An individual research based report on the rold of business and Essay

An individual research based report on the rold of business and conceptual modelling within the context of information systems d - Essay Example The framework of conceptual model develops the information systems as abstract models around which an organization environment is created (Davies et al, 2006). The conceptual model emphasizes the applications of the system rather than its functioning and implementation. Conceptual model is broadly termed as abstract model of the information systems. It finds widespread uses in modeling of electronic systems which are modeled in the form of circuits and systems. Circuit analysis techniques aid in representation of the systems in the form of conceptual models. These models then aid in solving various complex problems in industries like huge power plants and circuit boards designing. Purposes of Conceptual Modeling The purposes of the conceptual modeling are described below. Helping analysts in terms of perceiving the domain of enterprise Aiding communication between users and developers of the system Providing valuable input for the process of design and development Recording the origi nal requirements for referencing them in the future Importance of Conceptual Modeling The electronic systems have been part of many large industries and business environments. In past, the analysts employed vague methods for analyzing systems and always came up with wrong results and hence errors were found in implementations. They must analyze the users’ requirements in electronic systems with some formal approach that perceives the system in abstract manner. However, the analysts could understand the issue with the discovery of such method which could bring satisfactory results. They couldn’t manage to waste too much time in finding novel methods. The idea of conceptual models was developed that aids in timely detection of errors in analysis of systems and proceeds for correct implementation (Wand & Weber, 2002). Process of Conceptual Modeling The importance of conceptual models can be easily comprehended from its role in treating systems’ development. This pr ocess consists of analysis, design and implementation. Analysis section transforms the real world information system into the framework of conceptual model of the system. The design is related to conversion of conceptual model of the subject into information system. Implementation step is related to conversion of the information system into an implemented information system. Conceptual Modeling Language Conceptual modeling language (CML) is involved that defines various rules and regulations for representing components of the developed model. The components used in conceptual modeling of the system contain activities, relationships, entities, processes and objects. The CML shouldn’t be too restrictive to diminish the aspects found for the relevant systems. The modeling should take into consideration all the properties and dimensions of the system. It shouldn’t be too complex either making the situation rather complex (Lindsay et al, 2003). Conceptual Modeling Sources T he conceptual modeling can be drawn from the models of wisdom and general knowledge. Three sources are normally mentioned for making conceptual models

Conflicts Are Important Worksheet Essay Example for Free

Conflicts Are Important Worksheet Essay 1. Pseudo conflicts: A pseudo conflict is where two people are arguing on the same thing only because of their own misunderstandings and misperceptions of what the other person is saying they are arguing on the same side without realizing. In truth they are arguing for the same side they just cant realize it because of their own misconceptions. A pseudo conflict can be easily resolved by people just understanding one another better. 2. Fact conflicts: Fact conflicts are caused by being misinformed, not having enough information to make good decisions and determining what data is relevant. Conflict can also arise when there is disagreement on information collection and communication. 3. Ego conflicts: An ego conflict is where one person goes around picking on and teasing everyone else. They think that they are better than them in every way shape or form, these conflicts can easily be avoided by not thinking your better than everyone else. Everyone is equal whether they like it or not. No one is better than anyone else. It just happens that some people think they are better than other people and so ego conflicts arise. 4. Value conflicts: Value conflicts arise from two different people or groups with different views on something, Such as world views. Or a common one is two groups with different views on good and bad. One group may be stricter than the other on whats good and whats bad, it will then clash with the other group who is less strict. 5. Need conflicts: A need conflict arises when someone starts acting so that they can get one need and it is contradictory to how they need to act to get another need and it presents a major conflict. This conflict can be resolved by getting both needs one at a time but humans by nature want all needs at once and this makes a conflict. Part 2: The Five Conflict Management Styles Describe each of the five conflict management styles and explain the strengths and weaknesses of each. Use paragraph form. 1. Avoiders: The avoider style of managing is not actually thought as a management style at all by many but it reality it is. It arises when someone runs from a conflict or ignores it. Someone may use the avoider style out of outright fear or sometimes many other concerns that can come from an unresolved conflict. With the avoider style it doesnt solve anything and very often makes things worse the people do not understand why the avoider refuses to face the conflict at hand and the avoider cannot understand the problem or the other side’s views. 2. Accommodators: The Accommodator is much the same as the avoiders only slightly different in the way that he just agrees to everything, avoids solving the actual problem to placate the other side. If forced to face the problem an accommodator will back off and just follow in the footsteps dictated by the other side, they will be in total denial of any personal needs in favor of meeting the other sides personal desires. The unfortunate downfall of this solution is that problems continue or grow worse or new problems may arise from it. Imagine a mother who gives her daughter whatever she wants whenever she wants simply to keep conflicts from arising. Yes it stops her daughter from whining and complaining. 3. Forcers: The very opposite of an accommodator would be a forcers also known as the competitor. With the forcer they drive to win the argument/battle at all costs even if it means ending a relationship. The competition style can be healthy when it is focused solely on the issue at hand and not on the people around the issue. Such as when someone starts in on each other it can be friendly banter until someones mother is brought into it. Fights between two people often happen during the forcers style but never is it healthy. 4. Compromisers: With the compromiser style it is used to try and meet some of the demands of both sides. Unfortunately with this style everyone wins a little but also they lose a little. Like with two teenagers fighting over the remote to a TV the mother comes in and takes away the remote all together. It resolves the situation but no one is happy with it. It leaves the solution gone but no one happy. People who use compromise are actually making a lazy halfhearted attempt at collaboration. 5. Collaborators: With the collaborating style it gets all parties in the conflict together to come up with a peaceful solution that leaves each party happy. In this type everyone is heard, everyone is happy, and above all relationships are preserved, whether they are relationships between a man and a woman or a relationship between friends or business people. The collaborative style takes a while to plan and execute. While the problem may become worse as time goes on it always leaves everyone happy. Part 3: Collaborative Communication List two methods of collaborative communication and describe how using them can help you avoid conflicts. Two methods of collaboration communication are Boards and Huddles. With Boards its good to have something for the all to see besides hand outs when you have the group all together. That is where white boards or chalk boards come in major handy. That way you can right now main ideas and topics for all to see. This will help stop conflicts because everyone is seeing the same thing so they cant say that their not or say that some are getting more details then they are. The second method is called huddles. Huddles means when you get your group together to brainstorm or think about something make it small little focused groups. Having it in small focused groups will cut down on misunderstandings and confusion which will then help you prosper and fewer arguments may break out.

Richard Wrights - Black Boy :: essays research papers fc

Richard Wright's - Black Boy A Teacher's Guide for Secondary and Post Secondary Educators Introduction Richard Wright: An Overview Questions and Activities Before Viewing Questions and Activities After Viewing History: Questions and Activities Education: Questions and Activities Literature: Questions and Activities Psychology: Questions and Activities Sociology Political Science/Cultural Studies: Questions and Activities Bibliographies INTRODUCTION Although RICHARD WRIGHT: BLACK BOY focuses mainly on the life and history of an internationally acclaimed American author, the visual and audio components of the documentary richly contextualize the literature that Wright produced. In that sense, the documentary synthesizes a great amount of historical, social and cultural information about the twentieth century. It can be used to prompt extensive discussions, to stimulate students to undertake special research projects, to write papers or combine the arts and/or cultural knowledge into a learning experience. Since the documentary is ninety minutes in length, planning and scheduling viewing time for students is essential so that the documentary can be viewed in either one or two class periods. Teachers are encouraged to view and discuss the documentary together and decide whether it is more efficient to use it in teaching one discipline or if students might profit more from discussions that are not discipline bound. The Teacher's Guide is designed for those teachers who want to use RICHARD WRIGHT: BLACK BOY to enhance the experiences of their students as they explore many and various school subjects. The guide is not designed to be exhaustive. It provides ideas for student activities and assignments, bibliographies of Wright's work, and a selected listing of background sources. Some older materials are included to suggest the state of scholarship and thinking about issues within Wright's lifetime or as reminders of what works might have influenced his thinking. In making assignments, it is suggested that the teacher add current articles and books that are deemed appropriate. The pre-viewing questions and activities are designed to help students gain background knowledge. The post-viewing student assignments focus on ways Wright's works mentioned in the documentary can be used to promote broader inquiries among the disciplines. Because the documentary contains scenes that portray Negro lynchings and an African woman's bare breasts, it is recommended that teachers and administrators below the college level review the program before showing it to students. Questions and activities are provided in the following disciplines: History, Education, Psychology, Literature, Sociology, and Political Science/Cultural Studies. The bibliography completes the guide.

Of Words and Women :: Feminism Equality Essays

Of Words and Women missing works cited There is an old saying that plays something to the tune of, "sticks and stones will break my bones, but words will never hurt me." It is possible that such a phrase was popularized in order for people to equip themselves with a psychological defense against the reality that words can, in fact, have a tremendous amount of significance depending on their usage and context. The careful manipulation of language in essays, for example, is one way that words can be arranged and exploited. This is a tool that authors will often use to reach a specific audience. Like so many authors, Anne Richardson Roiphe exercises this technique in her 1972 essay in the New Yorker, entitled "Confessions of a Female Chauvinist Sow." One way in which Roiphe orchestrates her scheme in the essay is through the use of specific pronouns, such as "us," "we," "they," and "you" to establish a rapport-like connection with female readers. The effect of this subtle device is that Roiphe is able to directly communicate with other women, enabling her to transmit her personal thoughts and feelings with readers as if they were actually having a conversation. The twist, of course, is that Roiphe is also able to take advantage of this connection to spread her message of gender equality at the same time. But if this is Roiphe's purpose, why is she concerned about sex equality in the first place? Consider her childhood: Roiphe was born in 1935, raised in the middle of the Great Depression, and closed out her first decade of life at the end of World War II. Roiphe would have seen women rise from the devastation of national disaster to take several places in factories and workshops, where many women worked during the war while the men were deployed for combat. Furthermore, Roiphe would have been introduced to one of the first female authority figures in First Lady Eleanor Roosevelt. As Roiphe reached adulthood, she would have been immersed in a culture torn apart by civil rights issues, Vietnam arguments, and crusades for personal liberties. It is a culture that would have nurtured feelings of both resentment and pride. The women's rights movement was one such campaign that emerged from this turbulent era. Women, of course, had been historically shunned and excluded from next to all aspects of society outside the home.

Essay on Biography of Barak Obama

Research Front Arnab B Chowdhury – Founder and Knowledge Architect, Ninad Consultancy Services www. ninad. in, [email  protected] in When Technology Meets Health Care in Knowledge Society†¦ Aurosiksha: online learning platform for blindness prevention workers â€Å"Intelligence and capability are not enough. There must also be the joy of doing something beautiful. Being of service to God and humanity means going well beyond the sophistication of the best technology, to the humble demonstration of courtesy and compassion to each patient. † – Dr. G Venkataswamy (Founder Chairman – Aravind Eye Care System) Abstract: This case study (www. urosiksha. org) is about two great movements one in Technology (the FOSS) and the other in Health Care – the Aravind Eye Care Systems (AECS) and LAICO that trains blindness prevention workers. At the con? uence of the two is an eLearning platform called Aurosiksha, which is based on Moodle. Aurosiksha seeks to r each out to the global user, share its rich knowledge base, and in the process create a community of lifelong learners. Keywords: FOSS, ICT, LMS, MOODLE, mLearning, Mobile Moodle, AECS, Aravind, Aravind Eye Care System, Vision 2020, WHO, LAICO, Aurosiksha, eLearning Platform, knowledge society, ocial health care. Introduction As we all know, the Free and Open Source Software (FOSS) movement began as a renegade call to what was felt to be increasing restrictions on collaborative development, distribution, and ownership of software[2]. Free software focuses on the philosophical freedoms (a matter of liberty rather than price) it gives to users, whereas open-source software focuses on the perceived strengths of its peer-topeer development model. Openness, coownership, and transparent collaboration continue to drive the FOSS movement. Development, modi? cation, ownership, and redistribution of software could now e cohesively managed by communities of like-minded developers. This also le d to an evolutionary model of copyright and licensing (GPL) ensuring community ownership. The FOSS movement has evolved from the stages of philosophy and licensing into a complex and pragmatic ecosystem for software production and distribution bene? ting humanity globally. FOSS has introduced technological self-reliance, efficient use and sharing of resources, and C SI Communications | June 2012 | 12 collaborative innovation  and development. One of the most signi? cant areas where the FOSS movement has made strides is in the ?eld of education.During the past decade, education has been rapidly reorganized to leverage information and communication technology (ICT) within the classic teaching-learning-assessing cycle. At the foundation of FOSS is a desire for an equitable and open model of access to knowledge. If one of the aims of FOSS technologies is dissemination of educational content, then Aurosiksha is a case in point. The Case Aurosiksha is an online learning management syste m (LMS). An initiative launched recently (25th July, 2011) in its beta version by Lions Aravind Institute of Community Ophthalmology (LAICO), established in 1992 with the support of he Lions Club International, SightFirst Program, and Seva Sight Program. LAICO is Asia's ? rst international training facility for the broad range of blindness prevention workers from India and other parts of the world. It contributes in improving the quality of eye care services through teaching, training, capacity building, advocacy, research, and management consultancy. It offers university-affiliated long-term courses in Eye Care Management, with eye care management programs for directors of eye hospitals, program managers, as well as several skill development courses in the areas of instrument maintenance, community utreach and social marketing, counseling in India, Africa, and South East Asia. LAICO accomplishes this objective within the broader environment of Aravind Eye Hospitals and Aravind Medi cal Research Foundation – all aspects of AECS. Headquartered at Madurai, India, AECS is the world’s largest eye care service provider, which performs 300,000 surgeries per year. Aravind Eye Care was founded and directed by the legendary Padmashree Dr. G Venkataswamy known as Dr. V. Fig. 1: Inspiration and Inspirer www. csi-india. org Fig. 2: LAICO's global reach Designated by the World Health Organization as a Collaborating Centre forPrevention of Blindness, Aravind is studied as a model in prestigious business schools around the world, including Harvard, Stanford, Michigan, IMD-Lausanne, and the Indian Institutes of Management. Currently, LAICO works with over 270 hospitals across the developing world replicating Aravind model of high-quality, low-cost eye care service delivery. Followup studies have shown that several of the programs exposed to the Aravind model have doubled (and in some cases even tripled) surgical productivity and as a result are now ? nancially se lf-sustaining. †¢ †¢ 270+ hospitals (and still growing) that are partnering with Aravind?How do we create courses that cover the broad needs of our trainees that include paraprofessionals, ophthalmologists, eye care program managers, administrators, and others? How do we continue to empower our all-women team of paraprofessionals who form the backbone (about 60%) of Aravind’s workforce? Since †¢ †¢ most of them come from humble, rural background and are trained as assistants and nurses, can this eLearning platform give them the opportunity for continuous training? How can eLearning work consciously toward the empowerment of women and gender equality – an important objective within the Millennium Development Goals?How do we collate, aggregate content to create an interactive Knowledge society The Challenge The real challenge for knowledge society then is in creating equal opportunity in offering the ability to access, to create, to develop, and to ut ilize the right information at the right time in a cost-effective manner. This applies to the public (consumer) as well as the service provider professionals. In this case study, we focus on a decisive initiative with the objective of providing quality training and management skills via the virtual medium for eye care, which is an important area of social health care. †¢ How do we train more than 10,000 lindness prevention workers worldwide, year after year, across Education FOSS ICT Aurosiksha AECS LAICO Education & Management Fig. 3: The case for Aurosiksha C SI Communications | June 2012 | 13 ophthalmic technology evolving so quickly, everyone recognizes the importance of keeping our eye care management skills and knowledge up-todate for the bene? t of our patients. The eLearning solution will allow especially the paramedics to access continuous educational opportunities over the Internet and provide a valuable forum for our members/experts to exchange views and tap into the expertise of their colleagues and fellow olleagues around the world. † Aurosiksha has leveraged ICT in an inclusive way. It is meant Fig. 4: Aurosiksha home page and introduction to provide a one-point Internet access to eye training mechanism that does care training for professionals worldwide justice to the enormous data and with the premise that ‘up to 80% of experiences that Aravind has the world's blindness is avoidable†¦ ’ collected over decades and share it where ‘avoidable blindness is de? ned as with the world so that other blindness blindness which could be either treated prevention professionals and social or prevented by entrepreneurs may feel inspired to nown, cost-effective create Aravinds elsewhere? means’ (VISION 2020 †¢ How do we create a viable way Action Plan 2006to share this ocean of aggregated 2010  © World Health experiences into meaningful content Organization). harvested since 1976? The Solution †¢ How do we instill the Aravind model into our courseware? Especially since Aurosiksha – the the Aravind model needs to be ‘lived’ need of the times and ‘experienced’ as a broad set of LAICO came up values of service, compassion, and with Aurosiksha to self-reliance at its core, along with enhance the reach and management principles that identify quality of education uality care and efficiency that drawn from the rich Aravind stands for? knowledge base that These were perhaps the broad AECS has harvested questions that LAICO asked itself after it since 1976. In this age trained and consulted 60 hospitals in 29 of knowledge society, [1] countries and 213 hospitals in India . its four essential On the eve of the launch of characteristics Aurosiksha, Mr. R D Thulasiraj, Executive digitization, Director (LAICO) said, â€Å"I think this immediacy, is a very important development and virtualization, and underscores the AECS’s commitment globalization – drive to continually enhance the range of nowledge sharing. services we offer to eye care service. With C SI Communications | June 2012 | 14 Aurosiksha was developed and implemented by the LAICO team with the help of instructional designers who joined the AECS as volunteers for the sole purpose of developing its own online educational program. Promoting lifelong learning The goal is to allow all users to take highly engaging and interactive units in order to learn about the theories, techniques, and practical aspects of both clinical and nonclinical management. The idea is to provide an online space where AECS staff can learn, share, and develop their nowledge of providing the best eye care services in all aspects ranging from fundamental concepts to advanced skills using assessed, accredited, and selfre? ective activities and resources. The program The program includes: †¢ Courses & stand-alone sessions: These have been developed by internal and external subject matter experts (SMEs) with the assistance of instructional designers and technicians by using standard training curriculum. They are also assisted by JCPHO, ICO, and other professionals from leading noneye care institutes, such as the Indian Institutes of Management (IIM). Quality Fig. 5: Course on cataract ww. csi-india. org Camstasia studio Moodle environment MOODLE usability Pedagogy Technology: MOODLE Information transfer †¢ Add resources (docs, web links) †¢ Forum †¢ Wiki †¢ Glossary †¢ Lessons †¢ Assignments Communication and interaction Assessment of learning †¢ Tests †¢ Discussion forum Co-creation of content †¢ Quiz (self-test) †¢ Lessons †¢ Assignments †¢ Discussion forum †¢ Wiki †¢ Database Articulate quizmaker Fig. 6: The Moodle-based Aurosiksha environment check is performed by including sessions in Aravind’s acclaimed training program. The material is interactive with voice narration, with short quizzes in between ideos to assess the learning. †¢ Assessment with immediate feedback: Assessment is featured in different ways like an organized discussion forum, Q forum, blogs (students are allowed to create), and exercises/quiz. After quiz/exercises, immediate feedback will be given to the student on each submit. For example, if a student chooses a wrong answer, the feedback will spell out why the answer is incorrect and give the correct answer to ensure learning is happening with each and every activity. †¢ Course completion tracking: The tracking feature controls the student/ teacher to provide a better learning/ teaching experience.The tool gives accurate course completion and grading report. This includes customized reports for the bene? ciaries on the impact side. Selecting the tool – a con? uence of spirit and values LAICO’s systems division began with an open mind and explored various Content Management Systems (CMS) and related technologies (Course Manageme nt Systems) both proprietary and FOSS, such as WizIQ, Joomla! , ConferenceXP (an open-source videoconferencing platform from Microsoft Research), and MOODLE (abbreviation for Modular ObjectOriented Dynamic Learning Environment). Echoing Aravind’s values – quality, compassion, self-reliance – Aurosiksha’s bjectives resonated with Moodle. At its core, Moodle is an educational software grounded in a philosophy of collaborative learning, often referred to as social constructionist pedagogy. Additionally, Aurosiksha’s pedagogical approach matched with that of Moodle. The organization and design of Moodle’s interface supports learners and learning tasks, rather than technology and tools. Moodle presented the ideal vehicle for Aurosiksha. LAICO adapted its knowledge resources to the Moodle mould; customization was minimal. It was a happy con? uence of technology and LAICO vision; both shared the same spirit and values.Moodle is based on a social co nstructionist approach, which helps us understand how learning happens in a group and how learning is a product of innumerable human choices. Moodle was built with elements and tools that embody pedagogical understanding. A Moodlebased course can consist of lessons, including reading materials, activities (such as quizzes and projects), and social events that encourage participation between students. In Aurosiksha, one ? nds the Camstasia Studio software to be integrated in Moodle for quality and streaming-like videos for the audiovisual elements in its courses. Similarly, Articulate Quizmaker andles the self-test modules at the end of the lessons. An open (institutional) learning environment Cloud environment Educational institutional environment WEB PAGES Student ID database se Student information system WEB 2. 0 apps Assessment tools Proprietary and licensed content Collaboration tools Student generated content Personal publishing tools Open content Fig. 7: Open learning environm ent C SI Communications | June 2012 | 15 Fig. 8: Beta users statistics As Aurosiksha grows in terms of content repository, user base, and feedback from users, it will trigger a proportionate scaling in features, tools, and technologies ithin and outside Moodle. The following pointers can be considered for Aurosiksha’s future: †¢ Interoperability: Aurosiksha may want to communicate and share its data with that of other medical research institutions. It also needs to be SCORM-compliant (Sharable Content Object Reference Model). †¢ Deeper reach with low-cost handheld devices and low Internet bandwidth leading to low footprint m-learning: With greater penetration of ICT and hand-held devices ranging from tablets (such as Akash) to mobile phones (voice and short messaging services), a strippeddown version of Aurosiksha can be An open learning environment:Moodle and Aurosiksha Apart from being part of FOSS family and therefore free, Moodle is an Open Source Course Managem ent System (CMS). It is also known as an LMS or a virtual learning environment (VLE) and is very popular among educators around the world as a tool for creating online dynamic web sites for their students. Aurosiksha as the learning arm of LAICO-AECS is an experiment in a similar space, moving from Constructionism to Constructivism – an environment in which human beings don’t just act (Construct) but also make sense of their actions as a group (Constructivist). This happens as humans make sense of reality, learn and reate new knowledge continuously while learning. Effective learning happens while learners are in an actively constructing knowledge mode rather than in a passive reading, viewing, and memorizing mode. The kind of knowledge generated impacts attitudes of learners, which in turn re? ects in their actions (practice). Aurosiksha is a Community of Learners in the making, offering insight and reaching out with a sense of service. Future Direction Aurosiksha, in its beta stage, is currently being tested by over 500 beta testers worldwide that range from paraprofessionals, managers, eye care professionals to faculty members.C SI Communications | June 2012 | 16 Fig. 9: Course creation www. csi-india. org †¢ Mentor-guided courseware †¢ Turnitin (functionality to let the student submit assignments) Acknowledgment Fig. 10: E- and M-learning: logical system architecture †¢ a source of knowledge to especially paraprofessionals on the ? eld. Extensive reach with browserbased handheld devices leading to m-learning: With proliferation of 3G and upcoming 4G, Aurosiksha can be experienced on devices, such as iPhone, iPad, and Android-based phones quite extensively with Mobile Moodle (a set of mobile apps and server components from Moodle). †¢ †¢Right now, Google Analytics and Google Maps are being applied to study the online learning behavior of the beta users. This initiative could be further explored with other statistics gen erated dynamically. Relevant pedagogical applications that can be included (already available in Moodle) are as follows: †¢ Grade report †¢ Timer-based courseware Fig. 11: Google maps: geographical spread of beta users We wish to thank Mr. R D Thulsiraj (Director – Operations, AECS; Executive Director – LAICO) and Dr. R D Ravindran (Chairman and Director – Quality, AECS) for all the insightful and frank conversations we had with them. We thank Prof.R K Shyamasundar (Faculty of Technology & Computer Science – Tata Institute of Fundamental Research) and Mr. M D Agrawal (President – Computer Society of India) for their encouragement. We acknowledge the spirit of FOSS and the World Wide Web (WWW) to continue to grow as active members of the knowledge society they foster. Finally we wish to acknowledge the spirit and values of Dr. G Venkataswamy (Dr. V) that pulsate through everything that Aravind is and does. We bow with deep reverence to the spiritual teachers of Dr. V: Sri Aurobindo and the Mother. References [1] P. Mehta, and S Shenoy, In? nite vision: how Aravind became the orld’s greatest business case for compassion, 1st ed. , Berrett—Kohler Publishers Inc. San Francisco [2] Satish Babu, â€Å"The FOSS Movement and its impact on Education†, CSI Communications, vol. 35, Issue 6, September 2011, pp. 19-20 [3] http://moodle. org/about [4] http://aravind. org/ [5] http://laico. org/ [6] http://aurosiksha. org/ [7] h ttp://en. wikipedia. org/wiki/Free_ and_open_source_software [8] h t t p : //w w w. i f o s s f. o r g /i f o s s f _ library_0 [9] h ttp://www. vision2020india. org / orbiscourse/homepage. htm [10] h ttp://www. vision2020. org/main. cfm? Type=NI=4460 [11] h ttp://www. ats-pyjamas. net / wp-content /uploads/2010/05/ M o o d l e To o l G u i d e fo r Te a c h e rs _ May2010_JS. pdf n Selected among the top 4 papers expressing ‘Collaboration for inclusive growth' at   SEARCC 2011    seminar (South East Asia Regional Computer Confederation, Mumbai, December 2011) [With inputs from Prarthana Kalaskar – Design Principal (Ninad), Remi Boutinet – Outreach Consultant (Ninad), Shwetav Agarwal – Solution Architect (Sri Aurobindo Institute of Culture), LAICO team (Deepa Krishnan – Senior Manager – Operations; Vinoth Palanichamy – Online Manager – Education)] C SI Communications | June 2012 | 17

Top 10 Tech Tools for Grades K-5

Top 10 Tech Tools for Grades K-5 For many of us, its hard to keep up-to-date with the all of the latest tech toolsthat teachers are using in their classrooms. But, this ever-changing technology is changing the way students learn and the way that teachers teach. Here are the top 10 tech tools to try in your classroom. 1. Classroom Website A classroom website is a great way to keep connected with your students and parents. While it may take some time to set up, it also has some great benefits. It keeps you organized, it saves you time, it allows you to stay connected with parents, it helps students develop their technological skills, and thats just to name a few!   2. Digital Note-Taking Fourth and fifth graders will love the opportunity to take their notes digitally. Students can get creative and take notes that best suites their learning style. They can draw pictures, take pictures, type in whichever way works for them. They can also be easily shared and children and you will never have to hear the excuse that they lost their notes because they are always accessible. 3. Digital Portfolio Students can have access to all of their work in one place. This can be via the cloud or the schools server, whichever you prefer. This will allow you, as well as your students to access it from anywhere that they desire, school, home, a friends house, etc. Its changing the way student portfolios are, and teachers are loving them. 4. Email Email has been around for quite some time now, but it is still a tech tool that is utilized daily. Its a powerful tool that helps with communication and children as young as second grade can use it. 5.   Dropbox Dropbox is a digital way of being able to review documents (assignments) and grading them. You can access it from any device with WiFi, and students can submit there homework to you through the app. It would be a great app for a paperless classroom setting. 6. Google Apps Many classrooms have been using Google apps. This is a free application that gives you access to basic tools like drawing, spreadsheets, and word processing. It also has features where students can have a digital portfolio. 7. Journals Most elementary school classrooms have students journal. Two great digital tools are  My Journal  and  Penzu.These sites are a great alternative to the basic handwritten journals that most students use. 8. Online Quizzes Online quizzes have become quite popular among elementary school classrooms. Sites like Kahoot and Mind-n-Mettle are among the favorites, along with digital flash card programs like  Quizlet  and  Study Blue. 9. Social Media Social media is much more than just posting about what food you just ate. It has the power to connect you with other teachers, and help your students learn and connect with their peers. Websites such as ePals, Edmodo and Skype connects students with other classrooms all across the nation and world. Students get to learn different languages and understand other cultures. Teachers can use websites such as Schoology and Pinterest, where teachers can connect with fellow educators and share lesson plans and teaching materials. Social media can be a very powerful tool in education for you, as well as your students. 10. Video Conference Long gone are the days that parents say that they can not make it to a conference. Technology has made it so easy for us, that now (even if you are in another state) will have no excuse to miss a parent/teacher conference again. All parents have to do is use their Face-time on their Smartphone or get sent a link via the internet to virtually meet online. Face-to-face conferencing may soon be coming to end.

The Origin of DNA and Molecular Structure Essays

The Origin of DNA and Molecular Structure Essays The Origin of DNA and Molecular Structure Essay The Origin of DNA and Molecular Structure Essay 1950 James Watson Francis Crick took up the quest of determining the three- dimensional structure of DNA, they believed that the DNA structure would be great importance. Watson and Crick accomplishment was in some measure built on the work of their contemporary DNA researchers. 1951 Rosalind Franklin x-ray crystallography of the DNA molecule without her know- ledge, for instance, was a vital step toward discovery. She began to capture pictures of DNA using x-ray diffraction. She also pre- sented her findings in a talk and suggested hat the phosphate groups were on the outside of the molecule. 1953 James Watson and Francis Crick deliv- ered the structure of a double helix DNA molecule. They succeeded in connec- ting pieces, old and new, from friends to foe. 1926 Erwin Schrodinger had introduced an Equation that describe the behavior of matter. He proclaimed that living and non-living matter all obey the same laws as physics and chemistry, and proposed that living organisms should be treated in terms of molecular and atomic structure. 865 Gregor Mendel discovered the basic laws of heredity, and first used the word gene. He deuced that genes come in pairs and are inherited as distinct units, one from each parent. He also tracked the segregation of parental genes and their appearance in the offspring of dominant or reces- Sive trait. 1869 Friedrich Miescher found substance in pus-soaked bandages, rich in white blo- od cells. He learned that the only source for nuclein was chromosomes, which he realized was a significant discovery. He supported the chemical heredity theory, hich contends that our basic biological information is passed from generation to generation and is stored in chemical sub- stances in our cells. 1902 Archibald Garrod hypothesized that it was a gene mutation caused the inherited disor- der alkaptonuria, that the disease was un- born. He went on to study other diseases that were not genetic, not bacterial. The research continued to build up upon the idea that hereditary genetic material within the cell was important. 928 Frederick Griffith studied two different trains of pneumococci, the S-form and R-form. The S-form killed infected mice, while the R-form had no effect. He found living S bacteria in their dead bodies. He concluded that something had been trans- ferred between the two types of bacteria. Thomas Hunt Morgan wrote the Theory ofa Gene. He localized genes to specific locations on chromosomes. He also concl- uded that the genes were the hereditary unit Mendel had described as Chromo some Theory of Heredity. His specific mapping of Genes onto chromosomes made biology ccessible for experiments. 1949 Erwin Chargaff studied the makeup of the DNA molecule, he discovered that the Structure was composed of a sugar, a phos- phate group, and four nitrogenous bases (ATCG). He isolated DNA from different organisms and measured the levels of each of the four nitrogenous bases. 1944 Oswald Avery showed that Fred Griffiths transforming principle had been contamin- ated by proteins. He and his colleagues showed that proteases, enzymes that degrade proteins, had no effect on the heat-treated S pneumonia.