The Year 2000 Essays - Software Bugs, Computer Programming

The Year 2000 Introduction Many may dismiss the predictions that there would be a worldwide chaos on January 1, 2000 as many computers programmed with two-digit year fields would mistake it to be 1900 and breakdown. However, we need not wait for the turn of the century for the trouble. Signs of early troubles are already everywhere to sufficiently warrant both IT and business managers to take the issue seriously, if they have not already done so. What seemed as a reasonable solution to costly storage problem in past, would now cost, by some estimates, 600 Billion dollars to organizations worldwide. No matter what the final cost comes out to be, even at conservative 300 billion dollars, it is no pocket change. All concern parties must have thorough understanding of the problem, its solutions, and possible ramifications. Importance of the Issue IT managers are not the only one who needs to understand the depth of Y2K problem. Business managers probably has more in stake here than any one else. If ti mely solutions are not achieved, many business stands to lose many billions of dollars in form of lost revenues. This loss does not include possible losses resulting from litigation and out-of-court settlements. Many firms, including some large ones, have continued to drag their feet on fixing Y2K related problems. Companies with Y2K problems now often cannot find people to work on those problems. Shortages of qualified people to work on Y2K projects are very evident globally. January 1st, 2000 is a non-flexible date that is sure to come without any mercy and possibility of extension. If companies are not addressing it by now, they are simply playing catch-up(14). The good news is that the technical know-how exists and many tools are available. For many organizations, problem can be adequately addressed even if they start now but for a higher cost, of course. Historical Perspective In 1956, Howard Aiken, a computer pioneer from Harvard University remarked: If it should ever turn ou t that basic logic of a machine design for numerical solution of differential equations coincide with the logic of a machine intended to make bills for a department store, I would regard this as the most amazing coincidence that I have ever encountered.(1) First, it was truly an amazing coincidence. Second, the first generation of computer programmers were also right by recording years as two digit numbers. It saved costly storage capacity. Third, by another amazing chance, the result of a correct decision will be an expensive (may be the most expensive) industrial accident of our time. Many articles have included stories that show the date problem surfacing as early as 1993: In 1993, associated Press reported that Mary Bandar of Minnesota was invited to attend kindergarten classes, since she was born in 88. She was born in 1888 and was 104 years old. C.G. Blodgetts auto insurance premium tripled when he was reclassified as youthful high-risk driver. He turned 101. What is the Year 2000 problem? It is not one, but series of problems. It Involves software, computer hardware, data, people, and large amounts of money. Nature of these problems can be explained simply: until 1989, all of the standards followed to create computer programs stated that only last two digits would be used to identify the year. As the millennium nears, most computers would regard 2000 as 1900. In late 1800s, Mr. Hollerith invented the punch card with 80 columns to help the U.S. Census done on time. Same cards has been in use for programming until recent time. Eighty characters of information was barely enough for a full name and address. To save space for more important information, programmers designated two-digit year field assuming all years would have same prefix of 19. Even when computers were later equipped with larger storage capacities in magnetic form, memory was the most expensive part of the machine and programmers continued to use two-digit year field to save memory. How the problem continued Programmers of 1960s and 1970s assumed that these program would long be replaced with new ones before the turn of the century. Though the computer hardware has come a long ways in past 30 years, the mainframe machine is

Free Essays on The New Dream

The New Dream (Delivered on the steps of Martin Luther King, jr’s burial sight in Atlanta, GA on April 5, 2002) For nearly thirty year, Americans suffered a great injustice. We were made to believe, excuse me tricked and deceived into believing Doctor/Reverend Martin Luther King, jr. was the most important civil rights leader. Today, we must face the truth that King, jr. was not the man we thought he was. So we have come here today to correct those misleading notions. Think of the solution as a nation coming together to experience a joyful emotion, the truth. When the nation was attacked by terrorists on September 11, there were two things that we were yearning for. Those two things were justice and the truth. Today, nothing has changed. We are still in search of justice and the truth. It would be fatal for us, Americans, to consider Martin Luther King, jr. as the only important civil rights leader. That erroneous belief must be destroyed. We must recognize other significant civil rights leaders like Malcolm X, Rosa Parks and Andrew Young. Now lets take Malcolm X into consideration. Malcolm X was a man that Martin Luther King, jr. did not want to compromise with. If Mr. King was truly focused on our rights, he would of thought of ways to join forces with Malcolm X to accomplish greater goals. Instead King’s unmindful ways caused them to work separately even though they were fighting for the same cause. Martin Luther King, jr.’s problem with Malcolm X was that Malcolm X wanted to confront the situation. Malcolm X often said, â€Å"by any means necessary.† This statement shows Malcolm X’s willingness to sacrifice for the purpose of the greater good. While Malcom X wanted us to contend with the problem, Martin Luther King, jr told us â€Å" to turn the other cheek.† Basically, he told us to lay down and let people walk all over is. While Martin told us to be patient and wait for our turn, Malcolm X strived for ... Free Essays on The New Dream Free Essays on The New Dream The New Dream (Delivered on the steps of Martin Luther King, jr’s burial sight in Atlanta, GA on April 5, 2002) For nearly thirty year, Americans suffered a great injustice. We were made to believe, excuse me tricked and deceived into believing Doctor/Reverend Martin Luther King, jr. was the most important civil rights leader. Today, we must face the truth that King, jr. was not the man we thought he was. So we have come here today to correct those misleading notions. Think of the solution as a nation coming together to experience a joyful emotion, the truth. When the nation was attacked by terrorists on September 11, there were two things that we were yearning for. Those two things were justice and the truth. Today, nothing has changed. We are still in search of justice and the truth. It would be fatal for us, Americans, to consider Martin Luther King, jr. as the only important civil rights leader. That erroneous belief must be destroyed. We must recognize other significant civil rights leaders like Malcolm X, Rosa Parks and Andrew Young. Now lets take Malcolm X into consideration. Malcolm X was a man that Martin Luther King, jr. did not want to compromise with. If Mr. King was truly focused on our rights, he would of thought of ways to join forces with Malcolm X to accomplish greater goals. Instead King’s unmindful ways caused them to work separately even though they were fighting for the same cause. Martin Luther King, jr.’s problem with Malcolm X was that Malcolm X wanted to confront the situation. Malcolm X often said, â€Å"by any means necessary.† This statement shows Malcolm X’s willingness to sacrifice for the purpose of the greater good. While Malcom X wanted us to contend with the problem, Martin Luther King, jr told us â€Å" to turn the other cheek.† Basically, he told us to lay down and let people walk all over is. While Martin told us to be patient and wait for our turn, Malcolm X strived for ...

PRODUCTS AND SERVICES Essay Example | Topics and Well Written Essays - 1000 words

PRODUCTS AND SERVICES - Essay Example Cloon Kleen is trying to look for cost effective ways in which it can efficiently market itself and gain competitive advantage. Differentiation has immensely helped the company in retaining its customers due to the uniqueness of their products’ scent. Cloon Kleen’s has had high number of loyal customers, which is approximately 80% due to the uniqueness of their products to their customers who are majorly women of age between 25 and 50. The company has also adopted their own line of body care products due to high differentiation strategy they employee in their products. Cloon Keen uses three different perfumes to create fragrances which are of very high quality and do have authentic aroma that do not smell strange. The company uses print media which shows colored picture of their products thus promoting the products. A fashion magazine which adds value to the products by associating it with other fashion designs advertised in the same magazine. The company has adopted br anding and packaging of its kind that is very attractive to their customers. The branding is unique and very beautiful thus attracting many customers especially women who are greatly attracted by colors. The company also believes in verbal interaction with their customers that help them improve on the quality of their products through their customers’ suggestion. ... How it should Be Positioned Relative to Pertinent Competitors The company should further diversify in manufacturing more products with variety of attractive fragrance combined with beautiful packaging and marketing to gain competitive advantage. Changes Required For a Better Positioning The company should embark on thorough marketing, promotion and slightly lower the prices of their products to gain competitive advantage. The company may as well use application or use strategy by manufacturing different products for different occasions and times such as romantic scented candles for lovebirds’ gifts and cool scented products for summer seasons. Another great strategy is connecting the products with the users such as classic scented products for the rich. It is also important to design products that are consumer friendly by having consumer in mind. What Is Lifestyle Brand? A lifestyle brand is a brand that tends to symbolize itself with a particular grouping or society for marke ting purposes. This strategy should not be adopted since it may hinder other potential consumers who are not incorporated in the group shun from buying the products. Electronic Media in Promotion Electronic media such as website blogging and other social media should be used to promote and market both the company and the products due to their ability to reach many people at the shortest time possible. The firm should be able to communicate with its customers freely and persuade them to buy their products, which should be well displayed on the firm’s electronic sites. The will further receive feedback from their customers via the electronic media which they will use in improving

Introduction to the Old Testament and Pentateuch Essay

Introduction to the Old Testament and Pentateuch - Essay Example This section significantly covered the origin and fall of man beginning in the time of Adam and Eve then Noah and the Great Flood up to the tower of Babel – the moment the Lord confused the language of the whole world. Section II (Genesis 12 – 36) conveys the narrative of the patriarchs and matriarchs from Abraham and Sarah to Isaac and Rebecca then later descendants in Jacob who married Leah and Rachel. In this section, God’s covenant with Abraham is made known – the Covenant of Circumcision, where God spoke to Abraham and told him that he would become the father of many nations. The destruction of the sinful cities Sodom and Gomorrah by two of God’s angels as well as how Jacob obtained the name Israel are accounted for herein. Section III (Genesis 37, 39 - 50) initiates with the story of Joseph and his dreams and the moment his brothers sold him to the Ishmaelites from whom Potiphar bought him in Egypt. This narrative further includes Josephâ€⠄¢s journey in Egypt, his prosperity through the Pharaoh whose dreams he satisfactorily interpreted, and the time when he revealed himself to his brothers. The section also comprised rich details considering how Joseph took charge of the famine in both Egypt and Canaan and ends with the blessings and death of Jacob. (2) The Four Sources of the Pentateuch The Pentateuch was written over about five centuries from the 11th to the 6th century B.C. and then collected and edited during the Exile by the scholars who, in the last two centuries, performed thorough analytical study of the first five books especially of the alternate uses of the sacred name of YHWH with the generic noun for divinity, elohim. As collector and editor of the Pentateuch at the time of the Exile, they carefully joined four sources into the Pentateuch. These are the so-called Yahwist, Elohist, Priestly, and Deuteronomist sources and are usually abbreviated as J, E P, and D. Each source is distinct in its own theolog ical viewpoint and literary style to the books of the Pentateuch which may be observed upon critical reading. The Yahwist Source: The Yahwist source prefers to use the sacred tetragrammaton [the four Hebrew consonants = YHWH], which was pronounced as â€Å"Yahweh,† God’s personal name revealed to Moses at the Burning Bush. In literary style, the Yahwist is concrete and imaginative, using anthropomorphism [â€Å"in human form†] in its theological description of YHWH’s activities. The Yahwist was a collector of the old legendary stories of the mythic ancestors. The Yahwist writes from the point of view of the south during the time of the Divided Monarchy. The Elohist Source: In contrast to the Yahwist source, the Elohist source prefers to use the generic common noun for God, elohim. The Elohist is sober and moralistic. The Elohist writes from the point of view of the northern kingdom during the time of the Divided Monarchy. The Priestly Source: The Priestly source concentrates on genealogies and on the traditions of the Israelite priests. The Priestly author at the end of the Babylonian Exile may have done the compiling and editing of the Pentateuch. The Deuteronomist Source: The Deuteronomist source, written at the end of the monarchy, is characterized by its

Design and Build of Movable Chair For Handicapped Hunters Assignment - 2

Design and Build of Movable Chair For Handicapped Hunters - Assignment Example Odland and Schafer modeled the joystick control which moves the gun or bows up and down or side to side after the joystick found on modern wheelchairs. There is a tiny camera mounted behind the scope of the gun which projects the image of crosshairs and the target onto a video monitor the hunters can easily view from their wheelchairs† (Yankovich, 2010, par. 6). The author is actually an entrepreneur who owns a jewelry shop in Lowell, Michigan. He had first-hand access to the information knowing Pete Odland personally from their common demographic location. The article provided relevant information as a unique and useful design to assist handicapped hunters in regaining mobility to enjoy what they love most. The innovative design was able to help hunters regain â€Å"the freedom for physically challenged people to â€Å"do it themselves†. The very design puts control back into the hands of those who feel they have lost any vestige of control over their lives† (Yankovich, 2010, par. 14). The article provided information on the quad chair designed by Steve Peeples initially for Aaron McMikelk, a handicapped hunter who lost the use of his legs due to viral infection. As indicated by the author, â€Å"Peeples purchased a used wheelchair, removed all the parts, such as brakes and wheels, and mounted the apparatus on the front of his quad runner. His hope was that his "Quad Chair" would open a whole new opportunity for people with limitations† (Ottesen, 2009, par. 13). The innovative way to mount a disabled chair to a vehicle enabled ex-Marine McMikelk to enjoy hunting despite immobility. The author is an outdoor columnist who is on the lookout for stories that would inspire readers to enjoy outdoor activities. As indicated, â€Å"with less than $200 needed to outfit his quad, Peeples hopes his idea will catch on around the country with veterans and handicapped shooters,  and those fewer mobiles† (Ottesen, 2009, par. 17).

Theories on Learning and Multimedia

Theories on Learning and Multimedia Literature Review Introduction Computer-based instruction was used by the military to create standardize training and be more cost-effective (Shlechter, 1991). Computer-based instruction allows individual learners to pace the lesson content to meet his or her needs and provides the environment for self-directed learning (Lowe, 2002). Computer-based instruction can be defined as using computers to deliver, track, and/or manage instruction and when computers are the main mode of content delivery. The instruction can include text, images, and feedback. Software advances allow developers to integrate audio narrations, sound clips, graphics, videos, and animation into a single presentation and played on a computer (Koroghlanian Klein, 2000; Moreno Mayer, 1999). Instruction is classified as multimedia when sound, video, and images are included. Multimedia incorporates audio and visual elements with the instruction (Craig Gholson, Driscoll, 2002; Mayer Moreno, 2003; Mayer and Sims, 1994; Mayer Johnson, 2008). Audio components include narrations, which uses the students verbal channel of his or her working memory. Visual components include static images, animations using multiple still images, a video, and/or on screen text, which uses the students visual channel of his or her working memory. When the student receives the information from the verbal and visual channel of his or her working memory and relates the information from the two channels, then meaningful learning has occurred (Tempelman-Kluit, 2006). Meaningful learning is developing a understanding of the material, which includes attending to important aspects of the presented material, mentally organizing it into a coherent cognitive structure, and integrating it with relevant existing knowledge, (Mayer Moreno, 2003). Meaningful learning or understanding occurs when students are able to apply the content they learned and are able to transfer the information to new situations or creating solutions to problems rooted in the content presented (Jamet Le Bohec, 2007; Mayer and Sims, 1994). Allowing students to process and apply the information is essential for knowledge retention and meaningful learning. In multimedia learning, active processing requires five cognitive processes: selecting words, selecting images, organizing words, organizing images, and integrating. Mayer Moreno 2003 Multimedia instruction not only incorporates audio and visual elements it also has the capability of creating nonlinear content. Creating a nonlinear lesson allows the learner to have an active role in his or her learning and bypass sections they have already learned as well as go back and review sections if they need reinforcement. It is like putting the student in the drivers seat and enabling them to reach the destination through a variety of paths versus sitting on a bus and stopping at each stop and waiting until they reach the destination. Cognitive Learning Theories in Multimedia Multiple multimedia learning theories and principles guide the creation process for multimedia presentations and facilitates student learning. Using the theories and principles guides the presentation creation process and facilitates students learning. The two overarching theories are cognitive load and dual coding. Several effects and __ related to the two main theories are: split-attention, redundancy, modality, spatial contiguity principle, temporal congruity principle and coherence principle. The four theories that are directly relevant to this study are: ___ ___ ___ and ___. Add figure of org chart of principles theories. Paivo, Sweller Mayer. Mayers theory of multimedia learning Cognitive Load The working memory has a finite capacity for processing incoming information for any one channel, visual or audio. The combined processing, at any particular time, creates the working memorys cognitive load ability (Baddeley, 1992; Mayer Moreno, 2003; Chandler Sweller, 1991). To take advantage of the memorys capability it is important to reduce redundant and irrelevant information, thus reducing the cognitive load (Sweller, 1994; Ardaà § and Unal 2008; Mayer Moreno, 2003; Tempelman-Kluit, 2006). To keep the information efficient the multimedia should eliminate information that does not apply to a lesson or assignment. Content that is nonessential for transfer or retention should also be eliminated. Information needs to be concise by carefully selecting the text and images for the content and present the information succinct and organized in a logical pattern (Mayer Moreno, 2003). Careful selection of text and images should be concise so content can be presented in a succinct and organized, logical pattern. Grouping the information into smaller portions of information reduces the cognitive load. By chunking the information, the working memory has the opportunity process the content and makes connections with prior learning and knowledge. The information is then stored in long-term memory (Mayer Moreno, 2003). After presenting a portion of the information, the multimedia presentation should include a brief activity to engage the student in processing and storing the information. Utilizing both the auditory and the visual channel of the working memory also helps with the cognitive load and content retention (Tempelman-Kluit, 2006). Based on the information above about memory and processing the Cognitive Load Theory (CLT) was developed by Sweller (1993, 1994, 1998). The theory assumes that people possess a limited working memory (Miller, 1956) and an immense long-term memory (Chase Simon, 1973), with learning mechanisms of schema acquisition (Chi et al., 1982; Larkin et al., 1980) and automatic processing (Kotovsky et al., 1985), (Jueng, Chandler Sweller, 1997). Cognitive load theory provides a single framework for instructional design based on separate cognitive processing capabilities for visual and auditory information (Jamet Le Bohec, 2007). Creating a multimedia presentation that conforms to CLT would integrate the auditory and visual information on the screen. The CLT presentation design limits the load on any one channel to prevent cognitive overload and increase learning (Kalyuga, Chandler, Sweller, 1998; Mayer and Moreno 2002; Tindall-Ford, Chandler, Sweller, 1997). Further research conducted by __ __ ______ _____ indentified three separate types of cognitive load, intrinsic, extraneous, and germane. Intrinsic cognitive load The first type of cognitive load is intrinsic and is shaped by the learning task and the learning taking place (Van Merrià «nboer and Sweller, 2005). Intrinsic cognitive load occurs between the learner and the content, with the learners level of knowledge in the content area playing a factor. The other factors are the elements the working memory is processing at one time and element interactivity (van Merrià «nboer and Sweller, 2005). Element interactivity level depends on the degree to which the learner can understand the element information independently (Pass, Renkl, Sweller, 2003). If you need to reduce total cog load (intri + extr + gemain) you need you need to know the elements and how to reduce loads. If the learner needs to understand several elements at once, and how they interact with each other, then the element interactivity is high. However, if the learner can understand each element independently then the element interactivity is low (Pass, Renkl, Sweller, 2003). Th e intrinsic level occurs with the learner and their working memory and constructing meaning from the elements presented. While intrinsic load cannot be adjusted, the extraneous load can be modified. Give own example of high and low element interactivity. (van Merrià «nboer and Sweller, 2005) à   intrinsic learning schema construction and automation. Content element interactivity directly correlated to intrinsic cognitive load ? (Pass, Renkl, Sweller, 2003). Page 1 of article Extraneous cognitive load The second type of cognitive load is extraneous or ineffective and is affected by the format of the information presented and what is required of the learner. Extraneous cognitive load occurs when information or learning tasks have high levels of cognitive processing and impedes with knowledge attainment (Pass, Renkl, Sweller, 2003). Extraneous cognitive load is also referred to as ineffective cognitive load since the cognitive processing is not contributing to the learning process. The working memory has independent two channels for processing audio and visual. If the instruction occurs only using one channel instead of utilizing both channels the learner will experience a higher level of extraneous cognitive load (van Merrià «nboer and Sweller, 2005). Extraneous cognitive load can be reduced by several effects studied as part of instructional design and cognitive load report as by Sweller et al., 1998 such as; split attention, modality, and redundancy (van Merrià «nboer and Swel ler, 2005). Germane cognitive load The third type of cognitive load is germane and is also affected by design of the instruction being presented. While extraneous cognitive load accounts for information impeding learning germane cognitive load focuses on freeing cognitive resources to increase learning. Germane is also referred to as ineffective cognitive load. Germane and extraneous work together disproportionately. Designing instruction that lessens the extraneous cognitive load allows additional cognitive processing for germane load and increase students ability to assimilate information being presented (Pass, Renkl, Sweller, 2003). Intrinsic, extraneous, and germane cognitive loads work together for a combined total cognitive load; this combined load cannot be greater than the available memory resources for a learner. An experiment conducted by Tindall-Ford, Chandler and Sweller, 1997 had a purpose of measuring cognitive load. The participants were twenty two first year apprentices and had completed grade ten of high school. The participants were assigned to one of two treatments, visual-only instructions and audio-visual instructions. The experiment started with an instructional phase, which has two parts and was 100 seconds in length. Part one of the instruction phase had an explanation of how to read an electrical table and was either all visual, or was visual and audio with a cassette player. After the instructional phase part one, the participant rated the mental effort (load) based on a seven point scale. Then the apprentices took part in a test phase which included three sections. The first section was a written test where participants filled in the blank headings in an electrical table. The second section contained questions about the format of the table. After the first part of instruction and two parts of testing, participants were given the same electrical table and participants had to apply information contained in the table to examples given. Participants had 170 seconds to study the information, then completed another subjective mental effort (load) survey. Then the participants complete the final section of the test phase. The apprentices had to apply the information and select the appropriate cable for an installation job with the given parameters. Apprentices had a two week break where they continued with their normal training. Then both the two part instruction phase and the three part test phase were repeated. A 2 (group) X 2 (phase) ANOVA was run for the first instruction section and the first two sections of the written test in the test phase and significant difference was found with the audio-visual group performing better than the visual-only group. When the ANOVA was run for the mental load for the two phases significance was found again, with the audio-visual group rating the mental effort lower than the visual-only group. Similar results were found when analyzing part two of instruction mental load and section three of the written test for both phases. All test results revealed the audio-visual group outperforming the visual-only group for all tests and a lower mental load rating. Therefore the participant performance can be linked back to the cognitive load. An experiment was conducted by Ardac and Unal, 2008 finish later Based on the experiment above by Tindall-Ford, Chandler and Sweller, 1997, when selecting a format for a presentation audio-only is the better choice. This is true not only from a modality theory, it is also better from a cognitive load theory perspective, since visual-only formats cause a higher level of mental effort for participants. Transition sentence that link split-attention effect as a part of cognitive load theory. Split-Attention Effect When images or animations are involved with the redundant text then the visual channel has to pay attention to multiple visual elements and the attention is split between the many visual pieces, creating the split-attention effect. Having several visual components such as text and animations causes an increase in the cognitive load and learning is hampered (Ardac Unal, 2008). Split-attention occurs when instructional material contains multiple sources of information that are not comprehendible by themselves and need to be integrated either physically or mentally to be understandable (Jeung, Chandler Sweller, 1997; Kalyuga, Chandler, Sweller, 1998; Tindall-Ford, Chandler, Sweller, 1997). Split-attention effect can be minimized by placing related text close in proximity to the image in the presentation or using audio narration for an animation instead of on-screen text (Jamet Le Bohec, 2007). One experiment conducted to test the split-attention theory was designed by Mayer, Heiser, and Lonn, 2001. In this experiment there were 78 participants selected from an university psychology subject pool. The experiment was a 2 x 2 design with summarized on-screen text as a factor and extraneous details as a second factor. There were four groups; no text/no seductive details group with 22 students, text/no seductive details group with 19 students, no text/seductive details group with 21 students, text/seductive details group with 16 students. The group had a median age of 18.4 and was 33% male. All participants a little prior knowledge of meteorology with a score of seven or lower out of eleven questions. Participants viewed a computer-based multimedia presentation. The versions with text included a summary of the narration. The versions with seductive details included additional narrations with real world examples. The experiment started with participants completing a questionnaire to collect demographic and prior knowledge information. Then participants watched a presentation with one of the treatments at individual computers. At the completion of the video students completed a retention and transfer test. Students who received on-screen text scored significantly lower on both the transfer and retention test than student who did not have on-screen text. These results are consistent with the split-attention theory as it relates to cognitive theory of multimedia. Students who received seductive details also scored lower on both the transfer and retention test than student who did not have seductive details. These results indicate that including seductive details to a presentation hampered student learning. Another experiment conducted was by Tindall-Ford, Chandler, and Sweller, 1997. This experiment had thirty participants that were first year trade apprenticed from Sydney. The participants were randomly assigned to one of three groups, each group had ten participants. The first group was the visual only group that consisted of diagrams and related textual statements. The second group integrated the presentation included the textual statements however the statements were physically integrated into the diagrams. The third group is the audio-visual group included the same diagrams and however the textual statements were presented as audio instead of text. The participants first read the instructional materials, the audio group listened to the information from an audio-cassette. Then participants completed a written test with three sections; a labeling section, a multiple choice section, and a transfer section, and finally participants completed a practical test. While analysis of the multiple choice section revealed no significant difference, the data indicated the audio-visual group performing better than the visual group. The section three data, the transfer test, had significant with the audio-visual and the integrated group performing better than the visual only. The findings revealed that the audio-visual and the integrated formats performed better than the visual only group. The non-integrated text performed the poorest out of the three groups, which supports the split-attention effect. A set of two experiments were conducted by Mayer Moreno, 1998 to verify split-attention and dual processing. The first experiment had 78 college students from a university psychology pool with little prior knowledge about metrology. The participants were randomly assigned to one of two groups. The concurrent narrations group (AN) had 40 students and the concurrent on-screen text groups (AT) had 38 students. Participants were tested in groups of one to five and were seated at individual cubicles with computers. The participants first completed a questionnaire, which assessed the students prior knowledge and collected demographic information. Then the students watched the presentation about lightening formation; the students in the AN groups had on headphones. The presentation was 140 seconds long and included animation of the lightening process. The AN version had narration and the AT version had text on-screen that was identical to the narration, and used the same timings as the narration version. After the presentation the participants had 6 minutes to complete the retention test, where participants had to explain the lightening process. Then they had 3 minutes to complete a transfer test, which consisted of four short essay questions. Finally the participants had 3 minutes to complete a matching test, where the students had to label parts of an image, based on the lightening formation statements provided. A split-attention effect occurred for all three tests, retentions, matching, and the transfer test; which the AN group scored higher on the matching test than the AT group. These results also align with dual-processing. The second experiment by Mayer and Moreno, 1998 the content was changed to how a cars braking system operates. The first experiment had 68 college students from a university psychology pool with little prior knowledge about car mechanics. The concurrent narrations group (AN) had 34 students and the concurrent on-screen text groups (AT) had 34 students. Participants were tested in groups of one to five and were seated at individual cubicles with computers. The participants first completed a questionnaire, which assessed the students prior knowledge and collected demographic information. Then the students watched the presentation about how a cars braking system operates; the students in the AN groups had on headphones. The presentation was 45 seconds long and included animation of a cars braking process, and was broken into 10 segments. The AN version had narration and a brief pause between segments, and the AT version had text on-screen that was identical to the narration, and used the same timings as the narration version. The AT groups text appeared under the animation and stayed visible until the next segment started. Then participants were randomly assigned to one of two groups. After the presentation the participants had 5 minutes to complete the retention test, where participants had to explain the braking process. Then they had 2.5 minutes to complete a transfer test, which consisted of four short essay questions. Finally the participants had 2.5 minutes to complete a matching test, where the students were given parts of the braking system and they had to identify the parts in an image and label them. A split-attention effect occurred for all three tests, retentions, matching, and the transfer test; which the AN group scored higher on the matching test than the AT group. These results also align with dual-processing. CONCLUSION!!! (318-319) The experiments indicate the adding text in addition to the narration will impede student learning. The second experiment clarifies the split-attention effect, which if text is included it needs to be placed near the relevant part of the diagram. If text is not near the images, increase in the cognitive load occurs by trying to combine the images and text. The last two experiment further clarify the split-attention effect with three measures in two different experiments. Therefore narration should be used to accompany animation and images instead of text. Modality Effect The working memory of a human has two channels a visual channel that processes information such as text, images, and animation through the eyes and an auditory channel that processes sounds such as narration through the ears. According to the modality principle, when information is presented in multimedia explanations, it also should ideally be presented auditorily versus on screen text (Craig, Gholson, Discoll, 2002; Moreno Mayer, 1999; Mayer, 2001; Mayer Johnson, 2008; Mayer, Fennell, et al., 2004). When the information is presented auditorily, the working memory uses both channels, visual and auditory to process the information being heard and the information on the screen (Tabbers, Martens, van Merrià «nboer, 2004). By utilizing both working memory channels, the mind can allocate additional cognitive resources and create relationships between the visual and verbal information (Moreno and Mayer, 1999). When learning occurs using both memory channels the memory does not become overloaded and the learning becomes embedded, this improves the learners understanding (Mayer Moreno, 2002). Several experiments have been conducted relating to modality theory. One experiment in a geometry lesson taught in a math class at the elementary school level focused on the conditions that modality effect would be occur. The researchers, Jeung, Chandler, and Sweller, (1997) created a three-by-two experiment that included three presentation modes and two search modes. The three presentation modes were visual-visual, audio-visual, and audio-visual-flashing. The visual-visual diagrams and supporting information were presented visually as on screen text; the audio-visual group diagrams and supporting information were presented visually. In the audio-visual-flashing group, the supporting information was presented auditorily and diagrams were presented visually. However parts of the diagram flashed when the corresponding audio occurred. The two search modes were high search mode and low search mode. The high search mode labeled each end of the line separately so a line was identified by the letters at each end such as AB. Whereas the low search mode labeled the entire line with a single letter, such as C and reducing the search needed to locate the information. The experiment content was geometry; the study population was sixty students from year six in a primary school with no previous geometry experience, creating ten students per group. The students participated in the experiment individually during class time. Students were randomly assigned to one of six groups the information was presented to the students on the computer. The experiment had three phases; an introduction phase where the problem was identified and was presented in one of the six modes as assigned to the student, an acquisition phase which included two worked out examples on the computer, after each example students were required to complete a similar problem with pencil and paper, and finally a test phase that included four problems for students to complete with pencil and paper. In the test phase they found a significant effect on presentation mode but not on the search complexity. They performed additional data analysis to discover the significance between the presentation modes occurred in the high search group, but not the low search group. Analysis of the presentation modes for the high search group revealed that the audio-visual-flashing group performed a higher level of performance than the visual-visual group. The experiment confirmed the modality theory hypothesis that mixed mode presentation (audio-visual-flashing) would be more effective because the multiple modes increase the working memory capacity. However these results were only found with the high search group and not the low search group. The group conducted two additional experiments to focus on high search and low search separately. The second experiment focused on high search. For this experiment, the population included thirty students from a Sydney public primary school who were in year six and had not been taught parallel line in geometry. The procedure was the same as before however the geometry content was a complex diagram. The groups were visual-visual, audio-visual, and audio-visual-flashing, with ten students were in each group. The results were consistent with modality theory and students who were in the audio-visual-flashing group performed better then the visual-visual group, and no differences were found between visual-visual group and the audio-visual group. Therefore for high search materials, the dual presentation mode increased performance when a visual reference was provided. The third experiment focused on low search. In this experiment the population included thirty students from a Sydney public primary school who had not been taught parallel lines in geometry. The groups included visual-visual, audio-visual, and audio-visual-flashing, and ten students were in each group. The procedure was similar to the first experiment however the geometry content was a low search diagram and only contained two labels. The groups were visual-visual, audio-visual, and audio-visual-flashing, with ten students in each group. The results revealed that the modality effect did occur with the transfer problems and the visual-visual group took more time than the audio-visual and the audio-visual-flashing group. The difference was that with the low search content the audio-visual group performed better than the visual-visual group meaning, low search materials the flashing indicator is not as beneficial. The three experiments had demonstrated that using mixed modes of presenta tion increases the effectiveness of the working memory and capacity for learning. The results indicated that when content requires a high level of search, visual indicators need to be included to free up cognitive resources and increase memory capacity. Therefore, based on the work of Jeung, Chandler, and Sweller (1997) when the computer multimedia presentations were created with a visual cue of a yellow box with a red outline was used as a visual indicator to assist users to locate where the mouse is clicking so students are not scanning the entire video screen for the mouse. In addition to visual references one version of the video included audio only and another version will contain text only to confirm the modality effect. Selecting the most appropriate part of the working memory to disseminate the information and using the auditory channel to process information via audio instead of visual text allows the visual channel to use the working memory to focus on the images and animations that coincide with the audio. It is similar to watching a news program on television, your ears are listening to the news anchor and the working memory is processing that information while your eyes are watching the corresponding footage and the brain it combining the two pieces of information together. However if put closed captioning on you are reading the same information you are hearing which is redundant. Redundancy Effect Redundancy effect can be defined as information being presented appears as both an image and as on-screen text, and the visual channel is responsible for all information while the audio channel is not used (Mayer, 2001; Barron Calandra, 2003). The distinction between the split-attention and redundancy effects hinges on the distinction between sources of information that are intelligible in isolation and those that are not. If a diagram and the concepts of functions it represents are sufficiently self-contained and intelligibly in isolation, then any text explaining the diagram is redundant and should be omitted in order to reduce the cognitive load (Kalyuga, Chandler, Sweller, 1998). Redundancy can occur with full text and full audio, full text and partial audio or partial text and full audio (Barron Calandra, 2003). The redundant information may be duplicate text and narration, a text description and a diagram or on-screen text and audio narration. The duplicate information cause s in increase in the learners working memory because the visual channel is processing the same information from multiple sources. (Kalyuga, Chandler, Sweller, 1998; Mayer, Heiser and Lonn, 2001). The redundancy effect is evident when student performance is hindered when redundant information is present, and student performance increase when the redundant information is removed (Kalyuga et all, 1998; Mayer, Heiser and Lonn, 2001; Jamet Le Bohec, 2007). The redundancy effect can be eliminated by presenting on-screen text as narration or presenting information as a diagram instead of a lengthy text explanation, and delivering information in a single mode that works complimentary with the other content be delivered (Mayer, Heiser and Lonn, 2001). Several experiments have been conducted relating to redundancy theory. One experiment conducted by Jamet and Le Boec, 2007 was designed to test the hypothesis that redundancy effect would be observed with full text and narration, and presenting sequential text would reduce the redundancy effect. The experiment had 90 undergraduate students from a psychology pool in France, with a median age of 20. The participants were randomly assigned to one of three groups; no text, full text with corresponding audio, and sequential text. The experiment started with a prior knowledge test with four general questions and two specific questions. Then the participants viewed three documents about memory functioning, the presentation lasted about 11 minutes. After the presentation the participants took a retention test twelve open-ended questions. Then they took a transfer test with twelve inferential open-ended questions. Finally, the participants had to complete a diagram by labeling components. Results revealed significance difference with the retention scores with the no-text group performing better than the full-text group and the sequential text group. Similar results were reported for the diagram completion portion of the experiment and the transfer task. There was no significant effect size to indicate that the redundancy effect would be reduced by presenting redundant text sequentially. There was a significant effect between the no-text and the other two groups for the transfer, retention, and the diagram test which validates the redundancy effect. Based on the findings from the experiment above, having on-screen text in addition to narration overloads the visual channel and decreases learning. The authors did point out that the participants had a difficult time understanding the documents presented and they could not control the presentation. Another set of experiments were conducted by Mayer and Johnson, 2008 to test the redundancy theory. The first experiment focused on short redundant text that was display on-screen. Theories on Learning and Multimedia Theories on Learning and Multimedia Literature Review Introduction Computer-based instruction was used by the military to create standardize training and be more cost-effective (Shlechter, 1991). Computer-based instruction allows individual learners to pace the lesson content to meet his or her needs and provides the environment for self-directed learning (Lowe, 2002). Computer-based instruction can be defined as using computers to deliver, track, and/or manage instruction and when computers are the main mode of content delivery. The instruction can include text, images, and feedback. Software advances allow developers to integrate audio narrations, sound clips, graphics, videos, and animation into a single presentation and played on a computer (Koroghlanian Klein, 2000; Moreno Mayer, 1999). Instruction is classified as multimedia when sound, video, and images are included. Multimedia incorporates audio and visual elements with the instruction (Craig Gholson, Driscoll, 2002; Mayer Moreno, 2003; Mayer and Sims, 1994; Mayer Johnson, 2008). Audio components include narrations, which uses the students verbal channel of his or her working memory. Visual components include static images, animations using multiple still images, a video, and/or on screen text, which uses the students visual channel of his or her working memory. When the student receives the information from the verbal and visual channel of his or her working memory and relates the information from the two channels, then meaningful learning has occurred (Tempelman-Kluit, 2006). Meaningful learning is developing a understanding of the material, which includes attending to important aspects of the presented material, mentally organizing it into a coherent cognitive structure, and integrating it with relevant existing knowledge, (Mayer Moreno, 2003). Meaningful learning or understanding occurs when students are able to apply the content they learned and are able to transfer the information to new situations or creating solutions to problems rooted in the content presented (Jamet Le Bohec, 2007; Mayer and Sims, 1994). Allowing students to process and apply the information is essential for knowledge retention and meaningful learning. In multimedia learning, active processing requires five cognitive processes: selecting words, selecting images, organizing words, organizing images, and integrating. Mayer Moreno 2003 Multimedia instruction not only incorporates audio and visual elements it also has the capability of creating nonlinear content. Creating a nonlinear lesson allows the learner to have an active role in his or her learning and bypass sections they have already learned as well as go back and review sections if they need reinforcement. It is like putting the student in the drivers seat and enabling them to reach the destination through a variety of paths versus sitting on a bus and stopping at each stop and waiting until they reach the destination. Cognitive Learning Theories in Multimedia Multiple multimedia learning theories and principles guide the creation process for multimedia presentations and facilitates student learning. Using the theories and principles guides the presentation creation process and facilitates students learning. The two overarching theories are cognitive load and dual coding. Several effects and __ related to the two main theories are: split-attention, redundancy, modality, spatial contiguity principle, temporal congruity principle and coherence principle. The four theories that are directly relevant to this study are: ___ ___ ___ and ___. Add figure of org chart of principles theories. Paivo, Sweller Mayer. Mayers theory of multimedia learning Cognitive Load The working memory has a finite capacity for processing incoming information for any one channel, visual or audio. The combined processing, at any particular time, creates the working memorys cognitive load ability (Baddeley, 1992; Mayer Moreno, 2003; Chandler Sweller, 1991). To take advantage of the memorys capability it is important to reduce redundant and irrelevant information, thus reducing the cognitive load (Sweller, 1994; Ardaà § and Unal 2008; Mayer Moreno, 2003; Tempelman-Kluit, 2006). To keep the information efficient the multimedia should eliminate information that does not apply to a lesson or assignment. Content that is nonessential for transfer or retention should also be eliminated. Information needs to be concise by carefully selecting the text and images for the content and present the information succinct and organized in a logical pattern (Mayer Moreno, 2003). Careful selection of text and images should be concise so content can be presented in a succinct and organized, logical pattern. Grouping the information into smaller portions of information reduces the cognitive load. By chunking the information, the working memory has the opportunity process the content and makes connections with prior learning and knowledge. The information is then stored in long-term memory (Mayer Moreno, 2003). After presenting a portion of the information, the multimedia presentation should include a brief activity to engage the student in processing and storing the information. Utilizing both the auditory and the visual channel of the working memory also helps with the cognitive load and content retention (Tempelman-Kluit, 2006). Based on the information above about memory and processing the Cognitive Load Theory (CLT) was developed by Sweller (1993, 1994, 1998). The theory assumes that people possess a limited working memory (Miller, 1956) and an immense long-term memory (Chase Simon, 1973), with learning mechanisms of schema acquisition (Chi et al., 1982; Larkin et al., 1980) and automatic processing (Kotovsky et al., 1985), (Jueng, Chandler Sweller, 1997). Cognitive load theory provides a single framework for instructional design based on separate cognitive processing capabilities for visual and auditory information (Jamet Le Bohec, 2007). Creating a multimedia presentation that conforms to CLT would integrate the auditory and visual information on the screen. The CLT presentation design limits the load on any one channel to prevent cognitive overload and increase learning (Kalyuga, Chandler, Sweller, 1998; Mayer and Moreno 2002; Tindall-Ford, Chandler, Sweller, 1997). Further research conducted by __ __ ______ _____ indentified three separate types of cognitive load, intrinsic, extraneous, and germane. Intrinsic cognitive load The first type of cognitive load is intrinsic and is shaped by the learning task and the learning taking place (Van Merrià «nboer and Sweller, 2005). Intrinsic cognitive load occurs between the learner and the content, with the learners level of knowledge in the content area playing a factor. The other factors are the elements the working memory is processing at one time and element interactivity (van Merrià «nboer and Sweller, 2005). Element interactivity level depends on the degree to which the learner can understand the element information independently (Pass, Renkl, Sweller, 2003). If you need to reduce total cog load (intri + extr + gemain) you need you need to know the elements and how to reduce loads. If the learner needs to understand several elements at once, and how they interact with each other, then the element interactivity is high. However, if the learner can understand each element independently then the element interactivity is low (Pass, Renkl, Sweller, 2003). Th e intrinsic level occurs with the learner and their working memory and constructing meaning from the elements presented. While intrinsic load cannot be adjusted, the extraneous load can be modified. Give own example of high and low element interactivity. (van Merrià «nboer and Sweller, 2005) à   intrinsic learning schema construction and automation. Content element interactivity directly correlated to intrinsic cognitive load ? (Pass, Renkl, Sweller, 2003). Page 1 of article Extraneous cognitive load The second type of cognitive load is extraneous or ineffective and is affected by the format of the information presented and what is required of the learner. Extraneous cognitive load occurs when information or learning tasks have high levels of cognitive processing and impedes with knowledge attainment (Pass, Renkl, Sweller, 2003). Extraneous cognitive load is also referred to as ineffective cognitive load since the cognitive processing is not contributing to the learning process. The working memory has independent two channels for processing audio and visual. If the instruction occurs only using one channel instead of utilizing both channels the learner will experience a higher level of extraneous cognitive load (van Merrià «nboer and Sweller, 2005). Extraneous cognitive load can be reduced by several effects studied as part of instructional design and cognitive load report as by Sweller et al., 1998 such as; split attention, modality, and redundancy (van Merrià «nboer and Swel ler, 2005). Germane cognitive load The third type of cognitive load is germane and is also affected by design of the instruction being presented. While extraneous cognitive load accounts for information impeding learning germane cognitive load focuses on freeing cognitive resources to increase learning. Germane is also referred to as ineffective cognitive load. Germane and extraneous work together disproportionately. Designing instruction that lessens the extraneous cognitive load allows additional cognitive processing for germane load and increase students ability to assimilate information being presented (Pass, Renkl, Sweller, 2003). Intrinsic, extraneous, and germane cognitive loads work together for a combined total cognitive load; this combined load cannot be greater than the available memory resources for a learner. An experiment conducted by Tindall-Ford, Chandler and Sweller, 1997 had a purpose of measuring cognitive load. The participants were twenty two first year apprentices and had completed grade ten of high school. The participants were assigned to one of two treatments, visual-only instructions and audio-visual instructions. The experiment started with an instructional phase, which has two parts and was 100 seconds in length. Part one of the instruction phase had an explanation of how to read an electrical table and was either all visual, or was visual and audio with a cassette player. After the instructional phase part one, the participant rated the mental effort (load) based on a seven point scale. Then the apprentices took part in a test phase which included three sections. The first section was a written test where participants filled in the blank headings in an electrical table. The second section contained questions about the format of the table. After the first part of instruction and two parts of testing, participants were given the same electrical table and participants had to apply information contained in the table to examples given. Participants had 170 seconds to study the information, then completed another subjective mental effort (load) survey. Then the participants complete the final section of the test phase. The apprentices had to apply the information and select the appropriate cable for an installation job with the given parameters. Apprentices had a two week break where they continued with their normal training. Then both the two part instruction phase and the three part test phase were repeated. A 2 (group) X 2 (phase) ANOVA was run for the first instruction section and the first two sections of the written test in the test phase and significant difference was found with the audio-visual group performing better than the visual-only group. When the ANOVA was run for the mental load for the two phases significance was found again, with the audio-visual group rating the mental effort lower than the visual-only group. Similar results were found when analyzing part two of instruction mental load and section three of the written test for both phases. All test results revealed the audio-visual group outperforming the visual-only group for all tests and a lower mental load rating. Therefore the participant performance can be linked back to the cognitive load. An experiment was conducted by Ardac and Unal, 2008 finish later Based on the experiment above by Tindall-Ford, Chandler and Sweller, 1997, when selecting a format for a presentation audio-only is the better choice. This is true not only from a modality theory, it is also better from a cognitive load theory perspective, since visual-only formats cause a higher level of mental effort for participants. Transition sentence that link split-attention effect as a part of cognitive load theory. Split-Attention Effect When images or animations are involved with the redundant text then the visual channel has to pay attention to multiple visual elements and the attention is split between the many visual pieces, creating the split-attention effect. Having several visual components such as text and animations causes an increase in the cognitive load and learning is hampered (Ardac Unal, 2008). Split-attention occurs when instructional material contains multiple sources of information that are not comprehendible by themselves and need to be integrated either physically or mentally to be understandable (Jeung, Chandler Sweller, 1997; Kalyuga, Chandler, Sweller, 1998; Tindall-Ford, Chandler, Sweller, 1997). Split-attention effect can be minimized by placing related text close in proximity to the image in the presentation or using audio narration for an animation instead of on-screen text (Jamet Le Bohec, 2007). One experiment conducted to test the split-attention theory was designed by Mayer, Heiser, and Lonn, 2001. In this experiment there were 78 participants selected from an university psychology subject pool. The experiment was a 2 x 2 design with summarized on-screen text as a factor and extraneous details as a second factor. There were four groups; no text/no seductive details group with 22 students, text/no seductive details group with 19 students, no text/seductive details group with 21 students, text/seductive details group with 16 students. The group had a median age of 18.4 and was 33% male. All participants a little prior knowledge of meteorology with a score of seven or lower out of eleven questions. Participants viewed a computer-based multimedia presentation. The versions with text included a summary of the narration. The versions with seductive details included additional narrations with real world examples. The experiment started with participants completing a questionnaire to collect demographic and prior knowledge information. Then participants watched a presentation with one of the treatments at individual computers. At the completion of the video students completed a retention and transfer test. Students who received on-screen text scored significantly lower on both the transfer and retention test than student who did not have on-screen text. These results are consistent with the split-attention theory as it relates to cognitive theory of multimedia. Students who received seductive details also scored lower on both the transfer and retention test than student who did not have seductive details. These results indicate that including seductive details to a presentation hampered student learning. Another experiment conducted was by Tindall-Ford, Chandler, and Sweller, 1997. This experiment had thirty participants that were first year trade apprenticed from Sydney. The participants were randomly assigned to one of three groups, each group had ten participants. The first group was the visual only group that consisted of diagrams and related textual statements. The second group integrated the presentation included the textual statements however the statements were physically integrated into the diagrams. The third group is the audio-visual group included the same diagrams and however the textual statements were presented as audio instead of text. The participants first read the instructional materials, the audio group listened to the information from an audio-cassette. Then participants completed a written test with three sections; a labeling section, a multiple choice section, and a transfer section, and finally participants completed a practical test. While analysis of the multiple choice section revealed no significant difference, the data indicated the audio-visual group performing better than the visual group. The section three data, the transfer test, had significant with the audio-visual and the integrated group performing better than the visual only. The findings revealed that the audio-visual and the integrated formats performed better than the visual only group. The non-integrated text performed the poorest out of the three groups, which supports the split-attention effect. A set of two experiments were conducted by Mayer Moreno, 1998 to verify split-attention and dual processing. The first experiment had 78 college students from a university psychology pool with little prior knowledge about metrology. The participants were randomly assigned to one of two groups. The concurrent narrations group (AN) had 40 students and the concurrent on-screen text groups (AT) had 38 students. Participants were tested in groups of one to five and were seated at individual cubicles with computers. The participants first completed a questionnaire, which assessed the students prior knowledge and collected demographic information. Then the students watched the presentation about lightening formation; the students in the AN groups had on headphones. The presentation was 140 seconds long and included animation of the lightening process. The AN version had narration and the AT version had text on-screen that was identical to the narration, and used the same timings as the narration version. After the presentation the participants had 6 minutes to complete the retention test, where participants had to explain the lightening process. Then they had 3 minutes to complete a transfer test, which consisted of four short essay questions. Finally the participants had 3 minutes to complete a matching test, where the students had to label parts of an image, based on the lightening formation statements provided. A split-attention effect occurred for all three tests, retentions, matching, and the transfer test; which the AN group scored higher on the matching test than the AT group. These results also align with dual-processing. The second experiment by Mayer and Moreno, 1998 the content was changed to how a cars braking system operates. The first experiment had 68 college students from a university psychology pool with little prior knowledge about car mechanics. The concurrent narrations group (AN) had 34 students and the concurrent on-screen text groups (AT) had 34 students. Participants were tested in groups of one to five and were seated at individual cubicles with computers. The participants first completed a questionnaire, which assessed the students prior knowledge and collected demographic information. Then the students watched the presentation about how a cars braking system operates; the students in the AN groups had on headphones. The presentation was 45 seconds long and included animation of a cars braking process, and was broken into 10 segments. The AN version had narration and a brief pause between segments, and the AT version had text on-screen that was identical to the narration, and used the same timings as the narration version. The AT groups text appeared under the animation and stayed visible until the next segment started. Then participants were randomly assigned to one of two groups. After the presentation the participants had 5 minutes to complete the retention test, where participants had to explain the braking process. Then they had 2.5 minutes to complete a transfer test, which consisted of four short essay questions. Finally the participants had 2.5 minutes to complete a matching test, where the students were given parts of the braking system and they had to identify the parts in an image and label them. A split-attention effect occurred for all three tests, retentions, matching, and the transfer test; which the AN group scored higher on the matching test than the AT group. These results also align with dual-processing. CONCLUSION!!! (318-319) The experiments indicate the adding text in addition to the narration will impede student learning. The second experiment clarifies the split-attention effect, which if text is included it needs to be placed near the relevant part of the diagram. If text is not near the images, increase in the cognitive load occurs by trying to combine the images and text. The last two experiment further clarify the split-attention effect with three measures in two different experiments. Therefore narration should be used to accompany animation and images instead of text. Modality Effect The working memory of a human has two channels a visual channel that processes information such as text, images, and animation through the eyes and an auditory channel that processes sounds such as narration through the ears. According to the modality principle, when information is presented in multimedia explanations, it also should ideally be presented auditorily versus on screen text (Craig, Gholson, Discoll, 2002; Moreno Mayer, 1999; Mayer, 2001; Mayer Johnson, 2008; Mayer, Fennell, et al., 2004). When the information is presented auditorily, the working memory uses both channels, visual and auditory to process the information being heard and the information on the screen (Tabbers, Martens, van Merrià «nboer, 2004). By utilizing both working memory channels, the mind can allocate additional cognitive resources and create relationships between the visual and verbal information (Moreno and Mayer, 1999). When learning occurs using both memory channels the memory does not become overloaded and the learning becomes embedded, this improves the learners understanding (Mayer Moreno, 2002). Several experiments have been conducted relating to modality theory. One experiment in a geometry lesson taught in a math class at the elementary school level focused on the conditions that modality effect would be occur. The researchers, Jeung, Chandler, and Sweller, (1997) created a three-by-two experiment that included three presentation modes and two search modes. The three presentation modes were visual-visual, audio-visual, and audio-visual-flashing. The visual-visual diagrams and supporting information were presented visually as on screen text; the audio-visual group diagrams and supporting information were presented visually. In the audio-visual-flashing group, the supporting information was presented auditorily and diagrams were presented visually. However parts of the diagram flashed when the corresponding audio occurred. The two search modes were high search mode and low search mode. The high search mode labeled each end of the line separately so a line was identified by the letters at each end such as AB. Whereas the low search mode labeled the entire line with a single letter, such as C and reducing the search needed to locate the information. The experiment content was geometry; the study population was sixty students from year six in a primary school with no previous geometry experience, creating ten students per group. The students participated in the experiment individually during class time. Students were randomly assigned to one of six groups the information was presented to the students on the computer. The experiment had three phases; an introduction phase where the problem was identified and was presented in one of the six modes as assigned to the student, an acquisition phase which included two worked out examples on the computer, after each example students were required to complete a similar problem with pencil and paper, and finally a test phase that included four problems for students to complete with pencil and paper. In the test phase they found a significant effect on presentation mode but not on the search complexity. They performed additional data analysis to discover the significance between the presentation modes occurred in the high search group, but not the low search group. Analysis of the presentation modes for the high search group revealed that the audio-visual-flashing group performed a higher level of performance than the visual-visual group. The experiment confirmed the modality theory hypothesis that mixed mode presentation (audio-visual-flashing) would be more effective because the multiple modes increase the working memory capacity. However these results were only found with the high search group and not the low search group. The group conducted two additional experiments to focus on high search and low search separately. The second experiment focused on high search. For this experiment, the population included thirty students from a Sydney public primary school who were in year six and had not been taught parallel line in geometry. The procedure was the same as before however the geometry content was a complex diagram. The groups were visual-visual, audio-visual, and audio-visual-flashing, with ten students were in each group. The results were consistent with modality theory and students who were in the audio-visual-flashing group performed better then the visual-visual group, and no differences were found between visual-visual group and the audio-visual group. Therefore for high search materials, the dual presentation mode increased performance when a visual reference was provided. The third experiment focused on low search. In this experiment the population included thirty students from a Sydney public primary school who had not been taught parallel lines in geometry. The groups included visual-visual, audio-visual, and audio-visual-flashing, and ten students were in each group. The procedure was similar to the first experiment however the geometry content was a low search diagram and only contained two labels. The groups were visual-visual, audio-visual, and audio-visual-flashing, with ten students in each group. The results revealed that the modality effect did occur with the transfer problems and the visual-visual group took more time than the audio-visual and the audio-visual-flashing group. The difference was that with the low search content the audio-visual group performed better than the visual-visual group meaning, low search materials the flashing indicator is not as beneficial. The three experiments had demonstrated that using mixed modes of presenta tion increases the effectiveness of the working memory and capacity for learning. The results indicated that when content requires a high level of search, visual indicators need to be included to free up cognitive resources and increase memory capacity. Therefore, based on the work of Jeung, Chandler, and Sweller (1997) when the computer multimedia presentations were created with a visual cue of a yellow box with a red outline was used as a visual indicator to assist users to locate where the mouse is clicking so students are not scanning the entire video screen for the mouse. In addition to visual references one version of the video included audio only and another version will contain text only to confirm the modality effect. Selecting the most appropriate part of the working memory to disseminate the information and using the auditory channel to process information via audio instead of visual text allows the visual channel to use the working memory to focus on the images and animations that coincide with the audio. It is similar to watching a news program on television, your ears are listening to the news anchor and the working memory is processing that information while your eyes are watching the corresponding footage and the brain it combining the two pieces of information together. However if put closed captioning on you are reading the same information you are hearing which is redundant. Redundancy Effect Redundancy effect can be defined as information being presented appears as both an image and as on-screen text, and the visual channel is responsible for all information while the audio channel is not used (Mayer, 2001; Barron Calandra, 2003). The distinction between the split-attention and redundancy effects hinges on the distinction between sources of information that are intelligible in isolation and those that are not. If a diagram and the concepts of functions it represents are sufficiently self-contained and intelligibly in isolation, then any text explaining the diagram is redundant and should be omitted in order to reduce the cognitive load (Kalyuga, Chandler, Sweller, 1998). Redundancy can occur with full text and full audio, full text and partial audio or partial text and full audio (Barron Calandra, 2003). The redundant information may be duplicate text and narration, a text description and a diagram or on-screen text and audio narration. The duplicate information cause s in increase in the learners working memory because the visual channel is processing the same information from multiple sources. (Kalyuga, Chandler, Sweller, 1998; Mayer, Heiser and Lonn, 2001). The redundancy effect is evident when student performance is hindered when redundant information is present, and student performance increase when the redundant information is removed (Kalyuga et all, 1998; Mayer, Heiser and Lonn, 2001; Jamet Le Bohec, 2007). The redundancy effect can be eliminated by presenting on-screen text as narration or presenting information as a diagram instead of a lengthy text explanation, and delivering information in a single mode that works complimentary with the other content be delivered (Mayer, Heiser and Lonn, 2001). Several experiments have been conducted relating to redundancy theory. One experiment conducted by Jamet and Le Boec, 2007 was designed to test the hypothesis that redundancy effect would be observed with full text and narration, and presenting sequential text would reduce the redundancy effect. The experiment had 90 undergraduate students from a psychology pool in France, with a median age of 20. The participants were randomly assigned to one of three groups; no text, full text with corresponding audio, and sequential text. The experiment started with a prior knowledge test with four general questions and two specific questions. Then the participants viewed three documents about memory functioning, the presentation lasted about 11 minutes. After the presentation the participants took a retention test twelve open-ended questions. Then they took a transfer test with twelve inferential open-ended questions. Finally, the participants had to complete a diagram by labeling components. Results revealed significance difference with the retention scores with the no-text group performing better than the full-text group and the sequential text group. Similar results were reported for the diagram completion portion of the experiment and the transfer task. There was no significant effect size to indicate that the redundancy effect would be reduced by presenting redundant text sequentially. There was a significant effect between the no-text and the other two groups for the transfer, retention, and the diagram test which validates the redundancy effect. Based on the findings from the experiment above, having on-screen text in addition to narration overloads the visual channel and decreases learning. The authors did point out that the participants had a difficult time understanding the documents presented and they could not control the presentation. Another set of experiments were conducted by Mayer and Johnson, 2008 to test the redundancy theory. The first experiment focused on short redundant text that was display on-screen.

The History of the Corset Essay -- History Women Feminism

Throughout history, a person’s economic and social rank could be shown through what clothes they wore. In ancient Egypt, a person of upper class was permitted by law to wear sandals on the harsh, desert floor. Because of these laws, female-confining ideals arose. For example, the Greeks and Romans controlled the type, color, and number of undergarments worn by women and the kind of fabric dà ©cor used on them. The torso became the sculpting block of feminine beauty. This was the beginning of the corset, a restraining, essential item in the women’s attire through the 19th century. During the Renaissance period, the corset resembled a cone, as it was small at the waist and uplifting at the bosom. It extended from the underarm to just below the waist. The typical female’s corset was made stiff with metal or wood. Again, a woman of higher economical or social standing would have one made special with whalebone. During this time and through the Romantic period, a woman was put to shame if she was found absent of a corset or her waist size was not small enough. At that period in time, a 15 to 18 inch waist was acceptable. Anything exceeding those measurements was thought to be absurd. Thusly, restricting corsets were the norm and often resulted in physical deformities. For example, rib cages were often cracked or grew warped due to constricting corsets. The corset was found rigid and compressing in the 1700s. Early 1800s brought some enlightening change: Mantua dresses were m...

Mobile Computing in the Health Industry Essay

Computing in the Health Industry Michael Murillo CIS500 – Strayer University Professor Eve Yeates August 19, 2012 Introduction Over the years, the growth of the information technology industry has pioneered new developments in the field of mobile computing technology. Mobile computing devices has brought about change in several organizations around the world including the banking and financial industries. One of the industries that mobile computing has had the biggest impact is the healthcare industry. Health care providers and clinicians alike are constantly finding new and inventive ways to take advantage of the mobile computing technology to increase revenues, and to improve quality of service in terms of patient care and response. However, the use and implementation of mobile computing technology within the healthcare industry has not come without its source of problems. Laptop computers were bulky and the carts designed to tote these devices around the facility were very difficult to manage. According to the Healthcare Information and Management Systems Society (HIMSS), â€Å"those solutions frequently failed in real-world healthcare environments, largely due to inconvenience. † The introduction of mobile computing technology in its infancy stage brought about cellphones and PDA’s which proved to be inconvenient as well. Now we come to the age of tablets and smartphones which has improved mobile computing technology for the healthcare industry immensely. Mobile Computing in the Healthcare Industry The mobile computing technology currently implemented in the healthcare industry has both its advantages and disadvantages. To summarize, the succeeding list of both pros and cons are as follows: Advantages: 1. Quick response to patients. Patient care questions and answers, remedies, prescriptions, and patient records are immediately available and accessible. 2. Patients have access to medical records, history, and information utilizing mobile apps. 3. Doctors and clinicians have access to patient data while on the go. 4. Eliminates the use of multiple devices to access patient medical records. 5. Applications in general are simple and require no or little technical knowledge. 6. Application development for mobile solutions can be realized within modest budgets. Disadvantages: 1. Technical emphasis can be a stress factor for patients as well as medical staff. 2. The input of data needs to be secured and stored. 3. The infrastructure may not be able to offer the same standards as with wired technologies. 4. The radiation issue still unclear and needs to be defined and clarified. 5. The industry overall must agree to a certain industry standard. The biggest issue regarding mobile computing technology is data security. There has however, been tremendous strides in the technologies formulated to secure patient data and to prevent eavesdropping, sniffing, active interception, or man-in-the-middle attacks. There have been many flaws found in older encryption protocols used to protect wireless networks. Improper cryptographic methods has left Wired Equivalent Privacy (WEP) vulnerable to attack, especially so in a healthcare environment where we are dealing with Protected Health Information (PHI). Since then, cryptographic methods have improved. Now we have WPA2 which provides a more sophisticated method of encryption by the use of Advanced Encryption Standards (AES) based on the Rijndael algorithm a symmetric block cipher that can process data blocks of 128bits using cipher keys with lengths of 128bits, 192bits, and 256bits. This is the highest form of encryption for wireless technology to date and there is no such method of hacking or cracking AES at this time. Another form of protection to wireless networks and the mobile computing industry is the introduction of the 802. 1x standard, which was developed as a means to face the challenges regarding wireless networks and wired networks from such vulnerabilities and threats. Port based authentication eliminated the threat of user intervention by unauthorized means of gaining access to an organizations network by providing a mechanism of authenticating the user at the point of connection (the port). Therefore, if an unauthorized person tried to gain access into an organizations network, he/she would have to be authenticated at the port level prior to gaining access to resources on the network or from the network servers. Another method of providing protection to an organizations network via wireless technology is through the use of MAC address filtering. Access points come with a built in feature that could allow the administrator to configure which devices can have access to the network based on the physical address of the device. These methods gave more flexibility to the network administrator in delegating control of network resources to authenticated users and preventing unauthorized access from malicious attack. The Power of Shared Experiences via Social Networking The power of social networking has proven to be a helpful tool in organizing assistance when dealing with a major illness. Carepages. com is a website designed to provide support to families coping with cancer and other serious illnesses. Patients can post updates on there condition, share thoughts about how they are feeling. They can also share multimedia contents such as photos or videos, and obtain a flux of support from individuals from around the world experiencing the same illnesses. The power of social networking call also be helpful in updating family and friends in an instant without having to take the time to make several phone calls or text messages. Amazon. com’s Universal Wish List is also a creative means to have family and friends help during a time of serious illness and financial crisis. This service allows the patient to post a wish list of things as simple as detergent to pricey dietary supplement drinks.

Moving and Handling Essays

Moving and Handling Essays Moving and Handling Essay Moving and Handling Essay The anatomy which is the physical construction of the organic structure and the physiology which is the normal maps of the organic structure assist us to travel our limbs. Muscles work like departers and this allow the castanetss at a joint to work like flexible joints. When traveling person it is of import to retrieve that the musculuss can merely travel the joint every bit far as the bone will let them. When traveling an person you must take into history if they have any conditions that get particular traveling techniques. Here are a few illustrations ; Persons with Parkinson’s may hold limb rigidness which can impact their ability of motion and cause restrictions. When traveling the single into different places you must do certain to coerce the stiff limbs as this can do farther hurting and uncomfortableness. Persons that have had a shot frequently have long-run and lay waste toing failing down one side of their organic structure. When traveling that single you must be cognizant of the extent of the shot and on which side of the organic structure has been effected. 1. 2 Describe the impact of specific conditions on the right motion and placement of an person. If you have person who has had a shot this may do them to free the usage of their limbs which mean that it is of import to retrieve that you dress the bad side foremost and discase it last. This is so you are non drawing their musculuss in the way they won’t go. If an person has a break. the motion must be soft and careful. and the right process must be followed. so as to cut down any complications to the break. If an person is bed-bound. the right hoist and sling must be used. When staff adhere to the appropriate moving techniques. it will cut down the hazards of back hurt 2. 1 Describe how statute law and agreed ways of working affect working patterns related to traveling and positioning persons Every clip attention workers move or support an person they are executing manual handling on that person. Harmonizing to the Health and Safety Executive ( HSE ) 50 % of all reported accidents are from the Health and Social sector and in peculiar with traveling and managing. To cut down the sum of accidents and hurt. there is statute law in topographic point to protect everybody. Here are a few illustrations of statute laws ; L. O. L. E. R. Manual Handling Operations Regulations 1992. Health and Safety at Work Act 1974. These statute laws are in topographic point to do certain it is a legal demand for employers to do certain the wellness. safety and public assistance of their employees is maintained and for employees to hold a responsibility of attention for themselves and others. There are several cardinal pieces of statute law that relate to moving and positioning’ which need to be considered during your work environment. The Manual Handling Operations Regulations 1992 ( known as MHOR ) are designed specifically to extinguish or cut down a manual handling hazard to an acceptable degree. Raising Operationss and Lifting Equipment Regulations 1998 ( known as LOLER ) has specific demands associating to work equipment which is used for raising and take downing people or tonss. It requires an employer to guarantee that raising equipment is positioned or installed to forestall hazard of hurt and sufficiently strong. stable and suited for intent. Provision and Use of Work Equipment Regulations 1998 ( known as PUWER ) ensures that the equipment employers provide is suited for the purpose. safe for usage. merely used by people who have been trained to make so. and maintained in a safe status. The Workplace ( Health. Safety and Welfare ) Regulations 1992 ( known as WHSWR ) guarantee employers provide suited on the job conditions for their employees. hypertext transfer protocol: //www. cis-assessment. co. uk/docs/pdf/wb/St8_wkb. pdf Ask your supervisor or director about the wellness and safety policies and processs in your work topographic point. 2. Health and safety hazard appraisals 2. 1 Know why it is of import to measure wellness and safety hazards posed by the work scene or state of affairs or by peculiar activities The intent of measuring hazard is to guarantee the wellness. safety. public assistance and security of staff. persons and the wider community. The jurisprudence requires a hazard appraisal to be carried out about the environment in which you provide back up for persons every bit good as for the undertakings you undertake. These enable you to cut down or take any hazards. You will necessitate to do certain you know where these hazard appraisals are kept for each person. Hazards that are identified will inform the manner in which you work with persons. Risk appraisal is about doing determinations. which are logical. realistic and legal. Hazards can alter depending on the fortunes over brief or long periods of clip. hence risk appraisal and hazard direction will be capable to frequent reappraisal. The Risk Assessment and Management Plan should be within the attention plans for the persons you are back uping. Ensure you read this and if any alterations need to be made consult with the in dividual responsible for doing those alterations. The undermentioned counsel is taken from the HSE cusp called Five Stairss to Risk Assessment . Step 1 Identify the jeopardies Measure 2 De

Poverty Essay Example

Poverty Essay Example Poverty Essay Poverty Essay Poverty does not have one clear definition. It is a complicated, multi-faceted concept. For this essay the term poverty will be used to mean a lack of access to basic resources including food, clean water, sanitation, education and capital. The orthodox approach to development sees poverty as a situation suffered by people who do not have the money to buy food and satisfy other basic material needs. There are many causes and effects of poverty. The most obvious effect of poverty is hunger; however hunger can also be a cause of poverty. This is because hunger deprives those living in absolute poverty of the skill and strength to carry out productive work. Voicelessness/powerlessness is a cause and effect of poverty because people living in absolute poverty often have no political power and are subjected to exploitation by the state. They lack protection, and report widespread corruption within state education and health care systems. Poor people in many countries speak of being kept waiting endlessly while the rich of the country go to the head of the queue. Situations like these create more problems for those already in absolute poverty, and continue to divide the rich from the poor without providing any help. The problem with a lack of voice and power as a cause of poverty is that it enforces a lack of voice and power as an effect of poverty, creating a continuous cycle that deliberately separates the poor of a country from the rich. The last major cause and effect of poverty that is covered in this essay is vulnerability. Natural disasters, economic crises, and conflict leave the poor very vulnerable, with nobody to help and a lack of resources to use to help themselves. This idea is best expressed through the story of a poor villager from Benin, in the World Development Report 2000/2001: Attacking Poverty. Three years ago was a very bad year. The flood washed away all our crops, and there was a lot of hunger around here, to the point that many people actually died of hunger. They must have been at least a dozen, mostly children and old people. Nobody could help them. Their relatives in the village had no food either; nobody had enough food for his own children, let alone the food for the children of his brother or cousin. And few had a richer relative somewhere else who could help. This is a perfect example of the vulnerability that is both a cause and effect of poverty. The relatively poor can become absolutely poor through disasters, both economic and natural, and conflict, which causes more vulnerability that affects their ability to escape poverty. Poverty and conflict are often closely linked. In many developing countries there are huge contrasts in access to power and control of resources, leading to a sense of voicelessness/powerlessness within the poor of the country. This unfair distribution of wealth, power and often land creates conflict, as those with the advantage battle the disadvantaged in order to maintain their advantages. In El Salvador, during the 1980s, Oxfam worked to alleviate poverty and suffering intensified by years of armed conflict. The roots of this conflict lay in the unequal distribution of power, wealth and resources. Poverty is a complex issue. The key is that we do not ignore those living in poverty but help, in whatever way we believe is best. We are obliged to try our hardest to make circumstances better for them.

Revenue Management, Implementation and Preconditions Article

Revenue Management, Implementation and Preconditions - Article Example Studies have cited that the RM has evolved over 30 years ago, in the early 70s Littlewood and Rothstein have explored the revenue management practice in the airlines and hotels. In 1978, during the deregulation in the airline industry, the importance of RM was ascertained as an implementation of it can increase the revenue above 5%. Therefore the scope of RM was restricted to capacity scheduling and distribution. After illustrating the definition and the evolution of Revenue management the chapter will move on to the literature review. The report will address the various tools of revenue management in the traditional and non-traditional industries and the importance of such tools in an efficient management system. In the end, the study will comprise of the critical comparison and reflection with respect to both the industries and a summary of the entire project addressing the recommendation. The report works on the yield management system and its implementation in both the aviation a nd the restaurant industries. Initially, it looks at the preconditions and the implementation process. Then it will take a deeper review of the implementation of YM through models and the impacts of the external factors and SWOT analysis of such system within the two different industries.  After the American Deregulation Act that loosened the price restriction in  the USA, the airline companies had started to plan their own prices. The main objective of Airline industry is to maximize profit by regularizing pricing and availability of its single perishable commodity like seats. RM is immensely profitable for airlines because it can generate high profits. The process of revenue management covers fare setting and seat inventory management. The management involves taking the decision on the number of seats to be reserved for late booking.

Antr1007wk3w15 Essay Example | Topics and Well Written Essays - 1250 words

Antr1007wk3w15 - Essay Example They sought to pacify the â€Å"savages† by converting them to Christianity and many felt sincerely that this was what God wanted them to do. However they were not conscious of the negative effects this had on their culture. They acquired land from the Indians by negotiating treaties in exchange for services and products such as medical although many treaties were broken when the Europeans felt they had sufficient power to overcome any Indian resistance. When Canada became a country in 1867 this paternalistic attitude was continued by the federal government as it organized the remaining Indian population, decimated by war with the invaders and deadly European diseases, under the Indian Act. In keeping with the government’s paternalistic attitude, they micromanaged Indian life under the Department of Indian and Northern Affairs with no input from the aboriginals.(Hanson) This authority has ranged from overreaching political control such as imposing government structures on Indian communities in the form of land councils to control over the rights of Indians to practice their culture and traditions. The Indian Act has also enabled the government to determine the land base of these groups in the form of reserves and even define who qualifies as an Indian in the form of Indian status. Although reserve Indians do not have to pay federal taxes, they do not have the right to vote in federal elections. The original Indian Act was passed in 1876 as a consolidation of the Gradual Civilization Act and the Gradual Enfranchisement Act. The primary aim of this legislation was to do away with the tribal system and assimilate Indians with other inhabitants of Canada as the melt ing pot theory in the US until recently attempted to assimilate immigrants. The primary difference of course is that in Canada the Indians, although in the minority, were the original inhabitants and the Europeans the immigrants. In any