Cost-Effective and Beneficial Sustainable Architecture Essay

My argument is how sustainable architecture can be used and how it can benefit the Earth and it’s residence in an environmental or cost-effective way. Thus, leading to exploration of the different forms, of technology and materials used. Further developing my research on how culture, or time, might have affected, what or why, the building might have been constructed in a certain way, and also how the location might have affected the designs, of the buildings. Thomas Herzog was born in 1941, In Germany. Where in 1965, he completed his diploma for architecture at the Technische Università ¤t Mà ¼nchen (University of Mà ¼nchen) and in 1973 he became Germany’s youngest professor of architecture at the tender-age of thirty-two. He is now known†¦show more content†¦The materials used in the construction were mainly locally sourced. Local wood features prominently give a warm and comfortable atmosphere. Where small, unpolished limestone slabs were used for the flooring, with pieces chosen to correspond exactly to the cross-section of the timber supports, to avoid wastage. Concludes, being more environmental friendly. The layout of the house is divided into a series of four parallel linearly zones, each having it’s own function. Thus, along the north face of the building, is the external access route, between the house wall and the plant trellis. Within the house on this is a tract containing ancillary spaces and service installations, adjoined by a south-facing zone in which the main living rooms are allocated. Also the temperature buffer zones with its two conservatives, these, in turn, give on to greenhouse spaces that face the garden. The upper area consists of mono-pitch roof, which is covered with locked double welt zinc sheeting on veneered panels, and the lower part is covered with toughened safety glass. There are pressed steel battens which are coated in zinc sheet, that run through the length of the fall line, thus holding the eaves flashing in place in the middle of the surface and the glass panes at the edge. The exterior shows the large areas of glazing, which are intensely experienced internally, thus meaning, that changes in weather condition – rain, drizzle, etc.,Show MoreRelatedA Successful Supply Chain Management1626 Words   |  7 Pagesindustry sustainable in the near future. â€Æ' 2 FINDINGS A successful supply chain is a network of firms that are performing various activities together in a particular product chain. This occurs with the help of pre-negotiated contracts and partnership agreements, which allow firms to exchange critical information. Similarly, the automobile supply chain involves many different sub-contractors producing thousands of different parts. 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Essay on American Culture Individualism - 1091 Words

When most people think about the â€Å"American culture,† images of Coca-Cola, hot dogs, baseball games, big cars and suburban mansions come to mind. But there is a deeper side to American culture than Hollywood and Disney World. Underneath the layers of TV advertising and hyper-consumerism, there is a cultural DNA that makes America what it is. Here is a brief look at several cultural â€Å"genes† that influence the way Americans think and act. Individualism Individualism is a way of life by which a person places his or her own desires, needs, and comforts above the needs of a broader community. This does not mean that Americans have no concern for other people, but it does mean that they give high priority to their personal ambitions. This can†¦show more content†¦If a person spent 10 minutes in each store it would take 86 hours to go through the entire mall. It’s important to remember that individualism in the U.S. hasn’t suffocated the American community spirit. When tragedy strikes—a natural disaster or terrorist attack—Americans set all differences aside and pool their efforts to help one another. Americans have formed thousands of professional and recreational associations, groups of people who bond around a common activity aimed at serving the community or just having fun. One of the best ways to get connected with new friends is to find an activity you enjoy and join a local association. Work: You are what you do One of the first questions that Americans ask each other when they meet is, â€Å"So, what do you do?† This is a common question because most people in the U.S. define who they are by the work they do. In other cultures, people might define themselves in relation to family lineage, ethnic heritage, or religious belief. But for many people in the U.S., â€Å"you are what you do.† Work is a central part of a person’s identity. Americans work more hours and have fewer vacation days than most Europeans. According to Robert Reich, former Secretary of Labor, the average American worker now spends two weeks more on the job than he or she did 20-years ago. And the average married couple’s combined annual workload is now seven weeks longer than it was just a decade ago. Needless to say, all this work puts tremendousShow MoreRelated Modern American Culture and Individualism Essay1019 Words   |  5 Pagesconsidered to be a money culture. Materialism, a devotion to making money and to having a good time are all products of a money making culture. All of technology is controlled by an interest in private profit (Dewey, p15). Sigmund Freud and John Dewy both see this day in age as a time devoted to the â€Å"scientific revolution† and profit from this drastic advance in mankind. Civilization, as we know it today, is largely to blame for the misery of the common people. 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In the novel Typical American written by Gish Jen, the protagonist, Ralph Chang, ma kes a mistake in which he shifts and tortures his original American dream to a false and ‘poisonous’ dream that causes his ultimate familial, moral and financial collapse; in other words, he fails to create a ‘China’ with traditional values in America. HoweverRead MoreAmerican Culture1480 Words   |  6 Pagesï » ¿ Americanization Culture influences different aspects of an individual’s identity. In its purposefulness, it creates a feeling of belonging and a shared lifestyle among people, while it divides the world into communities of common customs, values, religion, practices, and law.1 American culture can be seen as more diverse and complex; however, people manage to find common ground through music, art, fashion, science, technology, worldviewsRead MoreThis Side of Paradaise by F. Scott Fitzgerald Essay1414 Words   |  6 PagesWho is Amory Blaine? 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Ict in School Education free essay sample

The paper also examines the key issues and challenges in the effective implementation of ICTs in school education and provides suggestions to address these challenges and aid the implementation of ICTs in school education. An observation of international trends in application of ICTs in schools indicates that it is directly related to the development of schools and the teaching and learning environment. It is observed that new and emerging technologies are being integrated with the older technologies to make ICT applications in education more effective. Educators are also showing an increasing tendency to use mobile technology to enable access to education. There is a great deal of effort being expended around the world on the development of systems that will standardize the development of resources, catalog them, and store them. These include learning objects, which are digital Web-based resources created to support learning and can function as discrete entities or be linked in order to relate to explicit concepts or learning outcomes. Repositories are libraries where these digital resources are stored and provide teachers, students, and parents with information that is structured and organized to facilitate the finding and use of learning materials regardless of their source location. ICT in School Education (Primary and Secondary) The United Nations’ Millennium Development Goals (MDGs) two and three are about achieving universal primary education and promoting gender equality, respectively. The MDGs in education are defined in terms of participation and completion of primary education by all children and the elimination of gender discrimination in education. Despite the continued efforts of the various Governments on universalizing the primary and elementary education, through a wide range of programmes and schemes, access to quality education continues to be an obstacle in the achievement of the education goals. For instance, in India, during 2004 – 05, while the Gross Enrolment Ratio for children enrolling in classes I to VIII was 97 percent, the Drop-out Rate for the same classes was as high as 46 percent. The situation is more worrying at the secondary education level (classes IX and X), where the enrollment is recorded at 53 percent and the Drop-out Rate is as high as 60 percent1. Efforts so far have addressed to a considerable degree, the concerns of equity as well as that of regional parity, however concerns of quality have not received adequate attention. Recognizing this, the Government of India’s flagship education programme at the primary level the Sarva Shiksha Abhiyan (SSA) has streamlined its focus on ‘quality’. The situation is similar across the South Asia Selected Educational Statistics 2006 – 07; Government of India, Ministry of Human Resource Development, New Delhi 1 2 ICT in School Education (Primary and Secondary) 2010 region. With the target timelines for universalizing of primary and secondary education nearing, there is a sense of urgency in accomplishing the goals set therein. As is being increasingly articulated, if after spending large sums of money on programmes and schemes, countries have not become fully literate, it is time that innovative and cost effective methods be put in lace to address the problem of education in these countries2. While this is a larger problem and points to the need for reform in the educational systems of these countries at various levels pedagogical, curricular, as well as institutional, the emergence of various Information and Communication Technologies (ICTs) and their increasing acceptance and adoption by society provide unique opportunities and could potentially promote education on a large scale. While there is no conclusive research to prove that student achievement is higher when using ICTs in the education space, either in the developed or developing countries, there is a general consensus among practitioners and academics that integration of ICTs in education has a positive impact on the learning environment. It is understood that in diverse socio-economic and cultural contexts ICTs can be successfully employed to reach out to a greater number of students, including those to whom education was previously not easily accessible, and help in promoting learning, along with exposing students to the technical skills required for many occupations. ICTs act as and provide students and teachers with new tools that enable improved learning and teaching. Geographical distance no longer becomes an insurmountable obstacle to obtaining an education. It is no longer necessary for teachers and students to be physically in proximity, due to innovations of technologies such as teleconferencing and distance learning, which allow for synchronous learning. 3 ICTs in schools provide an opportunity to teachers to transform their practices by providing them with improved educational content and more effective teaching and learning methods. ICTs improve the learning process through the provision of more interactive educational materials that increase learner motivation and facilitate the easy acquisition of basic skills. The use of various multimedia devices such as television, videos, and computer applications offers more challenging and engaging learning environment for students of all ages. 4 A study conducted by the International Institute for Communication and Development (IICD) indicated that 80 percent of its participants felt more aware and empowered by their exposure to ICT in education, and 60 percent stated that the process of teaching as well as learning were directly and positively affected by the use of ICT. Twenty-first century teaching learning skills underscore the need to shift from the traditional teacher-centered pedagogy to more learner-centered methods. Education leadership, management, and governance can also be improved through ICT by enhancing educational content development and supporting administrative processes in schools and other educational establishments. 6 ICT in School Education in the Developed World In the developed countries, and the urban elites of advanced economies, twenty-first century education integrates technologies, engaging students in ways which were not previously possible, creating new learning and teaching possibilities, enhancing achievement and extending interactions with local and global communities. Students live in a world that has seen an information explosion and significant and rapid social and economic changes. ICT in School Education in the Developing World In the developing world, ICTs are used largely to increase access to and improve the relevance and quality of education. ICTs have demonstrated potential to increase the options, access, participation, and achievement for all students. The unprecedented speed and general availability of diverse and relevant information due to ICT, extends educational opportunities to the marginalized and vulnerable groups, among the other disadvantaged. ICTs in the developing world have the potential to enhance the education experience for children who: ? ? ? ? ? live in rural and remote-rural locations have special learning needs have physical disabilities constraining their access to schools have dropped out and/or have kept themselves out of school for various reasons. aim for excellence and fail to get satisfied in the current system Teachers and learners in the developing world are no longer solely dependent on physical media such as printed textbooks which are often times outdated. With today’s technology, one even has the ability to access experts, professionals, and leaders in their fields of interest, around the world at any given time. 7 In India, various ICTs have been employed over the years to promote primary and secondary education. These include radio, satellite based, one-way and interactive television, and the Internet. However, there have been enormous geographic and demographic disparities in their use. Some states in the country currently have an enabling environment in place that allows for a greater use 6 7 Haddad and Jurich, â€Å"ICT for Education: Potential and Potency† Ibid 4 ICT in School Education (Primary and Secondary) 2010 of ICTs for education, whereas other states lack such an environment making the use of ICTs for this purpose very sporadic. 8 It is also important to keep in mind that ICTs in education are a potential double-edged sword— while ICTs offer educators, tools to extend education to hitherto naccessible geographic regions, and to deprived children and empower teachers and students through information, there is also the danger that such technologies may further widen the gap between the educational haves and havenots. However, technology is only a tool and the success of ICTs in enhancing the delivery of quality education to the needy, without widening the gap, will depend largely on policy level interventions that are directed toward how ICTs must be deployed in school education. The Governments in each of the countries in the South Asia region are now keen and committed on exploring the uses of ICTs for school education. Therefore, Government policies lately reflect their realization of the importance of integrating ICT use and the promotion of quality education enabled through ICTs. The creation of educational networks offer substantial economies of scale and scope, when attempting to improve the quality of education and seek to standardize quality across the system. Hence, Governments are investing in infrastructure facilities that link schools/educational institutions and resource centers. However, despite administrators and experts alike recognizing the potential of ICT in improving access to quality education, the utilization of ICTs in school education in the South Asian countries is still not at a very advanced stage. The following table classifies countries in the Asia Pacific region based on their appreciation of ICTs and the availability of ICTs. It shows that while appreciation of ICTs is high in the South Asia region, their actual availability for utilization is low. It offers benefits across the spectrum of learning venues, from the remote learner in some form of distance education, to the teacher and learners face-to-face in a classroom. 11 ICT in School Education (Primary and Secondary) 2010 Teachers and Online Learning Activities ICT is an important source, which teachers may use to keep themselves abreast of emerging issues, share knowledge, and reach out to students. Several portals are being developed where teachers can network and share information including best practices. In India, the Sakshat portal developed by the Government of India provides teachers an opportunity to connect with each other and share experiences. The Teachers of India, an online portal developed by the Azim Premji Foundation and the National Knowledge Commission, was created with the objective of providing a forum for teachers to freely interact with each other across languages, facilitate the sharing of insights and best practices of teachers across the country and provide access to resources, information, and new experiments in education from all over the world in all Indian languages. Key Issues and Concerns There are many challenges in implementing ICTs effectively in existing schools. Policy-makers need to give ICTs adequate priority and attention so as to reap the benefits of deploying ICTs in school education. Students from rural locations or impoverished communities often tend to slip under the radar so that they do not have even basic access to ICT. Given that a number of schools still do not even have appropriate classrooms, computers, telecommunication facilities and Internet services, ICT continues to be a distant dream. The existing shortage of quality teachers further compounds the problem. In developing countries, budgetary allocations for deploying ICTs in school education are typically limited, and given the high initial costs of setting up ICT systems, the cost factor works as a further deterrent. Shifting the existing focus from traditional educational models to an ICT-based education system is bound to be met with constraints and roadblocks. Some key issues and concerns that need to be addressed in order to create an ICT friendly environment in schools, especially in countries in the South Asian region, are identified later. Availability of Infrastructure to Support ICT A country’s educational technology infrastructure sits on top of the national telecommunications and information technology infrastructure. Availability of adequate infrastructure to support the deployment of ICTs in schools is a tremendous challenge that schools in the region currently face. Apart from the high initial cost of purchasing and setting up the requisite infrastructure, the maintenance and upgrade costs, as well as the cost and effort of supporting such infrastructure are also roadblocks to the successful usage of ICTs in schools, especially in poor and remote areas. Before any ICT-based programme is launched, policy-makers and planners must carefully consider the following: ? In the first place, a basic requirement is whether appropriate rooms or buildings available to house the technology? In countries where there are many old school buildings, extensive retrofitting to ensure proper electrical wiring, heating/cooling and ventilation, and safety and security would be needed. 12 ICT in School Education (Primary and Secondary) ? 2010 ? ? Another basic requirement is the availability of electricity and telephony. In countries within this South Asian region, large areas are still without a reliable supply of electricity and the nearest telephones are miles away. Power situation in rural and remote-rural areas even in some advanced countries in this region is undependable, and this affects the functioning of any ICT initiative. Power cuts with different power cut schedules each week play havoc with the timetables. Power outages and fluctuations add to the high maintenance costs of computer hardware. Policy-makers should also look at the ubiquity of different types of ICT in the country in general, and in the educational system (at all levels) in particular. For instance, a basic requirement for computer-based or online learning is access to computers in schools, communities, and households, as well as affordable Internet service. Insufficient access to computers is one of the main obstacles to the spread of ICT usage in school education. This is more so in the case of rural areas where the school is often the only access point for computers. Moreover, system software is expensive and prone to upgrades and requires resources put aside for new versions and upgrades. Operating System (OS) itself adds to the cost burden of the hardware. Although this will require massive investments in the infrastructure, it is nevertheless essential in order to guarantee equal access and to overcome the digital divide. 14 Strong, sustainable partnerships between the Government, private sector and civil society must be built to offset costs and mitigate the complexities of the integration of ICT in education systems (refer Annexure II for details on Public-Private Partnerships [PPPs]). Availability of Funds to Implement ICTs Given the current budgetary and resource constraints of various Governments, a widespread investment in ICTs in education is probably not possible in most developing countries. It is, therefore, critically important to better understand the cost-benefit equation of the wide range of ICT options and uses in order to effectively target-spend the scarce resources. Economies of scale are achievable in distance education, although such Programmes typically require large up-front investments. Some of these costs may be shifted from the public sector to the individual users, but this in itself raises significant equity and access issues. Capacity Building of Teachers In most of schools in the subcontinent, the teachers are overloaded, less motivated and inadequately trained, and often deal with inconvenient working conditions. The use of ICTs in the classroom or in distance education does not diminish the role of the teacher; neither does it automatically change teaching practices. In such an atmosphere, building the capacity of teachers so that they are equipped to deal with using ICTs in classrooms is a challenge. Resistance to Change International Institute for Communication and Development, ICTs for Education: Impact and Lessons Learned from IICD-Supported Activities. 14 13 ICT in School Education (Primary and Secondary) 2010 Resistance is commonly witnessed while attempting to introduce ICTs into schools, very often from the teachers themselves, since they may be of the opinion that they shall become redundant once technology comes in or due to their perception that it is too late for them to adapt to a new environment. Educators themselves may be skeptical about the effectiveness of using ICTs in school education. Lack of Awareness There is a general lack of awareness about the utility of ICTs in education, as well as about the ICTs at our disposal and how they can be accessed and utilized economically and effectively. This lack of awareness and knowledge about ICTs and their use in education, even on the part of policy makers, administrators and educators, makes it particularly difficult to deploy ICTs in the field of school education. Another critical issue with the usage of ICT in schools is the implementation of new technologies without having analyzed their appropriateness, applicability and impact on various environments and contexts. In most countries, particularly the least developed ones, they must learn from the experiences of others, but must also use technology to respond to their own needs and not just follow trends. 15 Internet Usage While the Internet contains tremendous potential for education, as described in the sections earlier, it also has its own pitfalls. For one, providing all the students with Internet access is a very expensive proposition for most Government schools. This is more so in the case of rural centers and remote areas, where Internet connections are bound to be erratic, if available at all. A different challenge altogether when it comes to Internet usage is the effort involved in monitoring the students usage of the Internet to ensure that they do not visit educationally irrelevant and socially undesirable sites, thus detracting from the intended objective. Language Barriers English is the dominant language of the Internet. An estimated 80 percent of online content is in English. A large proportion of the educational software produced in the world market is in English. For developing countries in the South Asian region where English language proficiency is not high, especially outside metropolitan areas, this represents a serious barrier to maximizing the educational benefits of the World Wide Web. Monitoring and evaluation Many of the issues and challenges associated with ICTs in education initiatives are known by policymakers, donor staff, and educators. However, data on the nature and complexity of these issues remains limited because of the lack of good monitoring and evaluation tools and processes. Where evaluation data is available much of the work is seen to suffer from important biases. Another Patti Swarts, â€Å"Main Issues, Possible Solutions and Opportunities for ICTs,† Global e-Schools and Community Initiatives, http://www. gesci. org 15 14 ICT in School Education (Primary and Secondary) 2010 problem in this area is the lack of a common set of indicators for ICTs in education. And, where data has been collected, it is often quantitative data related to infrastructure (number of computers, for example) rather than data that can help policy-makers gauge the impact of ICT interventions on student learning. 16 If ICTs are to become effective and integral tools in education, and if accountability is to be demonstrated to donors and stakeholders, monitoring and evaluation must be a priority area of focus (refer Annexure I for details on Monitoring Evaluation). Key Learnings Although there is great opportunity for improvement in school education at many levels through the use of ICTs, the road to achieving it is not easy. It will take continued commitment from all stakeholders involved to make any kind of substantial and sustainable change. The following broadbased suggestions may act as a basis for building a long-term roadmap to bringing ICTs to schools, and students at large in the South Asia region. A key to succeed in this endeavor is to adopt a comprehensive, end-to-end, systematic approach, with a phased and learn-as-you-go strategy for implementation, that can be adjusted to adapt to the specific needs and a changing environment. Government Support Government cooperation is necessary for ICT programmes to have substantial impact and be sustainable. In the attempt to reevaluate the education delivery system and curriculum of countries to include ICT, Governments have to consider the social context in which they are implementing this new phenomenon. The realities of individual countries and the disparities within and across their geographies, including their limitations say, the language barrier, should be considered and the availability of ICT should be made according to the needs and desires of the countries in order to facilitate appropriate learning and local ownership of knowledge. 17 As discussed in the essay on policy coherence, governments need to adopt a coherent national policy framework, an effective ICT for education ecosystem, not just within the education field but also encompassing other complementing and enabling domains, which could ensure a child’s overall development and the Country’s larger objectives. Government policies must demonstrate political will and champion the integration of ICT purposes and be in line with national development goals and frameworks. In countries where implementation capacity is weak and misuse of resources can be a major problem, ICT can further enable the country to enhance its capacity building efforts and reduce the opportunity for corruption. 18 16 Trucano, Michael. 2005. Knowledge Maps: ICT in Education. Washington, DC: infoDev/World Bank. Available at: https://www. infodev. org/en/Publications. 8. html K. Toure, M. L. Diarra, T. Karsenti, and S. Tchameni-Ngamo, â€Å"Reflections on Cultural Imperialism and Pedagogical Possibilities Emerging from Youth Encounters with Internet in Africa† in ICT and Changing Mindsets in Education, eds. K. Toure, T. M. S. Tchombe, and T. Karsenti (Bamako, Mali: ERNWACA, 2008). 18 Muwanga, â€Å"High Cost of Internet Connectivity in Africa: How Do We Achieve Mobile Telephony Success Story? † 17 15 ICT in School Education (Primary and Secondary) 2010 Not only are national policies necessary but the Government also should assist in building organizational and institutional capacity to effectively deal with the complexities of integrating and implementing ICT in school education. Ministries of Education need to reconsider how they institutionalize positions of responsibility for ICT. The ICT unit’s roles relate directly to improvement of teaching and learning using ICT, and the mix of skills required differs substantially from that of a traditional IT unit, providing infrastructural systems support. Therefore, appropriate considerations have to be taken to establish the right kind of institutions and positions to take the mission forward. In the longer term, the active participation of the Government is essential to ensure the sector-wide introduction of ICT4E. Government involvement is critical to source additional investments in the ICT infrastructure, to integrate ICT in the curriculum, and to facilitate the widespread diffusion of materials. 19 Creating Community-Based ICT Facilities In 1999, the Bangladesh Rural Advancement Committee (BRAC) undertook an initiative to improve rural communities’ access to ICT facilities. This involved selecting 800 Gonokendros (multipurpose learning centers) and equipping them with computers so that rural communities become familiar with usage of ICT and have access to a wide range of reading materials and resources, educational and non-educational. The concept of community-based ICT facilities may be expanded at the school level to increase school students’ access to ICT-based materials. For example, one ICT centre may be created for every ive schools in the village/block, and this centre may be equipped with computers, television, radio, or other technologies. A timetable may be allocated so that each school has access to the ICT centre for one day of the week. Within each school again, different classes may be allocated different periods for accessing the ICT centre. The challenges with implementing such a scheme, is that the distance of the centre from the various schools that warrant the need for firming up the mode of students’ mobility and the frequency of such mobility to access the ICT facility and others. Moreover, the cost of renting or buying land and a building for setting up the ICT centre is another deterrent. However, this concept of school communities using common ICT facilities is a feasible way in which to introduce students from rural communities to ICTs. Prioritizing and Planning Access to Remote Areas Special consideration should be given to ICT connectivity and accessibility for educational purposes. Bandwidth and spectrum of radio and television wavelengths should be allocated for education. Planning for connectivity infrastructure and regulations should promote and facilitate educational use of ICT. The trends toward convergence and new mobile platforms for InternetInternational Institute for Communication and Development, ICTs for Education: Impact and Lessons Learned from IICD-Supported Activities. 19 6 ICT in School Education (Primary and Secondary) 2010 connectivity need to be fully exploited through innovative policies and partnerships that can help lower cost and expand access. Regional networks of collaboration among countries where language and cultural context are simila r could serve as a platform to promote educational quality and equality in an effort to bridge the digital divide. Greater exchange and collaboration in the production and management of educational resources would lower expenses in the development of materials as well as increase the amount of educational content available to teachers and students across the region. 0 Adopting ICTs Suited to the Context Given that Internet access is a problem for most schools, especially in rural areas, educators and administrators needs to consider the possibility of establishing Local Area Networks (LANs) in schools. Content could be hosted on school LANs, instead of trying to make them available on the Internet. A digital library on a server on the LAN would be a valuable asset, as it can store all types of digital content. Interactive multimedia material can also be hosted on the LAN at a much lower cost than on the Internet. This also has the added advantage of enabling students to access Programmes at their convenience, instead of having to adhere to a scheduled telecast. Given that India has invested significantly in educational television and already has a commendable satellite television infrastructure, schools should focus on leveraging this technology. Some Indian educational channels are planning to switch to DTH soon, and it is very practical for them to do this. Due to the rapid fall in the cost of servers and storage, it is possible to record thousands of hours of TV programmes in digital form onto a server and make it available on demand from every PC on the LAN. 21 Focus on Capacity Building The use of ICTs in education calls for a fundamental shift in the way content is designed and delivered, as well as for teamwork and collaborative practices. New technologies cannot be imposed without enabling teachers and learners to understand these fundamental shifts. Ongoing training is necessary for the trainers in institutions and organizations who are engaged in the design of curriculum, teaching materials, and delivery of ICT-enabled education. At the same time, middle-level managers, both in the public service and the NGO sector, need to understand the pedagogy of learning through ICT and the management models that are required. Given that teachers themselves are not comfortable using ICTs for teaching purposes, it is critical that there is a focus on capacity building of teachers so that they are equipped adequately to use ICTs in the classrooms. A locally-accessible instructor/trainer may be hired to provide training to the teachers on the usage of computers and Internet, and other ICTs that are proposed to be used in ‘Information and Communication Technologies (ICT) in Education for Development’, Global Alliance for ICT and Development, White Paper July 2009. 21 Srinivasan Ramani, International Institute for Information Technology, Bangalore, e-Discussion with Community of Practitioners at UN Solution Exchange (Communities of Education and ICT for Development). 20 17 ICT in School Education (Primary and Secondary) 2010 the school. Further, the contracts of procurement of ICT products could include among other, a short-term handholding feature with respect to familiarization and effective usage of the facilities. It is also suggested that the Teachers Training Institutes (TTIs) shall ensure ICT-based teaching and learning methodologies be integrated into the educational streams and build capabilities to the next-generation teachers with the capacity to handle ICT facilities with ease. Support of school administrators and, in some cases, the community, is critical if ICTs are to be used effectively. In addition, teachers must have adequate access to functioning computers (or other technologies) and sufficient technical support. Shifting pedagogies, redesigning curriculum and assessment tools, and providing more autonomy to local schools all contribute to the optimal use of ICTs in education. Creative Solutions to Computer Shortages Computer-based ICT interventions require significant investment in hardware. In addition, the expected active life of a computer is about 5 years, and as the hardware industry develops more sophisticated products, the software adapts to the top-of-the-line products. Computer recycling is an ecologically sound alternative to this problem. A growing number of not-for-profit organizations are dedicated to the tasks of collecting, refurbishing, and finding new homes for old computers. 22 In most South Asian countries, it has been found that computer usage is most cost effective when placed in common areas such as cyber cafes, community resource centers, and so on. Alternative Power Sources Given the situation of power shortages in rural areas, and the effect of power shortage on the usage of computers and other technologies in schools, the Governments should actively promote the usage of alternate sources of power. This ecologically friendly solution will also ensure a steady power supply to schools in rural areas. For example, the Bangladesh National ICT Policy 2009 highlights the imperative of providing access to ICTs to all schools and using alternate sources of energy such as solar panels if required. Financing ICT Investments Financing mechanisms for ICTs in education initiatives are quite varied. Due to the high up-front costs and large recurrent costs, countries and communities typically employ varied models of financing and cost recovery mechanisms. Public-private partnerships and user fees are important components of financing ICTs in education in many countries, although more research is needed to determine the impact and effectiveness of these mechanisms (refer Annexure II for details on PublicPrivate Partnerships [PPPs]). Wadi D. Haddad and Sonia Jurich ‘ICT for Education: Prerequisites and Constraints’, ‘Technologies for Education: Potentials, Parameters and Prospects’ UNESCO and AED 2002. 22 18 ICT in School Education (Primary and Secondary) 2010 Conclusion A carefully thought-out, integrated approach to introducing computers and the Internet into learning environments in developing countries can have a significant impact on teaching and learning. In countries where learning resources are limited and teachers never dream of having a fully stocked library, let alone the Internet, teachers and students have been introduced to a new world of learning. As a result, those with access to ICTs have been greatly empowered, and now believe they can compete in a global knowledge-based economy because they know that their knowledge, ideas, culture, and passions are as valuable as any in the world. In order to more effectively prepare students to participate in ICT-driven education, greater commitments and willingness to share and adopt innovative solutions are needed from all aspects of society—from Governments, the private sector, communities, donors, parents, and students. Schools should be transformed into active learning environments open to their communities; telecommunication and power infrastructure policies should focus on schools as starting points for rural transformation; teachers and students must be empowered to be creative agents for change in their schools; and leaders must embrace a vision that will prepare their youth for tomorrow’s challenges. 23 Despite the challenges outlined in the paper, ICTs are being increasingly used in education in both the developed and developing world, in order to reach out to children from poor and remote communities, provide them with a quality education, and in general equip both teachers and students with a wider range of educational resource and enable them with greater flexibility. However, the growth and success of ICTs in education depends on the extent to which the issues and challenges outlined in this paper are addressed. There is a critical need to document every effort for the benefit of the various stakeholders— decision-makers, institutions, NGOs and civil society. It is necessary to know what works and what does not, and what the implications are for policy making, planning, and implementation. Specifically, it needs to be understood that any new technology comes not merely with hardware and software, but with a learning and teaching style and grammar of its own, and that management practices need to be adapted in order to use the technologies effectively. ICTs are, ultimately, only physical tools, which by themselves cannot bring benefits to students, teachers and communities at large. Therefore the unique contextual realities of this region, including, primarily, the initiative and impetus of the various countries and its constituents, the involvement of private companies and NGOs, and the level of infrastructure, play determining roles in creating enabling environments promoting the use of ICTs for primary and secondary education. 23 Robert J Hawkins ‘Ten Lessons for ICT and Education in the Developing World.

Untitled Essay Research Paper free essay sample

Untitled Essay, Research Paper Shortly before Christopher Marlowe # 8217 ; s prematurely decease during a saloon bash, he was arrested and charged with godlessness, a high offense at the clip. Much of the footing for this claim may hold stemmed from his controversial drama, # 8220 ; Doctor Faustus, # 8221 ; which deals to a great extent with sorcery and the Satan. Using merely this drama as a footing to make up ones mind his guilt or artlessness under the charge of godlessness, I have found him guiltless, with the apprehension that if I was a justice presiding over the proceedings of a mock Marlowe test, I might good hold found him guilty. Let me explain.In make up ones minding Marlowe # 8217 ; s guilt or artlessness, one must take into history the clip period during which he was charged. To be # 8220 ; guilty # 8221 ; of godlessness today is non a offense ; therefore it is easy to be an vocal non-believer in God. We will write a custom essay sample on Untitled Essay Research Paper or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page During Marlowe # 8217 ; s clip, this would hold led to a fleet terminal, if non by tribunal than by criminal. Today # 8217 ; s society is besides for more intuitive than Marlowe # 8217 ; s, and the being of God is questioned on a day-to-day footing by a big per centum of the population, whereas during Marlowe # 8217 ; s clip, God was accepted as a truth by such a huge bulk of the population, that even those who doubted at all might be swept over by overpowering beliefs of the populace. Therefore I would happen it difficult to convict Marlowe of being an atheist on the degree of such a individual today. He could non hold been highly vocal about his belief in God, otherwise he would hold been killed for merely that, and non arrested. If he were an # 8220 ; atheist # 8221 ; as described by his clip period, it is in fact far more likely that he was an agnostic, particularly given his involvement in faith in # 8220 ; Doctor Faustus. # 8221 ; Marlowe # 8217 ; s play # 8220 ; Doc tor Faustus # 8221 ; is in some ways really helpful, and in other ways really hard, in supplying information as to Christopher # 8217 ; s positions on faith. It seems difficult at the beginning and terminal of the drama to label him as an atheist, due to the morality and significance of the drama ( pride will take to destroy, make non abandon God for worldly pleasances, etc. ) . The chorus opens the drama by depicting how Faustus # 8217 ; s downfall will happen, with inordinate pride and contempt for God, which barely seems profane. In Faustus # 8217 ; s opening monologue he quotes incomplete lines of Bible, doing him to misinterpret their intended significance, and turning him to the Satan. If person did non read the full drama, it might be imaginable that in their spiritual ardor they might hold missed the significance of these lines and simply seen Marlowe as writhing the Bible for his ain demands, but in any complete reading of the drama that thought seems ludicrous.Furtherm ore, throughout the drama it seems evident that Marlowe makes it really clear that Hell is a atrocious thing, and that Faustus is clearly deceiving himself as to reverberations of 24 old ages of close almighty power on Earth for an infinity in torture in Hell. At the terminal of the drama, Faustus excessively tardily acknowledge s his error, and we are led to believe that his erroneous ways have led to his demise. All of these reasons seem to make it fairly clear that even if Marlowe himself was not convinced of God and Satan, that perhaps he wasn’t quite willing to risk their nonexistence by scorning God.So where then, does one find evidence of atheism in Doctor Faustus? In two places, the scene where Faustus and Mephistopheles torment the pope, and in one of the play’s themes: the location and existence of Hell. The first of these examples is also highly questionable, because it is the pope who is tormented, and Marlowe was living in England after the separation from Rome, and had in fact been previously charged with the crime of converting to Roman Catholicism. Still, the actions of Faustus towards the pope, if construed to imply that Marlowe would like to do likewise, would show scorn for more than the pope, but to God as well. Once again, I find that trying to pull evidence of atheism fr om this scene to be almost ludicrous under careful examination.The only idea, in my opinion, that might have caused quite a stir, and angered the church, would be Marlowe’s ideas on Hell. In â€Å"Doctor Faustus,† the good doctor asks Mephistopheles how the devil is out of Hell to which Mephistopheles replies, â€Å"Why this is hell, nor am I out of it. Think’st thou that I who saw the face of God and tasted the eternal joys of heaven am not tormented with ten thousand hells in being deprived of everlasting bliss?† (Faustus lines 75 – 79) The idea that anything that is not heaven is at least in part Hell could have certainly caused an uproar amongst religious leaders. Despite the importance on living for the afterlife, and not for the world today (as is stressed as well in the play), the idea that earth was itself a hellish place was hardly what the church was preaching. However, once again if interpreted carefully, Marlowe is not saying that every thing that isn’t heaven is Hell, so much as he is saying that when the time comes for one to enter heaven, being rejected, or choosing to reject it, will result in a comparatively Hellish existence.Every â€Å"reason† that I can think of for anyone accusing Christopher of atheism seems like it would be pretty easily dismissed under careful examination, and yet I hesitate to say that Marlowe would have been found innocent of the crime. Given the time period, and the overall paranoia about such things as atheism, the simple fact that Marlowe was raising ANY concerns would be enough concern for plenty of people that he was an atheist, and that all of the things that appear to discredited any claim of atheism were merely disguises used by Marlowe to hide his true feelings on the matter. Basically, people always find a way to believe what they want to, and given Christopher’s disreputable character, getting him in a room full of people who disliked him might very wel l have resulted in a guilty verdict.