these schools are part of a broader change in relationships within the school and between the school and the community. The educators and students described changes in the ways they collaborate with each other that grew out of the new teaching practices (e. g. , project-based approaches, open-ended questions), integrating ICT into the schools (e. g. Internet research or presentations), or both. We noticed that teachers, students, and parents reported changes in three sets of relationships: (a) among the students; (b) between students and teachers; and (c) between the school, the parents, and sometimes the community. A. Projects and ICT activities fostered collaborative relationships among students. Many of the teachers and parents interviewed said that students were developing a rang e of social and interpersonal skills that they attributed to the projects and the new roles that students were taking on. As noted, students in every school were taking on new responsibilities as they worked on projects—leading teams, conducting research, writing reports, debating with peers, and making presentations to peers, teachers, and parents. A Chilean fifth grade teacher explained how her students were developing the skills and maturity to work as a team, even across grade levels, because of the collaborative techniques she learned in the Essentials Course. Some of the parents also commented on their children’s maturity and responsibility. A Turkish father noticed a change in his daughter’s attitudes since doing the â€Å"Intel projects. † He observed that before teachers participated in the Essentials Course, his daughter did not share her things with anyone. After her teachers participated in the Course, his daughter began to share more with friends and she enjoyed working in teams. The father also said that, as a result of her involvement in projects and team work, his daughter completed her school assignments independently at home and no longer asked him for help. B. New teaching strategies allowed teachers to develop more collaborative and interactive relationships with their students. The teachers reported that, as their teaching practices changed, their relationships with their students also became more open and supportive. Teachers began to allow more intellectual discussions between themselves and their students, and students were more willing to approach teachers and share concerns and opinions. The teachers and parents in Mumbai were, perhaps, the most eloquent. One group of teachers commented that, as children, they had been afraid of their teachers and they Light 10 Journal of Education for International Development 4:2 December 2009 were happy that their students no longer â€Å"fear the teacher† but gladly ask questions and give opinions. The students we interviewed echoed these sentiments. A group of high school students from the school in Santiago, Chile explained that a good teacher is one who encourages students to disagree when they have a well-reasoned argument. A student from Mumbai shared a similar perspective: â€Å"I like that whenever I do a report I can include my own critical opinion—it is not just cut and paste. And I can learn many things outside of the textbook. † C. Innovating with projects and ICT strengthened the relationships between the school, parents, and the community. The parents we interviewed were excited by the introduction of community-focused projects and student research, and they expressed pride in what the schools were doing for their children with technology. A group of parents in India praised their school â€Å"because of the new technology, [the school] is innovative. They have very high performance, but it is not just academics-oriented. † In the four public schools we visited, parents and the community had also initiated efforts to bring additional ICT resources to the schools by donating equipment or paying for improved Internet connections. However, the parents also remarked on the new teaching practices and what these changes mean for their children. All of the parents we interviewed commented on how the school was developing the whole child since the project work was supporting teamwork, independence, and self–confidence. Parents in India and Turkey highlighted their children’s growing confidence and independence to do research or make public presentations, and they also noted the caring relationships between students and teachers. IX. Changes in the Use of ICT Tools to Promote Students’ Learning A core aim of the Essentials Course and a central objective for the ministries in Chile, Turkey, and India is to encourage the use of ICT as a learning aid for students. Although the administrators and teachers we interviewed in all six schools told us they wished they could do more, to the extent permitted by resources, space, and time, students were using ICT for learning activities. PowerPoint presentations and Internet research were, by far, the most common ICT tools that students used. All six schools promoted student use of ICT, but each adopted different strategies to realize its goals. In Turkey and India, with short school days and tight schedules, the teachers had to strategically make time—either by working outside of class, or rationing access—for students to complete their ICT projects. For example, the teachers at the Anatolian school in Turkey told us that they meet as a team each semester to decide which classes will do long-term projects to ensure every student gets a chance each year. The Chilean teachers had more flexibility to schedule lab time during school hours, although they also did afterschool activities. Perhaps the clearest change is that, in all six schools, teachers gave students Internet research activities for homework. For instance, a math teacher in India assigned students to calculate average rainfall in different parts of the world using online databases, and a Chilean history teacher had students analyze online photos for life conditions in 1900s Chile. X. Conclusion This paper presents the findings from our fieldwork that describe the nature of the changes taking place in the classrooms in these six schools as they integrate ICT activities. Since the governments point to these schools as positive examples, their experiences can help contribute to an understanding Light 11 Journal of Education for International Development 4:2 December 2009 of the process of integrating ICT into the schools of developing countries. While some educators we observed are more skilled than others, and some changes in practice are just emerging, all six schools are making changes beyond just the use of new tools. They are developing: new beliefs about learning and new practices, new ways to engage with content, changing relationships, and new ICT tools for learning. That three of the four common dimensions of change are pedagogical shifts, and that they are changes in pedagogy that are supported by the ICT, illustrate the paradigm shift required for effective ICT integration (Bransford et al. , 1999; Hepp et al. , 2004). These findings illustrate the complex sets of changes that have to occur for ICT to be deeply and meaningfully used to support student learning. This would explain why technology integration is so difficult to achieve but also points the way forward. Our findings suggest that necessary changes are much broader than just the introduction of a new tool or one new ractice. Instead, change begins by deeply reshaping life in the classrooms—from educators’ beliefs about learning to the relationships that make up the school community. In each context, the teachers found points of engagement between the model of ICT use and teaching in the Essentials Course and the possibilities and limits of their context. For Indian teac hers, it was most feasible to integrate aspects of the teaching model (i. e. , open-ended questions) into their classroom and the ICT into after-class time. In Turkey, schools brought ICT activities into scheduled lab time and group work into their class activities. And, Chilean teachers used holistic assessment strategies and inquiry-based projects in class because their school day provides a block of time for projects. But, the responsibility for change cannot rest solely on the shoulders of the teachers; bringing about these changes is a long-term, incremental process. Effective reform requires sustained investment and support along multiple dimensions of the educational system, including physical and technical infrastructure, human resources, curricular frameworks, standards, and assessment. For example, the teachers in Chile and Turkey spoke of how things like new national curricula, national computerization efforts, and professional development opportunities helped them use ICT in their classrooms and apply what they learned from the Essentials Course to their practice. Light 12 Journal of Education for International Development 4:2 December 2009 References Akbaba-Altun, S. (2006). Complexity of integrating computer technologies into education in Turkey. Journal of Educational Technology and Society, 9(1): 176–187. Baki, A. , Gokcek, T. (2005). Comparison of the development of elementary mathematics curriculum studies in Turkey and the U. S. A. Educational Sciences: Theory Practice, 5(2), 579–588. Bransford, J. D. , Brown, A. L. , Cocking, R. R. (Eds. ). (1999). How people learn: Brain, mind, experience, and school. Washington, DC: National Research Council/National Academy Press. Cancino, V. C. , Donoso Diaz, S. (2004). 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Data and Information Management PBL Exercise-Myassignmenthelp.Com

Question: Discuss about the Data and Information Managementfor PBL Exercise. Answer: Networking Gadgets, Inc. requires a server-based network that incorporates a centralised control that is governed by a central database. In essence, the company already knows its resource requirements i.e. a network supporting eight people with the expected expansion of the ten new hires. Therefore, a limiting factor mostly seen with server-based infrastructure is solved which means we can acquire the necessary server to support the resource requirements. Moreover, the network can have extended services that peer-to-peer network cannot meet as needed by Networking Gadgets (Posey, 2000). Furthermore, P2P networks are insecure as they do not authenticate those accessing a networks resources. For one, the employees will work on different projects and will require access to resources based on authorization and authentication. Now, servers are essentially PCs that govern and control access to IT resources (Wolf, 2012). Therefore, through the central control, the management of the company will allocate its employees to projects based on the team or field they belong. This requirement will be met using the networks abilities to assign users accounts (username and password). Moreover, server-based networks tend to be more stable as compared to P2P network because of the stringent control measure which will provide the company with a consistent service. In addition to this, its easier to track records or data across different users since time stamps are assigned to every process. This resource makes it easier to backup data depending on the needs of the users, again this functionality serves Networking Gadget requirement of having a backup option. CNT Books requirements are very simple and easy to achieve, theirs is a simple network that offers sharing capabilities with minimal system control. Moreover, they require a network that gives the users (individuals) maximum access and control. Now, Peer to Peer networks is perfect for this situation. In this network, all users have the same privileges and can share files equally and independent of a central control. This outcome gives the users maximum control which will satisfy CNT Books requirement of having a network that gives the employees control over their resources. Moreover, because of the reduced requirements, the network is inexpensive to set-up and even maintain. In addition to this, it requires minimal skills to use as it follows the normal routine of computer usage unlike server-based networks (Cope, 2002). In the end, each user (employee) will have access to all the companys computers, therefore, have the right to communicate and share data. List of supplies needed to meet this task: Switch For connecting the users i.e. employees. LAN cables Because the computer exists, connecting them will require cables. Network interface Card for PC network communication. Computer Configurations Installing the network drivers to enable the network interface cards (NIC). Through the NIC, the PC will communicate via the communication channel (Ethernet). Configure the individual PC using a common protocol with the same privileges. This configuration will ensure the users have maximum control over their resources and have equal sharing rights. Assign unique PC identifier, this can be done using an IP and even a unique descriptive name for the user's functional ease (Microsoft, 2017). CNT Books expansion has only grown to have more server and user requirements, moreover, it has purchased a new company and will incorporate it in the same building. As such, the new network will be a local area network. Although extended, the new network still covers the same location and has the same requirements of sharing computer resources in the most inexpensive way. Moreover, its additional requirements include an additional server and new workstations which mean no public network is needed, eliminating the possibility of it being a wide area network (Beal, 2017). Nevertheless, the network has grown to include additional networks which might necessitate the need for a router to enable internetwork communication. Routers facilitate communication between different networks by identifying the best paths to data destinations. Local area network, particularly, Wireless Local Area Network (WLAN) is needed for this scenario. This networking technology allows devices like GPS and PDA to communicate wireless using radio signals. Moreover, this technology can be built using different network protocols, however, the most commonly used are Bluetooth and Wi-Fi. In essence, these devices will have built-in devices that serve as transmitters and receivers which will seamlessly transfer the data needed by the advanced mapping software on the PDA (Mitchell, 2016). A typical connection will use an ad-hoc system where both the PDA and the GPS will act as peers since no central control is used (central server such as an access point). Furthermore, these connections are mostly temporary which aligns with the immediate requirements i.e. a quick fix to a data requirement problem. References Beal. V. (2017). LAN - local-area network. Retrieved 13 April, 2017, from: https://www.webopedia.com/TERM/L/local_area_network_LAN.html Cope. J. (2002). Peer-to-peer network. Computer world. Retrieved 13 April, 2017, from: https://www.computerworld.com/article/2588287/networking/peer-to-peer-network.html Microsoft. (2017). How to Configure a Peer Network. Retrieved 13 April, 2017, from: https://support.microsoft.com/en-us/help/250927/how-to-configure-a-peer-network Mitchell. B. (2016). WLAN - Wireless Local Area Networking Explained. Internet and networking, life wire. Retrieved 13 April, 2017, from: https://www.lifewire.com/wlan-816565 Posey. B. (2000). Understanding the differences between client/server and peer-to-peer networks. Tech republic. Retrieved 13 April, 2017, from: https://www.techrepublic.com/article/understanding-the-differences-between-client-server-and-peer-to-peer-networks/ Wolf. M. (2002). Home Networking: What Type Is Best? Inform IT. Retrieved 13 April, 2017, from: https://www.informit.com/articles/article.aspx?p=26437seqNum=3

Premature babies free essay sample

Premature babies are babies born before 37 weeks. For some babies they are born closer to their due dates and suffer from little to no consequences of being born born before their due date. Where as the term small-for-date refers to babies that are born at the desired due date, but are below the expected weight for the length of time spent in the womb. About 500,00 babies are born prematurely in the United States alone. Many premature babies are forced to spend extended times in hospitals and suffer from health problems that can affect later life. Premature infants need more intensive and immediate care than full term infants to help recovery and survival. Certain activities or health problems put a women at greater risk for having a preterm infant. Some women have no signs that they are going to deliver preterm. Some of the risks of having a preterm infant include multiple births and in vitro fertilization. We will write a custom essay sample on Premature babies or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Mothers carrying more than one baby have a greater risk of having a their babies born premature or small-to-date. Also women that do not get proper prenatal care put themselves at greater risk to have a preterm infant. Unfortunately, mom women cant afford the prenatal care necessary for the developing fetus or are not educated about behavior needed for a healthy pregnancy. They may not visit their doctor to help monitor the developing fetus and they may not being eating right. Some mothers develop eating disorders because they feel their bodies are changing and they think they are fat or unattractive. These women put their unborn baby in danger because they deprive the infant of the necessary nutrients needed for proper growth and development. Mothers that are overweight or underweight at conception also put their fetus at risk for being premature. Drug use, as in cigarettes and alcohol increase the risk of having a preterm baby, along with having a baby born with illnesses. Cigarettes use during pregnancy increases risks of asthma and difficulties breathing. The more cigarettes a mother smokes while pregnant, increases the risks, even if the the mother quits in her third trimester of pregnancy she could still reduce the risk of premature birth of her baby and health issues associated with smoking. Mothers who drink alcohol while pregnant increase the risks of premature births along with birth defects that are visible. Babies born to alcoholic parents suffer from Fetal Alcohol Syndrome (FAST) which has physical abnormalities and issues with memory, language and communication. Another factor that can increase risk for having a premature infant is illegal drug use. About 4% of expecting mothers in the United States use mood altering drugs , like cocaine and heroin. Babies born from drug using parents are greater at risk for premature birth, breathing difficulties, physical defects and death shortly after birth. The infants are born addicted to the substance the mother was using and become irritable and stressed when the drug supply from the mother is cut off. Drug use is linked to memory, language and motor development impairment is young childhood and academic issues. High blood pressure and diabetes also increase the risk of having a premature baby. Stress can also bring about a premature birth. For other women, they may have no signs of having a premature baby and dont engage in any risky behavior during pregnancy , and still deliver babies prematurely. Infants born prematurely need more care after birth to make sure they are able to survive and they have to be accessed for any abnormalities. After birth premature babies are immediately put in incubators to keep the babys NICE). In the NICE they receive specialized attention and monitoring to make sure the infant survives. Monitor systems are usually hooked up to babys chest to monitor breathing, heart rate, temperature. If the infant is having difficulty breathing, then the nurses in the NICE hook the baby up to a ventilator to help breathing stability. If the baby is weak and unable to breast feed or bottle feed, then IV fluid treatment is used to keep the baby hydrated along with feeding tube insertion. Feeding tubes go through the infants nose and the tube travels to stomach to ensure the nutrients are getting into the infant. Nurses, Doctors and staff in the NICE work around the clock to ensure that babies vitals are stable and the infant is surviving. Babies born premature and Jaundice are placed under blurring lights that help the infant break down excess blurring that builds up because the liver is not breaking in down. In some cases infants are given medications to help stabilize them. Liquid surfactants are spayed into the lungs to help under developed lungs develop. Antibiotics are given to infants that are at risk of infections or suffering from infections. Medications that increase urine production called diuretics are used to help the lungs and recirculation. Medications are also given to strengthen breathing and heart rate. Infants care is all specified to their particular illness and situation and the staff at the NICE work hard to be able to stabilize the babies for return to their mothers and family. Babies born prematurely require more hospitalizing and treatment then babies born normal term. Luckily advances in technology have increased survival in infants born prematurely. The longer the pregnancy, the greater the chance of survival is. The development of new technology and creation of NICE in hospitals allows for proper and better treatment of infants born prematurely. 0% of babies born at 28 weeks survive and more extreme cases or premature babies are surviving with the modern medicine advancements in hospitals. Being born premature can affect future mental, developmental, and behavior problems that affect early childhood or become permanent. Doctors have no way of determining how prematurely will affect later development and growth. Premature babies can suffer from health issues upon arrival into the world. Some premature infants develop Apneas. Apneas causes delayed breathing for 20 seconds or more and can also affect heart rate by decreasing it dramatically. Babies with Apneas re closely monitored and hooked up to breathing and monitoring devices to keep track of the infants breathing. Infants born prior to 34 weeks usually do not have fully developed lungs which makes them have Respiratory distress syndrome (RODS). In RODS the baby cannot breath properly because they do not have a specific protein called surfactant. Surfactant is a protein that keeps small air sacs in the lungs from collapsing. Infants with RODS are immediately rushed to NICE and treated. Another lung issue can be precautionary dysphasia (BAD) which is when babies have damage or fluid in their lungs. Another health problem is Intracellular hemorrhage (IV). This is when the infants brain has internal bleeding which normally occurs near the ventricles near the center of the brain. Ventricles are spaces in the brain that are filled with fluid. These babies also need immediate emergency care. Some premature babies suffer from heart issues like Patent ducts arterioles (PDA). This closed properly causing breathing problems and even heart failure. Intestinal issues are sometimes also prevalent such as Engineering interconnections (NECK). This health problem causes a swollen belly and diarrhea and can appear 2 to 3 weeks after birth. Some infants are born anemic and do not have healthy red blood cells to carry oxygen to the body. Treatment sometimes involves blood transfusions. Other premature infants are born with Jaundice which is when the liver does not function properly and babies are yellow in appearance. Babies are put in the blurring light incubators to help control and treat the issue. Premature babies can also be born with multiple infections such as pneumonia, meningitis and sepsis. Premature babies require more attention then full term healthy babies. Infants born premature are also subject to issues later on in life. Studies show that babies born prematurely are more likely to get lower test scores in math and reading, than babies born full term. A study published in 2011 analyzed long term effects of cognitive abilities such as memory and attention span. In the study the researchers concluded that babies born extremely premature did worse on function test and took more time to complete IQ tests. Also adults that took IQ test scored an average of 8. 4 points lowers than adults born full term. Another study conducted that babies born between 22 and 25 weeks where at risk for developing neurological impairments around 4 to 8 years old. In 2012 researchers from the University College London Institute for Womens health reported that even with advances in technology, the long term of effects of being born prematurely have not changed in the past decades. Advances in technology have increased survival rate in in infants born prematurely, but have not been able to change the issues with cognitive functions and higher risk for particular disorders. Infants born prematurely are more Likely to have weaker immune systems and develop respiratory issues, like asthma. This can e costly for the parents and in some cases lead to early death. Increases in NICE staff and technology have helped the premature babies and decrease many issues that used to be fatal. Unfortunately some issues still arise in later life due to lack of cognitive and physical development at birth. Premature babies need more care than full term babies because they are still fragile and some are barley ready for survival outside of the womb. Premature births occur every day and steps can be taking to decrease the risks, but even with proper prenatal care delivering preterm still can occur. Premature babies need excessive immediate care to help increase survival and decrease disabilities and disadvantages of being born preterm. Premature infants are born under developed and need intensive care to help make sure they are able to develop outside of the womb and survive with the ability to normally function. Doctors and nurses of the NICE work around the clock to help infants born preterm stabilize and to prepare them for transition in to the real world. Parents and family all eagerly wait for their infants to be able to go home. Preterm infants need more care than full ERM infants immediately following deliver due to the fact that preterm infants should still be developing in the womb.

The anatomy of a good speech - Emphasis

The anatomy of a good speech The anatomy of a good speech Whether you think David Cameron is Blair MK II or the saviour-in-waiting of UK plc, the BBCs analysis of his speeches down the years here and here makes very interesting reading. Top of the list of most-used words is people, which Emphasis has always cited as one of the most powerful in the English language. The UKs Conservative Party (of whom Cameron is leader) is currently riding high in the polls with a nine point lead over Labour, and many put this down at least partly to a well-orchestrated communications policy. This is unsurprising given that Cameron is the former head of corporate affairs at a large media company. But credit must also go to the speechwriters on the Tory campaign team, who clearly know how to turn a phrase or two to their leaders advantage. The analysis reveals how they seem to have chosen words very carefully to support a deliberate strategy. For example, Gordon Brown said in his speech last week that this was no time for novices, in a sideways swipe at his opponents lack of experience. So Cameron this week gave Margaret Thatcher a name-check purely to give his speech weight, apparently. The BBC uses word clouds to show how the latest conference speeches from the leaders of all three main UK political parties compare. Its all fascinating stuff.