An Investigation of the Effective Use of ICT for E Essays

: An Investigation of the Effective Use of ICT for Education and Learning. ICT as a Transformation Agent for Education. 08 Fall OYEWO SAHEED ADEKUNLE MR HONS EDUCATION MANAGEMENT. STUDENT NO: 2130488019 The purpose of this research is to inquire about the facts and findings of different , but significant literature available on ICTs for Education and ICTs in Education. The research aims at identifying and evaluating different strategies embraced by National and International Researches associated with measuring the effective use of ICT for education and learning purposes; ICT as a Transformation Agent; ICT as an Enhancing tool for delivering quality education; and ICT as a tool to improve Scholastic performance. Abstract: Over the past two decades, Information Communication Technology (ICT) has become an essent ial tool for all areas of life. I n many countries information and communication technology has a clear impact on the development of educational curricula and has fundamentally transformed all business and governance across the world. Education is a very socially oriented activity and quality education has traditionally been associated with strong teachers having high degrees of personal contact with learners. The use of ICT in education lends itself to more studen t-centred learning settings. Moreover, with the world moving rapidly into digital media and information, the role of ICT in education is becoming more and more i mperative, and will continue to develop in this age . In this proposal , a literature review regarding the effective use of ICTs for education will be investigated , along with its effectiveness in teaching learning pro cess ; quality and accessibility of education, learning motivation. Background: Information and communication technology (ICT) plays an important role in society when we take into account the social, cultural and economic role of computers and the Internet. Taking into consideration the fact that all youngsters move through compulsory education, school is the appropriate place to develop crucial ICT competencies. According to Daniels (2002) ICTs have become , within a very short time, one of the basic building blocks of modern society. Many countries now regard understanding ICT and mastering the basic skills and concepts of ICT as part of the core of education, alongside reading, writing and numeracy. However, there appears to be a misconce ption that ICTs generally refer to computers and computing related activities'. This is fortunately not true, although computers and their application play a significant role in modern information management, other technologies and/or systems also comprise of the phenomenon that is commonly regarded as ICTs. Pelgrum and Law (2003) state that near t he end of the 1980 , the term computers' was replaced by IT' (information technology) , signifying a shift of focus from computing technology , to the capacity to store and retrieve information. This was followed by the introduction of the term ICT' (information and commun ication technology) around 1992, when e-mail started to become available to the general public ( Pelgrum , W.J ; Law, N., 2003). According to UNESCO (2002 ), Information and Communication Technology may be regarded as the combination of Information Technology' with other related technology, specifically Communication Technology. Reflecting on all these fundamental d efinitions, ICTS claimed to be innovative, t ransformative, with the potential to accelerate, enrich and deepen learners' understanding and skills for better academic perfor mance. Furthermore, ICTs have a significant impact on the Transformation of School holistically, and strengthening teaching for the delivery of quality education (Davis Tearle , 1999; Lemke Coughlin, 1998; cited by Yusuf , 2005). When the potential use of computers in schools was first mooted, the predominant conception was that students would be taught' by computers ( Mevarech Light, 1992). In a sense it was considered that the computer would take over' the teacher's job in much the same way as a robot computer may take over a welder's job. Collis (1989) refers to this as "a rather grim image" where "a small child sits alone with a computer". The absence of a formal and established ICT curriculum leads to the ambiguous situation, because there is nevertheless an observable policy towards the adoption of ICT in Schools. This policy fosters the integration of ICT in teaching and learning processes, but

History of the Artificial Heart

History of the Artificial Heart The first artificial heart for humans was invented and patented in the 1950s, but it wasnt until 1982 that a working artificial heart, the Jarvik-7, was successfully implanted in a human patient.   Early Milestones As with many medical innovations, the first artificial heart was implanted in an animal in this case, a dog. Soviet scientist Vladimir Demikhov, a pioneer in the field of organ transplantation, implanted an artificial heart into a dog in 1937. (It wasnt Demikhovs most famous work, however - today he is mostly remembered for performing head transplants on dogs.) Interestingly, the first patented artificial heart was invented by American Paul Winchell, whose primary occupation was as a ventriloquist and comedian. Winchell also had some medical training and was assisted in his endeavor by Henry Heimlich, who is remembered for the emergency choking treatment that bears his name. His creation was never actually put into use. The Liotta-Cooley artificial heart was implanted into a patient in 1969 as a stopgap measure; it was replaced with a donors heart a few days later, but the patient died soon thereafter.   The Jarvik 7   The Jarvik-7 heart was developed by American scientist Robert Jarvik and his mentor, Willem Kolff.   In 1982, Seattle dentist Dr. Barney Clark was the first person implanted with the Jarvik-7, the first artificial heart intended to last a lifetime. William DeVries, an American cardiothoracic surgeon, performed the surgery. The patient survived 112 days. It has been hard, but the heart itself has pumped right along, Clark said in the months following his history-making surgery. Subsequent iterations of the artificial heart have seen further success; the second patient to receive the Jarvik-7, for instance, lived for 620 days after implantation. People want a normal life, and just being alive is not good enough, Jarvik has said.   Despite these advances, less than two thousand artificial hearts have been implanted, and the procedure is generally used as a bridge until a donor heart can be secured. Today, the most common artificial heart is the SynCardia temporary Total Artificial Heart, accounting for 96% of all artificial heart transplants. And it doesnt come cheap, with a price tag of around $125,000.

Criminal Law - Casey Anthony Trial Essay Example | Topics and Well Written Essays - 1500 words

Criminal Law - Casey Anthony Trial - Essay Example This has caused mix reactions from lawyers and the general public with some arguing that Casey was guilty of the murder. Nevertheless, before any judgment is reached, the jury is required to follow the due process of the law to ascertain whether the defendant is guilty of the charges or not. One such is that the accused must prove beyond doubt that the defendant actually committed the alleged crime and providing evidence to that effect. This paper will explore the facts of the case the evidence provided and ruling. It will also analyze the circumstances of the case to ascertain why the jury acquitted Casey of the charges. Caylee Marie Anthony, a two-year-old girl, was found dead on December 11, 2008, after having been reported missing on 5 July 2008 from their home in Orlando, Florida where she had been staying with her mother. The report was delivered by Cindy Anthony, one of her grandparents through a 9-1-1, who said that Cindy had not been seen for more than a month, and her mother’s car produce a smell as if a decaying body was inside it. In his report, he gave an account of how her mother had provided inconsistent explanations regarding Cindy’s whereabouts an only admitted not having seen her for some weeks. When asked by the detectives, Casey made-up stories, which included informing the detectives that an anonymous nanny had kidnapped her daughter on June 9 and that she had been searching for her. She also told the detectives that she failed to report the matter to the authorities mainly because she was frightened (Turley, 2011). As the search continued for Caylee, her mother Casey was charged with murder, but pleaded not guilty. However, Caylee’s skeletons were found in a wooded area next to their home on December 11. At the time her body was found, there was also a tape found next to the skull just next to the mouth. A medical report indicated that Caylee might have been killed using the tape. The trial continued for six from May to July 5, 2011, when the jury acquitted her of murder charges but convicted of a misdemeanour for lying to the police officers during investigations (Shahani, 2011).