Palladium Catalysis the Suzuki Reaction free essay sample

This step cannot occur in the absence of base and the exact mechanism have not been stated. 2 Boron â€Å"ate† complexes ,via forming a quaternization of the boron with a negatively charged base, are mostly frequent seen explanation. 3 An isomerization from trans complex to cis complex is required before the reductive elimination can undergo. The reductive elimination is the final step which gives the desired product and also reproduces the palladium catalyst. The regenerated palladium catalyst would participate in the reaction again to synthesize more products. In experiment, a ligandless palladium catalyst, Pd/C was used which is easier to handle and can be remove by simple filtration. The generalized catalytic cycle shown above is specific to palladium catalyst with ligand, such as triphenylphosphine. The procedure in this experiment could be applied to cross-coupling Suzuki reation of a variety of iodophenols and arylboronic acids, giving the corresponding hydroxybiphenyls . In many cases, the coupling products are obtained quantitatively. We will write a custom essay sample on Palladium Catalysis: the Suzuki Reaction or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page 3 Experiment Modifications were applied in the experiments. The filter paper was washed by 5mL of methanol and transferred the solution into 25mL Erlenmeyer flask since there was a little amount of crude product collected by suction filtration. 5mL of water was added to the solution instead of 10mL. There was no solid left in the flask before heating the solution on steam bath. The flask containing reaction solution was heated on the hot plate to evaporate the excess of methanol after it was cooling in the ice-bath. Due to limit of time, the flask was placed into the fume hood for one week after a few minutes of heating. The final product was obtained after one-week-long methanol evaporating process. Filtered the reaction mixture by suction, a white/greyish solid was collected in the filter paper. Recrystallized this solid, white solids were obtained with a close melting point to that of final product. The NMR spectrum of this solid also showed the aromatic peaks. This solid was suggested as an intermediate of reaction, mostly likely ArOH-Pd-Ar in reductive elimination. Since a ligandless palladium catalyst was used in this reaction, a transformation from trans complex to required cis complecx was unnecessary. The unreacted intermediate may be left on the filter paper. This complex contained two phenyl groups which gave the aromatic peak in NMR spectrum. Because of the presence of the palladium catalyst, this complex cannot be soluble in the reaction solution and precipitate on the filter paper. Due to similar structure and functional groups presented, its measured melting point was close to that of the final product. When added 2M HCl into the filtrate until the entire solution was acidic, white cotton-like product was generated at the bottom of the beaker. A few minutes later, this product turned to be slight tan color. Since the reaction was performed in a basic aqueous media, the reaction was quenched by acidification with diluted HCl to precipitate the coupling product. Filtration would give the crude yield of product. At the beginning of the filtration, white product was collected on the filter paper; however the solid became less and less when adding more acidified filtrate, and washed the product with 10mL of water, only small amount of product was left on the filter paper. This unexpected situation stated that most of the products synthesized were actually soluble in water which was disagreed that the biphenyl-4-ol is insoluble in water. It was also the first indication of undesired product synthesized. Modifications were applied to recrystallization. 5mL methanol was used to wash off the products left on the filter paper. There was no solid precipitated when added 5mL of water into the flask containing reaction solution. When cooled the reaction solution in ice bath after heating on steam bath, there was no product was crystallized. The cooled solution reheated on the steam bath to evaporate excess of methanol. This evaporating process lasted for one week in the fume hood due to limit of time. Backed to the lab, wet product was obtained in the bottom and wall of the flask. The appearance of the product was slight red and mixed with some small spots of white solids. Due to the wetness of product, the melting point was unable to be measured directly. 2mL of methanol was added to the flask which was prepared for further recrystallization process. Since all the products dissolved in the methanol, the reaction solution was heated on the hot plate to evaporate the methanol. The product was regenerated, however, the red color turned to be darker and the white spot tended to show tan color. The appearance of experimental product was totally different from expected light tan color, which was second indicator of undesired product synthesized instead of biphenyl-4-ol. The measured melting point of this product was higher than literature value, which indicated the presence of impurities. Also, it was the third evidence of undesired product synthesized. The yield of product was only 11. 94% that was significant lower than high efficient yield from literature. This low yield was resulted from many aspects. The reaction condition in literature is halophenol (1mmol), phenylboronic aicd (1mmol), potassium carbonate (3mmol), Pd/C (3mg, 0. 3mol%) in 10mL of water at 50? for 12 hours, giving great than 99% yield. 3 Sakural et al3, they also demonstrates that when 0. 3mol% of Pd/C supended in aqueous potassium carbonate solution, was treated with stoichiometric amounts of 3-iodophenol and phenyboronic acid, the yield of 3-hydroxybiphenyl were 30%, 64%, 88%, 97% and 97% with quenching after 3, 6, 9, 12 and 24 hours. From their works, the reaction time plays an important role in yielding. Since limit of time during our experiment, the acidification was directly followed the second suction filtration. Insufficient reaction time gave the relatively low yield of our product. Since the yield of product was significant low, the amount of methanol added according to the lab manual was always excess, which became a barrier for the products to be precipitated from reaction solution. Thus, the evaporation process of methanol lasted for one-week-long. To improve this experiment, a longer reaction should be considered. As mentioned before, the experimental produce may not be the desired biphenyl-4-ol. It can be proved by the appearance of the product and deviation of measure melting point. Since there were no reagents or intermediate showing red color, the identification of the final product required further detection, such as chromatography, mass relationship and NMR spectrometry. Possible deviation may arise from improper operation and side product in the reaction. The possible side products would not be discussed here since it was beyond current level of knowledge. The Suzuki reaction is important in organic chemistry since it can achieve a numerous of organic transformation. It has some general advantages: can be conducted under mild reaction condition; can use common organoboronic acids; inorganic by-products are easily removed from reaction mixture,;it is stereoslective reaction; it is less toxic than other competitive method (since boronic acid are environmentally safer and less toxic than organostannanes, in our case, the palladium-charcoal is a ligandless catalyst which is convenient and environmentally friendly); the reaction can take place in the presence of other functional groups (which means protecting group is not always necessary). Even the Sukuzi cross coupling is versatile, there are still some shortcomings: aryl chlorides react slowly; sp3-hybridized alkyl halides sometimes show no reactivity; in the absence of the base, multiple side reactions are possible. 3 Other kind of palladium-catalyzed cross coupling reactions, such as the Stille cross-coupling, Kumada coupling, Sonogashira coupling and the Heck reaction are also important in organic transformation. Here are some vital synthetic applications: synthesis of Myxalamide A which is observed to have antibiotic and antifungal activity; synthesis of Oximidine II which is highly biologically active and affect the cell cycle at G1 Phase; and synthesis of KDR Kinase Inhibitor which inhibits the activity of specific tyrosine kinase enzyme in the body. 2 Conclusion During this experiment, a palladium-charcoal catalyzed Suzuki cross coupling was performed using phenylboronic acid, p-iodophenol and potassium carbonate in water.

Controversy Of Cloning And Dna Essays - Molecular Biology

Controversy Of Cloning And Dna Essays - Molecular Biology Controversy Of Cloning And Dna Members of Congress: I am writing in reference to the possible upcoming technology of cloning humans and altering DNA tissue makeup of the unborn child. This issue will come before Congress for approval or disapproval in the near future. This technology would allow scientists to alter the tissue of a future infant in regards to physical characteristics such as height, appearance, intelligence, and birth defects. It is disturbing to think that such alteration of DNA could be allowed to pass through Congress as a bill. Cloning and DNA tissue alteration, though there may seem to be positive and worldly aspects, is, in my opinion morally wrong and corrupt according to Gods word, the Bible. As a Christian young man, I believe in the Bible as truth. The Bible states in Genesis 1:27, So God created humankind in his image, in the image of God he created them; male and female he created them. Gods creation can be found in Genesis 5:24. When God created humankind, he made them in the likeness of God. Male and female created he them. Psalms 139:13 states, For it was you who formed my inmost parts; you knit me in my mothers womb. In the eyes of a Christian believing that Gods word is the truth, it would be difficult to understand how DNA altering and cloning could be done. This would be attempting to place scientists in comparison with God who is the supreme creator. To try to alter his handiwork of the human being would be morally wrong. God created man in his image and man was perfect until he sinned in this world. Setting aside Biblical beliefs, lets look at potential problems in the environment if cloning and DNA alteration were to become a reality. Man has been attempting for ages to remake the earth. Cross breeding trial and error has been experimental with for years. New technologies have allowed scientists to manipulate the world at the genetic, as well as, the agricultural levels. Corn, soy, and cotton experimentation and alternation have also taken place in laboratories across the country. However, every new genetically engineered organism draw concerns for possible dangers to todays environment. New forms of pollution and chemical releases must be considered. Reproduction problems of these clones are virtually unknown at this time. Limiting the amount of interbreeding and cross-pollination has been limited in the past for control of genetic combinations. To pass a cloning and DNA alteration bill would allow not only possible future genetic flukes to arise in humans and agriculture, but also potential problems and hazards with soil fertility and water quality for our environment. Granted, it certainly on the surface sounds appealing and exciting to love more intelligent, more attractive people in this world. To have little or no birth defects would miraculous. However, if everyone in this world were perfected in human eyes by cloning and DNA alteration. This environment would be much more dull and boring place. People, in their various different ways, make this world an exciting place to live. There also is the aspect of the cost of cloning and DNA alteration of humans. Understandably, it would be quite costly and many would not be able to afford it. There also would be no real guarantee of success. Once past the moral issue, this really wouldnt be a fair issue either since it would discriminate against the less fortunate. Another aspect to consider is the potential dangers to cross pollination of crops and the dangers of our environment on soil and water. The risks are so great that it would hardly seem practical. In closing, I would respectfully request that Congress carefully study this idea of cloning and DNA alteration. With a through study, it is felt like there could only be one answer to the possible proposal of this ecological roulette with nature. The idea to preserve our land and its crops seems the only appropriate choice. To allow God to remain God rather than scientists to be in competition with him is imperative. To have a perfect world would not be a real world. It would be artificial. Day to day life would not be the same. Struggles and imperfections make this world interesting. Different

American History Progression by 1865 Essay Example | Topics and Well Written Essays - 250 words

American History Progression by 1865 - Essay Example American Independence followed this in 1776. Before the reconstruction era, the Americans focused on Slave trade and thus set up certain trade patterns. However, the reconstruction era ended the slavery. The reconstruction era led to reunion of the state that had broken up from the union (Oslon 72-76). The election of Thomas Jefferson is often viewed as the start of a revolution which lasted from 1775-1783. It after this that order was established in America. His administration focused in establishing union in America for progressive growth. After the war, the American founders focused on enhancing growth. In 1789, George Washington affected the bill of rights and a stable national government was established. During Washington reign, the Bank of Unite States was established and it shaped the American Financial system. Moreover, a tax system and federalist party were established (Oslon, 165-169, 211-206). Another important happening in the history of America is the civil war in 1861. This war was important since it followed the Confederation of States of

Journal Assignment Example | Topics and Well Written Essays - 250 words - 33

Journal - Assignment Example He tries to show that one does not need to live in denial, but can accept his/her condition by living positively. The writer of this book shows that cancer patients can do what cancer-free people can do. A cancerous patient does not need to feel that it is the end, but another challenge of life. Hitchens points out that a patient needs to take medication very seriously. He argues that a chemotherapy, radiation or surgeries are the main treatments that a cancerous patient may encounter (Hitchens 619). Hitchens argues that people do not have cancer, but rather battle cancer. The author implies that the treatment of cancer is a process, and a patient must follow in order to be healthy. Hitchens is a good example of persons battling with cancer. With a positive mentality, Hitchens shows that a cancerous person can easily recover. It shows that cancerous patients must have hope and get the required treatment. Cancer patients should not think that they cannot enjoy life just as cancer-free

Counterfeiting is NOT a major problem for Branded good companies Essay

Counterfeiting is NOT a major problem for Branded good companies engaged in International Strategic Marketing - Essay Example Counterfeiting is production of goods similar to the original article; they are cheaper alternatives of the original and there may not be perceivable difference in quality (Phau, Teah & Lee, 2009). OECD (1998) defines counterfeiting as any manufacturing of a product which so closely imitates the appearance of the product of another to mislead a consumer that it is the product of another. Hence it also includes trademarks and copyrights infringements, including packaging and labeling or any other significant feature of the product. Counterfeiting is a civil offence, a criminal crime apart from being a social, political and serious economic problem (Bian & Veloutsou, 2007). However, according to the OECD (Organization for Economic Cooperation & Development, 2007) the total value of counterfeit goods in 2005 was $200 billion (Gistri et al. 2009) and by 2007 it has estimated to have exceeded $500 (Phau, Teah & Lee, 2009). It is estimated that about 15% of the branded products sold across the world are counterfeit (Cross, 2006). The core target for counterfeiting brands is the luxury brands. It has increased to such proportions because of global trade and emerging new markets (Phau & Teah, 2009). Counterfeiting thrives because in some countries such as the US, their legal system protects only functionality and not designs or the style. In other countries even this level of protection is not present (Hilton, Chot & Chen, 2004). Countries like China and Hong Kong has no way to deal with counterfeiters and moreover, many times counterfeiting takes place outside the jurisdiction of a country (Nejdet, 2000). North Korea too engages in secret counterfeit printing and packaging of billions of cigarettes and drugs sold in the US (Cross, 2006). Phillips Morris has been able to trace the counterfeit version of its Marlboro brand at more than 1300 stores in the US. Such illicit activities generate more than half a billion US dollars. The counterfeiting is done so

Innovation Life Cycle Model for SAP

Innovation Life Cycle Model for SAP Introduction As an answer to global competition, companies have increased the preface of technologically sophisticated products as well as adopted advanced technologies and modifications in organisational structure and processes. For many firms, the development of new products and services is the crucial point of their business strategy and a decisive factor for competitive strength and survival (Stumpfe n.d.).. A firms competitive position is determined by their ability to innovate products and the time required to bring new products to the market. Firms have to launch new sophisticated products in increasingly fast cycles and their ability to ramp up to full scale production volume rapidly is crucial for success (Pisano 1997). A couple of years ago, such technologies called business intelligence (i.e., software solutions used on handling tons of information) were available only to the worlds biggest firms. However, as the cost of computing and storage has dropped and the systems have been enhanced and cost effective, the technology has moved into the majority. Firms are pulling together more information than ever before. In the past, they were stored in different systems that were unable to communicate to each other, such as finance, human resources, or customer management, but just recently, systems are being connected and companies are employing data-mining techniques to get a complete picture of their operations that let firms to manage more efficiently, analyze trends, and develop their forecasting (The Economist Newspaper Limited 2010). Innovation Lifecycle Model This lifecycle model can be understood as a three-stage model of technological development associated with a particular product technology (Williamson 1975). In the explorative stage many diverse models or designs are created, in the development stage products develop into standardized into a dominant design, and in the mature stage only small changes happens inside the dominant design (Frenken, Silverberg and Valente 2008). Although the product lifecycle model is widely accepted and often applied in empirical research, innovation scholars have failed to develop systematic theoretical models that explain the different stages of technological development along the lifecycle (same as Frenken, Silverberg and Valente 2008). In this study, an attempt is made to contribute to innovation lifecycle theory by using the SAP Database system and analyze its pattern. Dependent on the stage in product and process life cycle and on competitive strategy there can exist a complementary or a competiti ve relationship between the implementation of product and process innovations. The product-process life cycle theory of Utterback and Abernathy (Utterback, Abernathy 1975) provides a useful model helping to understand the pattern of industrial innovation processes. This model succeeds in encompassing the mutual relationships between the stages of SAPs product life cycle, the related production process` stages of development and competitive strategy elements (Stumpfe n.d.). SAP History During the 1970s,five former IBM employees made a decision to start their own company, when IBM rejected their recommendation to develop software designed to be used by several users simultaneously(Neumann and Srinivasan 2009). They launched their private corporation in 1972. It was named SAP (Systemanalyse and Programmentwickung-Systems Analysis and Program Development) (same as Neumann and Srinivasan 2009).The name was coined after the plan on which they have been developing at IBM.The company had its headquarters in Weinheim, and its main office in Mannheim Germany (Neumann and Srinivasan 2009). Characteristic Fluid Pattern Transitional Phase Specific Phase Competitive emphasis placed on.. Solution strategy for market entry. Innovation stimulated by Market requirements for advanced solutions application Predominant type of innovation Data processing system. Product Line Financial accounting software suite Production Processes Focused on running financial accounting software through mainframe. During this Phase of the life cycle, technical energy is expended, using materials and technologies generally available in the marketplace (Henderson and Clark, 1990).Within a year of being established, SAP had already completed its first solution for financial accounting. This single management system, designed as a real-time book-keeping and transaction processing program, tied ICIs (Imperial Chemical Industries; first SAP customer) information databases together (same as Neumann and Srinivasan 2009).It became known as â€Å"R1†, meaning that the data was processed immediately after being entered or real-time (Payne, Roets and Schlanderer 2009). It is important to note that during this early phase in the computer industry , business data had to be entered manually at the entry terminal and saved and stored, which basically means Batch processing. Inevitably the introduction of Innovation by SAP which is the real-time processing become very much popular and at that time was a genuine milestone (same as Neumann and Srinivasan 2009). At first SAP only uses the English Language for its first customer ICI,however it has obtained valuable insights from the latter on the business management side of international operations, as a result in 1975 SAP became multilingual (Lofthouse 2000). In the 1980s SAP experienced rapid growth and benefited from major improvements in the software industry (same as Neumann and Srinivasan 2009).Entering the market at that time were Computers with enhanced price-to-performance ratios which helped SAP to expand its customer base (Lofthouse 2000). During also this time the basic shape of a client-server architecture was developed (SAP Global n.d.).SAP continuously enhanced its already distributed program modules and has released the SAP R/2 system, with this the firm claimed market leadership for large companies and was ready to enter the international software market (same as Neumann and Srinivasan 2009). Characteristic Fluid Pattern Transitional Phase Specific Phase Competitive emphasis placed on.. Solution strategy for market entry. Product variation (SAP R/2) Innovation stimulated by Market requirements for advanced solutions application Increased demand by Multinational/Global Market . Predominant type of innovation Data processing system. Process innovation by system that can handle different languages and currencies. Product Line Financial accounting software suite SAP R2 Production Processes Focused on running financial accounting software through mainframe. Banking on systems stability and reliability has improved SAP R2 The Development of the Database Market A market consolidation has taken place since the mid-1990s, initiated in 1994 with the takeover of ASK/Ingres by computer associates, and reaching its highpoint so far in the middle of 2001 with the takeover of Informix by IBM (SAP Global n.d.). During the mid 90s, SAP ushered in a new generation of enterprise software, from the previous mainframe computing to a combination of uniform appearance of graphical interfaces which is called the SAP R/3 (same as Neumann and Srinivasan 2009). With this release, SAP tapped a whole new market among small and medium-sized enterprises due to relatively low cost and effective business process. Adapting to the Times SAP have realized that the internet is a very powerful force, that if utilized properly will result in more generation of income, with this recognition and incremental improvement on the R/3 system- which is named R/3 version 3.0 (same as Neumann and Srinivasan 2009) provided the first completely Internet-enabled business application package, which also increased its viability by making it more user-friendly (same as Neumann and Srinivasan 2009).They have also created the mySAP.com strategy, which represented a complete restructuring of the product portfolio and the beginning of a new direction for the company (same as Payne,Roets and Schlanderer 2009).Using this latest web technology, mySAP.com combined e-commerce solutions with the existing Enterprise Resource Planning (ERP) applications, it also enabled SAP to offer an integrated business platform that has the combination of both front-end and Backoffice processes (same as Neumann and Srinivasan 2009). SAP was the first software c ompany to practise the double approach of giving standard software that could easily be implemented and managed on the one hand, while at the same time watching for and integrating key global business trends into their software (same as Neumann and Srinivasan 2009). Open Source Instead of Marketing Despite the increasing breadth of functions of the SAP DB database system, SAP AG does not intend to market the database system commercially, and to enter the DBMS market as a new competitor. Consequently, SAP DB is offered license-free in connection with SAP solutions. The users of mySAP.com applications must simply pay a support and maintenance fee that is determined as a fixed percentage of an accrued license price (Anon n.d.). An advantage of using SAP as an ERP system is that SAP has a very high level of incorporation among its individual applications which ensures uniformity of information throughout the structure and the business itself (Kumar n.d.). To support processes well, we need to have information systems and integrated information system support processes in an organization (Scheer 1998). In a standard SAP project system, it is separated into three environments, Development, Quality Assurance and Production (Kumar n.d.). The development system is where most of the execution work takes place. All the final testing is conducted before moving the transports to the production environment which is where the quality assurance system kicks in. On the production system environment all daily business transactions happen, to all companies, the production system should only include transports that have passed all the tests (same as Kumar n.d.) SAP is a table drive customisation software. It provides businesses to make fast changes in their enterprise needs with a uniform set of programs. User-exits are provided for business to add in additional source code. Tools such as screen variants are provided to let the user set field attributes whether to hide, display, or make them fixed fields (Kumar n.d.). This is what makes ERP system and SAP in particular so flexible. The table-driven customisation is driving the program functionality instead of those old-fashioned hard-coded programs. With this, new and modified business requirements can be quickly employed and tested in the system. Many other business application software have seen this table-driven customisation advantage and are now changing their application software based on this table customizing concept (Kumar n.d.). The standard programs and tables should not be changed as far as possible in order to minimise the upgrading costs (same as Kumar n.d.). The main purpose of using standard business application software like SAP is to decrease the amount of time and money spent on improving and testing all the programs. Hence, most companies will try to make use of the existing tools provided by SAP(same as Kumar n.d.). Characteristic Fluid Pattern Transitional Phase Specific Phase Competitive emphasis placed on.. Solution strategy for market entry. Product variation (SAP R/2) Never ending quality improvement. Planned quality along the entire product lifecycle and effort for Independence motivate development of own database, as well as simpler database system. Innovation stimulated by Market requirements for advanced solutions application Increased demand by Multinational/Global Market. Global Organization, plans on development in multiple international locations. Predominant type of innovation Data processing system. Process innovation by a system that can handle different languages and currencies. Creation of software applications for customers who primarily works on end to end business processes. Product Line Financial accounting software suite SAP R2 SAP R3, SAP Net weaver, mySAP.com Production Processes Focused on running financial accounting software through mainframe. Banking on systems stability and reliability has improved SAP R2 Linking e-commerce solutions to existing ERP applications, using state-of-the-art Web technology. Modern Architecture for High Performance and Availability Due to its modern architecture, SAP DB provides a high level of performance, scalability and robustness. In this way, the database can fulfil the performance demands of application environments with thousands of concurrent active users and very large data volumes. At the centre, multi-thread /multi-server architecture ensures a high degree of scalability with sparing handling of server resources. SAP DB fits flexibly into modern architectures such as multi-processor systems or cluster configurations, and uses the advantages for example, where high availability is concerned, without costly configuration. Due to the customisable architecture, SAP DB is suitable as a central database system both for three-tier and two-tier client-server environments (SAP DB n.d.). Effective locking mechanisms, efficient caching of data, intelligent optimisation of SQL applications, extensive parallel processing of read and write processes, and strategies to minimise the required write operations are among the architecture characteristics that significantly affect response times and throughput (SAP DB n.d.). SAP DB is designed for interruption-free round-the clock operation. Required maintenance tasks, such as configuration customization, the extension of data or log areas, data back-up, creation of table indexes and so on, can be performed during production operation without affecting the active users (SAP DB n.d). High Level of Automation for Unattended Operation As well as performance and robustness of SAPs Database Management system (DBMS), the main focus of the further development of SAP DB is on simpler operation of the database system (SAP DB n.d.). The vision of a database system that automatically manages itself to a large degree, and only requires minimal monitoring by the database administrator, is the guideline of development. Both the setting up of the database system and the running operation are largely automated. During configuration, SAP DB automatically sets the core parameters in accordance with the existing system environment. During the definition of database objects such as tables and indexes, the database administrator works exclusively at the level of logical schemas: SAP DB automatically makes the assignment to the physical data structures in mass storage, and the database system also handles the growth of tables and indexes completely dynamically (same as Anon n.d.). Analysis on Innovation Life Cycle Model for SAP Usefulness Lifecycle Models are largely qualitative tools by which regularities in the progress of an object between its generation and degeneration are identified; these regularities are used to deduce prognoses for future evolutions (Bullinger 2008). The Innovation Life Cycle (Utterback and Abernathy 1975) helps in determining the pattern and the basis of competitive strategy can and probably can change for most firms as the industry evolves. At the first stage (fluid phase), the introduction of the technology innovation of SAP was described as it entered the market with its financial accounting software. The dominant design used was also established which is the SAP Database management system due to its stability and reliability, moving it from the transition phase into the specific phase. The pattern starting from the product innovation was also taken into account. SAP and probably other firms in general went forward into a process innovation. Another useful attribute of this model is that the strategies employed by firms during the models stages can be clearly identified and analysed. Limitation Although the Innovation Life Cycle Model helps in examining and analysing the nature of competition within the industry to identify opportunities and potential threats, it has also several limitations. For one, this model basically is just a generalisation. In actuality, life cycles do not always follow a standard pattern that a firm has to go through. In some cases, growth is so rapid that the embryonic is skipped altogether, while others industries fail to get past the embryonic stage. Industry growth can be revitalised after long periods of decline through innovation and social change. For example, the health boom brought the bicycle industry back to life after a long period of decline (Hill and Jones 2010). The time span of the stages can also vary from significantly from industry to industry. Some industries can stay in maturity almost indefinitely if their products become basic necessities of life, as in the case of the auto industry. Other industries skip the mature stage and go straight into decline, as in the case of the vacuum tube industry. Transistors replaced vacuum tubes as a major component in electronic products even though the vacuum tube industry was still in its growth stage. Still, other industries may go through several shakeouts before they enter full maturity, as what appears to be happening in the telecommunications industry (Hill and Jones 2010).Another criticism is that they overemphasize the importance of industry structure as a determinant of company performance and underemphasize the importance of variations or differences among companies within an industry or a strategic group (McGahan and Porter 1997). Prediction of Future Evolution The existence of a life-cycle pattern of industrial growth is a significant stylized fact for the purpose of constructing a theory of uneven development, but the question remains as to how a particular pattern is itself to be explained (Harris 1978).It is quite difficult to predict what will be the future evolution of SAP if the projection is solely based on the life cycle model. Markus and Tannis (2000) correctly identified that success is a dynamic concept, and could be very different depending on the phase of implementation. Apparently, with SAPs trend of rapid growth and profitable annual revenues, we could assume that they will continue to grow and develop more reliable products and expand their client base. However, this is just a probability based on the trend we see in this model. A lot of factors still needs to be considered to really determine what will happen for the future of SAP. Conclusion Product Innovation is a vital task for the modern corporation (Shavinina 2003).Using the Innovation Life Cycle Model, one can understand how a technology such as SAP goes through the following stages. This model also aids in observing some patterns similar to other firms. For instance, during the fluid phase, it can be observed that SAP focused on determining first what the market really needs and concentrated on product innovation for their customers. During that stage and throughout the transition, the focus also changed as SAP reacted to the economic climate, industrial factors, and competition by finding opportunities to create more products based on their dominant designs success in terms of stability and reliability. They also provided again customers with a variety of software solution strategies to help their businesses. During the specific phase, SAP still continued to expand its clientele and created advanced software solutions to cater to other business process needs. They focused on maintaining their strategy of never-ending support to their clients while offering innovations to their current product roster We can also notice that SAP as a large firm is active in a range of technologies broader than the products they make, this reflects the multi-technology nature of their products, and the knowledge required to coordinate in-house product innovation with innovation in related production systems and supply chains.(Dosi, Teece and Chytry 2005). SAP has yet to saturate the market since a lot of business entities in demand of their products and services. Hence, it can be assumed that SAP is on the maturity stage of the life cycle but still on the growth stage. Looking at their share value with an increasing trend, it can be inferred that they are heading to the right direction (see figure 5). What does this suggest about using the innovation life cycle model? It is simply providing us a snapshot of a specific firms progress. Like other models, it has its own limitations and usefulness, most importantly for analysts, managers, and researchers who need to analyse and formulate strategies using any model which complements a target firm in a specific industry. Process of Literature Search The research was started by searching for any relevant material, both print and online, on the topics Innovation Life Cycle, Technology, etc. The technology chosen was SAP Database for Business Management, since it is a relatively familiar topic and sources are abundant on both print and internet media. After gathering materials, the sources were read to determine their relevance to this research. The model used was the Innovation Life Cycle Model of Utterback and Abernathy to have a clear process of steps related to SAP from its fluid stage to the specific stage, and to analyse patterns and changes throughout the whole model.

John Muir :: essays research papers

The story takes place at Yosemite National Park from 1838-1914. John Muir was a botanist, geologist, and writer. He had overcome earthquakes, glaciers, and he climbs mountains. John Muir had impressed by overcoming all the dangers like animals. He was an expert on wilderness. He knows survival skills to stay alive. He studies nature and he writes about nature. He made a national park system as well as the Sierra Club. He knew that the Native Americans called the place "Pohono," or spirit of the puffing wind. At first he called it a "dainty little fall...only about fifteen or twenty feet high." John laughed after discovering that Bridalveil Fall drops 620 feet. He writes all kinds of quotes about nature, for example: "I am captive, I am bound. Love of pure unblemished Nature seems to overmaster and blur out of sight all other objects and considerations." John works in his "scribble den." John had two brothers and five sisters and their names are: Margaret, Sarah, David, Dan, Mary, Annie, and Joanna. For several years, he had toyed with writing up his findings for publication. Jeanne Carr was the one that encouraged him. She even suggested titles and copied his notes. John decided to send an article to the New York Tribune. To his surprise, the newspaper published "Yosemite Glaciers" on December 5, 1871, and paid him $200, that was a lot of money back then. On New Year’s Day in 1872, the same newspaper printed "Yosemite in Winter." John thought that he might be able to earn his living by writing, what he called "pen work." He stayed in his cabin for the winter and wrote it.

The Impact of Classroom Technology on Student Behavior

Journal of Technology Research The impact of classroom technology on student behavior Angeline M. Lavin University of South Dakota Leon Korte University of South Dakota Thomas L. Davies University of South Dakota ABSTRACT The trend toward technology enhanced classrooms has escalated quickly during the past five years as students have become increasingly tech-savvy. Classrooms across the nation have become â€Å"wired† and textbook publishers now offer a wide variety of computerized teaching supplements. In fact, some may argue that technology is now expected in the college classroom.The objective of this research is to examine whether the use of technology in university classes impacts student behavior and student perceptions of instructional quality. This paper summarizes the results of a survey administered to students enrolled in business courses at a mid-sized Midwestern university. The results suggest that adding technology in courses where it is not currently used is lik ely to have a positive impact on student perceptions of the instructor and on student behavior. However, removing technology from courses that already use it would not appear to have a negative impact on all aspects of student behavior.Overall there are certain aspects of student behavior (the amount of time that students study, the quantity of notes they take, their attendance, and their interaction with the instructor) which appear to be technology neutral. In contrast, technology tends to have a meaningful impact on student preparation for class, attentiveness, quality of notes taken, student participation in class, student learning, desire to take additional classes from the instructor or in the subject matter, and the overall evaluation of the course and the instructor.Keywords: class technology, instructional quality, student behavior, student perceptions The impact of classroom technology, Page 1 Journal of Technology Research INTRODUCTION Technology, it seems, is everywhere these days. As computers have become more commonplace, the use of information technology has become pervasive in most everyone’s lives. For most of us, it is hard to image daily life without the influence of technological devices, be it handheld video games, personal digital assistants, cell phones or any number of computers.This is especially true for younger generations. In academia, we have likely reached the point where the use of technology is expected, by both students and their parents (Christensen, 1999). The trend toward technology enhanced classes has escalated quickly during the past five years as students have become increasingly tech-savvy, classrooms across the nation have become â€Å"wired† and textbook publishers now offer a wide variety of computerized teaching supplements.Lowerison, Sclater, Schmid, and Abrami (2006) suggest that technology has the potential to transform the learning environment from passive to active and more subject to the control of the learner. According to Roblyer (2003), technology may enable the learner to be more actively involved in his or her own learning. While technology may enhance the classroom and engage today’s student more effectively, most do not believe it replaces the need for a structured, content-driving learning process that is grounded in theory.To be effective, technology-based tools must accompany appropriate pedagogy (Laurillard, 2002). That said, a 2001 national study showed that 87% of faculty believe computer technology enhances student learning (Epper and Bates, 2001). Despite this widespread belief that the use of technology in the classroom is generally good, such may not always be the case. Burbules and Callister (2000) suggest technology can be used well or poorly, and thus its effectiveness is dependent on how it used, by whom and for what purpose. Instructors use varying amounts of technology in their classes.For example, some professors utilize PowerPoint slides or s imilar technology extensively or moderately throughout a course, while others seldom or never use technology. There may be several reasons why instructors ultimately adopt technology for classroom use. For some, it may help them to create better organized, more focused lectures. For others, they believe that the use of technology benefits students by engaging them more in the classroom and allowing them to listen more closely without transcribing every word that is spoken.Some professors may choose technology because writing on whiteboards or blackboards hinders their ability to interact with students. Still other instructors may adopt technology as a time saving device because it is readily available today, provided by the publishers who are eager to convince faculty to adopt their textbooks. Although the motivation may differ, theoretically the overall expectation is that technology will improve the course, engage the students and enable them to learn more. There may also be at le ast the implicit hope by the faculty member that teaching evaluations will improve.The study of what makes a college teacher effective is ongoing. Witcher, Onquegbuzie, Collins, Filer, Wiedmaier, and Moore (2003) suggest that students believe that effective teachers possess many if not all of the following nine characteristics, listed in order of importance: (1) student-centered; (2) knowledgeable about the subject matter; (3) professional; (4) enthusiastic about teaching; (5) effective at communication; (6) accessible; (7) competent at instruction; (8) fair and respectful; and (9) provider of adequate performance feedback.Clearly, utilization of technology can impact several of these identified characteristics or traits. Thus, in recent years, the proliferation of technology in an educational setting has sparked considerable interest on the The impact of classroom technology, Page 2 Journal of Technology Research part of researchers, and a number of studies have focused on the posi tives and negatives of technology use from the perspectives of the institution, student and professor.A recent study by Apperson, Laws and Scepansky (2006) examined the impact of PowerPoint on the students’ classroom experience. While they found no differences in grades as a result of the use of PowerPoint in the classroom, they did find that students in PowerPointenhanced classrooms responded differently to the classroom experience. Specifically, students believed that the PowerPoint classes were better organized and more interesting. Students also rated the professor high overall and indicated that they would be more likely to take another class from that professor.Interestingly, students in PowerPoint enhanced courses also found that the instructors exhibited more positive behaviors seemingly unrelated to the use of technology, such as providing helpful feedback in a timely fashion and creating assignments that involve higherorder more critical or creative thought. Further more, Atkins-Sayre, Hopkins, Mohundro, and Sayre (1998) concluded that the use of technology adds to the instructor’s credibility. Lecturers can manage class time more fficiently as less time is spent writing on whiteboards or changing transparencies (Daniels, 1999, Mantei, 2000), and thus lectures may flow better. Overall, Apperson et al (2006) believe that the use of technology in classrooms causes students to have a more favorable attitude toward their education, and benefits accrue to instructors who utilize it in their classes. However, technology usage does not necessarily result in better teaching evaluations for faculty. Lowerison et al found no significant relationship between actual computer use and perceived effective computer usage on course evaluations (2006).Several explanations were offered for this unexpected outcome, including the fact that students may now expect technology to be used in the classroom and no longer see it as a unique class feature that enhan ces their learning. These findings are consistent with the Christensen (1999) study mentioned earlier. It may also be the case that technology is not being used in an appropriate manner, that is, as a transformative, student-centered tool for learning, a concern expressed by Burbules and Callister (2000).Computer technology may also better support diverse needs and capacities of students, providing the potential for deeper processing and understanding of information (McCombs, 2000). While the technology may enhance the classroom and engage today’s student more effectively, most do not believe it replaces the need for a structured, content-driving learning process that is grounded in theory. To be effective, technology-based tools must accompany appropriate pedagogy (Laurillard, 2002).As McFarlane states, â€Å"computer use alone, without clear objectives and well designed tasks, is of little intrinsic value (1997). This paper continues the inquiry into the impact of technolo gy on student perceptions of their own learning as well as their academic behavior. PRESENT STUDY Students taking various business classes in a medium-sized Midwestern university were invited to participate in research study seeking to assess the impact of the presence or absence of technology in the classroom on self-perceived student effort and behavior.Prior to the survey being administered in individual classrooms, instructors who participated were asked whether or not they made moderate or extensive use of technology in their courses. If the instructor used technology moderately or extensively, then the survey given in that class asked the students to give their opinion regarding how the absence of technology would impact various components of The impact of classroom technology, Page 3 Journal of Technology Research student learning.For example, students were asked whether the lack of technology would have a positive or negative impact on their attentiveness in class as compare d to what it had been. Alternatively, if the instructor indicated that he/she did not utilize technology moderately or extensively, then the survey given in that class asked the students to give their opinion regarding how the addition of technology would impact them. Thus, for example, students in these sections were asked whether more technology usage by the instructor would affect their own level of class preparation.Survey questions were based in part on three different student evaluation forms previously or currently being used by the researchers’ university, including an early version developed and used by all public institutions within the state, the Student Instructional Report II and the IDEA Diagnostic Form Report. Both versions of the survey used the following five point scale to collect student opinions: â€Å"1† was significantly positive, â€Å"2† was somewhat positive, â€Å"3† was no difference, â€Å"4† was somewhat negative, and à ¢â‚¬Å"5† was significantly negative.The survey also included numerous demographic questions to facilitate analysis of the responses. Among other things, students were asked whether they were graduate or undergraduate students, their program of study or major, and their year in school (e. g. , freshman, sophomore, etc. ), as well as their grade point average and gender. In total nine business faculty members, including two of the paper’s authors, administered the survey in their classes.Faculty participants were selected on the basis of their rank, varying degrees of technological proficiency and usage, discipline, and gender in order to provide a cross-section of courses being evaluated. Classes chosen included those at the 100 (first year), 200 (second year), 300 (junior level), 400 (senior level) and graduate (700) level. In all, the survey was administered in fourteen different business classes, including multiple sections of a few of the courses.The survey was admin istered near the beginning of last year’s fall semester. Participating faculty were asked to devote class time to allow for the completion of the survey. Enrollment in the sections surveyed totaled 700 students, including some students who were enrolled in more than one of the classes included in the sample. In total, approximately 550 usable surveys were completed and returned. A brief summary of demographic information for the undergraduate survey respondents is included in the Appendix.RESULTS Table 1 and 2 show the preliminary results of the data analysis. In each table, the mean response for each question is compared to a neutral response of â€Å"3† in order to evaluate the effects that each group might anticipate given possible changes in their classroom environments. Recall that each item was based on the following five point scale: â€Å"1† – significantly positive, â€Å"2† – somewhat positive, â€Å"3† – no differenc e, â€Å"4† – somewhat negative, and â€Å"5† – significantly negative, resulting in a lower mean for a more positive perception.The mean is provided for each question as well as the number of students who gave a particular response. Table 1 shows the results for the surveys given in the classes in which the instructor indicated that he/she used technology moderately or extensively. The survey then asked the students to give their opinions regarding how the absence of technology would impact their learning from the course. There were 374 usable surveys returned from this set of classes. The means in Table 1 fluctuate between the â€Å"high 2† range and the â€Å"low 3† range.Responses from the students in these courses that used technology suggest that students anticipate that the loss of The impact of classroom technology, Page 4 Journal of Technology Research technology would have a positive impact (mean is less than the neutral response o f 3. 0 and statistically different from the neutral response) on the amount of time they study for class each day, the amount of time they study for exams and quizzes, the quantity of notes they take, their overall attendance for the class, and their appreciation for the instructor’s effort.Assuming that students would view less study time as more positive, it appears that students feel they would study less if technology is removed from the course. It seems somewhat counterintuitive that the absence of technology would have a positive impact on the amount of notes that students take, however, the â€Å"quantity† of notes taken can be viewed from two different angles. Students may consider it a positive to take fewer notes, and students may perceive that they take fewer notes when technology is used in the classroom.The loss of technology, according to the students, would also have a positive impact on their attendance and their appreciation for the instructor’s effort. Students may perceive that it would be more important to attend class to hear the material presented if the notes were not available via technology outside of class. In addition, it appears that students believe that technology may make teaching â€Å"easier† as the loss of technology would have a positive impact on student appreciate of instructor effort.In contrast, student responses indicate that students expect that the loss of technology would have a negative impact (mean is greater than the neutral response and statistically different from the neutral response) on attentiveness in class, the amount learned from class, the students’ desire to take additional classes from the particular instructor, and the students’ desire to take additional classes in the subject matter. These results suggest that students perceive there are specific benefits associated with technology use in the classroom.Technology may be one way instructors can maintain student interest. Indeed, the responses appear to suggest that students perceive that they might learn less if technology were withdrawn. Students also indicated that they would be less inclined to take additional classes from the instructor if technology were not used, and they might also be less inclined to take more courses in the same subject matter if technology were not a part of the classroom experience.On the other hand, the responses suggest that students might be more likely to attend class and have a greater appreciation for instructor effort if technology were not used in the classroom. Results of the two questions as to how a change in technology use from moderate/intensive to none at all would impact the student’s overall evaluation of the course and the instructor are also presented in Table 1. Students who currently experience technology in the classroom would rate a course less favorably if the technology were removed (mean above the neutral 3. and statistically diff erent from the neutral 3. 0). However, the impact on the students’ ratings of the instructor appears to be neutral under the loss of technology scenario. Table 2 shows the results for the surveys given in the classes in which the instructor indicated that he/she did not use technology moderately or extensively. Those surveys then asked the students to share their thoughts regarding how the addition of technology would impact the how they behaved in the course. There were 183 usable surveys returned from this set of classes.The mean for every question was below the neutral response of â€Å"3,† which suggests that students thought that those courses that did not presently use technology could be improved by the addition of it; a lower mean again reflects a more positive impact. The responses given by the students in the courses that did not include a technology component indicated that its addition of technology would have a positive impact (mean less than and significa ntly different than the neutral response) for all questions except two, i. e. he amount of interaction with the instructor outside of class and the students’ desire to take more classes in the subject matter. These results The impact of classroom technology, Page 5 Journal of Technology Research suggest that in the opinion of the students, the addition of technology would have an overall positive impact on their behavior. The addition of technology would, according to the students, have the most positive impact on the students’ appreciation for the instructor’s effort, the amount the students learn from the course, and the quality of the notes that the students take.According to both Tables 1 and 2, the amount of interaction that students have with the instructor outside of class is technology â€Å"neutral† as the mean was close to â€Å"3† for both versions of the survey. Results of the two questions pertaining to how the addition of technology t o a course that does not currently use it would impact the student’s overall evaluation of the course and the instructor are presented in Table 2 as well. The responses were positive (mean less than the neutral response of 3. and statistically different from the neutral response of 3. 0). These results suggest that the prospect of including technology in the classroom environment appears to increase the likelihood that students would perceive both the course and the instructor in a more favorable light. In addition to comparing the means for each version of the survey to a neutral response of â€Å"3,† the means for each version can be compared to each other. In Table 3, the first set of data (i. e. the left side) shows the results for the surveys given in the classes in which the instructor indicated that he/she used technology moderately or extensively, with the students being asked how the removal of technology would impact their behavior. The second set of data (i. e. , the right side) shows the results for the surveys given in the classes in which the instructor indicated that he/she did not use technology moderately or extensively, with the students being asked how the addition of technology would influence their behavior.Responses from those students in classrooms that currently used technology (left set) appeared to suggest a relatively neutral impact on the students’ evaluation of the instructor if technology were withdrawn (mean close to 3. 0), but a slightly more negative (mean above 3. 0) response to the evaluation of the course if technology were withdrawn [see Table 1]. Students who were in class that did not currently use technology (right set) indicated that the addition of the technology would improve their evaluation of both the course and the instructor (mean below 3. 0) [see Table 2].As might be expected given the different results reported in the first two tables, the differences between the two groups were statistical ly significant for some of the variables as reported in Table 3. Students appear to want technology in the classroom and that desire appears to be reflected in the overall evaluation of the course and instructor. As Table 3 illustrates, students who are not currently exposed to technology in the classroom generally responded more favorably to the prospect of adding the technology than did students who imagined the technology being withdrawn.Eleven of the 17 questions reflected statistically significant differences (? < 0. 050) in the mean responses between the two groups. In other words, students who currently experience technology in the classroom gave significantly different responses from those who currently did not have technology in the classroom. The questions that reflected statistically significant differences are noted with an â€Å"*† in Table 3.For those questions in which a statistically significant difference between the two groups was observed, responses from st udents who currently do not experience the use of technology in the classroom reflected more positive mean responses to the addition of technology usage than did their counterparts who might experience the withdrawal of technology in the classroom. The six items that did not generate statistically significant differences between the two survey groups were as follows: †¢ Amount of time you study for class each day. †¢ Amount of time you study for exams and quizzes.The impact of classroom technology, Page 6 Journal of Technology Research †¢ Quantity of notes. †¢ Overall attendance. †¢ Amount of interaction with the instructor during class. †¢ Amount of interaction with the instructor outside of class. These results suggest that student perceptions of these six items are â€Å"technology neutral. † In other words, the addition of technology where it is currently not used or the loss of technology where it is used is not perceived to have a meaningfu l impact on the amount of time students study, the quantity of notes they take, their attendance, or their interaction with the instructor.In contrast for nine of the eleven items marked with an â€Å"*† in Table 3, technology appears to have a positive impact because the loss of technology (left side) has a mean greater than â€Å"3† (negative impact) and the addition of technology (right side) has a mean less than â€Å"3† (positive impact). Therefore, according to the comparison of the two samples, technology has meaningful impact on student preparation for class, attentiveness, quality of notes taken, student participation in class, student learning, desire to take additional classes from the instructor or in the subject matter, and the overall evaluation of the course and the instructor.The student response to one question [student’s appreciation of instructor effort] is more problematic. In each group student responses suggested a change from the ex isting situation might be viewed more positively than maintaining the status quo, and each group reflected responses that were significantly different from a neutral response on this question [see Tables 1 and 2].Although each group responded more positively than neutral to this question, students in the group without technology for whom it was suggested technology might be added responded more positively than did the students who were asked to imagine a class in which the technology might be withdrawn. SUMMARY AND CONCLUSION The results of this study suggest that adding technology to courses where it is not currently used is likely to have a positive impact on student perceptions of the instructor and the course as well as on most aspects of student behavior.However, it interesting to note that removing technology from courses that already use it would not appear to have a negative impact on all aspects of student behavior. For example, removal of technology from a course might, ac cording to student responses, have a positive impact on the amount of time they study for class each day, the amount of time they study for exams and quizzes, the quantity of notes they take, their overall attendance for the class, and their appreciation for the instructor’s effort.However, removal of technology from a course that currently utilizes it would be viewed negatively in terms of the overall evaluation of the course, the students’ attentiveness in class, the amount the students learn from class, the students’ desire to take additional classes from the particular instructor, and the students’ desire to take additional classes in the subject matter. Comparison of the loss of technology in a course that currently uses it versus the addition of technology to a course that does not use it suggests that there are certain aspects which are â€Å"technology neutral. In other words, the addition of technology where it is currently not used or the loss of technology where it is used is not perceived to have a meaningful impact on the amount of time students study, the quantity of notes they take, their attendance, or their interaction with the instructor. In contrast, technology appears to have a meaningful impact on student preparation for class, attentiveness, quality of notes taken, student participation in class, The impact of classroom technology, Page 7Journal of Technology Research student learning, desire to take additional classes from the instructor or in the subject matter, and the overall evaluation of the course and the instructor. The research is not meant to determine how effective technology was in helping students learn or which technology might be most effective. Rather, this research focuses on student perceptions or opinions regarding technology usage and how adding technology to a course that does not use it or eliminating technology from a course that does use it might impact a student’s perception of the course or the faculty member as well as his/her behavior.These results suggest that students taking business classes at this Midwestern University perceive that technology use in the classroom does indeed have an overall positive impact. While technological enhancement may not necessarily be appropriate for all classroom situations and all subject matter, these results suggest that instructors who are comfortable using technology and find that it enhances their teaching experience should continue to incorporate it in their classes. Those who do, however, must remember technology for what it is – a tool which can have a positive impact on student behaviors and perceptions when used appropriately.LIMITATIONS AND FUTURE RESEARCH There are several limitations to the present study. The results were drawn from data collected from students enrolled in business courses at a single Midwestern University and, therefore, the results may not be generalized to hold for different popul ations such as nonbusiness students or students at universities in other parts of the country or even the world. Further analysis is presently underway that considers the impact of the addition of technology to a course that does not use it or the removal of technology from a course that does use it on a student’s perception of instructor effectiveness.In addition, while this particular research focuses on student perceptions of technology use, the ultimate goal of technology integration in the classroom should be to help students learn. Therefore, further research to help to identify which technology uses are most educationally meaningful would help educators to make informed decisions regarding the plethora of technology tools available for the classroom today. Gaining a better understanding of student expectations regarding technology use for students of different ages would also be useful information.Another avenue of future research, which could only occur subsequent to the two avenues previously mentioned, would be a study of whether student perceptions are congruent with the use of technology tools that are found to be most effective in advancing student learning. The impact of classroom technology, Page 8 Journal of Technology Research Table 1 Comparison of Student Responses Relative to a Neutral Response for the Impact on Personal Behavior of the Loss of Technology Where It is Now Used Expected Effect of the Loss of Technology Std testN Mean Dev stat Alpha The level of your preparation for each class session. 72 3. 032 0. 968 0. 643 0. 521 The amount of time you study for class each day. * 373 2. 831 0. 843 3. 870 0. 000 The amount of time you study for exams and 373 2. 721 0. 960 5. 608 0. 000 quizzes. * Your attentiveness in class. * 372 3. 228 1. 197 3. 682 0. 000 The quantity of notes you take. * 372 2. 769 1. 324 3. 368 0. 001 The quality of notes you take. 373 3. 078 1. 302 1. 153 0. 250 Your level of participation in class discussions. 3 72 3. 043 0. 895 0. 927 0. 355 Your overall attendance for the class. * 373 2. 788 0. 823 4. 967 0. 000 The amount of your interaction with the instructor during class. 73 2. 976 0. 824 0. 565 0. 572 The amount of interaction with the instructor outside 373 3. 005 0. 846 0. 122 0. 903 of class. The amount you learn from class. * 373 3. 231 1. 090 4. 084 0. 000 Your appreciation for the instructor’s effort. * 372 2. 849 1. 038 2. 798 0. 005 Your appreciation for the importance of the material. 373 2. 960 0. 925 0. 840 0. 402 Your desire to take additional classes from the particular instructor. * 374 3. 112 0. 981 2. 213 0. 028 Your desire to take additional classes in the subject matter. * 374 3. 104 0. 916 2. 202 0. 028 Your overall evaluation of this course. * 372 3. 290 1. 62 5. 271 0. 000 Your overall evaluation of this instructor. 372 3. 048 1. 008 0. 926 0. 355 Note : Questions with statistically significant differences between mean responses and an expected neutral res ponse [3. 0] are marked with an â€Å"*†. The impact of classroom technology, Page 9 Journal of Technology Research Table 2 Comparison of Student Responses Relative to a Neutral Response for the Impact on Personal Behavior of the Addition of Technology Where It Is Not Used Expected Effect of the Addition of Technology Std testN Mean Dev stat alpha The level of your preparation for each class session. * 183 2. 601 0. 83 6. 112 0. 000 The amount of time you study for class each day. * 183 2. 820 0. 822 2. 967 0. 003 The amount of time you study for exams and quizzes. * 183 2. 634 0. 860 5. 762 0. 000 Your attentiveness in class. * 183 2. 634 1. 111 4. 460 0. 000 The quantity of notes you take. * 183 2. 743 1. 202 2. 891 0. 004 The quality of notes you take. * 183 2. 557 1. 179 5. 077 0. 000 Your level of participation in class discussions. * 183 2. 814 0. 776 3. 238 0. 001 Your overall attendance for the class. * 183 2. 689 0. 959 4. 395 0. 000 The amount of your interaction wi th the instructor during class. * 183 2. 891 0. 41 1. 996 0. 047 The amount of interaction with the instructor outside of class. 183 2. 962 0. 615 0. 842 0. 401 The amount you learn from class. * 183 2. 563 1. 040 5. 684 0. 000 Your appreciation for the instructor’s effort. * 183 2. 546 1. 004 6. 113 0. 000 Your appreciation for the importance of the material. * 183 2. 590 0. 890 6. 227 0. 000 Your desire to take additional classes from the particular instructor. * 182 2. 747 0. 929 3. 668 0. 000 Your desire to take additional classes in the subject matter. 182 2. 901 0. 848 1. 573 0. 117 Your overall evaluation of this course. * 182 2. 571 1. 031 5. 605 0. 00 Your overall evaluation of this instructor. * 182 2. 582 0. 976 5. 775 0. 000 Note : Questions with statistically significant differences between mean responses and an expected neutral response [3. 0] are marked with an â€Å"*†. The impact of classroom technology, Page 10 Journal of Technology Research Table 3 C omparison of Responses to Questions about Student Behavior for the Impact of the Loss of Technology Where It is Now Used (Left Set) versus the Addition of Technology in Classes Where It is Not Used (Right Set) Expected Effect of Expected Effect of the Loss of the Addition of Technology Technology N Mean Std Dev N Mean Std Dev alphaThe level of your preparation for each class session. * The amount of time you study for class each day. The amount of time you study for exams and quizzes. Your attentiveness in class. * The quantity of notes you take. The quality of notes you take. * Your level of participation in class discussions. * Your overall attendance for the class. The amount of your interaction with the instructor during class. The amount of interaction with the instructor outside of class. The amount you learn from class. * Your appreciation for the instructor’s effort. Your appreciation for the importance of the material. * Your desire to take additional classes from th e instructor. * Your desire to take additional classes in the subject matter. * Your overall evaluation of this course. * 372 373 373 372 372 373 372 373 373 373 373 372 373 374 374 372 3. 03 2. 83 2. 72 3. 23 2. 77 3. 08 3. 04 2. 79 2. 98 3. 01 3. 23 2. 85 2. 96 3. 11 3. 10 3. 29 0. 97 0. 84 0. 96 1. 20 1. 32 1. 30 0. 90 0. 82 0. 82 0. 85 1. 09 1. 04 0. 93 0. 98 0. 92 1. 06 183 183 183 183 183 183 183 183 183 183 183 183 183 182 182 182 2. 60 2. 82 2. 63 2. 63 2. 74 2. 56 2. 1 2. 69 2. 89 2. 96 2. 56 2. 55 2. 59 2. 75 2. 90 2. 57 0. 88 0. 82 0. 86 1. 11 1. 20 1. 18 0. 78 0. 96 0. 74 0. 61 1. 04 1. 00 0. 89 0. 93 0. 85 1. 03 0. 000 0. 880 0. 298 0. 000 0. 825 0. 000 0. 003 0. 205 0. 237 0. 534 0. 000 0. 001 0. 000 0. 000 0. 012 0. 000 Your overall evaluation of this instructor. * 372 3. 05 1. 01 182 2. 58 0. 98 0. 000 Note : Questions with statistically significant differences in the mean responses between the two groups are marked with an â€Å"*†. The impact of classroom te chnology, Page 11 Journal of Technology Research REFERENCES Apperson, J. , Laws, E. and Scepansky, J. (2006). The Impact of Presentation Graphics on Students’ Experience in the Classroom. Computers and Education, 47(1), 116-126. Atkins-Sayre, W. , Hopkins, S. , Mohundro, S. and Sayre, W. (1998). Rewards and Liabilities of Presentation Software as an Ancillary Tool: Prison or Paradise? Paper presented at the National Communication Association Eighty Fourth Annual Conference, New York, NY. Burbules, N. and Callister, T. , Jr. (2000). Watch IT: The Promises and Risk of New Information Technologies for Education. Boulder, CO: Westview Press. Christensen, K. (1999).A Comparison of Student Performance in Human Development Classes Using Three Different Modes of Delivery: Online, Face-to-Face, and Combined. Ed. D. Dissertation, Department of Education, Drake University. Daniels, L. (1999). Introducing Technology in the Classroom: PowerPoint as a First Step. Journal of Computing in Hi gher Education, 10, 42-56. Epper, R. and Bates, A. (2001). Teaching Faculty How to Use Technology. American Council on Education. Oryx Press. Laurillard, D. (2002). Rethinking University Teaching: A Framework for the Effective Use of Educational Technology (2nd ed. . London: Routledge. Lowerison, G. , Sclater, J. , Schmid, R. F. , and Abrami, P. C. (2006). Student Perceived Effectiveness of Computer Technology Use in Post-secondary Classrooms. Computer and Education, 47, 465-489. Mantei, E. (2000). Using Internet Class Notes and PowerPoint in the Physical Geology Lecture. Journal of College Science Teaching, 29, 301-305. McCombs, B. (2000). Assessing the Role of Educational Technology in the Teaching and Learning Process: A Learner-Centered Perspective. The Secretary’s Conference on Educational Technology 2000. www. d. gov/Technology/techconf/2000/mccombs_paper. html. McFarlane, A. (1997). What Are We and How Did We Get Here? In A. McFarlane (ED. ), Information Technology and Authentic Learning: Realizing the Potential of Computers in the Primary Classroom. London, England : Routledge. Roblyer, M. (2003). Integrating Educational Technology into Teaching. (3rd ed. ) Upper Saddle River, NJ: Merrill Prentice Hall. Witcher, A. , Onwuegbuzie, A. , Collins, K. , Filer, J. , Wiedmaier, C. , and Moore, C. Students’ Perceptions of Characteristics of Effective College Teachers.ERIC Document Reproduction Service: ED 482517. The impact of classroom technology, Page 12 Journal of Technology Research APPENDIX Demographic Information for Undergraduate Students in the Sample Technology = Technology Used; Impact of the Absence of Technology No Technology = Technology Not Used; Impact of the Addition of Technology Major for Undergraduate Students in Sample Technology No Technology (N = 329) (N = 155) Accounting 19% 15% Economics Finance Health Service Administration Management Marketing Business Undeclared Other – Non-business 5% 8% 8% 26% 13% 14% 7% 5% 13% 8% 23% 8% 18% 10%Year for Undergraduate Students in Sample Technology No Technology (N = 329) (N = 155) Freshman 18% 3% Sophomore Junior Senior 22% 32% 28% 52% 23% 22% ?2 tests for differences in the distribution of majors between the two groups and for differences in the distribution of undergraduate years did not reject the null hypothesis.It was assumed there were no significant differences in the distribution of undergraduate majors or in the distribution of students in terms of academic progress when comparing the two groups. Technology (N = 329) Female Male Student gender 40% 60% No Technology (N = 155) Female Male 49% 51% A test of proportions suggested no significant difference in the proportion of female to male students when comparing the two groups included in this study. The impact of classroom technology, Page 13

5 Fluctuating Forms of Gender-Specific Language

5 Fluctuating Forms of Gender-Specific Language 5 Fluctuating Forms of Gender-Specific Language 5 Fluctuating Forms of Gender-Specific Language By Mark Nichol The English language is riddled with suffixes that specify gender, and efforts to mirror the slow-but-sure improvement in gender equality are reflected in shifting usage in this area. Such progress, however, is inconsistent. Here’s where we stand with various treatments: 1. -ess Words altered to include an -ess ending to specify reference to a woman are generally going by the wayside: Often, a female movie, television, or theater performer is identified as an actor (though performing-arts awards retain best-actress categories), whereas terms for female members of royalty such as princess and duchess, in keeping with the anachronistic survival of the concept, persist. Likewise, there’s no reason to genderize host or waiter, or author or poet, but we hold on to enchantress, goddess, and mistress. (And, if we have any sense, we hold on to enchantresses, goddesses, and mistresses.) In addition, as you know, stewards and stewardesses were transformed into flight attendants long ago. (The U.S. Navy, by the way, no longer uses steward as an official term for an officers’ attendant.) 2. -e English preserves a few terms derived from French in which an e is appended to the end of the masculine form of some words to refer to a woman, including fiancee and confidante. Conversely and obscurely a man who divorces his wife is a divorce (like the feminine form, pronounced â€Å"di-vor-say† and, in print, with an acute accent mark over the e). 3. -trix Another French form, -trix, is obsolete when referring to a female aviator, but English preserves the form in dominatrix, even though one rarely refers to a dominator (not in polite company, anyway). 4. -ine and -ina Hero applies to male and female do-gooders alike (and retiring heroine avoids the accidental misspelling as heroin). But what about those heroes of the US government, the drug czars and the energy czars and their ilk? (The word czar is the more modern Russian form the older variant is tsar of Caesar.) No president has appointed a female czar, but if that happened, would we refer to her as a czarina? Not likely, except in jocular usage. 5. -woman and -person The same folks who bristle at being scolded when they refer to humankind as mankind will no doubt fuss about this next point, but don’t use the suffix -man unless you’re referring to a man: It’s not necessary to employ the cumbersome term chairperson to refer to a female presiding or administrative officer or the position itself, or to distinguish between a chairman and a chairwoman; just say chair. (No, chair is not just the word for a piece of furniture; it’s the time-honored term, on its own, for an elected or appointed position.) Unfortunately, no such shortcut exists for referring to members of legislative bodies, but congresswoman and assemblywoman are no-brainers. The nonspecific terms congressmember and assemblymember are attested but fairly rare; the open forms (with Congress and Assembly capitalized) are more common. (â€Å"Member of Congress† is also frequently employed, but â€Å"member of the Assembly† is not.) But what do you call a woman who likes to fish (other than, um, a great catch?). Fisherwoman may seem awkward, but that’s just because we’re not used to it yet. As is the case with chairwoman or congresswoman, it’s a matter of only one more small syllable inserted in an already lengthy word. If you’re a man who washes clothes for a living, do you want to be referred to as a washerwoman, just because that’s the dominant usage? By rejecting gender-neutral language, you’re subjecting half the population to the same indignity. This isn’t political correctness run rampant; it’s inevitable and inexorable usage correction, part of the evolution of language (with the obligatory Neanderthal-like branch stubs on the evolutionary tree like waitron and waitperson as gender-neutral forms of waiter). Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Grammar category, check our popular posts, or choose a related post below:36 Adjectives Describing LightAcronym vs. InitialismTreatment of Words That Include â€Å"Self†

Free Essays on Fraternity Recruitment

Successful Recruitment by a College Fraternity â€Å"Recruitment is the single most important chapter activity for every member†¦ It seems to be self-evident – men who join your chapter affect your life, who needs motivation on the importance of recruitment.† – Bill Tragos, Sigma Phi Epsilon Class of 1956 (Washington University, Missouri Beta) Introduction Fraternities are in existence for a reason, and have been for over a century. Millions have passed through the system of Greek life and have benefited because of doing so. Many influential people have been part of a fraternity: all presidents but two since 1980 were Greek, 85% of congressmen were Greek, etc. The question is, how is it that Greek fraternities attract such outstanding individuals. What Causes One to Be Interested in Going Greek? There are a plethora of reasons for one to rush a fraternity. The common myths and sayings such as, â€Å"I don’t have to buy my friends,† â€Å"All you guys do is drink,† â€Å"I don’t want to get paddled,† no longer apply in today’s college society. The reasons people pledged in the past, and the current reasons differ greatly. Fraternities help to create a home away from home for their members, and also assist new college students in the transition from high school to college. Aside from helping in the transition, fraternities encourage students to remain interested in staying in college. The most obvious reason to join a fraternity is that you get to meet new friends. Many new students to a university have trouble discovering what college is about and what it has to offer; fraternal life helps a student to find purpose and meaning in a college life, as well as what great things it has to offer. Aside from the immediate benefits of being in a fraternity that apply to the college years, there are numerous benefits that will come about in one’s future also. Most of these benefits are improvements to one's sel... Free Essays on Fraternity Recruitment Free Essays on Fraternity Recruitment Successful Recruitment by a College Fraternity â€Å"Recruitment is the single most important chapter activity for every member†¦ It seems to be self-evident – men who join your chapter affect your life, who needs motivation on the importance of recruitment.† – Bill Tragos, Sigma Phi Epsilon Class of 1956 (Washington University, Missouri Beta) Introduction Fraternities are in existence for a reason, and have been for over a century. Millions have passed through the system of Greek life and have benefited because of doing so. Many influential people have been part of a fraternity: all presidents but two since 1980 were Greek, 85% of congressmen were Greek, etc. The question is, how is it that Greek fraternities attract such outstanding individuals. What Causes One to Be Interested in Going Greek? There are a plethora of reasons for one to rush a fraternity. The common myths and sayings such as, â€Å"I don’t have to buy my friends,† â€Å"All you guys do is drink,† â€Å"I don’t want to get paddled,† no longer apply in today’s college society. The reasons people pledged in the past, and the current reasons differ greatly. Fraternities help to create a home away from home for their members, and also assist new college students in the transition from high school to college. Aside from helping in the transition, fraternities encourage students to remain interested in staying in college. The most obvious reason to join a fraternity is that you get to meet new friends. Many new students to a university have trouble discovering what college is about and what it has to offer; fraternal life helps a student to find purpose and meaning in a college life, as well as what great things it has to offer. Aside from the immediate benefits of being in a fraternity that apply to the college years, there are numerous benefits that will come about in one’s future also. Most of these benefits are improvements to one's sel...

What Defines Effective Care Planning for a Patient with Dual Diagnosis Essay

What Defines Effective Care Planning for a Patient with Dual Diagnosis - Essay Example Abuse of these drugs for a long time can lead to emotional problems or even more mental disorders like Sebastian started with just hearing voices and now it has developed to the feeling of as if people are after him; moreover, it is required that in a case of dual diagnosis both problems be treated together where the first step or the foundation for the treatment is stopping the drugs. Unfortunately, dual diagnosis is more common than most people imagine; research shows that forty five percent of all drug and alcohol abusers have at least one mental problem and of all the people that have mental disorder twenty nine percent are either drug or alcohol abusers (Mark & Tom, 1999, 1098). Apart from cases where people are diagnosed with mental problems first then they start abusing alcohol and drug abuse for relief; there are cases where people start off with drugs when young, which continues into adulthood and this makes a major contribution to emotional difficulties or mental disorders i.e. Sebastian who started of alcohol when he was young which went on to develop a mental problem where he was hearing voices in his head. Assessment Dual Diagnosis recovery has come out as the most thriving treatment aspects of psychiatric and drug abuse treatment where they are treated as part as a continuum instead of treating them one by one or separately by different clinicians (Joanne, 2013, 1). Specialists of drug abuse addiction treatment are now being given training and testimonials in the treatment of mental/psychiatric disorders; additionally, dedicated rehab facilities offer recovery services for individuals with Dual Diagnosis e.g. Sebastian being treated by a single doctor who specializes in both drug abuse and psychiatric disorders. However, the challenging part of it is finding the precise rehabilitation program especially if the person has a combination of drug addiction and depression or anxiety disorders. In the past Dual Diagnosis has been defined along drug abus e and mental disorders alone; shockingly, today there are other addictions that have been added into the classification i.e. sex addiction, gambling addiction or another behavioural addiction like Sebastian listening to music as he smokes cannabis. Significantly, for a person with dual diagnosis to undergo the proper treatment and increasing the chances of a full recovery; they should be concerned with a few things; psychotherapeutic medication, supportive approach to therapy by a highly trained treatment team or specialist and inclusive treatment strategy where family, relatives and other household members are involved in therapy. In Sebastian’s case, the treatment will commence with two brief screen tests; one that deals with issues of alcohol and cannabis abuse, and the other test will for the mental disorder, which will assist in identifying the need for co-occurring mental disorder services (David, 2013, 14). Even though the screening does not diagnose the co-occurring d isorder, it is effectual in identifying the need for an assessment to look at the dealings between his psychiatric disorders symptoms i.e. voices in his head and alcohol and cannabis abuse, and the effect they have on his health. Some of the tools to be used in the screening process will include the AUDIT and CAGE, which should provide a surprisingly significant amount of information that will be very useful in Sebastian’

Short Critical Reflection Paper Essay Example | Topics and Well Written Essays - 500 words

Short Critical Reflection Paper - Essay Example It can store half truths that masquerade as fact. You might find a great answer to a question online, but because it is not from a reliable source, it may be inaccurate. However the libraries of the19th century were not very easy to access and it was very difficult to find the relevant information. They were also not very updated. In contrast Google is a very efficient and effective resource to search particular information. Is email dead for teenagers? Explain. Despite the influence that email holds amongst adults as a main mode of personal and professional communication, it is not a predominantly important part of the communication arsenal of today’s youth. Only 14% of all adolescence report transferring of emails to their friends each day, making it the least admired form of daily social communication on the record. Even among multi-channel youth, who are more likely to take benefit of any communication channel they have access to, just 23% declare they send email to their contacts daily. High school age doesn't utilize email at all, they send archives through AIM and converse with their cell phones, face book and IM. Once they are into the college they are enforced to use email for classes but they hardly ever use it to be in touch with friends.