Purpose Of Computer Components Computer Science Essay

Purpose Of Computer Components Computer Science Essay There are many peripherals inside computer base, which process instruction via buses/wires to other hardware/software. Those are hardwares that works together and shows output/input. Such as Motherboard, Monitor, Operating system, Keyboard, Mouse, Speakers, CPU (Central Processing Unit), Hard Disk (storage devices) and Graphic card /video card. My aim is to describe about hardware, role of hardware and specification. Nowadays, technology growing very fast, even mobile, PDA works as computer, without having hardware like computer. In this report, the user will get more knowledge about hardware. The CPU is main device to maintain and provides order to RAM. If we go to deep then, the CPU has for factor of execution, such as PC (program controller), CU (control unit), and ALU (arithmetic logic unit) and finally is storage (registers). But clock is important device which maintain frequency (voltage) within computer system. A RAM is short term memory hardware which gets order from CPU and sends it hardware to run and launch. A RAM have priority to transmit data to anywhere within system. Secondary memory is non volatile because it holds data for permanent and CPU is not direct contacting with memory. A magnetic disk and optical device is secondary device because you use that device anywhere and any location by modelled by USB system. A supportive device and input/output devices also important to support other device for improve efficiency, performance and execution. Process of computer system Other I/O e.g. USB, ETHERNET and other components Diagram (1.1) [1] Control CLOCK KEYBOARD CPU, CATCH SRAM/AVL, general register MAIN MEMORY HARD DISK Data buses, 64 wire Address bus 16, 32, 64 serial wires Control buses: lot of different signal RW line e.g. clock signal Diagram 1.1 shows a CHIP clock is manages and handles all activity of hardware and software. It controls the traffic (frequency/voltage/bandwidth) within internal buses that make sore every components of computer system should get right amount of duty (instruction). When user gives command to computer system, than a CPU (central processor unit) gets instructions, that moment a clock chip controller performs to processor should get reliability. After, a processor passes information within second to Memory RAM. A memory ram is short term storage devices which executes information from CUP and shows output to user. A RAM sends instruction to other internal devices to perform. After that, a software/ or hardware start functioning. I would like to describe about hardware of computer system. [3] CPU (central processing unit) is a main primary hardware of computer system which is carryout the commands from software and categorise task in sequential order. A role of CPU is to perform programs that stored in the main memory via fetching their orders. It is responsible of fetching commands from the memory and formative their type. It has four major models which are Arithmetic logic unit (ALU), Control unit, registers, and Clock. A CUP calculates Arithmetic, assignment statement, Boolean statement and logical statements which are performed by CUP. It also holds high-speed memory to store output and some control statements. Central processing unit (CPUs) [2] This memory is registered with functions; the most important program is program counter (PC), which indicates to next command to be executed. And also there is another register which contains instruction of current processing task. A CPU needed a motherboard and RAM to transmit instructions and Ventilation sink to cool down the CPUs internal materials (buses). [2] CPU processing cycle: it is execution process where the instructions processed by sequentially within CPU from memory. A cycle mean it keep reaping and executing instructions until a task is finished or reached. Primary memory and secondary memory RAM (random access memory) [5] before in 2003, RAM shared 512 memory that provided by system but nowadays RAM memory reach up to 1 or 4 GB, when RAM is not capable to transmit the data flow within its ability, then the user might have install another RAM. So the system can run faster and task will be monitored by operating system. As we know that memory controls the signal traffic, but upgrading latest RAM, improves the traffic signal of data/task, works faster than before and also you will get quick response from computer system. Basically, memory is measured by increase of bits and bytes. [4] It stores data that can be access sequentially. If the data is not reached or not found at present position, than each memory bytes checked until get full information or found data. A SAM (serial access memory) is a partition of RAM that helps to transfer (buffer) data; organise data in order and then stores. A memory is integrated circuit (IC), which developed by 100 thousands of transistors and capacitors. Most basic RAM circuit is DRAM (dynamic memory random access memory). A capacitors and transistors produce a memory cell, which represents a signal bit of data (1 or 0). A capacitors is contains one signal digit at one time (voltage) and transistor works as switch, so it lets the control circuitry on the memory circuitry reads that binary words that capacitors contains and modify its position. Memories consist of a cells and each cell organised by address. A CPU (central processing unit) interact with main memory by sending signals to two registers of memory, which are memory address register (MAR.) and memory buffer register (MBR). When a CPU wants instruction from memory, it sends address of instruction to MAR and send digital frequency to memory the memory. After that the memory stats functioning and insert that instruction to MBR, where the CPU can access that frequency. The CPU set the address into MAR and cells are stored in the MBR. Finally, the memory is starts working and store set of instruction. A memory needs slots to locate into motherboard. The user can input two memory chipset at one time. There are two type of chipset which are DDR and SDRAM, its sends instruction twice at same time. [5] A program only launch from main memory and OS (operating system) holds instruction until needed. Secondary memory As I defined differences of primary memory; a CPU can be directly access it but in secondary memory, CPU does not access instruction or data directly. Normally, secondary memory is cheaper, longer and has larger capacity. Also it hold large amount of data. Hard drive Today, the hard drive is available in various formats, such in larger capacity. It used to hold up permanent data such as operating system, files and application. A disk is made from metal or made from special glass or aluminium or alloy material, which is LP phonograph used to record. The user can save large amount of data for permanent. A memory does not disappear when computer is shutdown. It holds memory until user needs. A hard disk is holds bytes and bit and that converted into file/folder. However, when program is running that moment the hard disk retrieves instructions and sends data to CPU at the one time. Commonly, the hard drive is transmitting data between 5 to 40 Mbps. When a CPU request for data from hard drive, that time the data transmitted to CPU between 10- 20 milliseconds. [15] Information is printed on a patterns and tracks. Track means concentric circles and patterns are in pie shaped. The disk has hundreds of tracks per shell. There are data reader head that move to closer or move back to central. The head is long enough to read or write data from whole CD, when its spinning. A hard drive have many disk installed vertically by inch apart and every disk patterns have a head that movies together and executes data at same time. Each disk drive has installed with disk controller. The controller transmits data between main memory and disk. Once a data start executed, the memory set the address for that data and keep information about where to go? And keep address of data that executed from. A disk have many sectors are divided by tracks, basically, 10 to 100 sectors per track. [15] Disk storage and USB storage: A disk is third memory storage device because the user can take anywhere. A DVD drive is rewritable compact disk knowledge. A user can save data from hard drive or load the data into it for purposes. It is burns various type of disk in different formation such as music, video and file. There also external DVD drives that can be connect via wire. A DVD drive data read rate is 48* (CD) and 16* (DVD); also writing rate is 48* (CD), 6-8 * (DVD) and 12* (DVD RAM). A user need a disk drive that record data into disk, but in DVD drive a laser reads data from surface of disk and then transmitted into computer system. A purpose of the Disk is to backup data and for protection. [6] A USB (universal serial bus) devices are very easy to use and a device created for universal use, because a small chipset, it can store large data. It usually works in any computer or other device and range of components can be connected easily. A USB 1.1 has ability to transfer maximum rate of1.5 12mbps. [6][7] Input and output devices Scanner/printer: a scanner is important device to convert paper base information into digital information and printer is printing digital information into paper. Basically, the user gives instruction to printer to print data but computer recognises its components by driver. Most common function of scanner is CCD arrays. It collects small lights -responsive diodes which change light into digital. However, an inkjet printer uses small droplets of ink to create image. The dots are very small and tiny between 10-3 dots per millimetre and positioned to exact location. [8] Keyboard, Mouse A keyboard is very common hardware to input/guide instruction and for manage computer system. It can connect via wire or USB ports. It has many characters to interact with PC, such as numbers, symbols and alphabets. It has switches to translate the person who type character into bytes so computer can understand. Most of keyboards have 80- 110 keys including functional key, control key, numeric pad and typing keys. Inside the keyboard, it has own circuitry and processor to take instruction to CPU. [9] A mouse is best model to interact with computer system without typing in; control censor movement and have ability to point on the object on computer monitor. It gives you easy accessibility to perform function of computer system. A mouse (device) installed with either sensor or roll ball to create/navigate motion. There are different mouse developed which is optical, touchpad and roll ball. An optical mouse has track sensor (CMOS: complimentary metal-oxide semiconductor) that scan surface and does not need a pads to support. The CMOS sensor transmits every collected image to digital signal processor (DSP) for analysis. Basically, a DSP measured the collection of data that how patterns are moving from previous image. [10] Support devices Motherboard Motherboard is main part of the computer and it handles communications between devices via transmitting electromagnetic power. A motherboard has many supports components to hardware, such lithium betray, DDR memory slots, 12v ATX power connector, AGP slots, chipsets, USB headers, PCI slots, CPU, HDD headers, IEEE (network) etc. Each function of motherboard has own responsibility to support internal hardware. There are many comprised individual circuit traces that is in collection of form of buses. Traces are skinny conductors or circuits on motherboard that works combine for a specific aim. It transmits electrical frequency (signals) from HDD, CPU and RAM then to other devices. A motherboard Bus is work with internal chipset/circuit to move exist data within motherboard. A motherboard can be process 32/64 bits, and transmit data up to 800-2000 MHz Major functions of the motherboard is chipset which is north and Southbridge; usually, it behave as traffic signals on the motherboard to measure high and low voltage communication to reduce data crashes. A Northbridge manages high speed communication between CPU, Ram and supportive hardware but Southbridge manages slow speed of communication based device between ports and slots, such as USB, IDE, parallels, serial, keyboard etc. [11] Graphic card A graphic card is provides supportive abilities for media bases software or hardware to work and run properly. Specially, an Intel chipset (G965, GM965, G33 etc) developed to support games animation, high resolution, and GUI (graphical user interface). A graphic card is allowed to experienced high definition GUI without needed for add-in components. Most of the graphic card is installed within motherboards AGP slot. A role of GPU (graphic processing unit) is to draw entities (geometric and mathematic calculation) that moving fast image that observe the monitor and its high level of language produce for graphic interface. To target that real time animation, the GPU must perform much floating-point operation per second. A GPU measured a shape and type of data and passes to execute function at GPU [12]. A GPU modelled by vector processing modelled, to support high application and support their functionally and GPU parallel architecture allows to perform faster, boosting rate of executi on. A manufacture developed much kind of GPU and to support; the user needs to install drivers. Currently, there are two type of GPU interface, which is OpenGL and DirectX [ref]. Because, those are interfaces developed for programming graphic operations. Figure 1.4[12] Reason I wrote about GPU because it has big responsibility give graph card to support other elements. An image we see on the monitor, it is tiny dots of pixels and that pixels are common regulation setting; each block of cells has thousands of pixels. Graphic card is translator binary data from CPU and convert into image. Basic principal of CPU is to transmit instruction that provided by software and graphic card decides how much pixels have to use to describe image. After that it transmits information to the monitor through cables. It also contains output/input technology, such as memory, processor, heat sink, motherboard connector. [13] Conclusion To conclude all about computer hardware, including CPU, memory and supportive device that work together. My aim is to describe about ability, specification and role of hardware. When the user is interact with computer system by mouse or keyboarded. The CPU gets information and converted into instruction. Basically, CPU produces order for components via using different device, such as RAM, ROM. My decision is that, by upgrading hardware, the computer system may work fast, reliable and accessibility will improve. Normally, Secondary memory provides space to hardware/software to launch and primary memory directly communicates with hardware. There are various memory which helping RAM to work faster which is registers, catch memory. The registers are addresses the executed instruction and processed instructions. A CPU does not communicate with secondary storage device, because the data is keeps permanents and can only use when needed. Its also known as magnetic disk, which is a data store in tracks and addressed blocks but when computer is shutdown, the data cannot erase. This is advantage of having secondary memory in computer system. A disk is also important to back up data, so user can use in different computer. Recently, optic storages are growing and making place in market, because it can be use anywhere and more protected. However, the user can re-write on disk or optic storage device. A scanner scans paper based information and converted into image, but that image, a printer prints it. The advantage of having scanner is to keep data in digital way and when it needed data will printed. A purpose of mouse is to interact and select object from monitor, so without inputting, a system going to run much easier. But a keyboard has many symbolic buttons and each buttons are address by bytes which keyboard processor convert into binary and transmitted to CPU. A motherboard developed by many functions to support and provide communication channel to hardwares which is connected to. Basically, it transmits an electric power via system buses and Northbridge manages high speed of CPU, RAM and ROM but Southbridge manages high speed of external devices, such as secondary and optic memory. A graphic card has important role as well to provide clear and sufficient image on the monitor. GPU is measures complex geometric shape and do mathematical calculation to make GUI (graphical int erface system) system.

Safety measures in swimming

Safety measures in swimming Introduction Many young children like being around and in water, but proper safety measures should be taken, without which water can be dangerous for young children. One of the leading causes of death among children 1(one) to 4(four) years of age is drowning. According to Australian National Drowning report of 2007, 35 infants and toddlers lost their lives through drowning in the financial year ending 30 June 2007. Most often at home, babies and toddlers drown in swimming pools. Drowning can also happen in other standing water around the home like bathtubs, buckets and pails, especially 5-gallon buckets and diaper pails, ice chests with melted ice, toilets, hot tubs, spas ,and whirlpools, irrigation ditches, post holes, and wells, fish ponds and fountains among others. Drowning to young children is so easy as they can drown in as little as 4 cm(1.5inches) of water, this therefore means that drowning can happen where and when you would least expect it .While drowning can take only a second, it is almost always silent. For this reason therefore, adults must always watch young children when in or near water. Keeping Young Children Safe Young children need constant supervision when near water, whether the water is in a bathtub, a wading pool, an ornamental fish pond, a swimming pool, a spa, the beach or a lake. Several water and pool safety tips have been discussed below: One may ask the question whether swimming lessons prevent drowning among children. It is a good idea to learn how to swim and children older than 4 years should learn how to swim. However, according to researchers, there is no research to show that swimming lessons for children young than 4 years old can prevent drowning. This is because children are not old enough at this age to learn how to swim on their own. There are water survival skills that would help one in an emergency which are too hard for young children to react with. However the exact age when young children are ready to learn how to swim, there is not a lot of research about it, but research has shown that children do not have the skills to swim on their own until maybe at the age of 4 years old and above even if their swimming lessons start at a younger age. It should be however noted that one should not assume that a child who knows how to swim is not at risk for drowning. No matter what their swimming skill levels, i t is important to supervise young children while they are in the water. (World Health Organization, 2006) Whenever a child is near water, invest in proper-fitting, coast guard-approved flotation devices (life vests) and use them. Check the recommendations for the weight and size on the label, then to make sure that it fits snugly, have your child try it on. Choose a vest with a strap between the legs and head support for children young than 5 years old- the collar will keep the child’s head up and face out of the water. Arm devices such as water wings and inflatable vests are not effective protection against drowning. Water safety precautions start in the home, for example the bathroom is full of dangers for young children. A young child should never be left unattended in the bathroom especially while bathing even if the child appears to be well propped in a safety tub or bath ring. All hair dryers and other electrical appliances should be kept away to avoid the risk of electrocution to children. Hot water can also be dangerous, for the children who are young than 5 years in particular. Unlike older children and adults, young children have thinner skin, meaning that they burn more easily. Just 3 seconds exposure to hot tap water that’s 60 degrees Celsius can give a third degree burn to a child. To reduce the risk of scalding you can turn the water heater thermostat in your home down to 49 degree Celsius and by always testing the water with your wrist or elbow before placing your child in the bath. Child safety is not only to be found at home, your awareness of preventing accidents caused by water can go a long way outside the home. This can be done by finding out if there are water hazards’ in your neighbourhood. Find out whether there are pools or water spas, where the retaining ponds or creeks that may attract children are. Make neighbours who have pools aware that you have a young child and ask them to keep their gates locked. (World Health Organization, 2006) When it comes to safety issues at your own home, having a pool, pond, spa, or hot tub is a tremendous responsibility. Though hot tubs may feel great to adults, it is best not to let children use them at all because they can become dangerously overheated in them and even drown. Having a fence going a round the pool or spa between the water and your house is the best safety investment you can make and this can go a long way towards preventing pool-related drowning. According to consumer product safety commission (CPSC), fences for the pool should meet the following rules: First, fences should stand at least 4feet high with no foot or handrails for children to climb on, secondly the slats should be less than 4 inches apart so a child can not get through, or if chain link, should have no opening larger than50millimeters. Also gates should be self –closing and self-latching, and the latch should be out of the child’s reach. Other devices such as pool covers and alarms can be bought, but the American Academy of paediatrics (AAP) have not proved their effectiveness against drowning for very young children. The AAP strongly supports fencing as the best measure of protection. (United States Consumer Product Safety Commission, 2005) Another way of ensuring safety for young children is to teach them proper pool behaviour, and to make sure that you take the right precautions too. Young children should not run or push around the pool and should never dive in areas that are marked for diving. If there is lightning or if the weather generally turns bard, they should get out of the pool immediately. They should too know that they should contact the lifeguard or an adult if there is an emergency. Most important, supervise your children all the times. You should not assume that just because your child took swimming lessons or is using a floating device such as an inner tube or inflatable raft that there is no drowning risk. Sometimes it is very easy to be distracted for example when you are in a party, therefore designate an adult who will be responsible for watching the children. If in any case you leave your child with a babysitter, make sure he or she knows your rules for the pool. It is also vital understanding that when it comes to water emergencies seconds count, so take a cordless phone with you when you are watching children during water play. A quick dial feature keyed to your local emergency centre will also save additional seconds. If you receive a call while supervising children, be keen to keep your conversation brief to prevent being distracted. Make sure that you have safety equipment such as floatation devices that are in good shape and are close at hand when boating or swimming. Review your home for water hazards and plan what to do in case of an emergency once you have installed all your safety equipment. Also make sure that you have all post emergency numbers on all phones and ensure that all caregivers are aware of their locations. Be sure to remove all pool toys and put them away after your children have finished playing in the pool. This is because it has been noted that some children drown while trying to retrieve playthings left in the pool. (United States Consumer Product Safety Commission, 2005) Water safety should also be considered even after the swim season has passed. This is because some pools have covers and it is not safe in the sense that many children love attempt to walk on top of the covered pools and may get trapped underneath a pool cover. Pools are tempting play areas for young children so keep your pool gates locked and teach your children to stay away from water without your supervision. For the above-ground pools, to lock or to remove the ladder when the pool is not in use is a good idea. Although the biggest worry, drowning isn’t the only concern when young children are exposed to water. Infants in particular are highly susceptible to diseases that can be transmitted in water. When an infant is introduced in to a pool, thereafter dry the child’s ears carefully by use of a towel or cotton ball to help prevent swimmers ear (an ear infection caused by water). In order to remove pool chemicals, it’s a good idea to wash the baby and shampoo the hair. Water temperatures below 29 degree Celsius can cause babies to lose heat quickly and body temperatures drop below normal, causing hypothermia. Therefore any child who starts to shiver should be removed from water immediately, dried and kept in a towel. Inside the pools young children can also cause diseases. Cryptosporidium is a parasite which normally lives in the gastrointestinal tract and is found in faeces and it can therefore be released by babies with leaky diapers. Into pools and accidentally when swallowed by others can cause problems. The safest thing in this case is to keep your baby out of pools until he/she is toilet taught, and if the child must go to a pool use waterproof diapers and change them frequently. (World Health Organization, 2006) In Case of Emergency Always check the pool first whenever a child is missing. Remember that survival of the child depends on a quick rescue and restarting breathing as soon as possible. Get the child out immediately if you find it in water while calling loudly for help. If there is anyone else available let them call the emergency number for help. Check and make sure that the air passages of the child are clear. If the child is not breathing, do five cycles of rescue breathing and chest compressions for a bout two minutes or so. If the child is still not breathing, continue giving this first aid as you dial the emergency number to get help if someone hasn’t already called and follow any instructions provided by the emergency operators. Lay the child on his or her side it breathing starts-this will help keep the airway open and allow fluids to drain so that the child doesn’t choke. Keep the child on his or her back and brace the neck and shoulders with your hands and forearms, if you think t he child may have suffered a neck injury, until emergency help arrives. Do not move or let the child move. Also to keep the child comforted, speak in calm tones and continue to watch for adequate breathing. (United States Consumer Product Safety Commission, 2005) Conclusion It has been noted clearly that water can be a great source of fun for young children. However, if not well supervised, children can find themselves in great danger even to a point of death through drowning, commonly found in the family pools. Flotation devices or swimming skills cannot safe a child from drowning. Children in water can also pass risks like diseases to other pool users. It is also important to check the water temperature and the PH level to ensure safety of the children. All the discussed safety tips above should be put into consideration. Above all it should be noted that the only best way to ensure water and pool safety for young children is through adult supervision- the best way to supervise a child is by being within arms reach and engaging and interacting with your children when they are in, on, or around water. Do not let children to take care of their younger siblings. Reference Kebabjian, R. (1995): Disinfection of Public Pools and Management of Fecal Accidents: Journal of Environmental Health; 58 (1): 8-12 Minnesota Department of Health (2002): Recommended Guide for the Removal of Fecal Matter from a Swimming Pool for Consideration by Pool Owners and Operators New South Wales Health Department (1999): Protocol for Minimising the Risk of Cryptosporidium Contamination in Public Swimming Pools and Spa Pools Steinenger, J. (1991): Improving Pool Sanitation; Journal of Environmental Health; May/June 53(6): 26-28 United States Consumer Product Safety Commission (2005): Guidelines for Entrapment Hazards: Making Pools and Spas Safer World Health Organization (2006): Guidelines for safe recreational water environments: Vol. 2; Swimming pools and similar environments

Flannery OConnor and William Faulkners Characters and Morality Essay

Flannery O'Connor and William Faulkner's Characters and Morality Flannery O’Connor and William Faulkner refuse to surrender to the temptation of writing fanciful stories where the hero defeats the villain and everyone lives happily ever after. Instead, these two writers reveal realistic portrayals of death and the downfall of man. Remarkably, O’Connor and Faulkner’s most emotionally degraded characters fail to believe that an omnipotent deity controls their fate. This belief directly correlates to the characters’ inability to follow a strict set of morals or value human life. On the other hand, one might expect Faulkner and O’Connor’s â€Å"Christian† characters to starkly contrast the vile heathens who deny the existence of God. However, these characters struggle to follow their own standards of morality. The southern culture places much value on community, courtesy, and the standard of morality: the Bible. But under this facade of civility lie slanderous gossip, impure motives, and hidden iniquity. Faulkner’s character, Cora Tull, is a prime example of this. Though she openly admits that she has no right to pass judgment on Addie Bundren because, â€Å"It is the Lord’s place to judge,† Cora Tull later hypocritically states, â€Å"I realized out of the vanity of her heart she (Addie) had spoken sacrilege.† Cora’s desire for Addie’s repentance blinds her from seeing her own sin. On the other hand, Mrs. Turpin, a character in O’Connor’s â€Å"Revelation,† struggles with this same sin but in a different manner. Mrs. Turpin appears to politely encounter strangers with kindness but, alas, her kindness is corrupted. Though Mrs. Turpin’s sincere smiles and courteous small talk make her appear to truly care ab out others around h... ... refuse to believe in God. In fact, the â€Å"Christians† could probably be condemned more readily because they have a standard of morality and choose not to abide by it. On the other hand, when a person knows that there are no consequences he acts accordingly. For instance, the â€Å"Misfit† kills people and thinks nothing of it because he merely lives for the moment without thinking through his iniquity. Conversely, Whitfield recognizes his wrong doing but simply lowers his standards of morality thereby causing only more grief. Works Cited Faulkner, William. As I Lay Dying. New York: Vintage Books, 1990. O’Connor, Flannery. Collected Works: Stories and Occasional Prose: â€Å"Revelation.† New York: Penguin, 1988. 285-327. ---. Collected Works: Stories and Occasional Prose: â€Å"A Good Man is Hard to Find.† New York: Penguin, 1988. 328-340.

Standardized Test Scores and Their Use in College Admissions Decisions

Standardized Test Scores and their use in College Admissions Decisions PURPOSE The purpose of this proposal is to examine current and future Iowa State University admissions decisions processes. At the present time most colleges, including Iowa State use a combination of standardized test scores, high school class rank, high school grade point average, and essays to make decisions on admissions. All of the above are good determinants of a student’s possible success in college, except standardized test scores. Standardized tests discriminate against minorities and are not a good overall indicator of a student’s potential. For these reasons and others, Iowa State should not use standardized test scores when making admissions decisions. BACKGROUND Since America’s college system began, someone has had the responsibility of deciding who gets into a college and who does not. Colleges and universities must draw the line somewhere as to who has the opportunity to become more educated and who gets a full-time job at McDonald’s. This decision-making process has always been a difficult job and has become even more difficult in recent years as competition in higher education gets tougher. College admissions departments have come up with a system which combines indicators such as standardized test scores, high school class rank, grade point average, and essays. Different schools put different amounts of emphasis on these gauges but most use some mixture of them. In recent years many schools have begun to put more emphasis on standardized test scores. Almost all college bound students now take entrance exams like the ACT or SAT. These tests supposedly indicate how "smart" a student is and how successful they would be in colle... ...f schools, ranging from small liberal arts colleges to large public universities, have made the switch. Most report many benefits with "no drop-off in the academic quality of their applicants" (FairTest). Colleges and universities could make this decision for themselves or the change could come thorough a statewide policy. For example in Texas, starting in 1998, students applying to public universities who were in the top 10 percent of their graduating high school class, do not have to take the ACT or SAT (State Colleges). A policy such as this is another example of a possible way to emphasize high school achievement rather than test scores. The no standardized test policy should be implemented at Iowa State University as soon as possible. Beginning with the incoming freshman class of 2001, standardized tests should not be used as a tool in admissions decisions.

The Holocaust :: essays research papers

"If we were not an eternal people before, we are an eternal people after the Holocaust, in both its very positive and very negative sense. We have not only survived, we have revived ourselves. In a very real way, we have won. We were victorious. But in a very real way, we have lost. We'll never recover what was lost. We can't assess what was lost. Who knows what beauty and grandeur six million could have contributed to the world? Who can measure it up? What standard do you use? How do you count it? How do you estimate it...? We lost. The world lost, whether they know it or admit it. It doesn't make any difference. And yet we won, we're going on." This quote is from the testimony of Fania Fenelon. The signs and symptoms that are among the Jews because of the Holocaust definitely characterize abnormality. These abnormalities include the physical effects, the spiritual effects, and the second generation. The physical effects were enormous among the Jews. The conditions of the camps defy description. The nutrition was worse than inadequate and the results being the well-known "musselmen": skeletons covered by skin. After the Jews in prison camps were freed, their diseases were treated as well as could be treated. Premature aging was one of the most prominent disabling effects of survivors. Digestive tract diseases were also very common because of the emotional disturbances and inadequate diet during their incarceration. The experience also placed them at risk of coronary diseases, cerebrovascular diseases, and arteriosclerosis. All of this was consistent with the premature aging and the atrophy of the heart muscle due to the extreme undernourishment during captivity. Spiritual concerns also followed the survivors of the Holocaust. The Jews had to face up to one of the most painful realities of all...What it means to be a Jew. They had to decide whether or not to remain a Jew. The Holocaust had threatened the Jewish people near extinction. A anger directed towards the Non-Jewish world was intense because they had been persecuted by Gentiles. The Holocaust had caused an apparently irreversible rupture in the Jewish-Christian relations. Jews felt and still feel enraged because their expectations of a decent world were shattered into pieces by the most, supposedly, civilized people in the world. "Where was God?" wrote Elie Wiesel, a question asked many times among the Jews. They felt

Children Need Talk In Order To Learn Education Essay

This survey will be based in MC primary school, a Leicester interior metropolis school. Most of the observations will come from the foundation phase 2 categories. This school is a really culturally diverse school, with huge differences in abilities amongst the kids. Most of the kids come to this school with virtually no English or really small ( EAL ) . The ground behind me carry oning this survey is to see how important talk for acquisition is, if it is something which is important for a kids and instructors or is it something fiddling which has really small importance. It is of import for me to first explicate what is meant by talk for acquisition. Talk is seen to be important for larning non merely for kids but for instructors besides. This assignment will be looking at if talk is important to kids ‘s apprehension of the universe and important for instructors to understand kids. I will look at what many theoreticians have to state and look at surveies which either support talk for acquisition or rebut the thought of talk for acquisition. First I will look at what a few theoreticians have to state about talk for acquisition and so look at how oppugning can assist instructors advance talk to derive apprehension of kids before summing everything together. Piaget was one of the first theoreticians who felt that the thought that intelligence derives from the coordination of action in the kid ‘s environment. He believed that kids ‘s active building of their ain apprehension is cardinal to their cognitive development. He opposed the impression of transmition of cognition from instructor to pupil as a theoretical account of cognitive development. He believed that interaction between kids is a really strong beginning of advancement, but non cardinal to his chief organic structure of work. Piaget besides thought that when kids are faced with jobs they will normally repair on the first relevant factor they identify but Piaget said in order for them to come on they need exposure to many different positions. However, these positions are merely helpful when from the same position so equals. Adults position will merely impede them as this does non assist their thought and development as they will either disregard their positions if th ey can or merely merely follow with what they have said. A survey which supports the thought of kids ‘s thought and development being increased by other positions of kids come from Doise, Murphy and Perret Clermont. They conducted a survey to see if socio-cognitive struggle would advance persons advancement and apprehension. In this survey the cardinal inquiry was whether kids who were given the chance to work on a undertaking together would do greater single advancement than those who were non given such an chance. Children were put in to two groups the controlled group were they did the undertaking separately and the experimental group where they were put into braces to finish the undertaking. Each kid had a mopboard which had theoretical account edifices which formed a small small town. The edifices were orientated in relation to a fixed grade on the mopboard. This agreement was placed in forepart of the kid on a tabletop. To the side of the kid was another tabular array, w ith an indistinguishable mopboard, but orientated otherwise in relation to the kid. The undertaking was to utilize a reproduction set of theoretical account edifices to animate precisely the same small town on this 2nd tabular array. Findingss showed that the kids in the experimental group showed the most betterment in apprehension, ground being is the kids who worked in braces or little groups would normally be confronted with solutions which differed from their ain. This struggle, and the socially engendered demand to decide it, would motivate each kid to re analyze their ain initial thoughts, and could take the kids to recognize a higher order solution that resolved the struggle ( Mugney et al. , 1981 as cited in GREEN ) . They found that it did n't count if any of the kids were non advanced than others or the demand to be right. Equally long as there is a struggle of position is adequate to acquire kids believing. However there are some unfavorable judgments for this survey. One can oppugn the cardinal function of struggle being an issue. Blaye ( 1988 as cited from GREEN ) criticised the construct to be obscure and sick defined, missing ecological cogency as it would be difficult to transport out outside the research scenes. Tudge ( 1989 as cited from GREEN ) besides had grounds to propose that in certain fortunes peer interaction can ensue in arrested development every bit good as development. Unlike Piaget, Vygotsky ( 1978 as cited from GREEN ) conceptualised societal interaction as being at the nucleus of the development procedure. Contrasting to Piaget, Vygotsky ( 1978 as cited from GREEN ) believed that societal activity concepts cognition and understanding particularly when kids interact with others who are more advanced and capable in society. Therefore rebuting Piaget ‘s thought that when kids interact with those of more power and have a higher position, hinders kids ‘s apprehension and thought. Vygotsky saw linguistic communication as non merely a cultural tool for sharing and developing but besides a psychological tool to assist organize our single ideas ( LIGHT BLUE ) . Vygotsky developed the construct of the zone of proximal development ( ZPD ) which is ‘the distance between the existent development degree as determined by independent job resolution and the degree of possible development as determined through job work outing under grownup counsel or in coaction with more capable equals ‘ ( Vygotsky 1978: 86 as cited in LIGHT BLUE ) . ZPD represents the difference in accomplishment when working independently and working with counsel from grownups who are more advanced and capable. Both Vygotsky and Piaget believe that acquisition is active and both confirm the value of societal interaction for larning and development regardless of who it may be between as both will affect duologue. One construct that complements Vygotsky ‘s theory of ZPD is Bruner ‘s ( 1985 ) impression of scaffolding. Scaffolding is the ‘support that grownups provide in the acquisition procedure†¦ whereby an grownup varies the degree of support, bit by bit retreating it as the kid additions in competence ‘ ( cited from LIGHT BLUE ) . Both Bruner ‘s and Vygotsky ‘s cardinal schemes are patterning, demoing kids illustrations of work by experts. , showing, demoing the processs that experts go through when bring forthing work and back uping kids as they learn ( Cobden 2000: 10 ) . Research ( Galton et al. 1999 as cited from LIGHT BLUE ) shows that instructors tend to inquire largely closed inquiries which normally promote a simple consecutive reply. The reply being the one the instructor has already got in their caputs. Therefore, kids are non researching their ain apprehension and positions. Alternatively they ‘re merely supplying replies that the instructor is looking for ensuing into a ‘guess what I am believing of ‘ type inquiry. I carried out my directed undertaking on merely 2 of the kids from one of the foundation phase 2 categories, Annie and Zunaid. Both kids were of mean ability. I chose to carry on my surveies on merely two kids as it would be easier to detect and supervise while entering my findings at the same clip. The session I planned for Annie and Zunaid was a maths session. I devised a lesson program with the lesson nonsubjective being kids able to utilize two different groups to do a entire figure given ( see†¦ ) . I used 2 groups of small wooden forms trigons and diamonds. Before I asked the kids to give me a sum of a certain figure utilizing both forms, I demonstrated what I wanted the kids to make and do certain I was believing out loud so they can see what I was making and why. So I made certain both groups were separated and I asked the kids ‘hmmm what figure should I do utilizing these forms? ‘ and I was given 6. So I started with one group and counted out loud while util izing one to one correspondence, I made certain I moved each form towards me and said ‘1, 2, 3, 4, ‘ and so moved to the following group and counted on making the same thing, ‘5, 6 ‘ . I made certain I emphasised the last figure once more and said out loud, ‘I made 6. I used 4 trigons and 2 diamonds and all together they make 6 ‘ . I made certain I spoke clearly and easy in order for the kids to see what I was making and made certain I modelled twice before I let them go on. When the kids were given a figure to do, I observed and found they were either numbering really softly or in their caputs so I asked if they could number out loud for me, which they so did. I found I had to utilize a few prompts at the beginning to remind them to speak about how they made the entire figure. ‘what figure have you made, how many trigons did you usage and how many diamonds, and that made? ‘ these prompts were used in order for me to see if the kids kn ew what they were making and if they made the figure right. It gave the kids room to rectify any errors as they would usually tell when prompted and I found when they counted out loud and they had 1 more than the figure they were given they would merely take it off and say the right sum or add on another form. I recorded data/observations on gluey notes ( see†¦ ) in brief which I so wrote out on the kid observation sheets in item ( see.. ) . If you have a expression at appendices lesson rating 6/11/09 and 13/11/09 you will besides happen that In these lesson ratings talk and inquiring helped the kids to understand what I was making which hence resulted in them being able to make the undertakings. I have besides stated that inquiring more inquiries and speaking about what I am making or hold done helps kids ‘s apprehension and helps me understand how they have carried undertakings out. The ground why I chose to ease talk during a maths session is because I found during most maths session both focus kids were really quiet and frequently made errors such as numbering excessively fast while utilizing one to one correspondence, loath to number at all or out loud. I thought acquiring the kids to speak more about what they were making and how they were making it would assist them with maths jobs. That is why I decided to concentrate on maths. After looking at theoreticians thoughts and position on talk for acquisition and looking at instructors oppugning schemes it is apparent ( lesson rating 6/11/09 ) that patterning and speaking about how I how I made a figure and inquiring inquiries helped, even though this might hold helped and worked efficaciously I besides stated that I need to inquire more inquiries and still pattern more. This is besides the instance in my followers ( 13/11/09 lesson rating ) session, were I stated talk and modeling to be effectual in back uping the kids ‘s acquisition. this can be related to Vygotsky ‘s and Bruner ‘s schemes patterning, showing and back uping. To advance talk in the category I was based in, I made certain I asked inquiries which helped me understand what the kids have done, how they have done it and why. This is apparent in the P.E. lesson program dated 16/11/09. I asked different types of inquiries during the session, inquiries which required callback of the old Sessionss, inquiries to happen out what they thought and their ain positions, inquiries which required them to give sentiments on others and why. All these different types of inquiries were asked so I could understand the kids better. Learn more approximately them as persons and besides see them develop new thoughts. Once one kid gave a response to the inquiry ‘how could we travel on this equipment? ‘ it normally stimulated others to give their thoughts including new thoughts. This was good as it promoted originative thought. Furthermore, as this was an unfastened inquiry the kids had the freedom to state what they wanted without the fright of giving a incorrect reply. Normally when kids are asked inquiries which require consecutive replies, I found that in some instances they would either be loath to reply, which could propose fright of being incorrect or they would merely take random conjectures. As the kids were really immature it was more of import to advance talk to measure and measure them as persons. Although unfastened inquiries were utile in acquiring a scope of different thoughts and replies, sometimes I needed to inquire inquiries which required a right reply, so a specific reply. This was the instance in certain maths Sessionss. During the maths directed undertakings I needed to happen out what the largest figure they could number up to right ( maths directed undertaking lesson program 11/11/09 ) and besides be able to number two different groups by numbering on ( maths directed undertaking 2 lesson program 19/11/09 ) . This was besides the instance in the cognition and apprehension of the universe Sessionss ( KUW lesson program 17/11/09 ) . Asking closed inquiries helped me understand if the kids understood or knew the reply. If an incorrect reply was given it would merely do me more cognizant of what the kid is fighting with and hence besides consequence in me reflecting on my ain pattern excessively see what I may be making incorrect or how I could assist the kid in inqui ry. Although closed inquiries may hold been asked sometimes in Sessionss ( KUW/CLL 9/11/09 ) it helps to speak about shared experiences to assist develop originative thoughts. This is apparent in one of the cognition and apprehension of the universe session were kids watched a picture on pyrotechnics and had to do their ain ( lesson rating KUW/CLL 10/11/09 ) . You can see in the observations ( Annie 10/11/09 ) , she was speaking about what she is making and depicting her pyrotechnic and besides related it to something that looked similar, this suggests that she can associate it to things which may be similar and familiar to her and besides helps me understand how she see ‘s pyrotechnics.

Albert Bandera

Albert Bandura has made great contributions to the field of learning and cognition. His finding formed the foundation of modern social learning theory. Bandura studies were base on observational learning or modeling (2013). He believed that people learn by observing others, such behaviors, but not necessary by imitating or mimicking (2013) For example if you see a friend slipping on the wet floor, you would go around to prevent from slipping like your friend. Observing behavior is a form of information a person obtains, a process of learning to later recover when need it. It incorporates the basic principles of learning like attention, memory and motivation. Albert Bandura Bobo Doll experiment set principles on social learning. Through this experiment he observed 33 children, boys and girls. These children were then divided into 3 groups, each group watch a different ending of the video. The video was of a woman beating a Bobo Doll; she beat up the doll, threw it across the room, kicked it, and called it names. She was very aggressive towards the doll for no apparent reason. The first group watched a video that showed the person beating the doll receiving a reward after the behavior. Second group watched the person being punished for the behavior, and the third group watched the video with no consequences (2013). After watching the video the children were presented to a bobo doll just like the one in the video. All 33 children reacted aggressively towards the doll. The aggression varied on what video each children watched. The children that watched the person being rewarded were more aggressive; the aggression decrease with the children that watched the person being punished and aggression was neutral with those that watch the video with no consequence (2013). In conclusion to this study, Bandura explain the influence of observational learning. First is attention, in order for a person to learn he or she needs to pay attention, be focused (2013). If there is distraction the observational learning process will have a negative affect. For example a dancer learning a new step, while the dance master is howing a new step, Silvia notices her crush walk-in the dance room. Instead of paying attention to the new step, her attention is elsewhere. Second is retention, is the ability to store the information a person learns through observing, he or she obtains the information to later act on it (2013). Third, reproduction, which is the process of practicing on what the person learns from observing, likes performi ng the behavior. For example; after the dancer learns a new step by observing the dance master, she then practice the behavior, in this case is the new dancing step. Last is motivation, for a person to act the behavior learned after observing he or she has to be motivated. Reinforcements and punishments are actually important role in the process of motivation. For example, lets take Silva the dancer, she makes sure to learn the right steps to the dance routine because if she does the dance master will defiantly picker her to be at the show to perform the dance. Albert Bandera social learning theory has become popular in todays society, like entertainment, education, and especially in the media such as advertising. Bandura did not like how the media would use the observational learning theory because it was mostly used to show negative or violent behaviors that people would learn (2013). Fox example alcohol or cigarette companies use media to advertise their product. These companies use attractive models like role models that todays society look up to or are considered to be â€Å"cool†. Society watches these advertisements, they become amuse some act the behaviors, such as smoking or drinking because they think is the â€Å"cool† thing to do especially the youth. Albert Bandura theory brought great contribution to the psychology field, observational learning or modeling has very concepts process, but if you think about it is really just common sense. Observational learning or modeling would be use more for children because they have not yet developed right from wrong (2013). Is also away that a parent or just any adult can know how to act a certain way around children, because a child behavior always reflects his or her parent or role model.