Lessons of my school years

During my childhood my grandmother stressed the importance of education. She would say education can take you around the world, but only through hard work and dedication. She neglected to mention the amount of peer pressure, the cliques formed throughout school and sarcastic teachers whom we are at all times to respect, even If they are not respecting us. I started school In Chicago, IL, where I was amongst 25-30 Pre-K children. Eager my first day to show my teacher I knew my Abs's and ass's.I was taught my first lesson bout school, speak when spoken to or called upon. Nothing crushes a rear old worse than a teacher not interested in what you've so proudly learned. I felt as though my learning weren't important, as if I was Just there to take up space, I was another face amongst the crowd. I took this lesson and held on to it for the rest of my schooling until I learned otherwise. I never answered another question during group participation nor raised my hand to answer. By the time I was In 5th grade all I learned from Chicago public schools was a myth.Now In a rural community and a predominately African American school. I could not blend In with the scenery as my teacher Mrs.. Gates bombarded me one day with question after question, then math problem after math problem, until she came to the conclusion that I In fact knew my studies. I Just refused to be embarrassed by another uninterested teacher. She would then from that day, until the end of the school year, ask me first any question from all of the eight subjects we were being taught. I then understood the reality this teacher does care.She cared enough to see that somewhere along my schooling I had become a mute by default. By the time I had made it to eight grade I knew I was in for a ride. Mrs.. S Hardy, a teacher whom would seem to beat knowledge into you. Mrs.. Hardy never took I don't know for an answer or I can't. She empowered each and every one of her students with the power to learn. Explaining t hat your high school years define you as the person you'll become. Yes, there will be clubs, sports teams, and organizations you will Join, but, education Is still our key to the world.She taught me that a friend only goes as far as graduation and not to be a follower along the path but to make my own path through life. To always be an independent thinker, know what I want out of life not what others want for me. Then all my elementary school encouragement was over upon entering SST. Anne Community High in August of 1997. When people start high school they're usually so excited. They can't wait to experience everything that comes with being in high school, I mean who wouldn't? Everyone says that high school is the best four years of your life.I can't say they were my best years but I can say they were my most educational years, of course I wouldn't say that they weren't fun because they were. When I say educational, I mean Eve learned so much about myself and so much about life. I l earned what the words family, love, betrayal, law and life meant. All these events changed me, and I'm glad they happened because I wouldn't have learned all these lessons. My personality hasn't changed; I'm still a carefree girl, Just with a little more wisdom and a lot more strength.I first entered high school under the impression that this would Mrs.. Hardy, they would not leave me alone. I was amongst sophomores, Juniors, and seniors, a mere freshman, what did I know. I was not going to be able to blend in with the back ground but was an unwilling participant in the daily class activities. Mr.. Hubert, one of the most respected teachers in the school, sounded a lot like the guy from the clear eyes commercials. He explained to us that the upperclassmen were the from lack of studying or simply how he put it were chosen dummies who liked freshmen classes.

Aspects of Contract and Business Law Essay

Laws, contracts and customs are rules that shape our everyday lives. These date back for centuries. There are a number of different elements that make up a valid contract that can be used in business today, these consist of the following. Offer Offers are made to sell or buy a product from an individual or company. Unilateral offers are offers that apply to everyone, i.e. an advert in a newspaper. An offer must be precise, specific and certain. In order for there to be a contract then an offer must first be in place. Rocky Tops offer indoor climbing sessions to the public upon which they choose to accept or not, depending on the price. Their offer to host indoor climbing lessons must be clear on what the customer will get in return for their money, this would be things such as how long the sessions last, what will be available to them and whether equipment is included within the price. Consideration Consideration is when an individual or company assesses what they would get out of the offer and what benefit it would be to them. So when Nick saw the poster and went to buy a new set of ropes and crampons he had to consider what would he was getting out of the deal. He has to hand over his cash in order to receive the ropes and crampons and needs to assess whether it is a beneficial outcome to him. Two Parties A contract is between two parties. One contract cannot provide details for anymore participants as it wouldn’t be certain enough. In order for it is certain one contract is kept between two parties. One party will offer a deal and the other party has to consider whether to accept it or not. An example of a contract formed between two parties within the case study is Rocky Tops and Julie. This is when Julie decides to book a block of 6 climbing lessons and signs a document stating that the sessions can be cancelled by either herself or Rocky Tops within 7 days’ notice. Capacity In order to accept an offer you must have the capacity to do so. This requires you to be above the age of 18 and in the right state of mind to carry out the deal with full knowledge of what you are getting into (i.e. you can’t be under the influence of alcohol or drugs). Rocky Tops is formed by a partnership between Bill and Ben. When they anticipated to both make Rocky Tops into a partnership they both had the right capacity to do so, this means they could make the decision individually to go ahead with the partnership contract in which they are both legally bound to. Acceptance Acceptance is when both parties agree to the terms and conditions stated in the contract and are both aware that they are legally bound to the contract. When an individual accepts the offer the contract is signed. Rocky Tops accepted an offer from Weathering Heights as they agreed to purchase  £50,000 worth of equipment to be dispatched and delivered by 1st February 2011. They agreed to the terms and conditions and both parties are legally bound to the contract. Communication Communication between the two parties needs to be consistent as each individual needs to be clear on what they are agreeing to and also needs to be kept in the loop should anything change in the contract. When writing up the contract it should be clearly communicated, especially with price. The buyer must be aware of the final cost because if the price included contained hidden costs then the contact isn’t valid and there are grounds for complaint. Bill and Ben, the owners of Rocky Tops, had to communicate with Julie in order to tell her that her third lesson has been cancelled. They did so 10 days prior to the third lesson via a letter. The letter stated that if she fails to rebook within one week she will forfeit her money for that session. Legality When writing up the contact everything stated has to be legal. You can’t put anything that is against the law as it will make the contract invalid. Rocky Tops did this when creating a sales contract with Julie when she wanted to book a block of 6 climbing lessons. They had to make sure that everything stated in the contract was all legal in order to prevent the contract falling through or being taken to court. Intention When an individual or company decides to accept the contract they must do so with the right intentions. This means that when they sign the contract they are actually willing to carry it out and are serious about it. This is evident in the case study when Rocky Tops agreed to purchasing  £50,000 worth of equipment from Weather Heights. This was a contract that the terms were defined by the supplier. Rocky Tops entered with the right intentions as they actually meant to go through with the contract. Case Study Contracts: â€Å"Bill and Ben are keen rock-climbers and wish to establish a new business† Partnership contract â€Å"They aim to have their grand opening on 1st March 2011 and already have premises confirmed† Estate agent contract â€Å"Rocky Tops have agreed to purchase 50,000 worth of equipment from Weather Heights to be dispatched and delivered by 1st February 2011† Terms of supplier contract â€Å"Rock Tops will also be offering instruction and lessons on their indoor climbing wall to both novice rock climbers and the more experienced† Liability Insurance Contract â€Å"Nick sees the poster and buys a new set of ropes and crampons† Sales Contract â€Å"Julie goes to Rock Tops and books a block of 6 climbing lessons and signs a document stating that the sessions can be cancelled by either herself or Rocky Tops within 7 days notice†

Basic Boating

Adam Barner is the owner of Basic Boating, an independent dealer of secondhand boats in a small town near the main lake. Adam has contracted with several dealers to purchase secondhand boats in auctions that they do not want to sell and to discount or purchase directly from personal sources. As Adam's trade name implies, he is focusing on older, cheaper ships. In most cases, it is best to purchase a ship owner the sales of Basic Boating. But he sells boats of various styles. At the most basic level, chartering involves chartering and taking you to pre-arranged destinations / routes for fishing trips. There are 3 kinds of light boat, cabin, crew. The first one is like a straight line charter; you must take full ship's full legal and financial responsibilities and have the skills and experience necessary to operate the ship - normally you need a license of the captain is. You also must act as a captain to provide your own crew and make all necessary decisions. The cabin charter is an e xperienced captain you carry with you, and you and your friend are crews - this is a wonderful way to meet new people or connect with old friends. Finally, there is a regulation of the crew associated with the person who chose to participate in the crew, captain, chef etc. Adam Barner is the owner of Basic Boating, an independent dealer of secondhand boats in a small town near the main lake. Adam has contracted with several dealers to purchase secondhand boats in auctions that they do not want to sell and to discount or purchase directly from personal sources. As Adam's trade name implies, he is focusing on older, cheaper ships. In most cases, it is best to purchase a ship owner the sales of Basic Boating. - The growth of international bases in sales and marketing offices is driven by an increase in the number of customers in various industry sectors and the introduction of a differentiation department to bring differentiated departments closer to providing cross-border core custome r service (introduction of TIB Etc.) as a result of the necessity. Regardless of your professional level, safe boating has basic knowledge of navigation. These include always talking to someone before going out, always bringing a floating device, and knowing how to swim in advance. For details, please see the Safe Rowing page. The best sailor who is familiar with the sailing control is a person who can adjust the sail settings to take advantage of various wind and water conditions. Generally speaking, when the wind is very weak or strong, the sail should be relatively flat, and when the wind is moderate, the wind should fill. Basic Boating Adam Barner is the owner of Basic Boating, an independent dealer of secondhand boats in a small town near the main lake. Adam has contracted with several dealers to purchase secondhand boats in auctions that they do not want to sell and to discount or purchase directly from personal sources. As Adam's trade name implies, he is focusing on older, cheaper ships. In most cases, it is best to purchase a ship owner the sales of Basic Boating. But he sells boats of various styles. At the most basic level, chartering involves chartering and taking you to pre-arranged destinations / routes for fishing trips. There are 3 kinds of light boat, cabin, crew. The first one is like a straight line charter; you must take full ship's full legal and financial responsibilities and have the skills and experience necessary to operate the ship - normally you need a license of the captain is. You also must act as a captain to provide your own crew and make all necessary decisions. The cabin charter is an e xperienced captain you carry with you, and you and your friend are crews - this is a wonderful way to meet new people or connect with old friends. Finally, there is a regulation of the crew associated with the person who chose to participate in the crew, captain, chef etc. Adam Barner is the owner of Basic Boating, an independent dealer of secondhand boats in a small town near the main lake. Adam has contracted with several dealers to purchase secondhand boats in auctions that they do not want to sell and to discount or purchase directly from personal sources. As Adam's trade name implies, he is focusing on older, cheaper ships. In most cases, it is best to purchase a ship owner the sales of Basic Boating. - The growth of international bases in sales and marketing offices is driven by an increase in the number of customers in various industry sectors and the introduction of a differentiation department to bring differentiated departments closer to providing cross-border core custome r service (introduction of TIB Etc.) as a result of the necessity. Regardless of your professional level, safe boating has basic knowledge of navigation. These include always talking to someone before going out, always bringing a floating device, and knowing how to swim in advance. For details, please see the Safe Rowing page. The best sailor who is familiar with the sailing control is a person who can adjust the sail settings to take advantage of various wind and water conditions. Generally speaking, when the wind is very weak or strong, the sail should be relatively flat, and when the wind is moderate, the wind should fill.

Technical Communication Essay Example | Topics and Well Written Essays - 750 words

Technical Communication - Essay Example The technical communication differs from academic essay writing for other classes. The research focuses on the variance between other academic essays and the technical communication report. The research focuses on the step by step procedures to be implemented by the readers of the technical communication report. The technical communication, unlike the academic essay, always includes the use of technical language. The research includes a study of the similarities between the technical communication and the academic essay. The technical communications report is a step by step explanation of what should be done to accomplish the organization’s expected end product.In terms of characteristics, the technical communication document (accounting technology communications report) found qualifies as a technical communication. According to Michael Albers (39), the document teaches the procedural steps, unlike the academic essays, to prepare the company’s balance sheet and income s tatement. First, the document explains which accounting account title should be debited or credited for every business transaction that occurs in one day. Second, the document dictates that there should have equal total amounts for both the debit entry total and the credit entry total for the journal entry of each business transaction. Next, the document explains each of the intricate steps in transferring the journal entries to the ledger books. Next, the document explains that the balances of each ledger account balances must be transferred to the worksheet.

Las Vegas, NV Essay Example | Topics and Well Written Essays - 1500 words

Las Vegas, NV - Essay Example This essay describes the Las Vegas city. The researcher analyzes the city from various perspectives and states that as a destination, it is renowned for quality dining, shopping, and gambling. The city is most known for its casino-hotels and the entertainment associated with them. The 2010 census put the city’s population at 478,434, making it the twenty eighth most populous cities, in the United States. During the same period, its metropolitan area had a population of 1,951,269. Las Vegas was established as a city in the year 1911, just six years after its establishment. Its tolerance for adult entertainment earned it the moniker Sin City, making it a popular setting for TV programs and films. Las Vegas refers to the city plus some regions found beyond the limits of the city. Some of these beyond limit areas include the Las Vegas strip, resorts near it, and the Las Vegas Valley. Las Vegas, as a travel destination, is not for everyone. It is certainly not a destination for chi ldren, despite efforts at marketing it to families some time back. The streets, littered with handouts advertising companionship for women, act as a killer for family time. The researcher also mentiones that the artificial environment may make some feel uncomfortable. However, the climate during spring and fall is perfect for a vacation. Falling hotel occupancy also makes a visit to Las Vegas cost-effective. However, the researcher concluds that the gambling may cancel out that advantage, and as such one must be careful to spend wisely.

Compare and contrast 2 liberal and 2 realist approaches to counter Essay

Compare and contrast 2 liberal and 2 realist approaches to counter terrorism - Essay Example On the other hand, liberals are of the opinion that terrorism is a menace amongst the many others in the society. Liberalists also argue that terrorism can only be handled by coming up with strategies and institutions that would aid in dealing with terrorism. In the view of the liberalists, through the deployment of intelligence forces, it is possible to combat terrorism,. Liberalists also argue that law enforcement forces are vital in handling terrorism. This paper shall analyze the differences between liberalist and realists approaches on eradication of terrorism. Light will be shed on the realist works by Alex Bellamy and Jason Motlagh and liberalist works by John Mueller and Henry Munson. In Bellamys work, torture is one of the measures that is of the essence to the realists (121). In the event of the devastating September bombing, it became evident that the entire globe is under risk and at the mercies of the terrorists. In this case, torturing and manipulating terrorists has been beneficial in extracting information from them. Apart from the legal and moral constraints, torture has been beneficial in the protection of the US citizens from terror attacks. Bellamy continues to argue that the media can be used to justify this fact by televising the success of torture in acquiring information from terrorists (127). At times, tortures can lead to the death of suspected terrorists. Studies indicate that with the fewer cases of suspects under trial, torture has been embraced as one the most effectual means of combating crime. Motlaghs work is yet another that applies realist approaches in the analysis of assessment. The government of Sri Lanka has been seen to apply the aid of agencies in an attempt to protect its citizens from clashes and calamities (Motlagh 1). This is an interpretation of the fact that this work is more

E-Business Final Essay Example | Topics and Well Written Essays - 2000 words

E-Business Final - Essay Example The layout or web design of any website plays an important role in the success of e-business. Websites should be user-friendly, well designed, attractive, easy to navigate and search-engine friendly. Qatar Airways have considered all these features in their website. Business to business transactions helps in building new and strong relationships with other companies worldwide. They are reducing the costs and providing best services with the help of their Oracle ERP project and partnership with other airlines, hotels, travel agents and car rental services. For Qatar Airways ethical issues are very important. It is part of their ethics to take care of confidentiality and security issues of customers and to provide the information that does not hurt the emotions of their global customers. Qatar Airways, an airline company, was established on November 22, 1993 and it formally started its operations from January 20, 1994. It is one of the most competitive and fastest growing airlines in the world. In the span of thirteen years, QA has achieved tremendous growth by serving 100 destinations worldwide (Middle East Aviation, n.d.). Due to the advancement in Information and communication technologies, companies are now using latest technologies to remain competitive (Beheshti & Sangari, 2006). Click and mortar model is employed by the Qatar Airways. According to this model company sells through internet as well as through the traditional ways of selling. Qatar airlines have commenced an extensive Oracle ERP system to link or centralize different departments. Although, it is a costly plan but it will help in increasing the efficiency in the long run. Qatar Airways is reducing its expenses by providing many online services. These include Online Booking, Online Time Table, Online Route Map, Flight Status Information, Information via SMS, Online check-in, SMS check-in, Phone check-in,

Compare and contrast Shakespeare's portrayal of women in Hamlet and A Essay

Compare and contrast Shakespeare's portrayal of women in Hamlet and A Midsummer's Night Dream - Essay Example She seems powerless and innocent and this can be compared to real life chauvinist society in which women are seen to be dependent on the males. Other characters use her as a tool to reach their goals and this can be witnessed in Act II when Polonius uses Ophelia as a spy to find out the reasons behind Hamlet’s peculiar and curious behavior. Ophelia is loved by her father, Polonius and her brother, Laertes to an extent that keeps her unaware of the bitter realities of life. Her innocence is justified by her unawareness about the state matters and childlike desires of gathering flowers. This innocence can again be compared to the real life women who are considered to be innocent in comparison to the male counterparts. She is loyal and is ready to return the love she receives by any means. Her loyalty and obedience to her father can be witnessed in the scene when her father stops her from seeing Hamlet. At this particular scene she replies â€Å"I shall obey my Lord† (1.4. 10). Ophelia portrays the picture of an impeccable and frail woman of that era. "Her whole character is that of simple unselfish affection" (Bradley 130). On the other hand, Hippolyta, one of the leading characters of ‘A Midsummer’s night dream’ depicts a rather strong, determined and powerful character. She contradicts the situations and character traits of Ophelia. Hippolyta exposes the characteristics of a fighting leader and portrays a completely different picture about a woman. Her different sense of judgment is observed with her decision to marry Theseus who has defeated her in a battle. Unlike Ophelia, she chooses to marry a person who was against her. Ophelia chose to follow her father and brother owing to their compassion and affection towards her. Theseus explains Hippolyta’s choice of marrying him in the following lines: Hippolyta, I woo?d thee with my sword, And won thy love doing thee injuries (Act I, scene I 16-17) Hippolyta’s characte r appears in the starting of the play with Theseus discussing ther wedding. Hippolyta is less expressive in the play and appears only with Theseus throughout the course of the story (Bloom & Marson 2008, p. 18). Love plays a major role in Shakespeare’s novels. His female characters portray their love towards their counterparts in one way or the other. Ophelia is one of the Shakespeare’s characters who are true, genuine and devoted to their feelings of love. She is weak, dependent and obedient to her father and brother’s will. Yet, her feelings towards Hamlet were honest, true and strong but she still stopped seeing him after she was ordered so. Hippolyta on the other hand was a bold character who would have acted in a different way in a situation which Ophelia went through. Like the women of that era, Ophelia however was forced and obliged to obey her family. She, thus, disregards any further relationship or communication with Hamlet (Jameson 1967, p. 161). Hipp olyta and Theseus have contradictory nature and views as seen in the opening scene when they are discussing about the imaginations and lovers’ story. Hippolyta appears quite, calm and passive throughout the play. Her calm nature in the play rejects the misconceptions about the Amazonian women, which in the Elizabethan age were known as strong opponents against men. Theseus’s love towards Hippolyta is much obvious by his speeches than Hippolyta’s expressionism. She reserves her comments and feelings yet her acceptance of

Amadeus Essay Example | Topics and Well Written Essays - 250 words

Amadeus - Essay Example of Salieri’s character to come up with the plays main theme, however, different theories are being studied on the truth behind Mozart’s death (Shaffer). I enjoyed this play because it was more realistic and the touch of tragedy and drama made it more interesting and easier to understand. It also portrayed classic rivalry wherein there was jealousy, attempts of suicide and murder, and slight mention of love and relationships which can also be seen in books and movies today. Compared to the tragedy play â€Å"Romeo and Juliet†, Amadeus was slightly more interesting from a male standpoint. What I disliked about this play was the thin line between fiction and non-fiction. It would be much better if it was a fiction or a non-fiction and not a combination of the two to enable the audience to relate it to their lives and resonate on the feelings it portray, in which case this play failed to do so. Another thing I disliked about it was the several revisions Shaffer did from the original play, I think, for others to believe on what was written, a writer must stick to its

The Economy of China (Globalization Effect) Essay Example for Free

The Economy of China (Globalization Effect) Essay The effects of globalisation on Economic growth and the quality of life in China. China holds the second largest economy in the world, measured by Purchasing Power Parity (a technique used to determine and compare the relative value of different currencies). From the late 1970’s, the Chinese economy has become more market orientated, rather than its former closed and planned political system. This change has played a major role in the development of their economy and impact of globalisation. At present, it is the world’s fastest growing major economy. Growth rates in the Chinese economy have averaged 10% throughout the past 30 years. By utilising Chinas perfect environment for manufacturing with low minimum income levels compared to other countries, and little to no policies surrounding work place health and safety, in 2010 China became the worlds largest exporter. In 2010, 19. 8% of the world’s manufacturing output was produced by China, and Industry and Manufacturing account for 46. 8% of China’s GDP. Apart from the thriving Manufacturing industry, China also produces 45% of the worlds steel and is the world’s third largest Automotive Manufacturer. Over recent years, China’s Urban wages have received a 13-19% increase to an average of $2472USDp. a. The Chinese Economy has gained both benefit and been disadvantaged by globalisation trends. One advantage is China has received extensive amounts of high GDP over recent years, although it sometimes due to the over exploitation of their unbelievably cheap labour compared to other countries. China has become almost an essential to the global supply chain because of its cheap labour leading to the massive growth we have seen over recent years. Other Positive effects of globalisation include the improvement of living standards due to higher employment and therefore larger income and contribution to the economy. The amount of employment in china has increased due to the rise in growth and creation of TNC’s and movement of production due to globalisation. This means that in order to meet demands, they need to create more jobs which is suited best in China because of low minimum income levels Negative effects of Globalisation on China include environmental changes and urbanisation. The Chinese Environment has been damaged due to rapid pollution and industrialisation consequences. The growth of industries specializing in manufacturing has caused the pollution of the air, ground and permanent damage on the surroundings of these factories due to production processes such as burning or pollution from capital goods. The growth of urbanisation was a result after the rapid increase in jobs around cities, but this can also lead to the lowering of standards of living and the amount of jobs and resources available elsewhere. The urban cities are unable to provide necessities and services the population need. By the end of 2012 52. 6% of the Chinese population had become urbanised, an increase from the former 26% in 1990 . Although currently, the cities cannot provide for the amount of people urbanising, the government has aimed to create services, increase availability of necessities and support a range of mass transit around and inside the city as a part of their 5-year-plan for 2011-2015. The creation of low-income apartments is also being accommodated to support the lowest income earners and reduce homelessness. Another problem with this sudden spark in urbanisation is the lowering of workplace safety regulations yet to be created. The people are working in factories with very poor standards which reduce hygiene and can also cause mental issues such as suicides. The Chinese Economy has implemented particular strategies in order to promote and stabilize the economic growth and development they have received. These policies and strategies are a result of increasing demand because of globalisation in China. The introduction of the â€Å"Open door policy† (essential opening china into a mass of once protected foreign direct investment) created a huge utilisation of Chinese labour. Chinese capital and labour resources have become efficiently allocated, which then has greatly boosted economic growth and productivity. The Chinese economy then strategically utilised their obvious comparative advantage in export orientated and labour intensive industries. The Chinese Economy’s rapid growth is due to creation of particular strategies such us export Incentives and decentralisation of government. Export Incentives are monetary, tax or legal motivations designed to encourage businesses to export certain types of goods or services. This large labour force, huge investments in efficient technology and the introduction of subsidies and incentives have created the perfect environment for mass growth of this emerging economy. Chinese exporting alone has generated up to a staggering 36 per cent of Chinas GDP (2006). Since the â€Å"Decentralization† of Government (the process of redistributing, powers, people or things away from the government) the Chinese GDP per capita has risen from its previous $674 in 1978 to $5,085 in 2004 (ppp adjusted). That is over 7 and a half times greater than the previous recording. This change in government, liberalization of prices, reduction in agriculture resources, and integration into world markets, had proved to be a major cause of the Chinese economic boom over the past 30 years beginning with the open door policy The use of â€Å"Special Economic Zones† in china created an ability to alter the policies and investments in areas suited. For example, lower taxes and lower tariffs and other protection policies were introduced in order to encourage the exportation of technology. Their immediate success fuelled the way for more specific zones in order to utilise the economic boom they were currently experiencing. The implementations of a practise known as the â€Å"household responsibility system† was a specific quota for agricultural demand created by the government in order to remain self-sufficient in agricultural goods, but continue to redistribute their resources to other more profitable and efficient areas. The farmers and producers were given compensation for completing these merit goods that compared to other industrialised productions, were not very profitable. These strategies allowed the Chinese people and economy to thrive during economic boom but also increase their standard of living. The Chinese Government has introduced a way to change economic strategies and policies in order to relate to the current economic activities. This plan is called the 5-year-plan, a set of policies that have to remain active for the remaining 5 years until they are reassessed for the new economic activities. This 5 year plan applies for all regions of china, and is used in order to map strategies for economic development, setting growth targets, and launching reforms. The 12th 5 year plan (2011-2015) outlines their planned urbanisation amount, GDP growth and estimated output from industries and the building of new low-income apartments to reduce poverty and increase the standard of living for the Chinese Population. The policies can also aim to stabilize their current growth, make incomes more equal and improve social infrastructure. The Chinese government believe that the increase of employment and reduction in unemployed population is the top priority to create stability in their rapidly growing economy. By the end of 2005, the registered unemployment population in urban areas reached 8. 39 million, and the registered unemployment rate in the urban areas was 4. 2 per cent. In order to counteract the growing unemployment, The Chinese Government applied structural â€Å"Proactive employment Policies† in order to create incentive and encourage unemployed members of the Chinese population to look, create, or innovate their own employment These practises were used to promote the economic growth but also increase the poor standard of living in China. These included: 1. Encouraging the unemployed to start up their own businesses. Reducing taxes and charges, plus small loans with discounted interests created a perfect environment and incentive for the Chinese unemployed to stimulate the economy and its growth. 2. Exempting and reducing taxes on enterprises willing to employ disadvantaged unemployed people. 3. Offering particular insurance subsidies for flexible employment terms. Evaluation of Economic Growth and development Strategies: Strategies used by the Chinese Government are all aimed to create, stabilise and promote growth of the Economy and the quality of life of the Chinese people. The Open Door policy has unlocked the swift growth of the Chinese Economy by allowing the flooding of Foreign Direct Investment. With an increase of Chinas GDP per capita from $153 to $1284 , this single indicator outlines the success of opening China to Foreign Direct Investment. The open door policy has also created an opening for greater employment, income and therefore better living standards for the Chinese population. This is because the open door policy allows more TNC’s and large enterprises to base their factories and outlets around the Chinese population. Export and business incentives have also fuelled a large amount of success though the encouragement of reaching the technical optimum in economies of scale, and employing more people, once again, creating more jobs and increasing living standards of the Chinese population. The Decentralization from government is a strategy that started the growth they have received and the increase of economic development in China. Through this decentralization, the redistribution of income and resources has unlocked the flood for foreign direct investment, creation of employment and increased the living standards of the population. The 5 year plan has fulfilled its potential by maintaining the economic stability of china, whilst still creating growth. Through the increase of GDP, employment rates, and living standards of the Chinese population, it is obvious that the changing of political policies and goals have succeeded in guiding the Chinese economies growth. This planning allowed the government to change into a market orientated system whilst still keeping the benefits of planning goals, rates and living standards to predict the future of the Chinese economy. The strategies under the â€Å"Proactive employment policies† are used to create jobs and stimulate the economy, whist also decreasing unemployment and increasing the living standards of the Chinese population. Not only has the policies reduced the people unemployed, but they also can be used to raise the minimum income. Overall, the effects of globalisation on economic growth and the quality of life in china have been mostly benefiting. Through the introduction of new employment, high income and standards of living, and the decentralization of the Chinese government, China continues to gain expediential growth over any other country in the world. The industrialisation of China has proven to be a crucial time for reassessing political strategies and adding policies to benefit the Chinese population.

Microprocessor Based Control of Traffic Lights

Microprocessor Based Control of Traffic Lights Abstract: Due to suitable control measures strategies which can be countered traffic congestion in urban road freeway networks leads to degrades the network infrastructure accordingly reduced throughput. Due to traffic congestion defining the main reasons for infrastructure deterioration is defined, overview of implemented proposed control strategies is provided for these areas: urban road networks, freeway networks, route guidance. The impact of various control actions strategies are illustrated briefly Selected application results, obtained from either simulation studies or field implementations. Microprocessor based control of traffic light are programmed for automatically run and change their alternatively light automatically. The microprocessor connected to different electronics devices i.e. traffic light controller, a video camera, an electronic display board, compression circuit an I/O interface, a traffic flow detector connected to the central traffic control computer through t he DSL. DSL stands for Digital Subscriber Loop. A traffic light control information transmission device both are compromised by a microprocessor on the cross road. DLS is used for send the information about the public or news of the central traffic control computer. The control signals, traffic, public information or can go through the DLS to the microprocessor. The microprocessor can control the traffic light display all the information on the electronic display board. An electronic display board is used for displaying the information that was send by DSP. The traffic flow data of the cross roads can be accessed by the traffic flow detector the video camera transmitted back to the central traffic control computer. Introduction Old system works on trigger mechanism. But today many traffic light systems operate on the timing mechanism. Timing mechanism changes the light after a fixed intervals of time. In an intersection of roads the invention that is mainly used to control traffic lights relates to an intelligent traffic light control system. Traffic signal systems will need to address many issues in the next millennium, spanning a broad range of technical, social, political boundaries. The presence or absence of vehicles within certain range is sensed by the system developed by setting the appropriate duration for the traffic signals to react accordingly. An intelligent traffic light system senses the presence or absence of vehicles reacts accordingly due to that conditions. A manual input device, an enforced switching device an intelligent detecting device the invention relates to an intelligent traffic light control system comprising a microprocessor, these three devices are responsible wherein the mi croprocessor is used for controlling traffic lights. The idea behind intelligent traffic systems is that drivers will not spend unnecessary time waiting for the traffic lights to change. The system to achieve a periodic switching the status of on/off of a traffic light is controlled through a microprocessor. An intelligent traffic system detects traffic in many different way. Trigger mechanism is responsible for older system that means older system are works on this mechanism. for inputting control parameters of traffic light to the microprocessor the manual input device is used, for carrying a preferentially direct operation the enforced switching device is use. The enforced switching device are also used for the direct control of traffic light. Current traffic systems react to motion to trigger the light changes. Once the infrared object detector picks up the presence of a car, a switch causes the lights to change. We need to understate the function of traffic signals so that we can improve driving habits by controlling the speed in order to reduce the number of associated traffic accidents. To reduce the waiting time of each lane of the cars also to maximize the total number of cars that can cross an intersection the Intelligent Traffic Signal Simulator is designed and developed. The control parameters cannot be automatically adjusted by the system according to traffic flows in each direction this is the shortcoming of prior technique. The more number of drivers who know about the operation of traffic signals, the less frustrated they are going to be while waiting for the lights to change. They have less frustration while waiting for traffic lights It means that the traffic control in an intersection of roads will be not in a best state at all times. The Traffic Signal System Consists Of Three Important Parts. The first part is the controller or we can say that the brain of the traffic system. The selection timing of traffic movements in accordance to the varying demands of traffic signal that controls by a computer controls as registered to the controller unit by sensors. The second part is the signal visualization or in another words it is signal face. Controlling traffic in a single direction consist of one or more signal sections are provided by Signal faces which are part of a signal head. These usually comprise of solid red, yellow, green lights. The third part is the detector or sensor. Presence of vehicles is indicated by the sensor or detector. One of the technologies, which are used today, in the pavement at intersections wire loops are placed. Electrical inductance caused by a vehicle passing over or standing over the wire loop is change therefore they are activated Their Demand With the increase in urbanization to operate our roadway systems with maximum efficiency traffic congestion comes a greater demand. New technology, such as traffic-responsive closed loop systems or adaptive traffic signal systems using advanced surveillance traffic management centers, will become increasingly critical for city, county, state, organizations to meet transportation needs. Emergence Of Microprocessor-Based Traffic Signal Control In early 1960s computers were introduced to traffic signal systems. The first computerized traffic signal control system was installed in Canada in 1963. Hardware software standardization efforts were first initiated In 1970s, when microprocessors are common , the developments progressed at a relatively modest pace. The philosophy that controllers would provide a basic set of features standard connectors the National Electrical Manufacturers Association (NEMA) TS1 standard was based . The concept of the new platform was that traffic signal controllers should not be based on static technology (like the Model170 specification) but on widely used commercial standards, allowing new technology to be adopted rapidly Technical Challenges Traffic signal research has been conducted in two distinct areas: roadside equipment analytical-type operations research. The research on roadside equipment has performed by the Government agencies vendors virtually. Similarly, the research in analytical-type operations are performed virtually. The roadside equipment analytical models although significant advancements have been made, neither area has been particularly closely coordinated with the other. Many of the following research issues fall outside the typical DOT, commercial, university organizational structure, but they show considerable promise for improving the operation of traffic signal systems. System Integration Research Due to past research, government agencies vendors in considered isolation have perfected systems that do an excellent job of meeting todays needs, but do not provide the building blocks for cost-effectively implementing integrated systems manufactured by a variety of vendors. It means that the system manufactured by the vendors do not get the basic building block from the government. Similarly, because many of the assumptions made by the universities developing the models do not reflect the technical limitations or traffic engineering conventions imposed by modern controllers many of the promising control algorithms proposed over the years have never been implemented. Advanced Transportation Controller Adaptive controller adjust time or re-time every 30 sec. A computer is used to control an operation by monitoring readings from sensors sending control signals when necessary. The concept of an ATC was initiated in 1989. Caltrans prepared a report documenting some of the deficiencies of the Model 170 controller recommended a 3U VME-based platform using OS-9 (12). The concept of the new platform was that traffic signal controllers should not be based on static technology (like the Model170 specification) but on widely used commercial standards, allowing new technology to be adopted rapidly. The initial specification developed by Caltrans was called the Model 2070. Ideally, new technology would be incorporated into the Model 2070 traffic signal controller at a rate similar to that observed in the desktop computing market. As interest in the standard development effort broadened, more public agencies began participating, an ATC standard emerged that is even less dependent on the proc essor operating system than the Model 2070. Process control means automatic control of an industrial process†¦ Characteristics of process control sensors are main part of the traffic light based on the microprocessor .It is a real-time operation input from sensors is processed It is an example of the use of feedback if it is out of balance the sensor input is used to adjust the process control signals are sent back almost immediately. the timing of each part of the process and the computer usually controls the supply of materials Some more sophisticated systems allow for learning to take place. The computer remembers how the best results were obtained attempts to reproduce those results Sensors Sensors are the main part of any traffic signal system, yet are viewed by many as the weakest link in developing better traffic control systems. Sensing needs include so many detection train detection, nonferrous bicycle detection, emergency vehicle detection, transit vehicle detection, pedestrian detection, vehicle detection and queue estimation. Reliability must increase costs decrease to facilitate widespread use not only must new sensing technology be developed. Furthermore, standards need to emerge for integrating these sensors into traffic signal systems. The standard practice for bringing any sensor information into a traffic signal controller is via discrete logic (contact open/contact closed), which is limiting needs to improve. Summary Of The Invention In order to overcome above shortcomings of the prior technique, the invention provides an intelligent traffic light control system. The control system can automatically adjust the traffic light control parameters according to the changes of traffic flow in different directions, thereby increasing the traffic efficiency of intersection of roads achieving a best control for traffic. The technical solution of the invention is that: an intelligent traffic light control system comprises a microprocessor, a manual input device, an enforced switching device an intelligent detecting device, wherein the microprocessor is used for controlling traffic lights, the manual input device is used for inputting control parameters of traffic light to the microprocessor, the enforced switching device is used for carrying out a preferentially direct operation, the intelligent detecting device includes one or more panoramic cameras an intelligent controller, wherein the one or more panoramic cameras are used for capturing real-time traffic flow images of each direction, the intelligent is used for receiving the real-time traffic flow images of each direction through a video capture board, identifying vehicles on each lane of each road, identifying status of driving stopping of each vehicle, counting the length of queue of vehicles in each lane from the status of driving stoppin g of each vehicle sending an instruction for modifying traffic light control parameters to the microprocessor according to a preset program. The microprocessor modifies the traffic light control parameters after receiving the instruction. Provided with an intelligent detecting device, this system can estimate the jamming condition of each road according to the length of queue of driving or stopping vehicles on each road, make a best control mode using a preset program by adjusting switching order switching time of traffic lights to adapt to the actual traffic condition, thereby increasing traffic efficiency of an intersection of roads, reducing traffic jam of each road in each direction. That is beneficial to the normal traffic on roads, in particular to morning peak evening peak of traffic, as the main flow directions of the mass vehicles in morning peak evening peak are different. Provided with one or more panoramic cameras, the intelligent detecting device can effectively ca pture images of traffic jam condition in each direction, thereby simplifying the device ensuring the control effect at the same time. It is therefore a primary object of the invention to provide a traffic light control information transmission device that applies the existing broadb network to transmit data between the central traffic control computer the microprocessors of the cross roads to avoid the installation of the cables save the construction cost. In order to achieve the objective set forth, a traffic light control information transmission device in accordance with the present invention comprises a microprocessor on the cross road, the microprocessor further connects to a traffic light controller, an electronic display board, a video camera, a compression circuitry, an I/O interface, a traffic flow detector connected to the central traffic control computer through the DSL (Digital Subscriber Loop). The control signals, traffic, public information or news of the central traffic control computer can go through the DSL to the microprocessor; the microprocessor can control the traffic light display all the information on the electronic display board. The traffic flow data of the cross roads can be accessed by the traffic flow detector the video camera transmitted back to the central traffic control computer. Application Of Traffic Models Many modeling procedures techniques have been tried over the years have achieved varying levels of acceptance use. These models can be classified as macroscopic or microscopic. Macroscopic models are based on average flow rates average signal timings. They are particularly useful for signal system timing design software because they provide efficient procedures for formulating objective functions used in optimization logic. In the past decade, many of the macroscopic models have incorporated more detail to account for actuated signals coordination between them. However, these macroscopic models only provide analytical estimates of average system performance do not provide insight into the actual signal system operation, particularly during non steady-state conditions such as emergency preemption or timing plan transitions. Microscopic models are based on car-following theory cycle-by-cycle signal times. These models have significant potential to evaluate visualize alternative control concepts for traffic signal systems because they consider the car-following dynamics of traffic streams they can model many of the characteristics of advanced systems such as coordinated actuated controllers. These microscopic simulation procedures can be used to analyze tune coordinated-actuated systems directly, because they consider a majority of the parameters used in modern, coordinated-actuate signal systems. However, microscopic models. Traffic Control Concepts Traffic control concepts for isolated intersections basically fall into two basic categories: 1. Pre-Timed Signal Control Under these conditions, the signal assigns right-of-way at an intersection according to a predetermined schedule. The sequence of right-of-way (phases), the length of the time interval for each signal indication in the cycle is fixed, based on historic traffic patterns. No recognition is given to the current traffic demand on the intersection approaches unless detectors are used. The major elements of pre-timed control are fixed cycle length, fixed phase length, number sequence of phases 2. Traffic-Actuated Signal Control Traffic-actuated control of isolated intersections attempts to adjust green time continuously, , in some cases, the sequence of phasing. These adjustments occur in accordance with real-time measures of traffic demand obtained from vehicle detectors placed on one or more of the approaches to the intersection. The full range of actuated control capabilities depends on the type of equipment employed the operational requirements. Conclusion An intelligent traffic light system had successfully been designed developed. Increasing the number of sensors to detect the presence of vehicles can further enhance the design of the traffic light system. Another room of improvement is to have the infrared sensors replaced with an imaging system/camera system so that it has a wide range of detection capabilities, which can be enhanced ventured into a perfect traffic system.

The Fury of Overshoes Essay -- Literary Analysis, Anne Sexton

Peter Pan never wanted to grow up, for he always wanted to be a boy and have fun. On the other hand, the general argument made by author, Anne Sexton, in her poem, â€Å"The Fury of Overshoes,† is that childhood is most appreciated when a person must be independent. A university student finds that he can relate to the speaker. The high school student, still a child himself, will feel the same as the speaker in her youth. A college student and a high school student reading this poem would conclude this poem with different feelings. In the first half of the poem, the speaker reminds readers of childhood. She presents the readers with imagery, a form of descriptive language, by illustrating the colorful overshoes lined up against the wall of the kindergarten, â€Å"black, red, brown, all/ with those brass buckles† (lines 1-5). This part of the poem helps the reader settle into the setting and mindset of the speaker. She repeats â€Å"remember... remember,† inviting the readers to recall their childhood, how everything looked then, and how different aspects of life mattered (5, 15). â€Å"You couldn't/ buckle your own/ overshoe,† the speaker states as she continues to list the difficulties, failures, and impossibilities of life as a child (5-9). As children, people are completely dependent on others to do things for them and correct the world around them. It is frustrating for children to not be able to accomplish even simple, self-help tasks. There are a couple of similes the author uses in the poem to stress the helplessness she felt in childhood. In the lines, â€Å"The tears/ running down like mud† (11,12), the reader may notice the words sliding down the page in lines 12-14 like mud and tears that flowed in childhood days. The speaker compares a... ...k I can transition into a more mature person. I experienced a happier childhood than Sexton, so I admire my former dependence and joyful memories; however, she wishes to be as a child and have her responsibility taken off of her shoulders. Growing out of childhood is required, but not forgetting it. Children take life for granted and wish their time away for adulthood. For instance, several children's games mimic adult life and fool children into believing a career as an adult is all the fun they imagined it would be. They spend numerous hours walking with tiny steps in the adult world wanting to mature into it. Later in life, those children have grown into adults and now look back with envy while new children are coddled. Most adults will always look back on their youth and wish it had passed more slowly. They may wish they never had to become [the big people].

Neither Oedipus nor Hamlet was the direct cause of his troubles. :: essays research papers

Although you may never meet them, and although you may not tread the soil of God’s green earth at the same time, many believe it to be a scientific fact every one of us has a twin. These people believe that in some way, we are all connected as twins. Upon presenting their theory, these individuals must have been confronted with hitches and hurdles. From chuckling and chortling to snickering and sneering, one can only imagine the response these scientists must have received! Upon hearing the stories of Oedipus and Hamlet, our eighth period English class reacted much like the scientists’ audience. We began with a prince by the name of Hamlet. The quote, â€Å"with great power, comes great responsibility† comes to mind. As a scholar, Hamlet questioned and analyzed everything set before him. It was no surprise that when presented with the murder of his father, Hamlet acted with extreme caution. He knew it was his duty to avenge his father’s murder, both as a prince, and as a son. In no way could he have prepared himself for such an arduous task. This is why I believe Hamlet was a victim of his circumstance. Hamlet did not provoke the murderer of his father nor influence the course of events that spurred such shocking circumstances; however, being analytical, his best quality, made it more difficult to reach his goal. In the same way, Prince Oedipus is faced with an indubitable fate. From childhood, this young prince was cursed, but destiny never gave up. Again, having such fervent love for his father, Oedipus did the unthinkable- he gave up everything he had ever known to save the life of the man whom he thought to be his father. Once again, it was the protagonists’ best quality that made him vulnerable to his circumstances. Oedipus never sought to mistreat, much less murder his father, but fate would have it no other way.   Ã‚  Ã‚  Ã‚  Ã‚  Both of these protagonists have many difference and similarities. Their differences range from motive to the method, which they reacted to their circumstances. Oedipus doesn’t kill to avenge anyone; he kills†¦ well†¦ because some men were in his way? Whereas Hamlet kills to seek justice for an indiscretion committed against he and his family- the honor, which defined his name. Hamlet fought for a father he knew; a father whom he had shared new experiences and memories with. This was not a life Oedipus was familiar with, that is with his birth father.

Hepatitis A Essay -- essays research papers fc

Introduction: Hepatitis is caused by a virus that is targeted at the liver, one of your most important organs!! Specifically, it causes inflammation and injury to the liver. Hepatitis comes in many different forms, five to be exact. There is Hepatitis A, B, C, D & E. Hepatitis is caused mainly by viruses, all of which are set on shutting down your liver. I will be specifically concentrating on Hepatitis A in this report. Hepatitis A is also known as infectious Hepatitis, an extremely contagious viral infection that often effects young children and young adults, especially those in large groups. It has been known to break out in schools, summer camps and music festivals etc. Hepatitis A is also very common in developing nations. Outbreaks occur due to unsanitary conditions such as contamination of the food and water supply. The Liver: The liver is an organ which is located upper right part of your abdomen. It has one main function. This function is to clean out your blood. How this happens is from your inferior venacava, there is a group if veins called the mesenteric veins. They branch off and take dirty blood to your liver to be cleaned. Now, when the virus moves in and stops the liver from doing its job, just imagine all the toxins and unwanted waste and chemicals that build up in your body.!! Causes: Hepatitis A is transmitted almost always by the fecal oral route. It is spread by close personal contact with fecally contaminated water supplies, fruits and vegetables. Poor personal hygiene promotes spread of the virus as well which is why the incidence of Hepatitis is higher in developing nations, where poor sanitary conditions exist. It can also be transmitted by raw or partially cooked clams from contaminated water. Properties of the virus: The hepatitis A virus is a non - enveloped 27 nano meters in size, virus. It is characterized as a RNA based virus. Inactivation of viral activity can be achieved by heating to 100 Â °C for five minutes, and by contact with formaldehyde and chlorine or by ultraviolet irradiation. The virus is present in the liver, bile, stool and blood during the illness. Symptoms: The symptoms of viral hepatitis are not very pretty. Getting Hepatitis is not a fun experience. The first symptoms of Hepatitis A are mild and vague. They generally appear from about 2 weeks to 6 months after ex... ...me up with a new vaccine against Hepatitis A called Havrix. I know about this because last year, before my family and I went on a trip to India, we all got vaccinated against Hepatitis A with Havrix. None of the books from which I researched had any thing about Havrix because they were not that up to date. Prognosis: In most cases of infectious Hepatitis, previously healthy people fully recover with in 2 - 6 weeks. Patients in old age or people with serious underlying disorders such as heart failure, Anemia, diabetes, cancer etc. have a much longer recovery period and are more likely to develop a much worse case of the infection and have a poorer prognosis. However, the over all mortality rate of Hepatitis A is less than 1 percent. Bibliography: 1) Principles Of internal Medicine, Isselbacher, Adams, Braunwald, Petersdorf, Wilson, Mc Graw Hill 1978 2) Medical diagnosis & Treatment, Marcus A. Krupp, Milton J. Chatton, 1980 3) Principals and practice of medicine, Harvey, Johns, Mckusick, Owens, Ross, Appleton - Century - Crofts 1979. 4) Medical & health Encyclopedia, Sidney S. Schipper, Round the world books, 1988 5) World Book Encyclopedia, 1992

Impact of Technology Essay

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