Discuss the role of emotion in psychology Essay

Emotion is often the greatest cause for either enhanced recall or impaired recall. Through many studies psychologists have found that it is not only facts we store in our memory but the emotion surrounding them.  Flashbulb memories involve an enduring imprint of events surrounding an important incident, the memory is not the event itself but where you were and what you were doing when you heard about it. Sheingold and Tenney (1982) provided evidence to support the concept of flashbulb memories. Participants were asked about personal memories and found most had good memories for when they were told and who told them. They found the flashbulb memories were strong and remained consistent over time; however there is no way of checking the accuracy of these memories. As shown by Sheingold and Tenney, a flashbulb memory’s characteristic involves consistency and has an unchanging nature and they also involve a high level of emotional arousal which leads to better recall of the event. However Wright (1993) found evidence that goes against this definition, the study involved looking at people’s memories of the Hillsborough football disaster in 1989, 5 moths after the event. It was found that most of the participants didn’t report strong flashbulb memories; in fact many people had reconstructed their memories and had mixed their own with other people’s accounts. This evidence therefore goes against the idea that flashbulb memories remain consistent over time. On the other hand Conway (1994) suggested that the reason some studies don’t support flashbulb memories is because the event wasn’t significant to the individuals. Conway et al used Mrs Thatcher’s resignation as the basis for the creation of flashbulb memories. 11 months after 86% of the UK participants has a strong and consistent flashbulb memory compared to only 29% participants from other countries. This research suggests that flashbulb memories will only be strong if the event surrounding it is significant to the individual; the UK participants would have been more aware and connected to Mrs Thatcher’s resignation than participants from other countries. The role of emotion is memory can also cause impaired memory. Freud proposed the idea of repression; unwanted memories are pushed down into the unconscious mind so you forget them. Freud described this process as a way of the ego protecting itself from emotional conflict which is often the result of harsh experiences. Williams (1994) interviewed women who has been admitted to hospital on the grounds of sexual assault, 20years previously, (they were told the study was a follow up of medical care). Williams found that 38% of the women did not show any recall of being sexually abused and that 16% of the women that did, said that at one time they couldn’t remember they had. This study therefore provides strong evidence to support the repression theory, a traumatic event was repressed and some couldn’t recall it even 20 years later. Repressed memories are defined as a traumatic event placed beyond conscious awareness. Because of this placement, these memories can also affect conscious thought. Forgetting a traumatic event, like Williams (1994) research, has also been studied through case studies. One of the most famous is Bavers (1981) study on sirhan sirhan, the man who shot Robert Kennedy, who has no recall of doing so. In this case the emotions of regret and shame were probably the cause of the repression and the reason he cannot remember what he did. It has also been suggested that repressed memories can also cause anxiety and disordered behaviour. A study that supports this concept was carried out by Karon and Widener (1997) who found that once trauma was recalled in therapy, mental illness in World War 2 veterans completely alleviated, therefore supporting Freud’s theory. However Loftus and Pickrell (1995) found evidence against Frued’s repression theory. The study was called ‘lost in the mall’ and the false memory of getting lost in a shopping centre as a child was implanted into the participants. After the debriefing 20% still held to their belief that this happened to them, even though it was a false memory showing trauma has a great affect on memory even though the memory was false but going against Frued as the memory wasn’t real. Another study by Loftus and Palmer created a theory called the ‘Weapon effect’ this was during a highly emotional event such as a robbery or assault, an eye witnesses’ recall was altered due to their focus on a weapon being used. Finally a depressive state also has an influence on memory. Negative emotions often create a negative recall bias which makes depressed people only focus on negative and unhappy experiences; a mood dependent memory. Lyketsos (2001) found in support of this that depression may lead people to be inattentive and so they don’t encode new memories into the long term memory well, therefore recall is much poorer. In further support of this Antikainen et al (2001) studied 174 depressed patients and found they performed better on memory tasks and had fewer memory problems after 6 months treatment. In conclusion emotion plays an important role in memory. It can often lead to enhanced memory, such as flashbulb memories, or impaired memory such as the repression of traumatic experiences. Negative emotion is also responsible for a lack of memory such as when someone is depressed. Overall memories are largely influenced by emotion the more positive we are the more likely we are to recall, the more negative the less likely we will recall and are more likely to forget.

Who’s Responsible for Obesity?

Obesity is everybody’s responsibility – the parents and the school authorities, the fast food companies, and the government. Since the issue is now a societal problem after reaching epidemic proportions, it deserves no less than the attention of everybody to deal with obesity. (Raley & Burnor, n.d.)Hence, it is only proper to point out the individual accountabilities of these sectors of society and compel them to do their share in combating the problem.While the responsibility of providing a healthy diet to children primarily belongs to the parents, school authorities are also duty-bound to inculcate into the minds of schoolchildren the correct values of nutrition.Such are the duties assigned them by society: the former being the persons who have the obligation, under the laws of God and country, of nourishing their offsprings, the latter being the individuals who are in the best position to influence the young minds of children. If only the parents and the teachers hav e been doing their duties faithfully, fast food outlets would not have succeeded in causing obesity.Even as fast foods companies have the right to advertise their products, such right does not free them of their moral obligation to warn the public about the adverse effects of their foods. The U.S. constitution itself would only allow the exercise of one’s rights as long as doing so does not deprive others of their own rights. In this context, fast foods companies are within their right to engage in gainful enterprise but they should not do so at the expense of the public’s health.Even if the court exempted them from any legal liability after observing that everybody knows that fast foods contain â€Å"high levels of cholesterol, fat, salt and sugar, and that such attributes are bad for one,† the court’s legal opinion is not a moral judgment. The harmful effects of cigarettes are also well-known, but the law compels cigarette manufacturers to continuously warn the public. Why not oblige fast foods companies to do the same? (Raley & Burnor, n.d.)ReferenceRaley, Y. & Burnor, R. (n.d.). Case 1: Who’s Responsible for Obesity? (Article provided with  

Propeller

ELECTRICAL ENGINEERING – Vol. III – Direct Current Machines – Edward Spooner DIRECT CURRENT MACHINES Edward Spooner The University Of New South Wales, Australia. Keywords: Electric machines, dc motor, electromagnetic induction, Faraday's Law, commutator. Contents U SA NE M SC PL O E– C EO H AP LS TE S R S 1. Introduction 2. Magnetism and Electromagnetic principles 2. 1. Permanent Magnets 2. 2. Magnetic Field around Conductors 2. 3. Magnetic Field around a Coil 2. 4. Electromagnets 2. 5. Magnetic Strength of Electromagnets 2. 6. Electromagnetic Induction 3. Current Carrying Wires and Coils 3. . Force on a Wire in a Magnetic Field 3. 2. Force and Torque on a Coil in a Magnetic Field 4. Basic Motor Principles 4. 1. The Commutator and Motor Action 4. 2. Simplified Version of the dc Motor 4. 3. Sizes of Machines (related to Torque) 4. 4. Construction of Motors 4. 5. The Stator of a dc Machine 4. 6. Rotor 4. 7. The Commutator 4. 8. Electromotive Force (EMF) in d c Machines 5. Machine equations and circuits 5. 1. Basic Equivalent Circuit of a dc Motor. 5. 2. Direct current Motor Operation & Torque generation 5. 3 DC Machine Torque Equations 5. 4. DC Machine Equations and Speed Regulation . 5. Machine Power and Losses 6. Types of dc Machine 6. 1. Permanent Magnet 6. 2 Shunt Wound 6. 3 Separately Excited 6. 4. Series Connected 6. 5. Compound Connected Motor 7. Stepper Motors 7. 1. General 7. 2. Permanent Magnet Stepper Motors 7. 3. Reluctance Stepper Motors 7. 4. Torque – Step Rate 8. Conclusions  ©Encyclopedia of Life Support Systems (EOLSS) ELECTRICAL ENGINEERING – Vol. III – Direct Current Machines – Edward Spooner Glossary Bibliography Biographical Sketch Summary This chapter gives a background to the principles behind the operation of dc motors and stepper motors.Permanent magnet, shunt, separately excited, series and compound wound dc motor connections are described. A description of the equations behind the basic behavior of these machines is given and the torque vs speed and speed vs armature (voltage and current) characteristics are illustrated, which gives a background to the control of these motors. U SA NE M SC PL O E– C EO H AP LS TE S R S 1. Introduction Electrical machinery has been in existence for many years. The applications of electrical machines have expanded rapidly since their first use many years ago.At the present time, applications continue to increase at a rapid rate. The use of electrical motors has increased for home appliances and industrial and commercial applications for driving machines and sophisticated equipment. Many machines and automated industrial equipment require precise control. Direct current motors are ideal for applications where speed and torque control are required. Direct current motor design and complexity has changed from early times where dc machines were used primarily for traction applications.Direct current motors are used for vario us applications ranging from steel rolling mills to tiny robotic systems. Motor control methods have now become more critical to the efficient and effective operation of machines and equipment. Such innovations as servo control systems and industrial robots have led to new developments in motor design. Our complex system of transportation has also had an impact on the use of electrical machines. Automobiles and other means of ground transportation use electrical motors for starting and generators for their battery-charging systems.Recently there have been considerable developments in electric vehicles and also in hybrid electric vehicles which use a combination of a dc motor and an internal combustion engine for efficient operation. In this chapter machines driven by dc electrical supplies are considered. Since the operation of this type of machine is based upon the flow of current in conductors and their interaction with magnetic fields, common principles that underlie the behavior of dc machines will be examined first. 2. Magnetism and Electromagnetic PrinciplesMagnetism and electromagnetic principles are the basis of operation of rotating electrical machines and power systems. For this reason, a review of basic magnetic and electromagnetic principles will be given.  ©Encyclopedia of Life Support Systems (EOLSS) ELECTRICAL ENGINEERING – Vol. III – Direct Current Machines – Edward Spooner 2. 1. Permanent Magnets Permanent magnets are generally made of iron, cobalt, nickel or other ‘hard’ magnetic materials, usually in an alloy combination. The ends of a magnet are called north and south poles.The north pole of a magnet will attract the south pole of another permanent magnet. A north pole repels another north pole and a south pole repels another south pole. The two laws of magnetism are: 1) Unlike poles attract (see Figure 1); 2) Like poles repel (see Figure 2). U SA NE M SC PL O E– C EO H AP LS TE S R S The magnetic field patterns when two permanent magnets are placed end to end are shown in Figures 1 and 2. When the magnets are farther apart, a smaller force of attraction or repulsion exists. A magnetic field, made up of lines of force or magnetic flux, is set up around any magnetic material.These magnetic flux lines are invisible but have a definite direction from the magnet’s north to south pole along the outside of the magnet. When magnetic flux lines are close together, the magnetic field is stronger than when further apart. These basic principles of magnetism are extremely important for the operation of electrical machines. Figure 1: Unlike poles attract Figure 2: Like poles repel 2. 2. Magnetic Field around Conductors Current-carrying conductors, such as those in electrical machines, produce a magnetic field. It is possible to show the presence of a magnetic field around a current-carrying conductor.A compass may be used to show that magnetic flux lines around a conductor are circ ular in shape.  ©Encyclopedia of Life Support Systems (EOLSS) ELECTRICAL ENGINEERING – Vol. III – Direct Current Machines – Edward Spooner A method of remembering the direction of magnetic flux around a conductor is the right-hand â€Å"cork-screw† rule. If a conductor is held in the right hand as shown in Figure 3, with the thumb pointing in the direction of current flow from positive to negative, the fingers then encircle the conductor, pointing in the direction of the magnetic flux lines. U SA NE M SC PL O E– C EO H AP LSTE S R S Figure 3: Right-hand rule The circular magnetic field is stronger near the conductor and becomes weaker at a greater distance. A cross-sectional end view of a conductor with current flowing toward the observer is shown in Figure 4. Current flow towards the observer is shown by a circle with a dot in the centre. Notice that the direction of the magnetic flux lines is counter-clockwise, as verified by using the right-ha nd rule. Figure 4: Current out of the page When the direction of current flow through a conductor is reversed, the direction of the magnetic lines of force is also reversed.The cross-sectional end view of a conductor in Figure 5 shows current flow in a direction away from the observer. Notice that the direction of the magnetic lines of force is now clockwise. Figure 5: Current into the page  ©Encyclopedia of Life Support Systems (EOLSS) ELECTRICAL ENGINEERING – Vol. III – Direct Current Machines – Edward Spooner When two conductors are placed parallel to each other, and the direction of current through both of them is the same, the magnetic field lines amalgamate to become one and the two conductors attracted together. See Figure 6. Figure 6: Two parallel conductors U SA NE M SC PL O E– C EOH AP LS TE S R S The presence of magnetic lines of force around a current-carrying conductor can be observed by using a compass. When a compass is moved around the o utside of a conductor, its needle will align itself tangentially to the lines of force as shown in Figure 7. Figure 7: Field's effect on a compass When current flow is in the opposite direction, the compass polarity reverses but remains tangential to the conductor. 2. 3. Magnetic Field around a Coil The magnetic field around one loop of wire is shown in Figure 8. Figure 8: Loop of wire  ©Encyclopedia of Life Support Systems (EOLSS) ELECTRICAL ENGINEERING – Vol.III – Direct Current Machines – Edward Spooner U SA NE M SC PL O E– C EO H AP LS TE S R S Magnetic flux lines extend around the conductor as shown when current passes through the loop. Inside the loop, the magnetic flux is in one direction. When many loops are joined together to form a coil as shown in the Figure 9, the magnetic flux lines surround the coil as shown in Figure 10. The field produced by a coil is much stronger than the field of one loop of wire. The field produced by a coil is simil ar in shape to the field around a bar magnet. A coil carrying current, often with an iron or steel core inside it is called an electromagnet.The purpose of a core is to provide a low reluctance path for magnetic flux, thus increasing the flux that will be present in the coil for a given number of turns and current through the coil. Figure 9: Coil formed by loops Figure 10: Cross-sectional view of the above coil 2. 4. Electromagnets Electromagnets are produced when current flows through a coil of wire as shown below. Almost all electrical machines have electromagnetic coils. The north pole of a coil of wire is the end where the lines of force exit, while the south polarity is the end where the lines of force enter the coil.To find the north pole of a coil, use the right-hand rule for polarity, as shown in Figure 11. Grasp the coil with the right hand. Point the fingers in the direction of current flow through the coil, and the thumb will point to the north polarity of the coil. When the polarity of the voltage source is reversed, the magnetic poles of the coil reverse. Figure 11: Finding the north pole of an electromagnet  ©Encyclopedia of Life Support Systems (EOLSS) ELECTRICAL ENGINEERING – Vol. III – Direct Current Machines – Edward Spooner The poles of an electromagnet can be checked by placing a compass near a pole of the electromagnet.The north-seeking pole of the compass will point toward the north pole of the coil. 2. 5. Magnetic Strength of Electromagnets The magnetic strength of an electromagnet depends on three factors: (1) the amount of current passing through the coil, (2) the number of turns of wire, and (3) the type of core material. The number of magnetic lines of force is increased by increasing the current, by increasing the number of turns of wire, by decreasing any air gap in the path of the magnetic flux, or by using a more desirable type of core material. . 6. Electromagnetic Induction U SA NE M SC PL O E– C E O H AP LS TE S R S The principle of electromagnetic induction is one of the most important discoveries in the development of modern electrical technology. Electromagnetic induction is the induction of electric voltage in an electrical circuit caused by a change in the magnetic field coupled to the circuit. When electrical conductors, such as alternator windings, are moved within a magnetic field, an electrical voltage is developed in the conductors.The electrical voltage produced in this way is called an induced voltage. A simplified illustration showing how induced voltage is developed is shown in Figure 12. Michael Faraday developed this principle in the early nineteenth century. Figure 12: Faraday's Law If a conductor is placed within the magnetic field of a horseshoe magnet so that the left side of the magnet has a north pole (N) and the right side has a south pole (S), magnetic lines of force travel from the north pole of the magnet to the south pole.The ends of the conductor i n Figure12 are connected to a volt meter to measure the induced voltage. The meter can move either to the left or to the right to indicate the direction and magnitude of induced voltage. When the conductor is moved, the amount of magnetic flux contained within the electrical circuit (which includes the wire and the connections to the meter and the meter itself) changes. This change induces voltage through the conductor. Electromagnetic induction takes place whenever there is a change in the amount of flux coupled by a circuit.In this case the motion of the conductor in the up direction causes more magnetic flux to be contained within the circuit and the meter  ©Encyclopedia of Life Support Systems (EOLSS) ELECTRICAL ENGINEERING – Vol. III – Direct Current Machines – Edward Spooner needle moves in one direction. Motion of the conductor in the down direction causes less magnetic flux to be coupled by the circuit and the meter needle moves in the opposite directi on. The principle demonstrated here is the basis for large-scale electrical power generation.In order for an induced current to be developed, the conductor must be in a complete path or closed circuit, the induced voltage will then cause a current to flow in the circuit. 3. Current Carrying Wires and Coils The basic requirement of any electrical machine, whether ac or dc, is a method of producing torque. This section explores how two magnetic fields in a machine interact to produce a force which produces a torque in a rotating machine. U SA NE M SC PL O E– C EO H AP LS TE S R S – TO ACCESS ALL THE 34 PAGES OF THIS CHAPTER, Visit: http://www. eolss. net/Eolss-sampleAllChapter. spx Bibliography Clayton, Albert E. , Hancock N. N. [1959] â€Å"The performance and design of direct current machines. † Pitman Edwards J. D. (1991) â€Å"Electrical machines and drives : an introduction to principles and characteristics. † Basingstoke : Macmillan Fitzgerald A. E. , Kinglsey C. Jr. , (1961) â€Å"Electric Machinery† 2nd Edition, McGraw Hill. [Comprehensive text on electric machines. ] Guru B. S. , Hiziroglu H. R. , (2001) â€Å"Electric Machinery and Transformers† 3rd Edition, New York, Oxford University Press. [Good general text on electrical engineering including machines. Say M. G. (1983). Alternating Current Machines, 5th Edition, London: Pitman. [This covers the more advanced theory of electrical machines] Biographical Sketch E. D. Spooner graduated from the University New South Wales, Australia, and obtained his ME in 1965. He is currently a project leader for Australia’s Renewable Energy Systems testing Laboratory and Lecturer in Electrical Engineering. His research has covered power electronics and drives and is currently focused in renewable energy systems.  ©Encyclopedia of Life Support Systems (EOLSS)

Of Guns and Butter The Path of Arrogance Article

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City council paper Essay Example | Topics and Well Written Essays - 750 words

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Client legal advice letter - Essay Example However, such discussions must always take place to pave way for proceeding course of action. I is notable that carrying out a detailed research into the occurrences that led to the situation is important in aiding the research and legal choice taken thereafter. This is because the information which is provided by you directly influences the legal process. Consequently, you are supposed to take a look into the case and submit a written report highlighting all the errors which might have been committed while serving you. Every detail is important since even overlooking a single piece of information might compromise the case. STATEMENTS OF FACTS You contacted your private and primary physician, Dr. Livingston, on October 15th, 2011 since you became ill and had difficulty in breathing. He recommended that you have a pulmonary test and made a referral for you to go to St Thames Hospital located in Boston, MA. On October 15th 2011, you had a pulmonary test done at the hospital. Prior to t he procedure, the hospital nurse, Ms. Tachett, did not give you any information about the procedure or discuss side effects that could have resulted from such a test. The nurse who performed the test, Ms. Tachett, did not explain the procedure to you as well. No one in the medical team at the hospital collected medical history from you about your past and present. You never signed any consent forms to have the procedure done at the hospital from anyone; the nurse or additional staff. Soon after having the procedure done at the hospital, you went into anaphylactic shock. You went into a coma from October 15th, 2011 to December 8th, 2011. After you woke up from your coma, the hospital discharged you quickly on December 12th, 2011. The hospital’s only explanation is that you had a bad reaction to the dye used in the procedure that happens to a few people from time to time. You are now presently attending physical therapy on a weekly basis. The therapy has not helped you restore yourself back to your original state. You have been unable to work as a doctor. Prior to your injury, you worked from Monday to Saturday. The only day you took a break was on Sundays. You do have insurance but have a deductible. You have been paying a lot of out of pocket expenses. You also have emotional distress from the situation as well. Because of the coma, you are unable to work due to your frail condition. The PT does not appear to be working which you have been attending since your hospital discharge and you have no exact date on when you will be better. You would like us to give you legal advice on what type of case you can have against the hospital. You would like to bring a lawsuit against them for damages. STATUES OF LIMITATIONS IN THE STATE OF MASSACHUSETTS You may be able to file a complaint against the hospital if you are able to prove when the cause of action arose. In reference to the state laws, specifically Massachusetts, filing of any incident related to medical malpractice should be in a period of 3 years since its occurrence. The period stipulated should not be over seven years unless the case involves what is legally referred to as foreign objection. The case would be admissible if the plaintiff is exposed to an injury or damages resulting from the acts of malpractice from the defendant (Aaron 2). MEDICAL MALPRACTICE In essence, a medical malpractice results when any personnel in the medical field overlooks

21st Century Technologies and Their Relationship to Student Achievement Essay Example for Free

21st Century Technologies and Their Relationship to Student Achievement Essay The Holy Grail in education today is to link an educational strategy, program, initiative or technology to student achievement. There are numerous organizations advocating for Technology Literacy, Information Literacy, 21st Century Learning Skills, and any number of other titles for literacy in a modern context. In all sectors of human society, the technology of the 21st Century has revolutionized and enhanced our way of life. From medicine to the military and from business to the arts, the technologies of today have made our lives better. It is not surprising then, that the public expects technology to have a similar revolutionary effect on education. After all, the biggest advancements of the last 20 years have been in the realm of information and the tools of human knowledge; this is Education’s back-yard. Yet, when people look at our schools they see many classrooms that seem to have been immune to these advances. There are obstacles that education faces in implementing a 21st Century approach to education not the least of which is finding a definition and a clear picture of what it really looks like and whether it will be more effective for students. Costs to implement technology-rich programs quickly seem prohibitive when scaling to an entire school system, particularly so in a state that lags the nation in educational funding. Teachers are our biggest asset and are known to be the single largest influence on student achievement the district can provide, so professional development is crucial and fundamental. The measure of success, the CSAP, is a paper and pencil test which will be unable to measure all the positive effects technology can have for student learning. Indeed, a 20th Century test method will be unable to properly assess (and may even inhibit) the skills development of a 21st Century learner. And then, are we just about the content and helping students master it, or is education about something more as well? Therefore, making the case that investment in technology will increase student achievement can be fraught with pitfalls and obstacles. To attempt to tackle this issue, the authors of this paper will review quality research and commentary in an array of areas where technology-related tools and strategies have been implemented with positive effects for students. A strict filter of studies that produce higher test results will not be used because of the limitations current paper and pencil tests have in assessment of 21st Century skills. In addition to improved assessment performances, the reader is encouraged to consider the context of a global workplace and education’s duty to prepare students to thrive in a highly digital, interactive knowledge workforce. Research that shows increased student achievement on assessments, studies that point to ways education can successfully prepare students for a modern workforce and our own experiences in Littleton Public Schools shall all be considered positive correlations between technology and student achievement in this paper. The Challenge Inherent in Determining the Effectiveness of Technologies via Research The following is an excerpt that addresses a gestalt view of technology and its correlation to student achievement: When we try to determine the effectiveness of educational technologies, we are confronted by a number of methodological and practical issues. First, we need to remember that technology is only one component of an instructional activity. Assessments of the impact of technology are really assessments of instruction enabled by technology, and the outcomes are highly dependent on the quality of the implementation of the instructional design. According to Roy Pea, director of SRI Center for Technology in Learning in Menlo Park, California, the social contexts of how technology is used are crucial to understanding how technology might influence teaching and learning. Educational technologies cannot be effective by themselves. The social contexts are all-important. This means more attention should be paid to the teaching strategies used both in the software and around it in the classroom, and to the classroom environment itself. It is a recurrent finding that the effects of the best software can be neutralized through improper use, and that even poorly designed software can be creatively extended to serve important learning goals. There are also a host of methodological issues to confront. First, standardized achievement tests might not measure the types of changes in students that educational technology reformers are looking for. New measures, some of which are currently under development, would assess areas, such as higher order thinking skills, that many believe can be particularly affected by using new technologies. There is also a need to include outcome measures that go beyond student achievement, because student achievement might be affected by students attitudes about themselves, their schools, the types of interactions that go on in schools, and the very idea of learning. Another consideration is pointed out by the U. S. Office of Technology Assessments Teachers and Technology: Making the Connection: Technological changes are likely to be nonlinear, and might show effects not only on student learning, but also on the curriculum, the nature of instruction, the school culture, and the fundamental ways that teachers do their jobs. Coley, 1997). Instant Response Systems Data-driven decision making is an educational approach that requires educators to decide on instructional strategies and activities based on what they know about how well students have grasped a concept. Whereas before, this might be done with mini quizzes, homework or performances at the chalk board, today’s technologies provide another avenue. Using handheld devices in Modesto City Schools classrooms, teachers can pose questions to students who use wireless remotes for real-time responses. Such engagement enables the teachers to immediately determine if students are grasping concepts and decide whether more time is needed on a topic or whether the group can move on. Item banks of standards-aligned questions make teacher’s jobs easier in developing such review materials (Hines, 2005). Another similar technology is the graphing calculator which can be used in math and science classrooms to enable every student to participate and have the power of a modern computing tool. Classrooms that make use of the graphing calculator exhibit better questioning and feedback behaviors; goal-oriented instruction becomes more attainable and more common; activities result in better student engagement and students tend to demonstrate more collaborative learning behaviors (Whitehurst, 2003). In Littleton Public Schools, a definitive interest is rising for these technologies as several classroom sets are deployed in schools across the district. Results are largely anecdotal and preliminary, but math coordinators are seeing the Texas Instruments graphing calculator as a valuable tool that will reach beyond just math class. Technology Education Littleton Public Schools has a strong tradition in the realm of technology education. Our Middle and High Schools are all equipped with curricula that introduce a wide array of technologies to students. LPS technology education students and teachers have won national recognition for their work. A relatively small amount of research has been done on students’ understandings of design and technology concepts, or technical knowledge. This limited research sometimes makes it difficult to capitalize on such an ever evolving subject as Technology Education. The findings from the Australian study state that an increasing awareness of students’ understandings of design and technology concepts can have an impact on the teaching and learning of design and technology in elementary schools similar to that experienced in elementary science education (Davis, Ginns, McRobbie, 2002). Called Career and Technical Education in Virginia, CTE correlations to curricular areas have been documented on a state web site (http://www. valinkages. net/) and are considered a key component to preparing students for End-Of-Course tests. A study was conducted in 2002–2003 on Illustration and Design Technology coursework, an example of CTE student performance on Standards of Learning (SOL), the Virginia equivalent of CSAP tests. The results showed that 78 percent of CTE students passed the mathematics SOL test while only 72 percent of non-CTE enrolled students pass the test (Dyer, Reed, Berry, 2006). Authors on the subject advocate for providing students with opportunities to synthesize their learning in other subjects in technology-related programs. The opportunity to apply and reinforce learning from content areas in technology programs is essential if learning is to be meaningful to students (Lewis, 1999). In our own experiences in LPS, we find that the Technology Education courses generate excitement and interest for learning among both male and female students which must have an impact on their learning. Recent research has shown that Technology Education courses appeal to both genders equally (McCarthy Moss, 1994). Although girls appeared to enjoy required technology education courses, they were less likely to continue taking such courses as electives(Silverman Pritchard, 1996). Certainly motivation and application of knowledge help to improve student achievement. And while recent results do not conclusively prove that these courses impact student achievement at a higher level than other programs we implement in schools, it would be imprudent to think that these programs do not have a very positive effect. This is one of the limitations of research on students: it is almost impossible to create a true control group. When asked, students currently enrolled in LPS Technology Education courses reported their thoughts of technology to include: computers, iPods, video games, music media, email, and tools in general. Recent legislation supports the concept that education’s technology initiatives need to go beyond thinking about computers. Rather, Technology Education is about teaching innovation; providing opportunity for practical application of knowledge gained in school; mastery of abstraction and problem solving. Technology Education programs at LPS include a broad scope of tools that human beings use to master their environment including manufacturing, construction, power and energy, communication, transportation, and biotechnology. While research that clearly correlates higher student achievement on standardized tests is lacking, the skills that students learn in such courses clearly match what employers, from engineering firms to manufacturing companies, indicate they seek in their applicant pools. Simulations and Video Games â€Å"Dad, did you know that a Prefect in ancient Rome was both a firefighter AND a policeman? † was a question that arose from the back of my (Dan Maas) car during a long road trip with my son, Calvin. He described, in quite accurate detail, the pantheon of Roman gods, the basic elements of Roman society and then abruptly ended the question and answer period that arose from his initial question so he could fend off the Carthaginians. How did he know they were Carthaginians? â€Å"Hannibal always attacks with elephants† was his reply. The boy had learned all this about Rome playing a video game at age five. Video games have long been the bane of the parent and teacher’s existence, but there’s something here that may be of some use to us. Some have picked up on the possibilities. A multi-user virtual environment (MUVE) is a kind of video game. Schools like Harvard University are creating MUVEs that are patterned after video games with a few critical differences. Video games typically have goals like collecting points, defeating enemies or gathering gold. On the other hand, MUVEs have the goal of learning. By creating virtual environments, problems can be posed, research can be collected, theories tested and outcomes achieved. One MUVE example begins with an outbreak of a disease in a small town that players must investigate, determine the pathogens involved, develop theories on how o treat the illness and test methods to resolve the crisis. The simulation is highly visual, interactive, and highly engaging to the students. See   Studies show that children whose teachers use technology for simulations and application of knowledge tend to develop higher order thinking skills and tend to score higher on tests like the National Assessment for Educational Progress. Conversely, technology use that focuses on drill-and-practice tends to correlate to lower performance (Archer, 1998). In another pilot, students who participated in computer-assisted literacy instruction earned higher scores on a Stanford Culture-Free Self-Esteem Inventory and on a Test of Written Spelling (Bottege, Daley, Goin, Hasselbring, Taylor, 1997). In a 2005 study on a gaming system called an Intelligent Tutoring System, results showed increased educational interest and motivation among students. Students showed statistically significant gains educationally, but of particular note was the very significant effect on students who had performed poorly previous to the pilot (Virvou, Katsionis, Manos, 2005). When one thinks about games, it seems as if there is a clear opportunity for using this tool for advancing educational skills. Students solve problems, learn languages and master virtual world rules while playing video games for entertainment. This pattern was examined in a Newark, New Jersey study using Lightspan educational video games where 47 pre-school age children played 40 minutes per day for 11 weeks and demonstrated significant gains over the control group on the Wide Range Achievement Test R-3. The scores for spelling and decoding were significantly improved for the experimental group over the control while no significant difference was detected in math (Calao Din, 2001). The Pokemon video game is also interesting to consider. By the time the first draft of this document is completed for the Board of Education, the country will celebrate Dr. Suess’ birthday. His children’s books help young people to learn to read by creating simple, repetitive language constructs that reveal patterns to students and help them improve their decoding and phonic awareness. He even made up nonsense words to press the student’s phonetic ability. Pokemon has many similar traits. Text on the handheld game appears in small, five word chunks that only proceed when the reader is done. The reading is meaningful in that comprehension is required to solve the puzzles of the game. And the story line is filled with imaginary creatures with made-up names†¦ each phonetically accurate. Did the makers of Pokemon intend to create a game that might help children learn to read or did the creators use phonics to create the English language equivalents of their native Japanese? Who knows, but perhaps this game, or something like it, could be helpful. In speaking informally at several buildings in LPS, students at the middle level indicated that they would check out educational video games to play on their home gaming systems. Could video games, tuned to education by eliminating violence and other objectionable themes, become a new tool educators can use to engage students both during and after school? More research is certainly warranted but the existing results and intuitive logic leads one to think that there is promise here. At-Risk/Intervention An ever present emphasis in education is how to intervene for students with at-risk characteristics. We see educational and economic gaps forming for students at-risk and our public system is always focused on closing gaps and providing bridges for students. Can technology-integrated interventions be part of the answer? In a recent study published by North Carolina State University’s Meridian, journal on middle school technology, students repeating eighth grade were isolated into a focused 27-week program that used hypermedia, online resources and Power Point as integrated technologies. Students demonstrated statistically significant gains (29 percentile points) in reading and language arts. Additionally students demonstrated marked improvements (23 percentile points) in writing performances (Little, 2006). Within LPS, the Center for Online Studies is a partnership with Arapahoe Community College (ACC). Students come to ACC to take online coursework supplied by Class. com and supervised by a certified teacher. The students enrolled have had difficulty succeeding in their traditional high schools and reported to the Board of Education in January, 2007 that the program has made a difference in their academic pursuits. The principles in use here that are making this first year program a success are having a quality content source, a certified teacher and a supportive learning environment. 1:1 Initiatives One-to-one computing is an industry term of one computing device allocated to one person. This essentially is an initiative to end shared computing resources based on the idea that such learning tools are so essential that every student needs one all the time. This view is something akin to the status that textbooks have enjoyed for some time. When the public hears about classroom textbooks, meaning students can’t take their own book home, there is usually concern or even outcry to increase the resource. Proponents of 1:1 computing believe that the 21st Century represents a time when that status held by textbooks transfers to the computer. Indeed, if we are to shift from paper-based learning materials to electronic sources, a 1:1 initiative of some sort of computing device will be a pre-requisite. Some school districts and even states have begun to explore this concept. In Maine, a state-wide initiative began nine years ago to provide every seventh grade student with a laptop. The program is called the Main Learning Technology Initiative (MLTI) and it is having an impact on teaching and learning in their public schools. After five years, researchers reported that teachers were more effective at helping students meet state standards. Also students were more motivated, learned more, and mastered concepts to deeper levels. Finally, students appeared to be learning new skills for the 21st Century (Lane, 2003). Further research into the MLTI project showed that students who had used laptops in 7th and 8th grade, but no longer had school supplied laptops in 9th grade reported that the quantity and quality of their school work had dropped since losing access to school-provided laptops (Pitler, Flynn, Gaddy, 2004). A 1:1 project is the initiative in Henrico County, Virginia which began in 2001. Prior to the project, 78 percent of the district schools were accredited based on the student achievement on the Virginia Standards of Learning test. By the end of the school year in 2003, all schools had earned accreditation meaning that a satisfactory percentage of students passed the state test (Pitler, Flynn, Gaddy, 2004). In Canada, a 1:1 effort entitled the Wireless Writing Project begun in 2002 started in Peace River North with 6th and 7th grade students. In pre and post-test results on writing assessments, researchers found that the percentage of students who met or exceeded the performance standards of the test increased from 70 percent to 92 percent (Pitler, Flynn, Gaddy, 2004). Another 1:1 initiative is underway in New Hampshire where initial results reflect other studies of similar efforts. Students and teachers are demonstrating increased technology use across the curricular areas. Student engagement and motivation is improving and student-teacher interactions are on the rise. Initial reports of teacher judgment of student achievement (that is, basing achievement on grades rather than standardized tests) indicate that students are doing better than before (Bebell, 2004). In our own experiences in LPS, we see classrooms with laptop access achieving a 1:1 ratio for the class period exhibiting much improved academic behaviors. Working in this manner, students demonstrate a tendency to return to previous homework and revise, edit and reuse to far greater degrees than the classroom teacher was accustomed to seeing. Students more often compare their writing samples with peers and seem more likely to collaborate. Using blogs, wikis and other online tools, students expand on the usefulness of word processors by working collaboratively and ubiquitously. Collaboration through Technology A strong theme through the research and observations in this paper is how technologies are used to improve student achievement and general practices. This section is dedicated to the art of collaboration and how various tools allow people to reach across distances and through time like never before. iPods and other MP3 playing devices have opened up a very convenient and powerful pathway for information to be produced, accessed and archived. San Diego State University is leveraging this technology in science teacher preparation. Podcasting is a method of recording digital audio and video files and posting them online for others to access. This method can be used to bring distant experts to students, provide opportunities to review material at leisure, grant unprecedented access to students to research material and extend the learning opportunities for students well beyond the classroom. Surveys of pre-service science teachers who used iPods and podcasting in their preparation reported time savings, increased interest in subject matter, and declared that they would use podcasting in their own teaching methods in the future (Yerrick, 2006). The presence of global networks, the affordability of a wide array of information technology and the reality that connected people create an integrated whole have drastically impacted how we work, and learn today. Learning theories of the previous century including behaviorism, cognitivism and constructivism were developed, prior to the current way our lives are organized, as a result of technology. Siemens proposes a new theory of learning based on the new human condition: Connectivism. In this view, knowledge resides in people and on devices. Learning and knowing rest on diverse opinions from a wide array of sources. Learning becomes a process of connecting nodes of information. Continual learning is maintained by nurturing connections. Learners find connections between different ideas, fields of study, and basic concepts. Being current is of paramount importance. And decision-making is actually a learning process, meaning choosing what to learn and being able to deal with the shifting nature of information. Learners must become comfortable with the reality that what is considered correct today might be proven wrong tomorrow. This theory of learning represents a massive shift in thinking: that learning is not an individual pursuit, but is a collaborative, dynamic and never-ending activity (Siemens, 2005). In LPS, the blog and the wiki has become a fascinating collaborative learning tool. In a Language Arts classroom, students no longer just check out a book, write some sticky-note annotations, and have one-at-a-time discussions prompted by the teacher. Rather, students copy Macbeth from a web resource into a word processor and annotate electronically, keeping their work on personally owned USB memory keys. While some students discuss a scene with the teacher, others are free to blog commentary on the topic of verbal discussion or other interests in the subject-matter at hand. Suddenly, a dozen conversation threads are happening all at once and the teacher only has control of one. The participation rate of students has risen and students return to the blog after school to continue their dialog. Students report that the conversation via blog makes them more reflective and yet more confident because of the lack of a public speaking component to the classroom discussion. In one discussion, the number of postings became so frequent over a short period of time that the free blogging service shut down the account because the activity resembled a malicious electronic attack on the blog server. A wiki supporting another Language Arts class is being used to connect students to young people in other countries like South Korea. Students reading Arabian Nights have opportunities to share their insights with others from around the United States and even in foreign countries. Other opportunities include the use of SKYPE for toll-free calls around the globe to other connected classrooms and instant messages allowing free-form, high speed conversation on topics of study. And in a Foreign Language classroom, chat and Voice Over IP systems allow students to practice their second language acquisition with their teacher, with each other, and even with students outside the classroom. The lesson is that the art of collaboration has no boundaries today. Time and space are no longer the limiters they once were and the list of technologies in this section only scratches the surface of what is available. And like the learning theory of Connectivism points out, this too will change. Education must take note and prepare students to succeed in an environment that thrives on collaboration while constantly changing and improving the tools that support it. Word Processing and Writing For decades now, research has been conducted on the effect word processing has on writing skills for students. In a 1997 study, Owston and Wideman cite a considerable body of work on this topic as part of their research project that studied 3rd grade students using word processors for writing. They concluded in their own study that use of word processors that were readily available to students and were an integrated part of their daily activities resulted in considerably higher quality and quantity of writing as compared to a similar student group without access and support for such tools (1997). In a more recent qualitative study, the use of word processors with seven 3rd grade students over a six week period led to significantly more creative, more comprehensive and improved style. This study of five girls and two boys also reported higher motivation to work with the writing process as compared to paper and pencil methods (Beck Fetherston, 2003). In LPS, Anne Smith reports that students are more engaged when using classroom laptops. The students take advantage of the ease of use to manipulate text to show various sentence structures. While these studies definitely point to improved writing volume and quality from young students, research also suggests that young students need to be exposed to handwritten learning as well, which has been a point of discussion for some time. An article by Balajthy et al points out that students need a diverse writing experience and that word processors should be part of the experience rather than replacing handwritten work (Balajthy, McKeveny, Lacitignola, 1986). At this developmental level, the various tools for writing are most effective for learners when they are used in an integrated approach with the overall instructional program rather than taught separately (MacArthur, 1988). There are studies that show little or no impact of word processors on the quality of student writing, however, a meta-analysis in 1993 showed that these studies tend to have a number of limitations not the least of which is the use of text-based word processors rather than the Graphical User Interface (GUI) systems in use today. Additionally, the analysis revealed that such studies often involve students who have sporadic access to the technology and were not accomplished with the tool (Bangert-Drowns, 1993). The process of mastering writing is very important and there is research that shows how emphasis on writing skills positively improves student achievement across the curriculum. Writing Across the Curriculum initiatives have over twenty years of professional practice and anecdotal evidence to support this claim. Strong research has been hard to come by, however, to truly evidence the effects. One of the biggest obstacles is the ability to truly have a strong control group for any study as such would require a population of students who did not use writing as part of their learning process (Railsback, 2004). Some studies have been able to document positive effects. In a 1992 study, Van Allen was able to conclude that school-wide efforts in Writing Across the Curriculum in five middle schools over a five year period resulted in better writing and better overall student achievement on assessments (1991). What we have found essential in LPS is to have students write frequently and in a variety of forms including wikis and blogs as well as word processors. We wish to note here that we must be careful about using research that is old, even though some of it is unavoidable. The technology tools of today are very different than when computers first entered schools. As an example, the word processing research from the 1980s may not be completely irrelevant, but the software of today bears so little resemblance to the software of the late 1980s. In addition, increased student (and teacher) familiarity with these tools will also have an effect on the impact these tools have on achievement. A key question is How do we measure the impact of tools that change so quickly that by the time you measure their impact, the tools have changed? In other words, by the time most research is done (and published in reputable sources), the technology has changed so much that the research loses at least some of its relevance. This will be a significant hurdle to overcome. In a comprehensive peer-reviewed report, Bangert-Drowns conducted another meta-analysis with Hurley and Wilkinson on the impact of writing across the curriculum in 2004. This analysis, which reviewed 48 studies, produced three major findings. First, writing for learning produced positive effects on school achievement in the studies reviewed. The second finding was that grade levels, minutes per task, and writing prompts had significant impact on results. The study found that programs implemented in Grades 6–8 actually had reduced performances, possibly due to the loss of time on the more differentiated content covered at the secondary level. Longer tasks also depressed results perhaps for similar time constraint issues and motivational issues among students. The use of writing prompts concerning students’ current understandings and confusion were very effective while prompts for personal writing showed no effect. The third finding concerned the length of treatment. The analysis revealed the intuitive conclusion that students who have longer exposure to writing for learning strategies experience a cumulative effect that is very positive (2004). The research continues today and can be seen in an article published in Education Week on February 14, 2007, where the National Assessment of Educational Progress has been piloting a computerized test for assessing writing. This move recognizes the research that is showing how students write more often, of better quality, and with more consistency (between both genders) when using these writing tools. And preliminary results are showing that students tend to write better on the tests when using the word processor (Cavanagh, 2007). What can be drawn from these studies is that writing, being an active learning process, has been shown to positively impact student achievement in all subject areas. It can also be stated that students who have ample access to word processing in conjunction with skillful instruction in a school that is emphasizing Writing Across the Curriculum can be reasonably expected to produce higher achievement results. Streaming Video In four Los Angeles public schools, a study was conducted on the effectiveness of United Streaming video in supporting 6th through 8th grade mathematics achievement. Students were pre and post-tested to provide the source data for the study which revealed that the experimental group using streaming video outperformed the control group by 4. 7 percent among sixth grade students. This differential was shown to be statistically significant. Eighth grade students showed a more modest 2. 2 percent advantage which still registered as significant (Boster et al. , 2004). In LPS, the same United Streaming resources were secured for all schools at the beginning of the 2006–2007 school year. Additional digital projection and speaker equipment was provided to schools along with a concerted orientation effort to help teachers access and use the material. Prior to the introduction of United Streaming video, the Internet connection for the district was peaking at 26 megabits of demand. Within two months of the introduction of United Streaming, the peak demand had reached 100 megabits which represented the maximum throughput the connection was able to sustain. This 400 percent increase in Internet demand was traced directly to streaming video services requested by the schools demonstrating the value teachers immediately saw in this technology. Today, LPS is deploying a locally hosted server to present the streaming video to meet the growing demand for both quantity and quality of the content. Laptops for Teachers The following is an observation of technology use at Lenski Elementary School by Assistant Director of Instructional Technology, Boni Hamilton. As part of the Technology Grants from Plan for Social Excellence (www. pfse. org). schools provided laptops for teachers in the first year of the three year grants. PFSE didnt collect hard data about the impact, but at Lenski Elementary School, I saw firsthand the effects on teachers and instruction. Some observations: 1. Teachers who had been least confident about their technology skills increased their confidence and competence with technology skills to equal that of the more tech-savvy staff members within four months. While the classroom teachers had regular access to technology skills when they co-taught in the lab and so were fairly confident with technology skills, the non-classroom staff such as specialists received training only when it was scheduled for the staff. This was too infrequent to give them the level of competence they needed. The portability of the laptops allowed the specialists to get help from peers, family members, and friends. A couple of teachers even signed up for computer classes outside the school because they finally had computers they could take home and practice on. One teacher who had been only moderately comfortable with technology learned how to make tables in MSWord and began showing everyone on staff she became the staff expert. 2. Teachers improved in their trouble-shooting skills. Trouble-shooting is difficult to teach because problems happen at inconvenient times and are hard to reproduce during a training session. However, when teachers were carting their laptops home and had problems, they had to solve the problems themselves. They either used family members to help or they fooled around until it did what they wanted. Because they knew the computers could be restored, they no longer worried about what would happen if they took a risk and pushed a button. 3. Teachers grew more relaxed about problems. Before laptops, teachers often got stressed when some technology failed. As they learned to problem-solve laptop problems, they had less tendency to get up-tight when something went wrong. They were then able to think about problem-solving strategies, consult a peer, or cart the laptop to a computer coach for help. 4. Teachers increased the level of student use of technology. As teachers gained confidence, they became more willing to risk using computers in the classroom. It wasnt as scary to let kids try projects on classroom computers because they trusted that either they or their students could solve problems. 5. The demand for student computers in classrooms has increased dramatically annually. Even though teachers felt their classrooms were too small to handle clusters of computers, six months after they received laptops, they made room for computer clusters because they began to depend on computers to enable students to continue projects, collaborate on learning, and practice skills. The number of desktop computers in classrooms went from an average of three per room to an average of five to six per room. Lenski also bought two 15-computer laptop carts, but demand was so heavy that the school added two more carts in the following year. Then the librarys demand for computers increased so dramatically that the school had to buy a fifth cart. In the third year of having laptop carts, teachers are now complaining that there are too few carts available for the library and 16 classrooms (Grades 2-5). 6. After three years of having laptops, most teachers opted to return to desktop computers. There seemed to be several causes for this: 1) They purchased home computers and found they could use USB drives to cart files; 2) The school had enough wireless laptops for student use that teachers could get on a laptop; or even borrow one overnight, if they needed; 3) They preferred larger screens, faster processors, and standard mice. Based on these observations, I advocate strongly for giving teachers experience with laptops before buying laptops for students. Concluding Remarks The following is a summative commentary from Karl Fisch, Edublog Nominee and Finalist for the Best Blog of 2006: Were not going to find a whole lot of really good research to support this at this time. I can summarize what the research generally says. The use of technology in appropriate ways has a small, positive effect on student achievement. It also has a larger, but still small, positive effect on student and teacher motivation, engagement and satisfaction. Thats about it. But I would strongly argue that to a certain extent this is missing the point. I would also suggest that many of our current practices are in direct contradiction to what the research says we should do, but we do them anyway because its convenient for the adults. How come nobody is demanding to see the research to support those practices? But I digress. ) I do not think that if we infuse technology into our schools, even putting in a 1:1 program at the high schools, that we will see student achievement as we currently measure it skyrocket. I think we may see a small positive effect, with possibly a slightly larger effect among those students who typically have not done very well in our schools. But the basic problem with looking for research that supports growth in student achievement is that by necessity research has to look at fixed, testable content to try to determine growth. Now Im not saying that content knowledge isnt valuable, it is. But I think the skills and abilities and habits of mind that ubiquitous access to technology would help us develop in our students are ones that are really hard to measure. How do you measure creativity? Or the ability to collaborate with others, both in the same room or across the planet (or beyond)? Or the ability to take in information from an almost inexhaustible supply, synthesizes it, remix it, and then produce something that is of value to others? How do you measure imagination? How do you measure the ability to function in a flat, globally interconnected, technology-enabled, rapidly changing world? How do we measure the ability to learn how to learn? To know how to adapt, to reinvent yourself over and over again to meet the needs of a world that is changing at an exponential pace. How do you measure the ability to function in a world where all of human factual knowledge will be available practically instantaneously? Knowledge is good. Having content knowledge is necessary, but not sufficient, to be successful in the 21st century. The research at best is only going to tell us about content knowledge. The power of the technology is to transform teaching and learning as we know it. To make it more student-centered, more individualized (yet also more community-based), more relevant, more meaningful. It allows each student to connect to each other, to the world, to knowledge, to learning, in the way(s) that works best for that student. I guess I fear we are asking the wrong questions . . . Where does all this leave us? And what use does this document provide? Clearly, more research is needed, but our efforts can no longer await the coming of comprehensive research studies. Not having solid research behind us will not be an adequate excuse for failing to prepare our students for the 21st Century. Therefore, we must be on the constant look-out for research that will help us light the way while we move ahead in the modernization of our public schools and our methods. We must become students of our own society and allow our own observations and action-research to influence our decisions. We must model for our students the creativity and risk-taking that will be defining characteristics of the next age. In short, educators must come out of the comfort zone, release some control and join the wave of seemingly chaotic global empowerment. Daniel Pink describes the next age of society which might give us some clues. He defines an age by the type of worker that is most commonly found among the population. During the Agricultural Age, the common person was some sort of farmer. During the Industrial Age, it was the factory worker. And during the Information Age, which he describes as beginning in the 1960’s, it was the Knowledge Worker. But the end of each age is preceded by an out-sourcing and off-shoring of the common worker prompting the rise of the next age. So what does Daniel Pink suggest is next? The Conceptual Age. This economy maintains the necessity of strong left-brain skills (reading, writing, math and science) while adding the right brain skills (aesthetics, intuition, value and play). Daniel Pink would advise us to continue our left-brain pursuits, but introduce the richness of meaning and value. It is no longer sufficient to create a well engineered product; now the product must be appealing as well (2005). References: http://www.bc.edu/research/intasc/PDF/NH1to1_2004.pdf

Agricultural Equipment Business Essay Example for Free

Agricultural Equipment Business Essay Agricultural Equipment Business Manufacturing, export and distribution opportunities in post-harvest equipment beckon entrepreneurs even as other farm products also hold great promise In the last decade, Buhler, a global manufacturer of grain milling, sorting and handling products, has been witnessing a geographical shift in demand for its products. While the US and Europe remained the mainstay for long, it is China and India that are now the demand hubs for its products. The company, which launched its India operations in 1992, has since expanded its facility in India and ramped up the workforce. Another equipment firm, Satake, a Japanese major, has been witnessing similar trend. But the presence of big firms such as Satake and Buhler has not had much effect on local manufacturing. Many small and medium enterprises operate at full capacity across the country. Take for instance, S P Khandelwal of S S Milling and Engineering. He sells grain cleaning and sorting equipment to flour mills, energy foods producers and snacks companies. He boasts of clients such as Bikanerwala, Priya Gold and Modi Flour Mill. It is the price factor that helps entrepreneurs such as Khandelwal survive the onslaught of the global majors. â€Å"Products sold by organized players are expensive while my products are low-cost,† he says. Farm equipment companies, both big and small, are fighting tooth and nail to grab the larger share of the lucrative India market, despite the fact that the agriculture sector’s share in the GDP has fallen over the years. This notwithstanding, the farm equipment sector, that is a key support for agriculture, has been growing at a brisk pace and is projected to touch $7. 9 billion by 2012, according to The Freedonia Group, a US-based market research firm. [pic] Growth Drivers A couple of factors are driving the growth of this sector. These are mechanization of agriculture, increase in contract farming, easy availability of farm loans at low interest rates, and migration of laborers from villages to cities. Mechanization of Indian agricultural has been a major booster. The continuous increase in the consumption of power for farm sector and the corresponding reduction in the use of animal and human power is a clear indication that more and more machines are being deployed. A study by KPMG, done for India Brand Equity Foundation (IBEF) throws up some interesting observations. It says the share of animals as the source of power for the agriculture sector declined sharply from 45% in 1971-72 to less than 10% in 2005-06.

Impact of Advertising Campaigns on Food Waste

Impact of Advertising Campaigns on Food Waste Alice Boucher   Ã‚   Would successful advertising and advertising campaigns see a decrease in food waste?       Abstract This dissertation proposal plans to investigate and explore the successful-ness of advertising within social and economical issues as well as environmental. Posing the question Would successful advertising see a decrease in food waste? Aims In one year alone, 50% of food thrown away comes from households in the UK, this accumulates to approximately 7 million tonnes whilst half of this is perfectly edible, this is becoming a vast social, cultural and ethical issues worldwide resulting in families wasting money as well as food, people being unable to afford to eat and also food bank crisis, therefore the main focus and aims of this dissertation will be the investigation, exploration and measurement of successful advertising and what impact advertising campaigns have on social, economic and environtmental problems, with food waste as the subject. To measure successful advertising the investigation in this dissertation will be in the form of creating an advertising campaign to raise public awareness and also create change. This will be produced in a form of photography and posters to create reactions and statistics doing so will also practice the fundamentals of successful advertising and if it works, how it does so. The proposed research topic of this dissertation is something considered of vast importance and discussed frequently within governing bodies, the reason for this is because not only is it a problem effecting the UK put the rest of the world to, as mentioned above it creates issues in social practice, economics and the environment, this is only going to get worse therefore this dissertation propose to inform people of how this could be changed. Literature Review For this proposed dissertation there are many different readings to be considered, below these are to split up into three different sections, Each of these concludes different aspects of this proposal outlining topics such as, Advertising Campaign technique and strategies, the dissertation subject, including facts and figures of food waste. Advertising, Marketing and campaign strategy and Techniques The Advertising Concept Book (Barry, 2008) This book includes different advertising techniques and design concepts enabling users to not only understand design concepts behind advertising, but also how to produce designs and advertisements themselves. Written by Pete Barry and Published by Thames Hudson, the key chapters to focus on and read into to move forwards with this dissertation are chapters 02 The Strategy outlining the thinking before the production of a design or advertisement, 04 The Campaign How and Why to produce a campaign and 09 Interactive This Negotiates how to incorporate an audience and response. This book will come in useful when producing a campaign in the final dissertation. The Fundamentals Of Creative Advertising (Burtenshaw, Mahon, Barfoot, 2006) Here Another book to be aware of again focus on practical steps into advertising with considerations of the fundamentals of advertising,   written by a combination of academics, Ken Burtenshaw, Nik Mahon and Caroline Barfoot. Chapters 1: The Media Options pg.12-64, gives an insight into different outlets for advertising and where to publish, this is especially helpful for production purposes on where and how to advertise and run a campaign and Chapter 2: publishes the debate on campaign planning and strategy pg.68-78, this will be useful when considering, clients, agency work and commissions, market research and campaign planning, for example a topic in the campaign cycle is where do we want to be this may be subject to discussion because depending on business, commission and client needs the outcome will differ, in comparison to this The Advertising Concept Book (Barry, 2008) pg.92 states that the two key compartments to understand is the origin of ideas and the function of the tagline with no mention of the target market. Ogilvy on Advertising (Ogilvy, 1995) The final literature recommendation for the advertising section on this dissertation is Ogilvy on advertising, opposed to the other two reading recommendations above, this literature is an introduction into the industry from and already existing advertising practitioner. The many passages in this book debate how modern advertising is generally no different to historic advertising and that the only major change was the invention of the TV One change that can be called major: television has emerged as the most potent medium for selling most products to follow this statement up Ogilvy added Meanwhile, most of the advertising techniques which worked when I wrote confessions of an advertising man still work today, consumers still by products whose advertising promises them value for money, beauty, nutrition, relief from sufferent and social status etc. Again in comparison to the other literature included, Ogilvy Addresses and Boasts how simple advertising still works efficiently and also advertising which Un-Sells products, this is relevant because you gain an insight into the bigger picture of advertising and campaigns rather than just the positives and it also comes from someone who made it in the industry. Reading on the topic of Food Waste The literature below includes reading on the dissertation proposal subject Carbon Footprint of Supermarket Food Waste (Scholz, Eriksson, and Strid, 2015) Written in 2015 by Eriksson Mattias, this article from an existing dissertation discusses alternate topics surrounding food waste, in this instance the subject is carbon footprint of supermarket food waste. The reason that this article is relevant to this dissertation proposal is because it is a very current article so any facts and figures surrounding the subject should be similar and also it gives a great insight into the subject such as defining food waste quoted here Food waste is any food, and inedible parts of food, removed from the food supply chain to be recovered or disposed of (including composted, crops ploughed in/not harvested, anaerobic digestion, bio-energy production, co-generation, incineration, disposal to sewer, landfill or discarded to sea). When producing research for this subject I also came across a significant amount of websites and other content to be used for reading, these all include information on, How social practices cause food waste generation (Leung, 2013) Consumer attitudes to food waste and food packaging (AlexWork, 2013) Identifying the barriers and opportunities for food waste prevention. (Lazell, 2014) Research Methodology When producing the official dissertation, the main research question will be whether an advertising would work successfully and if so, how? Producing this with the objective of a creating an advertising campaign addressing an environmental and economic issue of food waste.

people :: essays research papers

EDGAR ALLAN POE 1809 - 1849 â€Å"Quoth the Raven, â€Å"Nevermore† Edgar Allan Poe – Darkness   Ã‚  Ã‚  Ã‚  Ã‚  Dark what is dark? It is defined in the dictionary as: Darkadj 1.Being without light or without much light. 2. Not a light in colour 3.Gloomy. 4. Being without knowledge and culture 5.Secretive – darklyadv – Dark-ness n.   Ã‚  Ã‚  Ã‚  Ã‚  dark2n 1.Absance of light: Darkness; esp.: night 2. A dark or deep colour – in the dark 1. In secrecy. 2. In ignorance.   Ã‚  Ã‚  Ã‚  Ã‚  Dark is a major part of Edgar Allan Poe’s work. Take for example â€Å"The Pit and the Pendulum†: The main character is locked in a dungeon with no light to see his surroundings. â€Å"I quickly unclosed my eyes. My worst thoughts, then, were confirmed. The blackness of eternal night encompassed me.† (Edgar Allan Poe, story and structure Canadian edition, â€Å"The Pit and the Pendulum† pg.357 line 33.) Take also for example â€Å"The Mask of the Red Death†. The seventh room was black. â€Å" But in the western or black chamber the effect of the fire light that streamed upon the dark hangings through the blood – tinted panes, was ghastly and extreme †¦ It was in this apartment, also, that there stood against the west wall a gigantic clock of ebony.† These are just examples of literally darkness with no light. There is also the literary darkness Like in the â€Å"Tell Tale Heart†, the man murders his employer â€Å" He shrieked once – once only. In an n instance I dragged him to the floor, and pulled the heave bed over him... the old man was dead†¦I took for the concealment of the body. The night warned, and I walked hastily, but in silence , first as I dismembered the corps. I cut off the head and the legs and the arms†. â€Å"The Raven† the man is mourning over the lost love Lanor. When a raven comes only to torment his already tired soul. With those words of pain â€Å"Never More†. †On this home by horror haunted – tell me truly I implore – is there – is there balm in Gilead? – tell me – tell me – I implore!† â€Å"Quoth the raven â€Å"never more†Ã¢â‚¬    Ã‚  Ã‚  Ã‚  Ã‚  In conclusion it is said that the greatest writer either write about sex or death and Edgar Allan Poe is one of the greatly misunderstood writers of our day due to the lack of information on him and his life.

MARKETING DEPARTMENT :: Business and Management Studies

MARKETING DEPARTMENT The aim of this department is to make sure that the business produces goods that consumers would want to buy and sell. Activities of marketing and sales department at Sainsbury's: Market Research: this type of research is a research that Sainsbury's would like to find if a product or a service is suitable for the consumers. This is because they can find out what kind of products or services the consumer's wants. Sainsbury's would also like to find out about if the product exists, if so, how would they manage to improve it. There are two types of research Sainsbury's could use 1) field research and 2) desk research. Promotion: this is to tell the customers that the products or services that is available by advertising will encourage the customers to buy the products or services by offering promotions. Sales: this provides that the goods and services are suitable to customers that they need or want. This area of department involves making sales. This function helps Sainsbury's to achieve the objectives. The way they manage to do this is by increase their sales so that it increases its market share or market segment. The market research is carried out to identify the customer needs. Sainsbury's also would like to increase their image name. This is because Sainsbury's would like to provide the customers with good products so that they can fulfil the customer needs and increase the sales within the promotion offers e.g. get one and get the second one free. Promotion is an important marketing function for Sainsbury's. This is because Sainsbury's would like to increase the awareness, attract new customers, and increase sales and profits. The marketing function for Sainsbury's takes into account the four marketing mix e.g. product, price, place and promotion. How the marketing department helps Sainsbury’s meet objectives. Market research. When an organisation is in a market it is good that your can look at other activity in the market. Sainsbury’s is in the market of an oligopoly and few big firms run this kind of market. One of the objectives of Sainsbury’s is to gain market share. Sainsbury’s will be looking to beat competitors. To beat competitors Sainsbury’s will need to research and see what business activity they do compare to Sainsbury’s. If they research they can think of way to beat competitors in the market. Promotion. Promotion of products and Sainsburys plc is vital to them. Sainsbury’s will want everyone to know who they are and what products they sell. For Saisnbury’s to advertise products they do it through the marketing department. The marketing department will be expected to promote the products they sell to the correct audience.

Free Essays: Oppression in Ethan Frome and Their Eyes Were Watching God :: comparison compare contrast essays

Repression and Oppression in   Ethan Frome and Their Eyes Were Watching God    In society, people are oppressed in many ways, such as blacks not being able to vote back in the 60’s, or women not having as many rights as men.   There are many social constraints that hold people back from their dreams and desires.   The two novels, Ethan Frome, by Edith Wharton and Their Eyes Were Watching God, by Zora Neale Hurston, both accurately portray the power of social constraints.   In   each novel the main character   struggles with the tremendous impact of social constraints on their lives but their is a great difference between repression and oppression.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   In the book Ethan Frome, the main character, Ethan, is oppressed in many different ways.   First of all, Ethan’s wife, Zeena, has become a burden on Ethan psychologically and finacially.   Zeena seems to have a form of paranoia that makes her think she is much sicker than she actually is.   This problem has gotten to Ethan at many points in the book.   She has also become a finacial burden on Ethan because of her almost monthy commutes to Bettsbridge, where she sees a doctor about her failing health.   In Ethan Frome, Zeena seems to be the one that is always oppressing Ethan.   Zeena never lets Ethan do what he wants, when he wants.   In the book Their Eyes Were Watching God, Janie is basically oppressed by society and the laws of society.   She is oppressed mainly because she is black, but also because she is a woman.   In each of her three marriages, Janie is oppressed by her husbands.   All of them expect her to do things the way they want them done, and she does not seem to respect this. Janie also is not allowed to strive for her dreams or desires because she is black.   In this situation, it seems that it is a combination of society’s oppressive laws and the repression of Janie’s feelings and desires that hold her back from her goals.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   In Ethan Frome and Their Eyes Were Watching God, each character finds his or own way to overcome their suffering and pain due to the oppression of their desires and dreams.   In Ethan Frome towards the end of the story, Ethan wants to drive Mattie into town to the train station so she can go home.

Hauroun and the Sea of Stories Compared to Lord of the Rings

Hauroon and lord of rings Frodo Baggins and Haroun Khalifa are both heroes, both from different stories but have a very similar journey. Frodo Baggins from J. R. R Tolkien’s Lord of the Rings is a hobbit of middle earth who keeps to himself and likes to be alone, he goes on an adventure that changes his life. Haroun Khalifa from Salman Rushdie’s Haroun and the sea of stories is a 10 year old boy living with his father in an imaginary sad city. Both characters go on a journey that changes there life forever, the characters quests have many similar stages to the journey.Both begin there quest with a call to adventure, neither characters are expecting it but both seem eager to go. Both characters battle between good and evil and both characters become masters of two worlds, and achieve apotheosis or god like status and then have the freedom to live. Both heroes are called to the adventure in many different ways, Frodo Baggins is called to adventure during his uncles 111th birthday party when his uncle Bilbo disappears. Bilbo left a gold ring for Frodo so Frodo speaks to the wizard Gandalf who says to keep it safe and not to put it on.Years later the wise wizard Gandalf returns to tell Frodo the ring is extremely dangerous and was forged by the dark lord, Sauron and must be destroyed, that is when his journey began and Frodo begins his journey heading towards Rivendell to talk to the elves about how to destroy it. Haroun is called to his journey when he returns home one day to find out his mother has run away with the upstairs neighbor who has always been critical towards Rashid Khalifas story telling which effects Haroun greatly.Haroun argues with his father about the usefulness of stories and why they are important, this crushes Rashid. Haroun struggles with school due to his mothers absence so his father takes him on a story telling trip for some fancy politics, they travel to the Valley of G and when Rashid goes up to tell a story and nothing come s out, this is Haroun's call to adventure, to help his father. Good VS evil. Thats what fairy-tails and stories revolve around, both Frodo's and Haroun's adventure revolves around it.In Lord of the Rings the evil that Frodo is fighting is the darkness of the ring and the evil that dwells within Mordor. Saruman, the evil wizard tries to make Frodo change from good to evil but did not succeed. In Haroun's story the evil that he fights is someone named Khattam-Shud, Khattam-Shud is polluting or poisoning the stories so they can not be told. Rashid and Haroun travel to the Land of Gup to try and figure out what is going on. They get there and the entire land is preparing for war, the guppies Vs the Chupwalas.The war ends with the victory of the Guppies and they reward Haroun with granting his wish that his father can tell stories again. At the end of each story the heroes reach the stage of apotheosis, Frodo reaches apotheosis when he destroys the ring by throwing it in the lava, all th e evil goes away and the good takes over. Frodo is the master of two worlds the world of the non existent Mordor and the Shire, he is looked at as a king and everyone will forever be grateful for his victory over darkness.Haroun reaches apotheosis after the war ends, he is overwhelmed with joy that his father can tell stories, Haroun returns to the sad city with his father to find that the city is no longer sad, the once forgotten city name has been remembered and when Haroun returns home he finds the last person to be there waiting for him, his mother. Haroun's story ends happily ever after as does Frodo's. Both of the heroes were from a classic fairytale , the stories had a call to adventure, both very different calls to adventure but they both fulfill there goals and reach apotheosis, i guess you can say Haroun and Frodo both lived happily ever after. Hauroun and the Sea of Stories Compared to Lord of the Rings Hauroon and lord of rings Frodo Baggins and Haroun Khalifa are both heroes, both from different stories but have a very similar journey. Frodo Baggins from J. R. R Tolkien’s Lord of the Rings is a hobbit of middle earth who keeps to himself and likes to be alone, he goes on an adventure that changes his life. Haroun Khalifa from Salman Rushdie’s Haroun and the sea of stories is a 10 year old boy living with his father in an imaginary sad city. Both characters go on a journey that changes there life forever, the characters quests have many similar stages to the journey.Both begin there quest with a call to adventure, neither characters are expecting it but both seem eager to go. Both characters battle between good and evil and both characters become masters of two worlds, and achieve apotheosis or god like status and then have the freedom to live. Both heroes are called to the adventure in many different ways, Frodo Baggins is called to adventure during his uncles 111th birthday party when his uncle Bilbo disappears. Bilbo left a gold ring for Frodo so Frodo speaks to the wizard Gandalf who says to keep it safe and not to put it on.Years later the wise wizard Gandalf returns to tell Frodo the ring is extremely dangerous and was forged by the dark lord, Sauron and must be destroyed, that is when his journey began and Frodo begins his journey heading towards Rivendell to talk to the elves about how to destroy it. Haroun is called to his journey when he returns home one day to find out his mother has run away with the upstairs neighbor who has always been critical towards Rashid Khalifas story telling which effects Haroun greatly.Haroun argues with his father about the usefulness of stories and why they are important, this crushes Rashid. Haroun struggles with school due to his mothers absence so his father takes him on a story telling trip for some fancy politics, they travel to the Valley of G and when Rashid goes up to tell a story and nothing come s out, this is Haroun's call to adventure, to help his father. Good VS evil. Thats what fairy-tails and stories revolve around, both Frodo's and Haroun's adventure revolves around it.In Lord of the Rings the evil that Frodo is fighting is the darkness of the ring and the evil that dwells within Mordor. Saruman, the evil wizard tries to make Frodo change from good to evil but did not succeed. In Haroun's story the evil that he fights is someone named Khattam-Shud, Khattam-Shud is polluting or poisoning the stories so they can not be told. Rashid and Haroun travel to the Land of Gup to try and figure out what is going on. They get there and the entire land is preparing for war, the guppies Vs the Chupwalas.The war ends with the victory of the Guppies and they reward Haroun with granting his wish that his father can tell stories again. At the end of each story the heroes reach the stage of apotheosis, Frodo reaches apotheosis when he destroys the ring by throwing it in the lava, all th e evil goes away and the good takes over. Frodo is the master of two worlds the world of the non existent Mordor and the Shire, he is looked at as a king and everyone will forever be grateful for his victory over darkness.Haroun reaches apotheosis after the war ends, he is overwhelmed with joy that his father can tell stories, Haroun returns to the sad city with his father to find that the city is no longer sad, the once forgotten city name has been remembered and when Haroun returns home he finds the last person to be there waiting for him, his mother. Haroun's story ends happily ever after as does Frodo's. Both of the heroes were from a classic fairytale , the stories had a call to adventure, both very different calls to adventure but they both fulfill there goals and reach apotheosis, i guess you can say Haroun and Frodo both lived happily ever after.