Request for Proposal for Software Upgrade Project of Boardman Essay

Request for Proposal for Software Upgrade Project of Boardman Management Group - Essay Example The purpose of this Request for Proposal is to provide the potential consultants with information to assist them in formulating their proposals. It is hereby advised that it is mandatory for every bidder to respond against all the requirements mentioned in this RFP. If the bidder has nothing to share against a requirement they can mark â€Å"Not Applicable† in front of the requirement. This paper makes a conclusion that Boardman Management Group has established the business goal of achieving a standard business support system across all the businesses across the group and hence has decided to upgrade all the software versions to Word 2007 on Windows Vista. Following are the requirements of this Project which the chosen consultant would need to fulfill. You are most welcome to add to the requirements if you wish to undertake additional deliverables that are useful to the project. You are requested to provide complete details of the new requirements justifying their need. The proposals are invited from the consultants who have successfully completed at least three similar projects pertaining to migration of desktop systems to Windows Vista and Word 2007 in a networked environment. The project board shall compare the details of the PDF format and the hard-copy format. Any discrepancies between the two formats would result in rejection of the proposal after informing y ou. In such cases, you would be required to resubmit the proposal. Discrepancies found after second submission shall result in disqualification of the bidder.

Perinatal Challenges Essay Example for Free

Perinatal Challenges Essay Perinatal challenges during pregnancy and birth are associated with different varieties of diseases and complications, such as gestational diabetes and shoulder dystocia during birth. According to Gullotta, Adams and Ramos (2006), perinatal period commences during the 22nd week of gestation or after 154 gestational days (p. 392). During this stage, perinatal environment is exposed to different bodily changes associated to the bodily responses of the mother towards pregnancy. According to Ben-Haroush, Yogev and Hod (2003), gestational diabetes often progresses during perinatal periods wherein metabolic absorption of carbohydrates becomes impaired possibly due to insufficiency in insulin production, metabolic impairments associated to receptor malformations, and release of anti-insulin hormones (e. g. human placental lactogen, etc. ). As supported by Callahan and Caughey (2006), progressive occurrence of gestational diabetes may result to different complications during child birth, such as macrosomia, shoulder dystocia and neonatal hypoglycemia (p. 1). Specifically, shoulder dystocia is one of the most common complications associated with gestational diabetes. This is usually identified in cases wherein the mother encounters difficulty of childbirth due to problematic passing of the infant’s anterior shoulder (Gullotta, Adams and Ramos, 2006 p. 392). Shoulder dystocia and gestational diabetes are linked problems during pregnancy. As supported by Queenan, Spong and Lockwood (2007), perinatal occurrence of diabetes usually ends up in problematic infant’s size proportion, which eventually displaces the infant’s body parts in inappropriate positions during childbirth resulting to the difficulty of delivery (p. 179). Gestational diabetes is regarded as a prominent mortality contributor especially during perinatal periods wherein the development of the child is greatly compromised due to the metabolic impairments of the mother. According to Zazworksky, Bolin and Gaubeca (2006), â€Å"perinatal mortality, consisting of both fetal and neonatal deaths, is probably directly related to metabolic derangement in diabetic pregnancies† (p. 192). Perinatal stage of pregnancy, as with other periods of pregnancy, largely depends on the occurring environment inside of the mother. If the maternal metabolic glucose absorption and insulin levels are compromised, the infant’s development is therefore at risked of developing different complications associated to such condition. According to Hod, Javanovic and Di Renzo et al. 2003), gestational diabetes occurring during perinatal period results to four-fold higher mortality rates compared to those non-diabetic pregnancies (p. 431). Pregnancy complications resulting from progressive perinatal diabetes are the most difficult scenarios to deal with. Macrosomic or those proportionately enlarged infants are main problem caused by gestational diabetes. As supported by Goroll, Mulley and Mulley, Jr. (2006), gestational diabetes and the incidence of macrosomic delivery trigger increased risk for serious traumatic childbirth and the need for extensive cesarean section (p. 81). Traumatic complication of macrosomia induced by gestational diabetes is shoulder dystocia, which greatly increases the likelihood of cesarean section and birth trauma for normal section (Hod, Javanovic and Di Renzo et al. , 2003 p. 431). In this study, the emphasis mainly involve (a) the perinatal challenges brought by gestational diabetes and (b) the complications of child birth resulted by shoulder dystocia as a complication of gestational diabetes. Discussion Formally, the perinatal period commences after 22 completed gestation weeks and ends a fter seven days of post-delivery. Perinatal challenges in pregnancy involve different bodily conditions that can be life-threatening to both mother and the infant. World Health Organization defines perinatal period as the â€Å"period of prenatal existence after viability of the fetus is reached, the duration of labor, and the early part of extra-uterine life† (cited in Siegel, Swanson and Shyrock, 2004 p. 354). According to DeCherney and Goodwin (2007), life threatening complications of pregnancy are usually greatest during the perinatal period than any other stages of pregnancy due to variety of mortality causes (p. 188-189). As supported by Herbert (2003), the last three months of fetal life in the womb are considered the most vital stage of pregnancy due to the heightened sensitivity of the baby to the environmental health inside the mother (p. 44). One of the most common challenges faced during this period of conception is the metabolic disorder exclusive during pregnancy – gestational diabetes. The metabolic disorder during pregnancy, gestational diabetes, is an exclusive condition associated to impaired glucose absorption brought by the insufficiency of systemic insulin levels of the body (Callahan and Caughey, 2006 p. 105). Physical challenges and threats brought by gestational diabetes during perinatal period undeniably life-threatening and vital to the survival of both mother and child. According to Queenan, Spong and Lockwood (2007), gestational diabetes is considered a warning sign of gestation-induced insulin resistance (p. 179). Gestational diabetes is usually detectable on the early or latter weeks of perinatal period, which is approximately 24 weeks of gestation (Dudek, 2006 p. 290). The incidence and prevalence of gestational diabetes during the perinatal periods are statistically more pronounced compared to other periods of conception. According to Porth (2005), gestational diabetes occurs up to 14% of all pregnancies depending on the population and diagnostic procedures utilized (p. 998). As claimed by the Australian Institute of Health and Welfare (2007), gestational diabetes occurs among the approximately 3% to 8% of females not previously diagnosed with diabetes. Added by the public organization Diabetes Australia (2004), incidences of gestational diabetes occurs more predominantly among (higher than 20%) aboriginal women compared to other ethnic diversities. Etiologies attributed to the increasing incidence of gestational diabetes are still unknown due to the unproven etiological propositions of gestational diabetes. However, different studies (Buchanan and Xiang, 2005; Langer, Yogev, and Most et al. , 2005; Rosenberg, Garbers and Chavkin et al. , 2003) have proposed their hypothetical explanation to the etiological nature of gestational diabetes itself. The first theory proposed by Buchanan and Xiang (2005) is associated with the genetic nature of the mother predisposing to her to gestational diabetes. As supported by Porth (2005), gestation diabetes is more prominent among mothers who have history of glucose intolerance or metabolic problems related to glucose absorption (p. 988). In the study of Buchanan and Xiang (2005), gestational diabetes is claimed to be the end-product of monogenic dysfunction of B-cells. Mutations in the mitochondrial DNA of beta cells trigger the autosomal mutations eventually causing beta cell dysfunction. Meanwhile, according to the study of Rosenberg, Garbers and Chavkin et al. (2003), gestational diabetes is triggered by lifestyle practices prior and during pregnancy. In the study, a total of 63. % of the total women in the heaviest group (weight: 300 lbs or 136 kg) have had incidence of gestational diabetes and other complications during pregnancy compared to the women whose weight range between 200 to 299 pounds (49. 8%). According to Callahan and Caughey (2006), another hypothetical explanation to the etiology of this condition is the release of placental hormone, specifically known as the human placental lactogen (a. k. a human chorionic somatomammotropin), which acts as an anti-insulin substances increasing the insulin resistance and generalized carbohydrate intolerance of the mother systemically (p. 05). Added by LeRoith, Taylor and Olefsky (2003), beta cells secretion of insulin is incapable of fully compensating the increasing bodily requisites of both infant and mother; hence, glucose intolerance results (p. 1295). If this glucose malabsorption continues, the mother’s body encounter severe rise of sugar levels inducing gestational diabetes, while the infant is considered at risk of experiencing hypoglycemia due to insufficient levels of insulin used for glucose absorption (Callahan and Caughey, 2006 p. 105). As supported by Porth (2006), gestational diabetes is more prominent during 24th up to 28th week of gestation, which is actually the perinatal period (p. 988). Compared to the normal pregnancy, mothers with gestational diabetes manifest decreased secretory activity, compromised insulin response per unit of glycemic stimulation and absence of insulin progressiveness (LeRoith, Taylor and Olefsky, 2003 p. 1295). Potential risks involved in gestational diabetes are the complications that may arise during perinatal periods. Continuous occurrence of gestational diabetes also predisposes potential problems during child delivery or the last seven days of perinatal period. According to Brown, Isaacs and Krinke et al. (2005), potential outcomes of gestational diabetes during perinatal period leads to the surge of insulin levels within the uterine environment, which eventually increases glucose reuptake of fetal cells converting them to triglycerides (p. 127). In such conditions, the infant develops dramatic fat deposits with increased body frame size and weight compared to the normal infant (4500 grams). As supported by Wehren and Marks (2004), the rise of blood glucose in the mother’s internal environment also increases the blood glucose levels circulating within the infant, which consequently places the child under the circumstance of neonatal hyperglycemia (p. 209). Aside from neonatal hyperglycemia, biochemical risks brought by gestational diabetes also include hypocalcemia, hyperbilirubinemia and polycythemia (Callahan and Caughey, 2006 p. 05). LeRoith, Taylor and Olefsky (2003) claim the frequency of acquiring gestational diabetes increases with progressive age and BMI conditions (p. 1295). Meanwhile, complications that may occur on the infant involve stillbirth risk, spontaneous abortion, macrosomia, neonatal hypo- and hyperglycemia, increased risk of developing insulin resistance and most commonly shoulder dystocia (Brown, Isaacs and Krinke et al. , 2005 p. 127). Treatment and diagnostic to the effects of gestational diabetes are crucial to the prevention and care of the pregnancy. Diagnostic procedures for gestational diabetes should be done at the end of the second trimester between 24 and 28 weeks of gestation (Callahan and Caughey, 2006 p. 105). Patients developing at least two associated risk factors should have their diagnostic screening at their first prenatal visit and during each subsequent trimester. Added by Joslin, Kahn and Weir et al. ), universal diagnostic procedure for gestational diabetes is also dependent on the series of identifiable factors, such as age of first pregnancy, body weight, history of abnormal glucose metabolism and racial or ethnic background, that place the mother in a series of more intensive tests (p. 1043). One example of these diagnostics involves a screening test consisting of 50g of glucose administration followed by glucose-plasma measurement one hour after the administration. If the results reveal 1-hour glucose level higher than 140 mg/dL, the implication is positive and the procedure called glucose tolerance testing is indeed necessary for the purpose of validation (Callahan and Caughey, 2006 p. 105). If the mother’s glucose level reveals positive result during the 1-hour glucose test, the individual is referred for 3-hour oral glucose tolerance test (GTT) in order to assess their carbohydrate metabolism levels (Hod, Jovanovic and Di Renzo et al. , 2003 p. 331). In this procedure, oral glucose of exactly 100 mg is given to the mother after the 8-hour fasting period preceded by a 3-day intensive carbohydrate diet. After the commencement of GTT, glucose is then measured three times every after an hour after the intake of dose. According to Hod, Jovanovic and Di Renzo et al. (2003), patients with plasma glucose of 126 mg/dl should have their blood glucose monitored for the next 24 to 38 weeks of pregnancy (p. 330). Added by Callahan and Caughey (2006), â€Å"if the fasting glucose or two or more of the postprandial values are elevated, a diagnosis of gestational diabetes is made† (p. 05). After the diagnosis, the mother is immediately placed under strict diabetic diet with 2200 calorie consumption a day including 200 to 220 g of carbohydrate serving per day (Zazworsky, Bolin and Gaubeca, 2006 p. 195). Diabetic diet is usually accompanied by recommended exercise in order to stimulate blood circulation. According to Callahan and Caughey ( 2006), if blood sugar values are already 25 to 30% elevated, insulin medications or oral hypoglycemic agents are usually administered (p. 106). With the continuous progression of gestational diabetes during the perinatal stage of pregnancy, another common perinatal challenge during childbirth is being predisposed shoulder dystocia. Maternal complications during continuous progression of gestational diabetes may also include increased risk of preeclampsia, pregnancy-induced hypertension, maternal obesity, and the increased risk of developing Type II diabetes mellitus and gestational diabetes for subsequent pregnancy (Brown, Isaacs and Krinke et al. 2005 p. 127). In fact, in the study of Langer, Yogev, and Most et al. (2005), pregnant mothers diagnosed with gestational diabetes (n=555) have experienced pregnancy and childbirth complications, specifically macrosomia and shoulder dystocia. The rates of complication are found higher (59%) among those untreated mothers, while a smaller number of complicated cases (18%) occurred among those treated pregnancies. Shoulder dystocia is considered as an obstetric emergency with a very unpredictable nature. Such complication can be identified once the fetal head has already been delivered. The midwife or attending physician might encounter difficulties in delivering the shoulders most commonly due to the impaction of the anterior shoulder behind the pubic symphysis (Callahan, Caughey and Heffner, 2004 p. 69). Despite of its unpredictable nature, shoulder dystocia has been associated to different pregnancy complications that are considered as its potential predisposing factors, such as macrosomia, gestational diabetes and maternal obesity. According to Simpson and Creehan (2007), gestational diabetes is the nearest related risk factor of shoulder dystocia due to the larger body frames and marked anthropometric differences in infants of diabetic mothers (p. 329). Despite the emergent and life-threatening character of shoulder dystocia, Reichman and Simon (2003), considers this as a rare obstetric complication with a varying incidence rate of 1% to 4% of cephalic spontaneous vaginal deliveries (p. 1043). As supported by Simpson and Creehan (2007), shoulder dystocia occurs more prominently among macrosomic infants with weights of 5,000 g with an incidence rate of 70% to 60%. In the retrospective study of Ouzounian and Gherman (2005), among the 267,228 vaginal births during the study period from January 1991 to June 2001, reported cases of shoulder dystocia are only 1,686 (n=0. 6% of the total 267,228 sample). Meanwhile, in the earlier studies conducted by Nasar, Usta and Khalil (2003), among the 189 recorded deliveries, there are only 13 cases complicated by shoulder dystocia. According to Reichman and Simon (2003), cases with complication of shoulder dystocia are usually diagnosed during the actual birth itself unless radiographic imagery reveal inappropriate fetal positioning while still inside the uterine environment (p. 1043). Despite the many efforts of predicting the incidence or occurrence of shoulder dystocia, modern obstetrics are only able to determine the potential risk factors associated to this birth complication. According to Callahan and Caughey (2006), majority of the identified risk factors of shoulder dystocia are related to gestational diabetes itself and the accompanied symptoms (e. g. maternal obesity, macrosomia, etc. ) of the metabolic impairment (p. 79). Other associated risk factors of shoulder dystocia are the number of previous pregnancy, history of shoulder dystocia, overweight status of the mother and during assisted vaginal deliveries (Grady, Howell and Grady et al. 2007 p. 221). Meanwhile, intrapartum labor induction and prolonged second-stage labor are also being proposed as potential risk factors of shoulder dystocia (Simpson and Creehan, 2007 p. 328). Nevertheless, these risk factors are also inaccurate basis for predicting shoulder dystocia; although, many reported cases of shoulder dystocia have manifested at least one of these reported risk components (Reichman and Simon, 2003 p. 1043).

Equality And Diversity White Working Class Children Education Essay

Equality And Diversity White Working Class Children Education Essay In United Kingdom schools, the white working class children form the largest ethnic group in the country which is characterized by underachievement and who have constantly faced a deep seated disadvantages. The white British FSM pupils form the lowest attaining group with report indicating that only 17 percent of the minority group achieve 5+A*-C including physics and math as compared to the 45% which is the national average. Being eligible for FSM shows that it depresses scores of these children by 32 percent points for the white boys while depresses by 34 percent for the points for the white girls in the same minority group (Moore 1999). According to the longitudinal study conducted by England stand in 2008 on the minority ethnic pupils found out that the white British pupils form the lowest attaining group and the results applied whether one looks at the low socio-economic status, mothers with low qualifications in education, entitlement to FSM, those who resides in rented housing, living in single parent households or even on due to neighborhood deprivation. The group also represented a high percentage of students who were notice to make the least progress over their courses in the secondary school (Farish, et al 1995). Research as shown that the ethnic minority groups makes the greatest progress on average as compared to white students between ages of eleven and sixteen hence making the whites the lowest performing group at age of sixteen and this has been greatly associated with the free school meals which reflect the highest associations of social class with educational performance (Gillborn 1990). The independent commission on social mobility in 2009 identified the following groups as the lowest attaining group sin the country: white British boys and girls and Caribbean boys from low socio-economic class homes. Equal opportunities and social justice. Over the past years the government has worked tirelessly hard to build a fairer and more equal society where persons chances and opportunities are determined by their talents and effort rather than based on their class, religion, race, sexuality or even gender. The government in the recent past admitted to the fact that class and race hold people back from progressing ahead. Diversity often bring many benefits unfortunately they almost benefit the rich and these ranges form the cheaper and more hardworking labour, better cuisine and to interesting friend in schools for their children mainly from the third world middle class and this result to a social inequality in the society (Cole ,2006). Its obviously known that disadvantaged limit to access education reduces the ability of children to benefit from the education they receive thus the problem fuels the denial of an equal access to opportunities of education and hence the tendency to leave education on the first opportunity as a result of underachievement due to social and environmental factors (Shaw , 1995). The poor white working-class has been at a disadvantaged position both in relation to education and underachievement for along time hence the need to employ a wholesale systemic response to tackle the issue. The white class does have a lot of deserving needs that should be addressed by the government in terms of funding and giving of grants, the group should be treated as a minority group if the problem of underachievement is to be necessarily addressed (Wilkinson et al 2009). The problem of gender and racial inequality has been experienced since early 1970s and for the present problems to be solved the past inequalities have to be conveniently dealt with. Its almost impossible to solve the problem of discrimination on sex ,gender and race if there is to be equality in the society, so in order to deal with past inequalities women and ethic minorities like the poor white working class could still be given a preferential treatment if the an amicable solution is to be found. Those with deserving need should be considered first as compared to those who are well off in the society as its never sufficient to remove discrimination and promote equality. Importance of language and communication Human language is very unique as it forms a symbolic communication system which is learned instead of being biologically inherited. The symbols used in language are given meaning by the users and such meaning is arbitrarily assigned. And does not specially resemble what it stands for. Effective language skills are very essential for allowing children to access the curriculum offered hence language is described as a cognitive development and learning as a social activity. Language is therefore critical for accessing literacy as well as the whole of curriculum and the childe development (Dorling, 2010). When child starts primary school its expected that he understands most of what is said, able to express themselves clearly, share there own feelings s and even make their own needs known to others. Thus children who start school with speech language and communication needs may become withdrawn or present with a challenging behavior with their primary school environment. Thus its very speaking and listening is on of the most important element in children learning. Communication is used in for learning purposes in school a spoken language pervades the environment in primary school and it the vehicle used for most learning. Language is also used for communication with friends and at home hence creating a positive environment for learning for children. Language is also us used by teacher in the management of their class rooms, to determine rules and routines and to ensure that children are aware of their expectations. Thus effective language and communication determines how pupils benefit from what they are being though both in school and at home thus contribute to their level achievement. Cultural capital. Culture has played a critical role in the alienation and underachievement of the minority groups and especially the white working class pupils in the United Kingdom. The poor white boys fail and underachieve mainly because of a weak and unhealthy family culture. Family culture forms the backbone of the society and where family ties are weak leads to production of individuals with weak culture in the society for instance the minority groups in UK like the Africans and the West Indian have been found to achieve much ahead of their counterparts the whites (Ball, 2008). Despite the fact that the families of these children immigrated to the country with nothing not even the language they have managed to progress successfully because they have a strong culture especially strong family values, strong religious faith, strong working ethic and more importantly strong family ties with devoted fathers. Such strong culture has shaped the lives of their children making them have great aspirations and determination in life hence their achievement. On the other hand the pupils from the working white class and the west Indian boys have been constantly underachieving and this is attributed to weak culture in terms of poor family ties, low self perception, and more so come from families with no work ethic and no fathers hence no role models to champion for a better future leading to their failure and underperformance in school (Brown, 1998). The white working children in United Kingdom are faced with several ethical dilemmas including: they form the largest ethnic group across the country that underachieve in school and often fall behind from the early years of schooling. This group also suffers from the worst levels of attendance and exclusion hence increasing their chances of likelihood of being Neets (not in education, employment or training) as compared to other ethnic groups. This kids from this group are tend to have lowest aspirations and attend to schools that are known to face extra cost pressures and suffer the problem of not being included in the discussions that cover on diversity and identity hence being exposed to losing out on both educational and general opportunities and benefits like failure to participate in extra curricular activities (Siraj-Blatchford, 1994). The white working class children face the problem of negative perceptions of their own identity and feel disenfranchised as much as the pupils from other ethnic backgrounds. This has led them being excluded from academic opportunities like from participating in group discussions that concern with ethnic minority and diversity and this in long time ah sled to discrimination of the group. This has contributed to low self esteem and the related underachievement in academic perils (Gillborn, 2008). To address the issue schools should invest more in a curriculum that engages the white working clad pupils in issues that deal with diversity and the need to understand the history of diversity hence making them appreciate the virtue of living together. research as shown that UK schools dont teach enough on the united kingdom identity and history hence the urgent need for schools to play a leading role in teaching its pupils on issues that promote community cohesion like on free speech, rule of law, mutual tolerance and having respect for equal rights and this therefore promotes understanding between various communities hence help combat intolerance and religious extremism. In order to solve such dilemmas despite the fact that the group is not a minority group but rather more of a cultural minority, the white working class should be treated as an ethnic minority group (Platt, 2009).The achievement of the white working class pupils in the country will be greatly enhanced if the schools develop the best practice to address the issue by applying the previously learned lessons on other underachieving groups. The group should be given the opportunities that the minority ethnic group gets from the government and this will contribute to the improvement of the children as exclusion is reduced. Furthermore, the central and local government and schools should increase investments directed towards addressing the underachievement of the white working children across the country. These organizations need to increase projects that are led by national strategies and delivered by the local authorities and schools that lay emphasis on the underachieving group and target on the ethnic minority. Such projects should focus on the contribution that is made by the communities especially through the raising of aspirations of the parents, pupils and families. This effort is boosted with the help of back up from schools do not tolerate underachievement and are determined to eliminate the problem leading to large improvement of life chances of children from minority ethnic background (Millam, 2011). In addition to that, other initiatives like the 5As models should be applied to solve the situation facing the white working-class in the country. The model entails, awareness, acceptance area of focus, alignment, and action. The awareness level involves coming into terms wit the fact that there is a problem of existence of a target group that is being unfairly treated and that its members have both individuals as well as shared identities. Also, its very important that its accepted that the school system is part of the problem and it can as ell be part of the solution especially when it recognizes the influential effects that the wider community posses especially when they are engaged in partnership deals. Finally there is need for the alignment of the students school and home experiences encouraging parents to get involved in breaking barriers that exist between students and the school and this is effective when couple with actions that are direct on the group issue especially those designed to ensure that the work is explicit, fully funded and is well managed (Tett, et al 2010). Another recommendation to solve the dilemmas of the white working class is the involvement of a dedicated home-school liaison staff that particularly understands and respects parents as well as bringing in to school [parents who have a particular knowledge of the are as well its history hence are able to contribute to the value added school curriculum (Gillborn,2007).The schools should be given an opportunity to discover how to become more inclusive and welcoming to parents and the need to develop parental advocacy that helps to address the problem of power imbalance that exist between the working class parents and the school hence minimizing the confrontations that often arise between them. Conclusion In conclusion to solve the problem of the white working class there is need for legislation that applies beyond schools and penetrates to colleges and other learning providers. Such laws should be able to give people permission to talk about sensitive issues like racial, gender and ethnic discrimination more freely. The problem requires strategies that will bring together multiple agencies that often have worked in isolation for instance forming partnerships that comprise of the family, school system, colleges, community organizations, workplaces, and any other interested agency (Riddell, et al 2001). Working in isolation of such stakeholders renders them ineffective and offers piecemeal solutions to problems and are able to deal with issues one by one but working in cooperation yield a variety of solutions at a go. The collaborative approach ensures that the stakeholders work together to achieve a single goal hence addressing the specific needs of the group. Such group working also needs a systemic change and the resourcing associated with it. Finally there is need to creation of a cultural and political environment that give professionals the very much needed courage and language they require to do for the white working-class young people what has been tried and accomplished for others.

Technology in Education Essay -- Technological Classroom Computers Ess

Technology in Education In our lives today we expect technology to make a difference, and particularly in furthering our education. We see technologies effects as beneficial. We look for it to change, and improve, what has come before it. Technology is the set of means without which certain kinds of constructive activity would be almost impossible. It supports our efforts to appeal to different learning styles which give us a way to interact with each other and extend the learning experiences. It is a good way to extend the essential skills and knowledge of students. By integrating technology into our educational programs it provides students with additional tools to enhance their learning. Technology allows us to demonstrate teaching strategies and also provide teachers with skills to succeed in the classroom. It changes the structure and the manor in which we learn. Such technologies used in education from the past, present and beyond are the typewriter, computer games, internet, and communication. The relationship between technology and education can be characterized as a process of change and innovation. In the beginning societies depended on oral communication then the written language was developed. Making an alphabet made learning to read and write much easier then in the past. As technologies of written language became prevalent and more people became literate social structures formed. The next big step towards a better education was the industrial revolution. The technology that occurred during the revolution created a need for workers in the newly created factories shifting learning to prepare kids to work in such factories. Technologies such as the typewriter and printing press made it easier to make documents i... ...k/elearning/story/0,10577,1336801,00.html 6. Hinchliffe, Lisa ( 2002) Helping Early Childhood Teacher Education Learn about the Internet ( 2004) www.libraryinstuction.com/early childhood.html-19k 7. New Horizons for Learning (2002, September) http://www.newhorizons.org 8. Christopher Latham Sholes (2005, March) Typewriter http://www.ideafinder.com/history/inventions/story097.htm Books 9. Kerr, Stephen T and Rehage, Kenneth(eds.) (1996) Technology and the future of schooling. Chicago: The University of Chicago Press 10. Isenberg, Joan P. (2003) Major trends and issues in early childhood education: Challenges, controversies, and insights. New York: Teachers College Press 11. Monroe, Barbra Jean (2004) Crossing the digital divide race, writing, and technology in the classroom. New York: Teachers College Press.

Sociology of Deviance and Crime Essay

Question: Write a social sciences essay based on a documentary or film. Explore how deviance and/or crime are presented in this text and relate your findings to the various sociological perspectives and theories studied in class. Choice of text: Easy A (2010 movie) Deviance is an unavoidable part of human nature, and as such, is a fascinating and essential social phenomenon to study. The film Easy A explores how a high school student turns to deviance in order to benefit in popularity and financially. A number of sociological theories are recognisable in this film. It demonstrates clearly the motivations behind how primary deviance leads to secondary deviance. The text raises the theories of social exclusion and marginalisation, with specific relevance to adolescent years. The teenage years are a big transition for people, as they mature from children into adults. This period is often a time of self-discovery or experimentation, as illustrated by the movie Easy A (2010). We are introduced to the protagonist, Olive, an unknown and unpopular schoolgirl. She starts to become noticed when she lies about losing her virginity, and the fibs begin to escalate. Through a number of lies and rumours, Olive gains a reputation for her false promiscuity, and this has a number of repercussions on herself and her peers. Olive’s deviant acts clearly demonstrate a number of sociological theories and perspectives. Olive initially lies about losing her virginity to her friend, but instead of revealing the truth and admitting her fabrication, she proceeds with it further and continues lying. This is a typical act of primary deviance turning into secondary deviance. The primary deviance is Olive’s initial lie, which could be exused, but it turns into secondary deviance when she accepts her label as a ‘whore’ and continues lying and accepting the rumours regarding her. This phenomenon was explored by Rosenblum (1974). Rosenblum studied the relationship between primary and secondary deviance among female prostitutes. She argued that one of women’s biggest assets is their sexuality and this is what most often leads them to deviance. The transition  from primary deviance to secondary deviance when regarding prostitution only happens when the individual accepts their ‘label’ and willingly repeats the deviant acts. The secondary deviant†¦ is a person whose life and identity are organised around the facts of deviance. (Rosenblum, 1974) This is applicable to Olive in Easy A; she begins to take pride in her reputation as a ‘whore’, and even makes money from lying about having sexual relations with fellow classmates. Her identity revolves around her acts of deviance, making it clear that she is engaging in secondary deviance. However, financial gains was not Olive’s only motivation for committing deviant acts. Social exclusion can effect an individual at any time in life, but is especially prominent in adolescent years in the schoolyard. At a time when everyone is too young to have found their true identity, each person is seeking individuality and validation from others. Teenagers often form into groups, and if someone doesn’t fit in to a group or try conforming, they can be subjected to social exclusion. Social exclusion is a valid fear of many adolescents, as Sà ¸ndergaard (2012) explained in her study. Through interviewing and observing school children, Sà ¸ndergaard found that many children have social exclusion anxiety. ‘Social exclusion anxiety’ builds on the social psychological concept of human beings as existentially dependent on social embeddedness. This point is highlighted in order to focus on the anxiety that arises when social embeddedness is jeopardised and the hope and longing to be part of a community is threatened. (Sà ¸ndergaard, 2012) Social exclusion anxiety should be considered as a potential motivation for deviance. In the case of Olive in Easy A, she isn’t a popular or noticed girl at school. However, once she starts engaging in deviant acts, she becomes noticed and even accepted. Although this isn’t her true personality, Olive feels validated – she has an identity. Therefore, social exclusion is a motivating factor for Olive to turn to deviance. However, she isn’t the only character to do so. Olive first lies about losing her virginity to her best friend, but the first real deviant act comes when she and her gay friend Brandon deceive the whole school. Olive quickly gains popularity when most of the student body witnesses, from the other side of the door, her having sex at a party with a  boy from school. Little does everyone know that it is all a ruse to get them to think that Brandon, her fake sex partner, is not gay in hopes that this very public display of sexual activity will prevent daily beatings at school and it works! (Perry et al., 2011) Being an openly gay student in high school, Brandon is subjected to torment, discrimination and marginalisation. Consistent deviance often leads to marginalisation, and gender deviance is a prime example. Brandon was beat up at school and rejected by friends. Gay individuals have long been marginalised by not receiving equal rights by law, and are habitually marginalised by the general public due to homosexuality being considered gender deviance. Taywaditep’s (2001) study suggested that due to the marginalisation gay boys received throughout their childhood and adolescence, many began to appear more gender-conforming towards adulthood to avoid marginalisation. Gender conformity is associated with social acceptance and adjustment in men more than in women, and gender deviance is much more disapproved and penalized for men than for women. (Taywaditep, 2001) Brandon seeks social acceptance and approval, so he turns to deviance to appear gender-conforming. Through his character, Easy A displays two theories about deviance; marginalisation due to gender deviance, and deviance as a result of social exclusion. Easy A is a textbook example of the motivations behind deviance. Through the medium of film, it effectively demonstrates how adolescents become compelled to commit deviant acts. Furthermore, the film is backed up by sociological theories. Primary and secondary deviance is demonstrated when Olive begins to embrace her status and deviant nature. Social exclusion is shown to be a motivational factor in Olive’s and Brandon’s choices. Brandon’s gender deviance by being gay has forced him into marginalisation. He seeks to achieve gender conformity, and as such engages alongside Olive in her deviance. Therefore, Easy A is not simply an entertaining film produced for the masses. It should be considered as an informed, accurate, visual research study into adolescent deviance. Bibliography (APA) Devine, Z. (Director). (2010). Easy A [Motion Picture]. United States of America: Sony Pictures Home Entertainment. Perry, C., Lauro, J.D., Cain, A., & Eigner, J. (2011). Easy A. Journal of Feminist Family Therapy, 23(1), 59-64. doi: 10.1080/08952833.2011.548708 Rosenblum, K.E. (1975). Female Deviance and the Female Sex Role: A Preliminary Investigation. The British Journal of Sociology, 26(2), 169-185. doi: 10.2307/589587. Sà ¸ndergaard, D.M. (2012). Bullying and social exclusion anxiety in schools. British Journal of Sociology of Education, 33(3), 355-372. doi: 10.1080/01425692.2012.662824. Taywaditep, K.J. (2001). Marginalization Among the Marginalized. Journal of Homosexuality, 42(1), 1-28. doi: 10.1300/J082v42n01_01.

Social Changes During the Trudeau Era

In 1999, the top Canadian newsmaker of the century was voted out and the glory fell to the charismatic former Prime Minister, Pierre Elliott Trudeau, who was elected into office after WWII. Throughout that time period, Trudeau worked towards promoting countless emerging social issues in Canada in various ways, and greatly influenced the transformations of the nation into the one that is known now. Among those social changes were the arising force of feminism, the altering relationship with Quebec, and the growing cultural diversity within Canada. Soon after WWII, â€Å"The Second Wave† of feminism swept the decade and the rights of women were largely demanded by feminists. Pierre Trudeau realized that the unbalanced status between the sexes was in the need of change and encouraged feminism by supporting it with new laws and measures. In 1967, Pierre Trudeau gained himself much attention by introducing an omnibus bill as the Justice Minister. In the bill, he showed his views and suggestions to many concerned issues including abortion. The law stated that an abortion would be legal if approved by a committee of three doctors. However supported by feminists, the reform was doubted by the public. Trudeau stood firm and defended the bill with a famous saying, â€Å"there is no place for the state in the bedrooms of the nation† (CBC 1967). The bill was later passed and it granted more rights to women who then became supporters of Trudeau, out of reason over passion. After their basic rights were guaranteed, Trudeau turned to focus on the lack of equality for female workers. In 1970, women were paid 59 cents to each dollar a man earned for doing the same amount of work. In order to alter this situation, the Canadian Human Rights Act was passed under the Trudeau government. The Act prohibited sex discrimination, guaranteed equal pay for work of equal value and improved the status of female workers. In result, 47 percent of the married women were under employment in 1979, whereas eighteen years ago, only one in five of them were. From this information, it is clear that women were encouraged by the granted social rights which led to many changes in their lives. In the meanwhile, Trudeau supported feminism not only in the society, but also within the federal government. The first female governor general in the history of Canada, Jeanne Sauve, was appointed due to the recommendations of Trudeau to the Queen. In a speech, he stated that â€Å"it is right and proper that her Majesty should finally have a woman representative here† and that this would be a â€Å"welcome revolution† for the society (CBC 1984). This appointment entitled women the rights to be at high rank in the federal legislature. The carefully selected governor general had also been the first cabinet minister from Quebec, the first female Speaker of the House and the ideal candidate for the position. His actions revealed that the Prime Minister of Canada believed that women were as capable as men and should be promoted if ability is recognized. Therefore, Trudeau showed support to feminism and helped drive one of the most important social changes in those decades. As Trudeaumania swept up the nation, the Prime Minister was not only popular among men and women, old and young, but also supported in both western and eastern parts of Canada. As a federalist, he contributed greatly towards making changes and improving French-English relationship. He believed that it was important to make efforts in keeping Canada together after the testaments it had been faced with and the growing separatism in Quebec. Trudeau decided that the solution was to grant more rights to the Francophone. Therefore he promoted the status of French to a national basis, granting Francophone the language rights by passing the Official Languages Act. The law of 1969 transformed Canada into an official Bilingual nation. When the mixed criticizes appeared, he again defended the law by stating â€Å"of course a bilingual state is more expensive than a unilingual one, but it is a richer state† (Julian 14). This quote reflected his determination in promoting federalism and trust in the future of bilingualism in Canada. He was not alone. Among the Francophone, bilingual government services were extremely popular and were supported at a rate of 79 percent (Parkin 6). Later on, Trudeau and his government created the Charter of Rights and Freedoms in which the sections 16 to 22, specifically outlined the official language rights for Francophone again. This time the reform focused on the co-operation between federal and provincial governments to ensure the official bilingualism services in Canada. The goal included allowing both Francophone and Anglophone to preserve their basic language rights and cultural identity, regardless of their geographic location or language backgrounds. The bilingual law is still supported by 76 percent of Canadians today according to a poll in 2002, 35 years after its initiation (6). However back then, many separatists criticized on the reforms of Trudeau and some went into action. During the October Crisis, Prime Minister Trudeau refused to give in to the terrorists and he implemented the War Measures Act, ensuring the safety of Canadians from the extreme nationalists. â€Å"Just watch me† (CBC 1970), said Trudeau in an interview after the kidnapping of a provincial cabinet minister by the FLQ. He tried to protect the society from the threat that endangers French-English relationship, and he was supported by the Parliament and the Quebec Premiere. In all, Pierre Trudeau contributed with great efforts towards portraying French-English relationship and holding Canada together as a nation. Apart from his federalism, Pierre Trudeau also encouraged cultural diversity within Canada. He promoted multiculturalism and immigration policies. â€Å"I believe a constitution can permit the co-existence of several cultures and ethnic groups with a single state† (Craats 23), stated Trudeau. He foresaw the importance of multiculturalism and drove social changes in Canada with the passing of the Canadian Multiculturalism Act. The Act encouraged and protected citizens from different cultural backgrounds in preserving their traditions. Under the Act, heritage language classes and various programs welcomed all residents and helped them feel comfortable in Canada. Also, the reform of Immigration Act was passed, allowing more immigrants to be admitted to Canada. The barriers were reduced and immigrants were separated into three classes: family class, humanitarian class and independent class. The basis of selection was broadened and it successfully attracted more immigrants. In 1970s, eighteen percent growth in total population appeared mostly because of immigration in the previous decade. After that, the Trudeau government passed the Citizen Act, which granted equal rights for all citizens. The law stated that native-born and naturalized Canadian citizens would both be entitled to citizenship rights and obligations equally. Citizens from foreign backgrounds were given the voting right, mobility right, language right and etc. This Act showed respect and recognition to all cultures based on multiculturalism. With efforts, Trudeau and his government created laws that drove many social changes by encouraging multiculturalism in society. As one of the most popular politicians in the history of this nation, Trudeau led Canadians through the difficult years after world war two, and left a permanent mark on its society. Throughout that time period, Canada was driven into changes mostly influenced by Trudeau in terms of feminism, federalism and multiculturalism. Those changes left great impacts and had altered the daily lives of Canadians ever since.