Technology And Education Essay Example For Students

Technology And Education Essay Technology: A Tool For Education More and more each day technology infiltrates deeper into our daily lives and routines. In fact, it has become such an integral part of society, that mass hysteria and panic would undoubtedly ensue should it suddenly be taken away. To allow technology to take control would surely lead to a disintegration of society. Today, most classrooms are connected to the Internet or at the very least contain computers to help educate the nations children. Technology, although useful, is only a tool and must be used wisely in regards to the education of todays youths. Technology holds the promise of delivering vast amounts of information in a very short time. The Internet alone contains a plethora of information for anyone who has the desire and ability to use it. With just a click of a button a person can surf the web finding information ranging from aardvark to zygote. The speed in which information flashes across the screen can be dizzying. Although general information is readily accessible, obtaining specific data can be frustratingly difficult. Just the other day, I was on-line searching for information regarding to peritonitis. We will write a custom essay on Technology And Education specifically for you for only $16.38 $13.9/page Order now As is typical, I logged onto a search site and typed in the subject I wanted. The search found and displayed about a dozen sites related to peritonitis. However, it also displayed more than three or four dozen sites on topics ranging from colon cancer to feline leukemia. I cant figure out just what relation feline leukemia has with peritonitis. As far as I can tell, theyre like apples to oranges. Too often these searches seem to take the user to sites that only contain links to other sites, with links to yet other sites, and so on. It took me nearly an hour to find specific information providing detailed signs and symptoms of peritonitis. I never could find anything regarding actual treatment procedures for the disease. Maybe I should have taken a five minute drive to the library and looked in an antiquated encyclopedia it would have been faster and easier. Dont get me wrong, Im not saying that technology is a bad thing, but there are negatives to every positive. Technology does offer an array of options, including those for educational purposes. Many college students are now able to take courses via television, cable, and the Internet only attending classes on campus for taking exams. Although this form of education provides more scheduling flexibility, it deprives the student of being able to contact their professor readily. While in an on-campus class, if a student has a question on the material being studied, they can simply ask their instructor for clarification and receive an immediate response. Contrarily, by taking a television or Internet course, the student would have to e-mail the professor and wait up to several days to receive a reply. School is not just a forum to learn facts and theories. One of the principal functions of school is to teach children how to behave in groups (Postman). In other words, by attending school children learn how to interact with others in a positive and constructive way. By allowing technology to take over the education of our children we deny them the feeling of being included as a member of society. For without social interaction, society itself no longer exists. At one time, many years ago, dialing 0 on the telephone connected them to a living, breathing person on the other end. Several years later technology took over and one had to navigate through a myriad of computerized menus for information, bringing forth complaint after complaint from customers. Currently, various phone companies advertise how one can now dial 0 and get a living, breathing person on the other end. Although technology can provide a nearly endless supply of information, it cannot provide the tools necessary for understanding. .ub987204d65595f92320a78ba9f99fa25 , .ub987204d65595f92320a78ba9f99fa25 .postImageUrl , .ub987204d65595f92320a78ba9f99fa25 .centered-text-area { min-height: 80px; position: relative; } .ub987204d65595f92320a78ba9f99fa25 , .ub987204d65595f92320a78ba9f99fa25:hover , .ub987204d65595f92320a78ba9f99fa25:visited , .ub987204d65595f92320a78ba9f99fa25:active { border:0!important; } .ub987204d65595f92320a78ba9f99fa25 .clearfix:after { content: ""; display: table; clear: both; } .ub987204d65595f92320a78ba9f99fa25 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .ub987204d65595f92320a78ba9f99fa25:active , .ub987204d65595f92320a78ba9f99fa25:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ub987204d65595f92320a78ba9f99fa25 .centered-text-area { width: 100%; position: relative ; } .ub987204d65595f92320a78ba9f99fa25 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ub987204d65595f92320a78ba9f99fa25 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ub987204d65595f92320a78ba9f99fa25 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .ub987204d65595f92320a78ba9f99fa25:hover .ctaButton { background-color: #34495E!important; } .ub987204d65595f92320a78ba9f99fa25 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ub987204d65595f92320a78ba9f99fa25 .ub987204d65595f92320a78ba9f99fa25-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ub987204d65595f92320a78ba9f99fa25:after { content: ""; display: block; clear: both; } READ: Alexander the Great Essay A computer can simply display facts, insight can only be learned through interaction with others. If a child cannot comprehend a concept, a computer will not be able to re-explain things in a fashion the child understands; it can only repeat the data. Only through personal interaction with another person can information be modified into a context the child can understand and appreciate. Knowledge, certainly in the humanities, is not a straightforward matter of access, of conquest via the ingestion of data (Birkerts). Children today often know how to operate a computer better than their parents. Educational software, designed to captivate .

Cri-du-chat Syndrome

Cri-du-chat Syndrome Free Online Research Papers CRI-DU-CHAT SYNDROME Cri-Du-Chat means â€Å"Cry of the cat† in French. It gets its name from its most characteristic hallmark feature in newborns were they comprise a very distinctive high-pitched, weak, mewing cat like cry during infancy caused by an abnormal development of the larynx that is usually diagnostic for the syndrome. This syndrome has many names to it as the Chromosome 5p- syndrome, Deletion 5p- syndrome, 5p minus syndrome, Cat cry syndrome, and Monosomy 5p but most commonly known as the Cri-Du-Chat Syndrome. Incidences of this disorder vary between 1 in every 20,000 50,000 live births worldwide and according to the 5p minus Society, approximately 50 to 60 children are born with cri du chat in the United States each year. Dr. Jerome Lejeune in 1963 described the disorder as a hereditary congenital syndrome linked to a partial deletion of the short arm, or p region in chromosome 5 but in %90 of patients the deletion is sporadic which means it could occur randomly and for it being j ust hereditary is just not the case. In 10% of patients with cri du chat, there is a hereditary chromosomal rearrangement that causes the deletion. Cri-Du-Chat Syndrome occurs when a deletion of chromosomal material takes place within a particular area of the p region on chromosome 5. This deleted genetic material contains many genes which are vital for normal development and the absence of the material results in the larynx, brain, and other parts of the body to not develop as expected resulting in the features associated with cri du chat syndrome. The deletions can differ in size from extremely small and involving only band 5p15.2 to the entire short arm. Majority of the deletions arise as new mutations, approximately 12% result from unbalanced segregation of translocations or recombination involving a per centric inversion in one of the parents. What genes and chromosomal disorders are linked to Cri-Du-Chat Syndrome? Cri-Du-Chat Syndrome is neither dominant nor recessive. The disorder is linked to Chromosome 5, where deletion of genetic materials occurs on the short or â€Å"p† arm of chromosome 5. The piece of chromosomal material deleted comprises of many vital genes necessary for proper normal development. When the missing genes are not presented the larynx, brain, and other part of the body do not develop well or as expected compared to the average newborn. The cri-du-chat syndrome appears to be the most common human deletion disorder. Estimations of the disorder occurrence vary between in an average of 1 in every 20,000 to 50,000 live births world wide on yearly bases. According to the 5p minus Society, approximately 50 to 60 children are born with cri du chat in the United States each year. Cri-du-chat Syndrome is obtained through birth so all cases of cri du chat are newborns. The frequency in populations of profoundly retarded patients (IQ less than 20) is approximately 1%. It can occur in all races and sexes but it has been discovered that females are affected more than males. The survival rate is estimated to be anywhere from %92-94% in overall human population. At birth, newborns comprise a very unusual distinctive high-pitched, weak, mewing cat like cry during infancy caused by an abnormal development of the larynx which is the disorders most characteristic hallmark feature that is usually diagnostic for the syndrome. As children that have the disorder get older, the cat-like cry becomes less noticeable. This can make diagnostics more difficult for older patients if the disorder was not detected at birth. Failure to thrive and mental impairment with an IQ rarely above 35 are practically always present. 85% of patients have a short stature and up to %50 of patients older than the age of 10 can communicate verbally. Cri-du-chat syndrome is characterized in young children by microcephaly (small head size), round face, hypertelorism, micrognathia, epicanthal folds, low-set ears, hypotonia which is reduced or diminished muscle tone, and severe psychomotor and mental retardation. Unusual facial features can be quite common from very subtle to v ery obvious features. During infancy, cri du chat patients do not gain weight or grow normally. Approximately %30 of infants with cri du chat comprises a congenital heart defect. Hypotonia also known as having poor muscle tone is also common, resulting in problems with eating and slow development. Metal retardation is present in all cases of patients with cri du chat but the degree of mental retardation varies between patients. During infancy, diagnostics is strongly suggested if a newborn comprises a very distinctive high-pitched, weak, mewing cat like cry during infancy caused by an abnormal development of the larynx that is usually diagnostic for the syndrome. If the unusual cat-like cry is present or other features of cri du chat syndrome is suspected a chromosome test should be performed. This test is conducted by taking a blood sample form the newborn for chromosome analysis which is also called â€Å"karyotyping†, involves staining the chromosomes and examining them under a microscope . There after, some cases the deletion of material from chromosome 5 can be easily detected but in other case further testing must take place. FISH (fluorescence in-situ hybridization) is a special technique that can detect very small deletions and the majority of the deletions that cause cri du chat can be detected performing this method. Cri du chat syndrome can be detected before birth if the mother allows permission to undergo amniocentesis testing or onic villus smapling (CVS). The testing method would be recommend if either parent is known to have chromosome rearrangement, or if they have a child with cri du chat syndrome. There is currently no treatment for the underlying disorder. Only therapies can be recommended to help stabilize and improve the disorder conditions. Treatments consist of supportive and developmental therapy. Medical problems can be improved by the following: Physiotherapy, Speech therapy, Occupational therapy, and behavioral management if necessary. Even after so many previous studies with cri du chat throughout the years, we still have yet to fulfill a treatment or prevention medications. Research Papers on Cri-du-chat SyndromePersonal Experience with Teen PregnancyGenetic EngineeringRiordan Manufacturing Production PlanThe Fifth HorsemanNever Been Kicked Out of a Place This Nice19 Century Society: A Deeply Divided EraQuebec and CanadaArguments for Physician-Assisted Suicide (PAS)The Effects of Illegal ImmigrationInfluences of Socio-Economic Status of Married Males

Relevant Organizational Records of Your Performance Review Meeting Essay

Relevant Organizational Records of Your Performance Review Meeting - Essay Example After analyzing the self performance form, I can clearly tell there were areas where he thinks he does exceptionally well and then there were those areas where he thinks he hasn't performed that well. After getting done with the performance self review form, I asked him some questions and those questions were based on his response on the self performance form. Other then that during the entire course of the meeting I had a notepad with me in which I noted down details regarding this interaction with Mr. X. The main points that I looked forward to in this meeting were whether Mr. X was confident, calm and composed during the entire self review process or he was too afraid of being appraised. I also had a company evaluation form which I had to fill in as I interviewed him. This form contained many questions but the main ones were regarding his performance during the interview, whether I thought he had what it took to be promoted, if I thought he had leadership qualities, was Mr. X to m e capable of handling more responsibilities and if he was capable of performing well under pressure. All these questions lead towards the main question which asked me if Mr. X in my opinion is deserving enough to be promoted to the next level the company's hierarchy. Reflections On Your Performance For Your CPD Record The meeting started off right on time. Before I handled over the self performance form to Mr. X, I introduced myself and told him the what the purpose of this meeting was. I informed Mr. X what job reviews actually are. I told him it is a method by which the on job performance of of an employee is measured or evaluated by a senior manager in the company. I informed him that such performance reviews take place once every year and explained him the entire process of this self performance. I personally think I did really well to let him know about the entire process and how things work out on the promotional scale. However, I think there was a communication gap between us and that could be attributed to me speaking to fast. I think this is one thing I really need to improve on and this is not really the first time that this has happened to me. Prior to this, in yet another performance appraisal interview, a candidate complained he was unable to interpret what I said as I he complained as I spoke too fast. After explaining him all this, I handled the performance evaluation form to him and told him how to fill it out. I told him about the possible options on the form and that he should select one which suits him best. It took him around half an hour to get done with the performance evaluation form and as soon as he was done he handed over the form to me. After receiving the evaluation form I first looked at his answers and I determined that he personally has a very balanced opinion about he he performs at work. Subsequently, I designed my questions keeping in view of what I got to know of him through the evaluation. However, here I must agree to the o ne fault I made after looking at the self evaluation form. I personally thought that Mr. X was a very proud person and I came to this view after looking at the evaluation form and finding out there were generally more ticks on â€Å"excellent† and â€Å"good† to the answers then on â€Å"poor† and â€Å"average†. My views however changed as I moved on to interview him. When I asked him if he thought he's a good worker, he told me that he thinks he doesn't know if he's good or not but he said he