Strategic Management Essay Example | Topics and Well Written Essays - 3000 words - 6

Strategic Management - Essay Example The main strategy of the company was to keep secret the principal ingredient of the Drambuie production and keep to the line with the Scottish heritage. The management of the enterprise was always performed by the family members. Theoretical marketing and strategic management state, that management of the company should be highly qualified and have enough expertise in the field of management and strategic development. The lack of skill in managing the company, especially in the case with the Malcolm and Duncan MacKinnon, who have become the heads of management after the middle of 1970s, facing the inexorable decline in sales as well as lack of strategy. It is no doubt, that their activity in expanding the general portfolio of the expensive brands was a good step, but in the view of the general sales decline it was necessary to pay more attention to the brands and marks, which are more popular and were affordable by the average consumer. Traditionally the company was trying to target average and higher population, offering brands which were both affordable and high-quality. Through the decline of sales it would have been more profitable to develop the strategy of attracting the average consumer back to the brands through refreshing the product, making it new. One of the key principles of the strategic management is making the product in the line with the requirements of time and consumers. This principle has been forgotten by the previous management of Drambuie and it was the factor which made the company understand the necessity of hiring new experienced CEO.

Epidemiologic Study design Essay Example | Topics and Well Written Essays - 500 words

Epidemiologic Study design - Essay Example This study design finds good application in epidemiology for investigating conditions which are relatively rare and in conditions with long latency periods. A researcher performs analysis by looking back in time to evaluate the case and control groups in terms of exposure history and indication of characteristics that may put the subjects at risk for developing the condition under study. Analysis is conducted under the assumption that differences in the history of exposure will explain the occurrence of more cases than controls (Portney and Watkins, 2009). The two main strengths of case-control studies are: ease in gathering subjects, and their utility to provide estimates which may support causal relationship between risk factors and the condition (disease) in combination with other evidences (Portney and Watkins, 2009). Case-control studies are, somehow, limited in the sense that there is a possibility of uncertainty in the temporal relationship between the exposure and the condition (disease). Another limitation in this type of study design is that the proportion of cases and controls in the study is not related to the proportion of cases and controls in the population. Case control studies require further analysis pertaining to the potential for bias (Portney and Watkins, 2009). Moreover, in a case-control study design, control of selection is difficult; it may be applied to the study of only one disease outcome at a time and is usually subject to recall bias (Jekel, Katz and Elmore, 2001). In a case-control study, neither absolute risk nor odds can not be measured since â€Å"it is only possible to calculate risk in a study where subjects have been followed forward in time† (Daly and Bourke, 2000, p. 166). However, Daly and Bourke (2000) revealed that â€Å"the cross-product ratio in a case-control study, which legitimately estimates the ratio of the odds of exposure, must also be a valid estimate of the ration of

The Effectiveness Of Technology

The Effectiveness Of Technology Over the years, technology has played a vital role in educational innovation, providing both teachers and students with more options and flexibility in their teaching and learning practices. With the internet and computer technology availability, technology becomes increasingly indispensable in the field of education. In todays schools, multimedia software, content based CD-ROMs, online resources and many other technologies provide students and teachers with many new research tools, limitless wealth of information, shared professional practices, communication tools, and new modes of learning (keane, 2002) in (Eunjoo Russell, 2002). Availability of internet in schools enables both the teachers and students to have a variety of opportunities to expand the curriculum. Todays school continue to be challenged by the increased visibility, roles and cost of instructional technology tools. Considering current trends in education, a modern classroom would not be complete without computers, software, internet connections, projectors and a variety of other high-tech device (Keane, 2002). According to Hasselbring, Barron Risko, (2000), schools will be equipped with the best hardware and software in the near future, but it is unlikely that teachers and students will use them effectively if teachers are not trained. The success of technology infusion in schools depends on training teachers. In the digital age, schools will require teachers to have competent technology skills and be able to effectively implement the use of instructional technology in classrooms. Therefore, it is logical to require teachers to be trained to handle such technologically equipped classrooms. Technology integration in the classroom has become an important aspect of successful teaching. It has triggered many researchers to investigate different aspects of such integration (e.g., Kotrlik Redmann, 2005; Bauer Kenton, 2005; Judson, 2006; Zhao, 2007; Gulbahar, 2007; Anderson Maninger, 2007; Abbit Klett, 2007; and Wood Ashfield, 2008). This is because it allows students to learn more in less time and allows schools to focus on global learning environments if used appropriately. It could also be an effective teaching tool when used to engage all students in the learning process. During the last few years, technology has been adopted in many areas such as business, entertainment, government and education. The global adoption of technology has been the landmark on the educational scene for the last few years (Albirini, 2006). Harvey (1983) envisages that the effectiveness of the use of computers in education may be an important factor in determining which countries will succe ed in the future. In recent years, educational technology has been to a large extent incorporated into teaching and learning practice in many educational institutions across the globe. This phenomenon has taken place as a response to economic, social and pedagogical pressures (Organisation for Economic Co-operation and Development, 2001). From the economic rationale, it is believed that knowledge and competence in technology will enhance graduates opportunity to be professionally employed (Thornburg, 2002). Indeed, it is argued that the measured level of employability will strengthen the economy of a nation (Mutula Bakel, 2007). The social rationale sees competence in the use of technology as a necessary skill for graduate to participate in community development (OECD, 2001). This can aid students to lead the society to meet the challenges of the global information. As regarding the pedagogical rationale, the integration of technology in education claimed to facilitate a transformation of teaching an d learning process from being highly teacher centered to student centered (Trucano, 2005). The student-centered environment is argued to be more favourable than the teacher-centered environment because it gives learners the opportunity to actively participate in knowledge construction (Roblyer, Edward Havriluv, 2004). Teachers are managers of learning experience. As managers, they are meant to ensure that the environment is structured in a way that learners are given the opportunity to engage in a deep and meaningful learning process. A way through which this role can be accomplished is for teachers to assume the responsibility of an educational technologist, i.e., a professional who embarks on the study of theories and practices associated with the use of technology in instruction. According to Seels (2004), in Westergaad (2008), there are general roles that educational technologists must take. First is the regulation and reinforcement of selected media to promote learning, second is to educate teachers and stake holders about the use of media and the third is critique and lobby policies that influence media utilization. Among the three roles, the first is expected from teachers in the classroom. The fact that a lot of factors are responsible for students underachievement is not new to researcher s but amongst those factors could be teachers perception of the effectiveness of technology. Perception refers the way one think about something and ones idea of what it is like, also it is an ability to understand the true nature of a subject especially as it affects our environment. However teachers perception of the effectiveness of technology is in different ways hence, learning is a process which produces series of changes in behaviour or it is more or less a change in behaviour that result from activities, training or observation. It is a change in behaviour that confirms learning. Technology has had a significant impact on teaching and learning in schools (Cuttance, 2001). Reviews of several research projects have substantiated the potential of educational technology to enhance learning environments (Sivin-Kachala Bialo, 1994) and improve student learning outcomes (Hativa Becker, 1994) through active student engagement, collaborative learning, frequent and immediate feedback and real-world contexts for learning (Roschelle, Pea, Hoadley, Gordin Means, 2000). In addition, ICT enhances higher order thinking (Educational Testing Service, 1989), and impacts on student attitudes, motivation, self esteem, social competencies and enjoyment of learning (Joiner, 1996: Rowe, 1993: Tiernay, 1996; Wellburn, 1996). However, the extent to which ICT facilitates and enhance teaching, learning and the learning environment is dependent in part on the adequacy of teachers skills and knowledge (Wenglinsky, 1998). Technology integration into teaching and learning process is an effective way to widen educational opportunities, but this is yet to be fully utilized by teachers as an instructional delivery system. Bauer Kenton (2005) in their research found that some teachers were highly educated and skilled with using technology, but are not integrating technology on a consistent basis in the teaching and learning process. Ertmer, Conklin, Lewandowski, Osika, Selo, and Wignall (2003) indicated that beginning teachers wanted to use technology and have adequate technical skills, but teachers lacked knowledge on how to integrate technology in teaching and learning. Technology integration is not a one size fits all (Wepner, Tao, Ziomek, 2006) where teachers do the same thing for their students or where teachers possess the same specific skills to be competent technology users. Teachers need to know how and why to use technology in meaningful ways in the learning process for technology integration t o work. Like many educational reform efforts, the introduction of technology in schools has been less than successful. Over the last century there were several waves of massive investment in technology to improve education, but none has had significant lasting impact on education (Cuban, 1986). Implementation of technology is a complex process that depends on characteristics of technology, workers, environment, and subtle interactions among these components (Bayer and Melone 1989; Yetton, Sharma Southon 1999; Wolfe, 1994). Questions have been asked in studies about many failed educational innovations. In Fullan (1991) a question was raised that Why technology isnt used more in schools? Also in Tyack Cuban (1995) a question was also raised that Why cant innovations that seem to hold great promises be adopted by schools in spite of great efforts? Many researchers have been searching for solutions to this persistent puzzle. In this study, the search continues by the examination of teachers perception of the effectiveness of technology in enhancing teaching and learning. But it is not intend to simply repeat previous research but to search for new factors that may affect technology uses in schools because it is believed that previous research have identified most, if not all, factors that may have an effect on technology integration in schools. What is needed is an integrating framework that can provide new directions for research and specific suggestions for policy and practice. Thus it is taken as a res ponsibility to extend existing research by investigating the relationships among the long list of factors that have already been identified to be related to school technology uses. In particular, teachers perception of the effectiveness of technology to theoretically integrate and organize sets of factors that affect implementation of technology. It is also hoped that this framework will help in better understanding of other educational innovations, since technology, is a special case of innovation. Statement of Problem Due to the role of technology in the advancement of society in general and educational sector in particular, effective technology integration into teaching and learning has become the focus of many educators. Over the years, the problem of under achievement has been a general problem. For example, many researchers in Nigeria which include; Adeyemi (2005), Balduf (2009), Chukwu (2009), Patric (2010), Obomanu (2011) and Anakwe (2011) have conducted series of research to investigate what could be responsible for the problem. In their studies, factors such as lack of adequate laboratory equipment, ineffectiveness and lack of teaching proficiency of teachers, lack of qualified teachers and school factors have been identified as major causes of underachievement of students. Despite all these efforts of research and findings, the poor performances of students still exist. However, little emphasis has been laid on the integration of instructional technology into teaching. Disproportionately very few schools and teachers adopt the use of instructional technology in classroom teaching in Lagos state. As indicated by Byers (2000), Cope (2002), and also Kahveci (2011) the perception of the effectiveness of instructional technology by teachers may play a role in the adoption and integration of these technologies. This henceforth justifies the need for this study to investigate the effect of teachers perception of their technology integration competencies, barriers obstructing such integration, and incentives to increase it, in addition to other related issues in classroom learning environment. Purpose of the Study The purpose of this study is to examine teachers perception of the effectiveness of technology and the rate at which they adopt technology into classroom teaching. Research Question The following questions will guide this study; How do teachers perceptions of the effectiveness of technology affect the rate at which they integrate it in their teaching process? Does the demographic characteristic of teachers such as gender, age, years of teaching experience, grade level taught, content area, and educational level affect the rate at which they integrate instructional technology? Statement of Hypothesis There will be no significant effect of teachers perception of the effectiveness of technology on the rate at which they integrate it in their teaching process. Significance of Study Mode of teaching and instructional tools employed in the teaching process is of a major importance in determining the achievement of students. This study will create in the students, teachers and curriculum builders the awareness of technology, its integration, effect and benefits. These will also help the teachers in knowing there level of technological competency and also factors that might be militating against the integration of these technologies in teaching. It will also highlight the need for teachers to combat deficit thinking. Because only by this will teachers develop positive attitude towards instructional technology utilization in teaching process. This study will also clarify to the teachers the need to use technology as a catalyst for change and improvement in the practice of teaching. Further, it will clarify to the teachers the need to integrate technology into teaching so as to facilitate the constructivist method of teaching which can be used to enhance student lear ning of specific subject matter. For the school administrators and curriculum builders this study will assist in their planning by suggesting specific strategies and procedures that can make technology integration easy and achievable. It will also give empirical support for a need to upgrade and increase the level of instructional technology integration in the classroom in a manner that will enhances student learning. It will also show them the need to orientate teachers on the need for technology integration in their teaching practices. If the findings of this study are adequately applied, the learning facilities available to the students will be enriched in technology by school administrators and this will in turn enhance the students performance and better their achievement. Scope of Study and Delimitation This is a study into the effect of teachers perception of the effectiveness of instructional technology integration in enhancing teaching in selected tertiary institution in Lagos state. CHAPTER 2 REVIEW OF RELATED LITERATURE In this literature, teachers perception of technology integration and factors affecting their level of technology integration will be discussed. This chapter therefore reviews related literature based on the purpose of the study. The literature of this study is derived from researches from 1999 to 2012. Outline of Literature Review Introduction Difference between Technology Integration and Technology Use Impact of Technology Integration on Teachers and students Factors Affecting Teachers Level of Technology Integration Teachers Perceptions of Technology Integration and Gender Differences Barriers Technology Integration 2.1 Introduction The use of technology in education has emerged to become an increasingly indispensible part of higher and professional education (Almekhlafi, 2006a). Technology, in addition to giving learners the opportunity to control their own learning process, also makes available for them ready access to a large amount of information over which the teacher has no control (Lam Lawrence, 2002). Literacy is defined as the ability to read and write, but currently, the definition of literacy has gone beyond this. A new type of literacy is developing as our society makes new technological developments. Teachers are now faced in addition to their preparing students to read and write with the task of educating students to be technologically literate. Definition of literacy according to Mullen and Wedwick (2008) in Catherine (2011) is no longer the traditional definition which is being able to read and write, the definition is now expanding to computer and technology literacy. The literate of the twenty-first century must be able to download, upload, rip, burn, chat, save, blog, Skype, IM, and share. The main goal of literacy, no matter what type, is to be able to communicate effectively. Digital literacy, computer literacy or technological literacy all enhance a persons ability to communicate by adding another dimension to the arsenal of skills a literate person already possesses (Jones-Kavalier Flannigan, 2008) in (Catherine, 2011). The each day growing complexity of education, the rise of the information to learn, the need for qualified and modern education require the use of computers as a tool in education. The use of technology in education will provide that the education will be carried out in accordance with the needs of the era as well as that the highest appropriate yield will be received from education (Kayri, Genà §oglu and Kayri , 2012). The computer which is one of the technological capabilities and a basic element of culture in our century, has become a tool which its use is rapidly spreading (Arslan, 2003 Odabasi, 2006) in (Kayri, Genà §oglu and Kayri, 2012). 2.2 Difference between Technology Integration and Technology Use When using technology in the classroom, it is important to distinguish between technology use and technology integration. Technology use is just the use of technology; it means much more to integrate technology (Catherine, 2011). The difference between technology use and technology integration for learning is that integration implies full-time, daily operation within lessons. Integration involves daily use of technology in reforming the everyday classroom routines (Gorder, 2008). Technology integration is not about the availability of technology, but more about the teachers effective use of technology that makes a difference in reforming the classroom. The teacher is the most important ingredient for success when using and integrating technology (Mandell, Sorge, Russell, 2002). Beckett, Wetzel, Chishlom, Zambo, Buss, Padgett, Williams and Odom (2003) in Gorder, (2008) said teachers are central to the creation of a technology-integrated environment that is learner-centered and motiva ting. Therefore, without teachers who can integrate technology, students exposure to technology remains limited and inequitable. Ozel, Yetkiner and Capraro (2008) in (Catherin, 2011) claim that there are five phases for properly integrating technology. These five phases employ the following questions: Why should I use a technology-based method? How will I know students have learned? What teaching strategies and activities will work best? Are adequate hardware, software and technical support available? What worked well and what could be improved? By examining each of these questions, a teacher is not just using technology, the teacher is thoughtfully planning how technology can be used in the lesson in order to best suit the needs of the students which is integration. 2.3 Impact of Technology Integration on Teachers and students Technology is appealing to teachers because it addresses the need of learners with visual styles as well as of learners with special needs. Moreover, technology exposes learners to a world of information. It has also enabled some teachers to implement new teaching techniques learned through computer (U.S congress of Technology Assessment, 1995) in (Almekhafi, 2004). There are numerous researchers who have explored the area of technology integration worldwide and have came up with reports indicating its positive impact on teaching and learning for teachers using technology. These studies include; Guha, 2000; Manzo, 2001; Shelly, Bilig, Jesse Acosta (2001); Zorfass and Rivero, 2005; Almekhlafi, 2006. Guha (2000) conducted a study to investigate the personal experience of elementary school teachers using computers in the classroom. He investigated their present use of computers in the classroom, and their views on current computer use as compared to their preferred use in classroom instruction. He came up with findings which reported positive correlations and significant differences between the previous training, computer usage in the classroom and comfort level of teachers and their present computer training, level of comfort, and computer usage in the classroom. Manzo (2001) also carried out a study on technology integration in an Art class. He found out that most of the students, who are enrolled in the Electronic Arts Class prior to enrolment, were not able to compete effectively in most of their other classes. But after experiencing the effect of technology utilization, they began to appreciate the importance of doing well in all subjects. Also, Shelly et al. (2001) in their study examine a project titled the WEB Project. The findings of their survey suggest that teachers should as they integrate technology into different areas in the academic content, emphasize the use of meta-cognitive skills, application of skills, and inquiry of learning. Almekhlafi, A.G. (2006a) in his study investigated the effect of Computer Assisted Language Learning (CALL) on elementary-prep school students improvement in English as a foreign language (EFL). Results from the study show evidence of the effect of CALL on learning English as a foreign language. It was discovered that a positive attitude was experienced toward CALL, it was also perceived its utility for helping them learn EFL, and the students had a strong intention to use it in the future. The literatures, both in theory and practice, supports the idea that students learning in a community of learners environment using technology as a tool for learning, are able to build on prior knowledge, feel success and grow to their fullest potential. It seems evident that a constructivist-learning environment allows students to experience success with the integration of technology. However, researchers caution us to recognize that technology alone cannot bring about all the needed changes in todays classrooms. 2.4 Factors Affecting Teachers Level of Technology Integration Numerous studies have been carried out as a result of the attention of many researchers drawn to the integration of technology at schools and factors influencing such integration. In a study on teachers who used computer technology in their instruction conducted by Bauer Kenton (2005), to investigate how much they used technology, the obstacles they had to overcome to succeed in its use, and their general issues and concerns regarding technology. It was observed that the teachers were who are highly educated and skilled with technology, were innovative and adept at overcoming obstacles, but that they did not integrate technology on a consistent basis as both a teaching and learning tool. Two key issues that were noted are; their students did not have enough time at computers, and that teachers needed extra planning time for technology lessons. Other concerns were outdated hardware, lack of appropriate software, technical difficulties, and student skill levels. Kotrlik Redmann (2005) examined the extent of technology integration in instruction by adult basic education teachers. The teachers used for this study are in the early stage of technology integration thereby more active in the area of exploration. The findings from the study reveals that that teachers feel some anxiety when it comes to technology integration, they perceived that they are effective in using technology regardless of whether they have integrated technology, and they are encountering barriers. As teachers perceive an increase in barriers, their integration of technology decreases; also, as the availability and increase of ICT tools, such as computers with Internet connection in the classroom and/or lab increases their level of technology integration. In a study conducted by Gulbahar (2007), investigating both student and teachers perception to illustrate how technology planning process was carried out in a private school in Turkey. Findings from the study indicated that even teachers and administrator staff felt themselves competent in using ICT available at the school; still, they reported a lack of guidelines that would lead them to successful integration. On the other hand, students reported that ICT is not utilized sufficiently in their classes. Zhao (2007) conducted a qualitative research to investigate the perspectives and experiences of teachers following technology integration training. The findings of his study indicated that teachers view towards technology integration is diverse, and this has an influence on their use of technology in the classroom. It further reveals that; willingness to use technology and positive experiences were related to teachers increased use of technology and to more creative use of technology, because most teachers who are willing to use technology, expressed positive experiences with technology integration training, increased their use of technology in the classroom, and used technology more creatively. But this did not ensure that teachers would replace their teaching with technology. 2.5 Teachers Perceptions of Technology Integration and Gender Differences The perspective of teachers of their understanding of technology, their utilization of instructional technology, and feelings about the support structure associated with this equipment have been examined with the findings suggesting that teachers believe technology is an integral part of the process of educating their students Almekhlafi Almeqdadi 2010. There are different literatures relating to gender differences in the technology integration. Of these studies include; Hong Koh, 2002; Kian Chee, 2002; Zhou Xu, 2007; Aremu Fasan, 2011; Hon Alison, 2012). Gender discrepancy was studied in both classroom access and use by Hong and Koh (2002), it was found that male teachers were less anxious when compared with the female teachers toward hardware. They also found that there is no significant difference in the overall level of computer anxiety of male teachers was not significantly different from the anxiety levels of female teachers. Only for the hardware anxiety domain was significant differences detected between male and female teachers. Zhou Xu (2007) conducted a study which was aimed at exploring how gender affects the process of technology adoption in post-secondary teaching. Findings from this study suggest that females had lower confidence and less experience in the use of computers in teaching. Also, they tended to learn how to use technology from others, unlike the males who were more likely to learn from their own experience. Also, in a study by Aremu Fasan (2011) which was aimed at investigating factors that could affect technology use and by teachers analysis from the study showed that the computer self efficacy was average for most of the teachers though female teachers have higher Computer self efficacy than male teachers. Hon Alison (2012) conducted a study which was used to examining the effect of gender difference regarding confidence toward using technology for learning in higher educational institutions. The findings of this study confirmed that male have more confidence in using technology for learning than do females because gender imbalances in computing are socially constructed and not related to a learners innate ability. 2.6 Barriers Technology Integration There are numerous researches that have documented a number of barriers which hinder the integration of technology. Out of these include ; Earle, 2002; Flores, 2002, Brinkerhof, 2006 and Almekhlafi Almeqdadi, 2010. In the study by Robert Ferries (1994) cited by Almekhlafi Almeqdadi, (2010), it was stated that barriers to technology integration included lack of knowledge of the available technological resources, time commitment, the risk associated with the use of technology and also the view of technology as an ever changing thing. According to Earle (2002), in her study, she classified the factors that affect technology integration in the classroom into two. These are extrinsic and intrinsic. These factors are defined as restraining force to the teachers. The extrinsic factors are identified as access, available resources, support, time, and training of teachers while the restraining factors that are intrinsic are identified as teachers attitudes, beliefs, practices, and resistan ce. In the study of Flores (2002), it was identified that in the attempt of teachers to integrate technology in their teaching activity, they were faced by many obstacle. In addition to administrative support and time scheduling for the use of technology, equity is another important issue. The introduction of technology is particularly hard when there are few resources. This is supported by Almekhlafi Almeqdadi, (2010) where he cited Brinkerhof (2006) who grouped the restraining into four (4) main categories: administrative and institutional resources and support, attitudinal or personality factors, and experience and training. CHAPTER THREE RESEARCH METHODOLOGY Introduction This chapter highlights how the field work will be carried out. It describes the design, nature of population, sample, instruments used and how the instrument will be administered as well as analyzed. Research Design This study is a descriptive study which will be conducted to investigate the effect of teachers perception of instructional technology and the level at which they integrate these technologies in the process of teaching and learning. Area of Study The study was carried out in Lagos state. Population of Study The population for this study will consists of all lecturers in the tertiary institution in Lagos state with special reference to the lecturers of selected tertiary institutions in Lagos state. Sample and Sampling Technique The tertiary institution in comprises of Colleges of Education, Poly-techniques, and Universities. In Lagos state, there are ____ Colleges of Education, ____ Poly Techniques, and ____ Universities out of which one will be randomly selected from each as a representative sample. In each of the selected schools, 60 lecturers will be selected using a purposeful random selection The sample of this study will be lecturers who will be selected using a purposefully random sampling technique. This will be the sample the questionnaire will be administered to. Instrumentation The instrument that will be used in this study is; The Mills Tincher Technology Integration Standards Configuration Matrix (TISCM). This is a model for determining technology integration by teachers (Mills Tincher, 2003). This instrument will consist of two sections as follows; Section A: Demographic data Section B: 18 Survey questions Validation of Instrument The instruments will be critically examined, scrutinized and amended by my supervisor and experts who are experienced in area of research to ensure the validity its of. Data Collection To answer the research questions in this study, a research tool (Technology Integration Standards Configuration Matrix (TISCM)) which was developed by Dr. Steven Mills, will be used to investigate teachers perception of technology and how they integrated technology on a daily basis. This tool will consist of a number of subthemes that will investigated teachers perceptions of their technology competencies and usage, determined how teachers integrate and use technology. Data Analysis Data gathered from questionnaire items will be analyzed using SPSS 17.0. Descriptive statistics, a multivariate analysis, and analysis of variance (ANOVA) will be used. In addition, items will be analysed using Item Analysis method in order to get a deep understanding of the results from the questionnaire.

Windows 95 The O/s Of The Future :: essays research papers

Windows 95 the O/S of the Future The way of the computing world is changing at a neck breaking pace. People are looking for computers to be easy to use, and to make life easier for them. The computer manufactures and software developers have started to tailor computers and programs to fit the needs of the new â€Å"computer age†. Graphical Interface Software (GUI) began to make computing easier and people who never dreamed of owning computers began to buy them. Macintosh was one of the first GUI computers to hit the market, but it was not IBM compatible, so it did not take over the mainstream of the computer industry. Since most computers where being make to fit the IBM compatible standards, Microsoft saw the need to replace DOS (Disk Operating System) with something easier to use. That is when they developed Windows, which covered the difficult to use DOS with a new face that made computing easier. The first Windows was a start in the right direction. In an effort to make computing meet the needs of the public, Microsoft developed Windows 95. Windows 95 has the appearance of being a completely user friendly operating system and it pretty much is as far as the average user is concerned. The compatibility with most hardware makes it easy for someone to upgrade their computer. The desktop is designed so the user has point and click access to all their open and closed programs. Utilizing the 32 bit programing it was written with, users are able to work with more than one program at a time and move information between programs. This gives the user the freedom they need to begin to explore the world of computing without having to learn all the â€Å" computer stuff†. Today everyone wants the fastest computer with the best monitor and fastest modem this was an interrupt address nightmare until Windows 95 was developed. People didn't know what jumpers needed to go where to make their hardware work. Or why their CDROM wouldn't work since they changed their sound board. Most hardware periphials have all the configurations built into a chip that communicates with Windows 95 to find out where it needs to put itself in the address map. This allows users to have fancy big screen monitors and connect to the Internet with high speed modems. They can also put in faster video cards that use all the nice Windows 95 features, thus making their computing less complicated Windows 95 is set up with novice users in mind. As with Windows 3.x, it has boxes that open up with the program inside called windows.

Why were Witches women?

For over three centuries, early modern Europe was largely dominated by witchcraft persecutions, the scale of which such atrocities had never been witnessed before. These persecutions arose from various significant instabilities of the times. Tens of thousands of executions were carried out, especially within Central Europe and the vast majority of deaths were attributed to women. This is what was most remarkable about this period; the fact that so many women were recognised as practitioners of witchcraft. I shall be closely following the reasons for such large-scale prosecutions within the early modern period. In particular, I shall be looking at the different sub-categories concerning reasons for such a rise in the nature of witch prosecutions. These categories will be broken up as follows; the Church's view on maleficia, whom the witches were, the effect society had on the arrival of witchcraft, literature's perspective, natural thought and freethinking, and the confessions of witches. The Church was integral to the whole belief system within modern day Europe and was the main, driving component for social, economic and religious conformity. However, the Catholic Church as a unit had been threatened through ‘The Reformation' and theological perceptions and ideas were changing. People's interpretations and prior beliefs were now being challenged, criticised and there was now total religious uncertainty and unbalance within society. ‘This consequently led to the powerful ‘Counter Reformation' in which the Catholic Church began an attempt to not only counter the Protestant Reformation, but also to eliminate corruption, educate clergy and inspire faith in the common people'- (B. P. Levack, 1995). The combination of these two ecclesiastical revolutions induced the inevitable religious disorder, which in turn would spur the rise and development of more numerous and more extreme witch-hunts. In addition, these two reformed religions placed a renewed importance upon individual morals. ‘This issued many with the desire to place the burden of sins upon someone else, and in effect to acquire a scapegoat'- (B. P. Levack, 1995). Throughout history, such scapegoats have generally been the rejects of society, the loners, the sick, and the poor. This age was no different and in their search for a victim, someone to hold responsible, they found the witches. This period of great religious, social and economic transformation combined with the prevalence of epidemics and natural disasters now had a target on whom to lay all the blame upon; a physical embodiment of the evil that had been endured. Furthermore, as well as Martin Luther and Jean Calvin highlighting and condoning the burning of witches as ‘whores of Satan', the Church as a whole was responsible for accepting witchcraft as part of society, essentially forming the moral backing needed for such large-scale atrocities. So then, in 1485 the Catholic inquisition authorities published ‘Malleus Maleficarum'. This was essentially a book, confirming women as those responsible for witchcraft, as those capable of evil and temptation. ‘Women are by nature instruments of Satan†¦ they are by nature carnal, a structural defect rooted in the original creation' The bible also condemned witchcraft, or so people thought. Within Exodus 22:18 it orders, â€Å"Thou shalt not suffer a witch to live†. It is then this mixture of Church and theological backing that gave the people of Europe the authority to act upon the ‘witches' within society, and to destroy anyone suspected of witchcraft. ‘It is interesting to note then that this period of witch-hunting was most intense within Germany, Switzerland, Poland, and Scotland, where the countries were religiously heterogeneous'- (G. Geis, 1997), comprising a mix of numerous Protestant and Catholic believers. Moreover, the witch-hunts themselves have long been seen as part of a ‘war against women', conducted overwhelmingly by men and particularly, by those in authority. Infact, Deborah Willis notes that â€Å"more polemical† feminist accounts â€Å"are likely to portray the witch as a heroic protofeminist resisting patriarchal oppression and a wholly innocent victim of a male-authored reign of terror designed to keep women in their place. † – (D. Willis, 1995, in web page). Holistically speaking, the Church's contribution to witchcraft fears and prosecutions led to the general belief within society that demons actively interfered upon the Earth and that witches were hugely prevalent concerning the interactions with and/or the dealings with such forces upon the Earth. In general, there was a greatly intensified and invigorated belief in the supernatural. For those who did not believe in such ideas, it still remained a plausible and effective tool for shifting the blame onto the women within society. It is now important to fully recognise whom these witches were and to discern the types of women victimised for such ‘crimes against humanity'. In general, it was the women from the lower sections of society who were seen as those who had the opportunity to commit harmful acts. Those who were widows and so were therefore able to conceal things and to hide within the cloak of darkness; to practice their magic and to meet with their familiars and even with the Devil himself, were often susceptible to prosecutions. In addition, these women were seen as ‘vessels of nature' and much closer to the environment and conditions of nature than men, and so more able to dominate the elements. The number of unmarried women was also increasing and this was another cause for fear within society. These women were considered a burden on society. The other group vulnerable to witchcraft accusations were midwives. One of the ostensible practices of witches was the execution and cannibalism of infants, especially those who had not yet been baptised into the Christian faith. Therefore, it is of no surprise that this particular group was especially focused upon in terms of prosecutions. It was essentially a way for grieving families to be able to lay blame upon the midwife for the death of their child, particularly within times of increasing infant mortality and occasional infanticide. The general view however was that witches were often cited as those ‘outsiders of society', reliant upon community relief and benefits, draining the land of it's wealth. Additionally, women were often cited with sorcery because of their traditional roles as cooks, nurses, midwives and keepers of the home. Witches were often associated as those who were in league with the Devil and as those who would meet at ‘Sabbats' to create spells, curses, practice killings and take part in lewd sexual acts with one another and with Satan himself. Single women were particularly focused upon for prosecutions concerning sexual abominations, as they were seen as more easily seductable and by far more sexual by nature. Indeed, the fact that the Devil was depicted as being the very form of a man highly extenuated the belief that women did take part in such acts. Society also saw women as being weaker in every sense of the word. They did not have the political power or physical capabilities to defend themselves. Therefore, they were thought to use magic to defend themselves and additionally make pacts with the Devil to achieve various things against their enemies. However, ‘the great witch hunts of the medieval period were long depicted as a ‘war against women', conducted mainly by men, especially those in central authority' (Willis, Malevolent Nurture, p. 12). The reason for this was ostensibly that men wanted to keep women in their rightful place within society, largely pacified and subdued. This came with the great fear of feminist accounts, which started to take place within this period. The subject of women projected as witches was widely held in belief within local communities and often formed the deciding factor in disputes within local communities. So if a particular person has had a bad harvest, or their child has dies in the night, the climate of Early Modern Europe was conducive to such accusations and provided the ammunition with which to prosecute. The times of the period were one of extreme economic turbulence and poverty. Across Western Europe in particular, the gulf between the rich and poor was consistently growing and there was a general decline also in the living standards of much of Europe. These conditions may however have persuaded people to contemplate using magic to help themselves and to achieve monetary or land gains, but on the other hand, it also maintained that accusations would be at a new high. Below is a table showing the relevance of monetary/land/food disputes within local communities and the effect being a widow within society would have concerning such disputes and jealousies in Essex, 1564-89: Kinship Relationships Husband and Wife * 4 Unspecified Quarrels (2) Sexual Jealousy (1) Broken Marriage Contract (1) Stepfather and Stepchild 1 Over Inheritance Grandmother and Grandchild 1 Obligation to collect wood Total 6 Neighbourly Relationships * (Object of dispute) * Food/Drink * 12 Animals 4 Money * 8 Implements 4 Unspecified loans 3 Boundaries/Land * 4 Children 3 Total 48 The difference shown in number between kinship quarrels and disputes within the community is substantial. It demonstrates the heightened debates and tension with local communities and supports the view that widows were particularly attacked within these times as defenceless, unimportant people of the community. Another crucial part of women being persecuted as witches, developed through another mind controlling and prevalent technique within this time period. This was the use of literature, so covering everything from the bible and Church readings to pamphlets and novels written within the time. It is not surprising that the ‘Malleus maleficarum' had such an influential effect upon the rise of women as victims of mass witch prosecutions. Shakespeare also wrote within this time period and included a wide range of texts, often shadowing events and topics within Europe at the time. One of the key texts he wrote was that of ‘Macbeth', where Macbeth and his wife gradually murder various people in line to the succession of Kingship for their own gratuitous ends. The central factor towards their warped ideals and evil dealings was that of the witches within the moors. These of course were depicted purely as women, with similar characteristics to those generally seen as witches within this same period. The very fact that Lady Macbeth had to effectively become a man and get rid of her female characteristics in order to succeed, parallels the social view of women within this time and further extenuates the likelihood of women as victims. Indeed, it is the prophecies of the witches that initiate the murder, corruption, greed and lies that manifest with Macbeth. The famous line of ‘is that a dagger I see before me' spoken by that of Macbeth represents the conjuring of illusionary magic, produced by the witches of the time. Furthermore, the witches and his wife are inextricably linked together, in that they both influence Macbeth, and so the social view of women being manipulative, a natural temptation (as referred to in the Malleus maleficarum), a necessary evil etc is evidently shown within the literature of the time. The Catholic Church concentrated specifically upon the natural sin and evil within the individual and as mentioned previously, people saw the ‘witches' as scapegoats, a group to blame for their sinful nature. The bible in particular was another greatly recognised and taught book within society and the very story of creation within Genesis demonstrates the sinful, easily tempted and generally weak nature of women. Also, within Revelation (the concluding chapter of the Bible), the sinful woman of ‘Babylon†¦ he Great Prostitute', was also another indication of the weakness of women and showed this to be the case from the very beginning of creation to the very end. In general, the people of Europe saw the massacre of the ‘witches' as a religious war of enacting justice on those directly against the will of God. One notion spread throughout literature was that of witches contacting and serving Diana, the ‘Goddess of the Moon'. Women were hence seen as the most likely persons to communicate with ‘Diana' as a league of women joined together. Some confessed to actually riding with Diana and taking part in various activities, however they were later recognised to be delusional. Overall, the introduction of the printing press and the generally increasing availability of literature to the masses, allowed for more rapid transfers of elite beliefs in witchcraft and especially women as active participants. The trials of women within this period serve to reinforce and validate the beliefs transmitted through popular literature. One of the most confusing and baffling aspects of the ‘women as witches' theme is that many actually confessed to charges against them. This of course did not help the assumption that ‘women were witches' and served to just heighten the prosecutions and fuel the killings. Many ‘witches' claimed that their experiences had been worthwhile and showed virtually no remorse whatsoever for their supposed actions. This was the case all over Europe and not just England, even though the killings were much more prevalent and torture much more extreme on the continent than in England. However, P. Levack described this fact as less surprising when various other considerations were taken into account. Such as the ‘women often being brought up to believe that they were indeed instruments of Satan and that they were the only imperfection within God's creation' (P. B. Levack, 1995). This however was simply society's effort to instil such beliefs so as to relieve the worry of female independence and to of course resume the scapegoat it had found within the period in question. It is particularly interesting to note that many women actually testified against others within the community. They made up 43 % of witnesses against other women. Briggs' notices that ‘women were active in building up reputations through gossip, deploying counter-magic and accusing suspects' (Briggs, 1995). Women were completely surrounded by each sector of society and it was virtually impossible for them to escape punishment of some sort if they had first been accused of witchcraft. Ecclesiastically, the whole Church acknowledged the position of women as witches within society; and this simply gave the general public the opportunity to lay the blame for all the famine, disease, deaths and religious intolerance within previous years. The elite simply kept maintaining this strongly held belief in witchcraft and furthermore sustained the prosecutions and provided the literature and ethics with which to support these beliefs. What is key to this topic is that most prosecution cases actually refer directly to traditionally female aspects, such as the home, the kitchen, and the nursery; and on ‘culturally defined female tasks or occupations such as feeding (poisoning), child-rearing (infanticide), healing (harming), birth (death)' (Christina Hole, date unknown). Furthermore, women within society were very much pacified throughout this time and this meant that they were easy targets for attack. These poor victims of attack simply existed within a delicate age of uncertainty, confusion and anger. Society believed in the existence of witchcraft and in the exponents of maleficia, the women of the times. On a more local scale too, communities widely looked to the accusation of witchcraft as a means to a specific end, whether it concerned land disputes or money disputes etc. These were very testing times, times of extreme economic struggles and religious disputes. In conclusion, it is interesting to note that as standards of living vastly improved and religious irregularities disappeared, prosecutions decreased dramatically and people suddenly began to notice that most prosecutions were actually highly nonsensical and irrational. Society gradually came to accept that it had indeed made many mistakes.

Fad Diets

NO FAD DIETS Americans are obsessed with dieting. They willingly try the latest diet appearing in popular magazines, discussed on talk shows, and displayed on the shelves of a local bookstore. The basic premises to a healthy life seem simple, and Americans are even given specific guidelines- outlined in the food pyramid- as to how much of each food group to eat. If this is so, why then, is obesity one of the leading health risks confronting Americans? It may be because the simple and healthy road to weight loss is actually a long-term process.Therefore, it is tempting for Americans to substitute diets and exercise regimens with what are known as â€Å"fad diets†Ã¢â‚¬â€diets that promise quick and easy results. Long term weight loss does not come from extreme diets and quick fix decisions; losing weight and keeping it off comes from choosing a healthy lifestyle and making it a habit. Despite research, fad diets have achieved popularity proving their dangers and inefficiency. J ust as a car needs the proper gasoline, the human body needs a healthy diet; a balance of protein, carbohydrates, and fat to properly develop.Although fad diets may share very different â€Å"truths†, most have many common characteristics: most claim to provide insight and new results, but they are simply replicas of older fad diets (Hobbs 2007, 42). They also claim that specific foods or group of foods are the â€Å"enemy† and should be banned from the diet. This is a myth—there is not a single food which is capable of causing weight gain or loss (Hobbs 2007, 42). Another characteristic of a fad diet is that they usually promise fast results.These diets are usually not supported by scientific evidence, and the information they provide are usually derived from a single study or analysis (Hobbs 2007, 42). An example of a popular fad diet is called â€Å"The Zone. † This plan was created by Barry Sears, PhD in 1995 (Greene 2003, 23). Sear’s principle argument is that human beings are programmed to function best on only two food groups: lean proteins and natural carbohydrates (Greene 2003, 24). Consumption of carbohydrates, according to Sears, produces insulin—a process that converts carbohydrates into fat (Greene 2003, 22).Critics of this diet argue that Sear’s theory regarding insulin production is an â€Å"unproven gimmick† (Greene 2003, 22). Individuals who go on fad diets are putting their body at risk for disease and illness. A second well-known fad diet is called â€Å"Sugar Busters. † This plan was created by H. Leighton Steward (Greene 2003, 13). Labeling sugar as the enemy because it releases insulin and then stores it as body fat, â€Å"Sugar Busters† demands that both refined and processed sugars be taken out of one’s diet (Greene 2003, 13).This includes potatoes, white rice, corn, and carrots. Sugar is not naturally toxic and it is dangerous to eliminate along with complex c arbohydrates, which provide a good source of fiber (Greene 2003, 14). This plan, just like many other fad diets, calls for the elimination of a specific food. It is ignoring the fact that the human body needs many types of foods to stay healthy (Greene 2007, 17). These fad diets promote high- fat foods which, in turn, can increase the risk for heart disease, cancer, high cholesterol, and liver and kidney damage.A 2007 Stanford University study took 311 women who averaged 40 years old and 189 pounds, and put them on 1 out of 4 diets—the low carbohydrate Atkins and Zone diets, or the low-fat Ornish and LEARN diets. After six months, the Atkins dieters had lost 13 pounds; the others 6 to 8 pounds. All the dieters, however, started to regain what they had lost (American Heart Association 2005, 12). In the past year, the Atkins dieters regained 3 pounds, and the others had gained back 3 to 8 pounds (American Heart Association 2005, 11).None of these dieters could stick to the diet ing plan for a long-term period. Fad diets are extreme plans that lack valid evidence and research. High-fat diets may promote short-term weight loss, but most of the loss is caused by dehydration (Hobbs 2007, 14). As the kidneys try to destroy fats and proteins, water is lost (Hobbs 2007, 14). High-fat diets are low in calories causing depletion of body mass instead of fat loss (Hobbs 2007, 16). Fad diets argue that the human body responds to carbohydrates in a way that causes weight gain.If Americans are gaining weight, it is because of the quantities they consume. Weight gain is due to the excessive calories, not the carbohydrates that invite obesity (Greene 2003, 22). If fad diets work, it is due to the decreasing of calories being consumed [The Zone’s diet calls for less than one thousand calories a day] (Greene 2007, 33). Fad diets are very difficult to keep up with since they ban certain products and require repeated eating of certain foods. These fad diets are low in calcium, fiber, and other important vitamins (Hobbs 2003, 32).This provides many dangers such as heart disease, hardening of arteries, and high cholesterol. Many fad diets contribute to the â€Å"yo-yo dieting. † Yo-yo dieting is the successive loss and gain of weight due to excessive dieting. This makes weight loss slow when it is looked at from a healthy perspective (American Heart Association 2005, 39). Because of the obvious health dangers and the failure to provide long-term weight loss, this should encourage people to stop using fad diets but that is not the case.Fad diets continue to remain the substitute for healthy diet plans and exercise. Each year, Americans spend more than thirty billion dollars fighting fat—often on gimmicks that do not work (American Heart Association 2005, 9). What is so appealing to Americans about fad diets? Instead of pursuing the long and enduring road of healthy diets and habits, most embrace the â€Å"easy fix† – the fad diet. When one hears of a person losing a significant amount of weight, one often does not even question the health risks, and they embrace this quick way of losing weight for themselves.Devoting to a lifestyle that includes exercise and eating a proper diet with moderate portions is still the best method to lose weight and keep it off (Greene 2007, 21). Those who make the change from a typical high-fat fad diet to one that follows a diet based on the food pyramid will slowly and safely lose weight (Greene 2007, 22). It is important to note that it is possible for fad diets to prove effective for certain individuals. Each body is different, reacting to certain diets in different ways (Hobbs 2003, 56). Fad diets may work on bodies that are used to such extreme constraints.Diversity, however, is the most basic principle for the human body (Hobbs 2003, 59). The fact that fad diets disregard this most fundamental truth renders them unhealthy and ineffective. The diet industry is giv ing the world what they want—a diet plan that can be followed while keeping the same of living (Greene 2007, 40). If a person want to lose weight, it is best to stay away from fad diets. A magic pill or diet will not take weight off. A person trying to lose weight should talk to their physician about a healthy weight loss plan that is right for their individual needs.Also, Exercise goes hand-in-hand with weight loss. Simply walking 2 to 3 times each week will boost your metabolism. Studies show that ninety-five percent of people who lose weight gain it back within five years (Greene 2007, 32). It is not surprising that nearly twenty-five percent of Americans are confused when it comes to dieting (Greene 2007, 32). Reducing calories, no matter how approached, will result in weight loss, but when cutting calories, it is also important to choose foods that nourish the body (Greene 2007, 35).In conclusion, fad diets do not result in long-term weight loss, are nutritionally inadeq uate, and should simply be avoided. The key diet for weight loss is one that reduces overall caloric intake and promotes physical activity. Psalm 139:14 says, â€Å"For I am fearfully and wonderfully made. † We need to live a lifestyle that reflects this principle; fad diets are not a reflection of this. God designed us exactly how He wanted to, and that should bring comfort to each and every person in this world.

Analysis of sinners in the hands of an angry god Essays

Analysis of sinners in the hands of an angry god Essays Analysis of sinners in the hands of an angry god Paper Analysis of sinners in the hands of an angry god Paper Sinners in the Hands of an Angry God Jonathan Edwards, famous for preaching during The Great Awakening lived as a puritan, but later found out that church needed reform. Spreading the gospel with his colleague George Whitfield created a style of teaching using something called the Holy Tone. The Holy Tone became the new and energetic way of preaching. Attracting the people of the colonies and connecting them to the gospel and the word of God inspired them to start evangelize. Sinners in the Hands of an Angry God, wrote by Jonathan Edwards in the sasss uses literary devices such imagery, adaptors to get his congregation to understand his sermon easily. This entices the congregation to repent for their sins. Deuteron 32:35; Their foot shall slide in due time, the verse basically talks about sinners going down an unrighteous path. Sinners will soon fall into the pits going against the word of god. A piece of imagery that he uses informs them that if they do not change their ways they wi ll burn in the pits of hell. He uses the illustration of a spider over a fire. The spider represents the sinner and the person/ hand represents Gods ability to hold you. The illustration simply conveys, God will hold you but, also has the ability to let the sinner go if he/she does not change. The more you sin, the more God forgives you, but after so much time sinners must change because if not, the sinner shall live in hell for eternity. Another illustration Jonathan Edwards uses a spiders web and a descending rock. It demonstrated how much people and a sinners need God. It conveys everyone chances of living without God, so repenting to get on the right track with god is something that everyone needs. Next, Jonathan Edwards uses a metaphor comparing Gods wrath to great waters. This refers to water being able to come wipe all things in its path. Water is something that is much needed to survive, but it can also become very powerful and destroy. He uses this to connect with the people to relate Gods power to the violent nature of water. God is an Almighty God and holds all power in his hands which is what conveyed in the metaphor. Another metaphor used to induce sinners is when he compares Gods wrath to a bow bent and an arrow, ready to pierce the heart of a sinner. An arrow, trenchant, and contains much power retains the ability to do much damage. Shooting an arrow takes an excellent and accurate person to hit the target aimed for, which represents God, and an arrow piercing the heart meant immediate death. After analyzing sinners in the Hands of an Angry God the metaphoric use of words Ana Imagery play very Important roles. I nose techniques make unreasoning ten message much easier to understand. Considering that the people living in that time period were not well educated and appealed to more of the minority. They were not very well literate. The use of these scary images persuades them abjure from committing the sins again.