Continuous Emission Monitoring System

Continuous Emission Monitoring System Continuous Emission Monitoring System (SO2 Measuring on Emission Gas). Â   CE 2.1 In this career episode report, I would like to describe my experience in Continuous Emission Monitoring System designing. CEMS systems are used for measuring flue gas for oxygen, carbon monoxide and carbon dioxide to estimate the combustion control in industrial monitoring purpose. Nowadays it is considered as a standard to meet with various emission standards. Factories are operating CEMS system continuously to get the emission records and submit these data to respective state/federal authorities. BACKGROUND CE 2.2 Chemtrols is one of the leading solutions providers in Process Gas Analytics, Environment Safety and Emission Monitoring, Flow Measurementation, Chemical analysis and Automation, Instrumentation solutions, Data Handling and Fire safety Systems. It is a technology innovated company operated by a group of professionals having high technical abilities and proven project management track records. There are skilled teams to handling small to large assignments; they will deal numerous stages of the job such as design, procurement, integration, checking, troubleshooting, commissioning and maintenance. They successfully implemented many projects in various industries like Steel, Oil Gas, Cement, Power, Chemicals etc. as a specialized solution provider. CE 2.3 On 2010, I was assigned as the Senior Project Engineer of continuous emission monitoring project for Saint Gobin Glass Ltd. It was a prestigious moment for me working with Chemtrols since the projects were the first of its kind in Chennai India to measure the SO2 emission from the burning of flare stacks. The main objective of the proposed project included to designing of analyzer system, preparation of material specification, assembly with the analyser, calibration, testing, timely delivery and site supervision of complete analyzer package. I was assigned to reviewing the customer specification and inquiries to provide the feedback whether the facility was able to handle the job. I conducted multiple technical discussions with the customer to getting approval on documents, introducing changes/improvement to finalize the design before starting the fabrication. Due to various specific requirements from the customer during engineering stage, I had re-examined a lot of factors to achieve client requirements. Each and every time I have submitted a report to my supervisor about the cost, quality, functionality and schedule which were affected in the design. CE 2.4 I had performed the following activities to successfully complete the proposed project, I analyze the project requirement/purchase order and clarified the technical queries that have been pending during sales stage. Also defined the scope of work and materials to supply. I was authorized to generate the specification of materials required for the system and procure the same with the help of procurement team. I was assigning jobs to other team members those who involved in this project such as draftsman, production supervisors, fabricators, fitters, helpers, and electricians. I was responsible for scheduling the drafting team for preparing the engineering drawings. I prepared the weekly project status and monthly progress report to the organization as well as the customer for evaluation. These reports help me to review the project progress, budget and time schedule. I was conducted regular meeting with other team members to analyze the progress of individuals task and effectively deal all issues and difficulties to achieving the targets. I was frequently communicated with the client to confirm the design, quality, and progress of the jobs. I lead the team having engineering, fabrication, production and testing for the Analyser systems. I was started to compare similar equipment from different manufacturers based on project requirement. It helps me to measure the differences between price, quality, and reliability of it. I was rectified errors and mistakes made during engineering/fabrication and conduct an inquiry among my team to understand causes. After completion of each milestone, I conduct a group discussion session with my team members for an analysis about the same and guide them to achieve the next goal. CE 2.5 I have given the organizational structure of the proposed project in Fig 1 Fig 1: Organisation Structure of the Project 2. PERSONAL WORKPLACE ACTIVITY CE 2.6 Initially, this project was considered as a standard CEMS application similar to refinery flue gas stack. When I go through the detail of the project specification, I understood that it was totally dissimilar with refinery applications. The customer wants to measure Sulphur dioxide (SO2) gas content in the emitted gas to the atmosphere, then the measured SO2 reading to be recorded and submitted to State Pollution Control Board in a particular format suggested by them. As per State Pollution Control Board guideline, the SO2 range must be at least 2% lower than the limit. CE 2.7 After a lot of communication with the customer, I take an initiative to visit customer place with the project manager for a site survey to get a clear understanding of the site condition. I arranged a technical meeting with customers maintenance team. During the discussion, I understood more about the process and how it is non-identical with the emissions from other industries. There is a lot of highly dangerous gasses produced from the factory during normal operation. This is the cause of generating some corrosive gasses and acid upon contact with moisture. This gas is very harmful to human being and which may lead to blindness and other critical diseases. Due to the corrosive nature of this compound, I decided to use Polytetrafluoroethylene (PTFE) tubing and glass materials for the project instead of stainless steel tubes. Normally stainless steel tubes and fittings are used in analyzer system. All other components of the system such as Sample Probe, Sample Heat Tracer Line, Sample gas cooler, flow meter, tubes and tube fittings are also checked for the suitability to this application. CE 2.8 In addition to this, I carried out an in-depth study of all the industrial standards and statutory regulations relevant to the project. I did research through manuals, journals, technical documents, consult my colleagues and seniors those who are expert in such application. With the support of this knowledge, I take it as a challenge to get customer appreciation. I choose appropriate equipment and materials according to my calculations. I take safety and accuracy as my first consideration of designed objects. Also, I consider geographical aspects of the proposed site location, maintenance provisions, and accessibilities, emergency precautions of the designed object. I provide very easy and simple methods for the installation and operation of equipment. So my system was very user-friendly and even a non-skilled person also can understand easily. My job mainly involved the following activities: Prepare standard detail material list (BOQ) for analyzer system include the quantity of materials with part numbers and brand (such as the analyzers, valves, heater, cabinets, tubes with fittings, electrical components, junction boxes, calibration gas, control relay etc). Design the schematic of sample condition system which involves necessary functional requirement at a lower cost. On basis of this, I prepared the complete drawing of analyzer system such as general arrangement, electrical wiring, logic, control and safety features of the analyser system. Produce the necessary technical calculation for the system such as sample transportation time, wake frequency, utility consumption, and phase calculation. Compose the quality related documents such as quality assurance plan, inspection test plan, factory acceptance test procedure and site acceptance test procedure. I inspected the major component at manufacturers workshop and witness the performance of the same. I included different ways of environmental protection and fire safety measures. I estimate which equipment is to be reconstructed and which one should be replaced by the new equipment. All these documents are submitted to the customer for approval and get their acceptance before starting the procurement activities. I clarified various queries raised by the customer and get their acceptance with slight modification. All components were procured as per the project requirement. I was closely monitoring the purchase activities to ensure that all materials shall be suitable for the project and under the proposed costing. Also, review the material receipt to confirm that the received materials are in usable condition. We had supplied Stainless steel probe to the customer to withstand at a temperature about 500 Degree C and provided additional arrangement on the probe to filter the HF for sampling. I specially designed a sample probe for this project. Also, introduce a new fully customized sample gas cooler made with glass coil to avoid any corrosion in the future. If we used stainless Steel cooler, then it is corroded and damaged within a week time. Similarly, I supervis ed the production and testing activities to finish the project at the scheduled time period. I have scheduled my works always because I have to work with several disciplines at the same time. My schedule always helps to balance my works and concentrate my subordinate group on time. I provide necessary information to other engineers involved in this project from different departments. Submitted all design basis to an assigned certifying authorities to get approval. CE 2.9 Around one month before the scheduled factory acceptance test, the customer informed that there are some changes in process parameters at the sample take off point. They provided a new specification having a huge change with the existing parameters. I noticed that there is a huge amount of moisture content and solid particles in the new sample. As a result of this, sample transportation line will chock (block) within a week and our analyzer system will not provide any result. All designing activities are finished and around 75% of fabrication was finished. I requested the management to hold all the fabrication activities until I finish the basic calculation with the new specification provided by the customer. I did the lag time calculation, phase calculation, wake frequency calculation and utility consumption within one day and proposed some modification on the existing design. After consulting with the project manager, I shared the action plan with our customer and get the acceptanc e from them to proceed further. Then we restart the production and testing activities. CE 2.10 I did the following design changes to ensure that the analyzer system will work at the site without any issues. The inner diameter of the sample tube is increased to 10mm instead of 4mm to avoid blockage. Due to sample tube size change, sample transportation time also increased from 56 seconds to 152 seconds. I implement a high capacity pump on the transportation to maintain the project specified sample transportation time (less than one minute). Implement an automatic air cleaning (30 seconds in every two hours) facility on the sampling line. Install redundant filter arrangement nearby the sample tapping point. As a result of this, Client can do the maintenance on each filter without disturbing the analyzer system. Maintain the temperature of transportation line around 20 Deg C above the dew point to avoid the contamination (water formation) at sampling line. Provide a moisture removal system nearby analyzer to resist the passage of water content to the analyser. With the above-mentioned changes, factory acceptance test was performed on the scheduled date and shipped the system to the site. As a result of this hard work, I managed to finish this project a couple of days before the scheduled closing date. The supplied system was successfully installed and commissioned at the customer location. Our team work was highly successful. CE 2.11 I strictly follow the customer specifications at all times of engineering and preparing technical data sheets very carefully. This technique was assisting me to avoid the cost over-runs and bring forth a consistency in the progress of project execution. After site completion, I concluded all my learning point from this project. I arranged an internal meeting with my team for a project closing discussion and prepared the project closure report. The technical competency within our design team increased. I had done a detailed examination of a lot of equipment and materials to perform the best design. I was coordinated with different disciplines of customer liaise the modifications and changes both technically as well as commercially. SUMMARY CE 2.12 In Conclusion, I had contributed myself to complete this Analyser System with extra activities, spend more personnel time to finish. The customer was very much appreciated for this work and they also had a learning point from this project because they already procured similar Analyser system from other supplier and failed within 2 months of operation. After 1 year operation, I received a received a feedback from the customer that the equipment is working fine. These kinds of projects are very beneficial for me to become competent in terms of taking care of other subdivisions, clients, and domains. I was learned the techniques to manage all difficult situations arising at different stages of the project. Clear up this kind of situation improve my managerial and technical skills in scheduling, supervising, monitoring and execution of big projects. I got vast experience in my career during my tenure with this company. During this period, I understood Instrumentation Engineering in depth and got a lot of opportunities to do what I had learned from my course.

The Challenge Of Defining Media And Technology In Teaching

Media has many definitions runing from â€Å" a peculiar signifier of communicating † as in â€Å" print versus picture † to â€Å" the industry that provides intelligence and amusement † as in â€Å" the media. † For the intents of this Literature Review media is defined as â€Å" all agencies of communicating, whatever its format † ( Reid, 1994, p. 51 ) . In this sense, media include symbol systems every bit diverse as print, artworks, life, sound, and gesture images. Similarly, engineering has many definitions runing from â€Å" the application of the scientific method to work out jobs as in ‘the engineering of infinite geographic expedition ‘ † to â€Å" the things or procedures which embody cognition or trade within a civilization as in ‘the engineering of composing ‘ . † Within this study, engineering is defined as â€Å" any object or procedure of human beginning that can be used to convey media. † In this sense, engineering includes phenomena every bit diverse as books, movies, telecasting, and the Internet. With regard to instruction, media are the symbol systems that instructors and pupils use to stand for cognition ; engineerings are the tools that allow them to portion their cognition representations with others. The confounding of media ( a symbol system ) with engineering ( a bringing system for media ) is improbable to travel off in popular discourse about instruction any clip shortly, but the differentiation between media and engineering must be clarified every bit unequivocally as possible if their impact is to be understood. The undermentioned quotation mark from the Sixth Edition of the Encyclopedia of Educational Research ( Alkin, 1992 ) clarifies this differentiation: Computer-based engineerings can non be regarded as â€Å" media, † because the assortment of plans, tools, and devices that can be used with them is neither limited to a peculiar symbol system, nor to a peculiar category of activities†¦ †¦ In this visible radiation, â€Å" the computing machine † is in fact a â€Å" many-sided innovation † of many utilizations, a symbolic tool for doing, researching, and believing in assorted spheres. It is used to stand for and pull strings symbol systems – linguistic communication, mathematics, music – and to make symbolic merchandises – verse forms, mathematical cogent evidence, composings. ( Salomon, 1992, p. 892 ) Salomon ‘s ( 1992 ) of import differentiations between media as symbol systems and engineerings as tools or vehicles for sharing media will be used throughout this paper Research shows that pupils learn more when they are able to interact with their instructors and their schoolmates and schoolroom engineering as stated by AACC Cerkovnik would assist to better the talks. Online tutorials, picture based categories. Smart classrooms cost between $ 19,000- $ 25,000. Training and aid would be needed to guarantee that this is a success though. Community College Journal Oct/Nov 2008 Before undertaking undertakings, pedagogues should 1 ) feel comfy utilizing engineering to learn, 2 ) understand the significance of civilization and the most effectual and appropriate ways to analyze it, and 3 ) employ didactically sound schemes for steering pupils in project-based acquisition experiences and easing coaction with instructors and pupils in international schoolrooms done through the whole procedure of making an on-line coaction. On-line instruction can ease, instructors can brainstorm collaborate portion success narratives and job solve and exchange thoughts and engage in Teacher Mentoring. Teacher mentoring is realized through the development of a personal relationship between new instructors and other professionals to add value to instruction. In our Caribbean Society we may happen that this is non frequently possible so instructors normally have to come up with originative solutions toward learning pupils and promoting larning while besides taking on the other duties that go along with the learning profession. The traditional schoolroom is expected to include a Television, DVD, a camera and a projector. A touch screen interfaces that individuals could utilize a touch screen so that they are able synergistic show of information and synergistic whiteboards to utilize in the schools. Even traveling online can increase a individual ‘s use of synergistic online larning environment. Maddux ( 1998 ) says that the ground that engineering has been unsuccessful in the schoolroom is that a ) it is caused by a deficiency of fund B ) those changed by attitudinal alterations. Research shows that pupils learn more when they are able to interact with their instructors and their schoolmates and schoolroom engineering as stated by AACC Cerkovnik would assist to better the talks. Online tutorials, picture based categories. Smart classrooms cost between $ 19,000- $ 25,000. Training and aid would be needed to guarantee that this is a success though. Community College Journal Oct/Nov 2008MANAGING Student Academic Work can besides help in the controlling of inappropriate behavior.Most inappropriate behaviour in schoolrooms that is non earnestly riotous and can be managed by comparatively simple processs that prevent escalation. Effective schoolroom directors pattern accomplishments that minimize misbehavior and the pattern and usage of engineering in the schoolroom can do this a world. When pupils ‘ attending are engaged it makes it less likely for them to desire to be involved in other unproductive activities. It now makes it easier for the instructor to ai rt the pupil to what the remainder of the category should be making ( This could besides hold the consequence of being a distraction from the usual chalk/whiteboard and speak methods that are traditional in the execution of learning in the schoolroom ) – More serious, riotous behaviours such as combat, uninterrupted break of lessons, ownership of drugs and stealing require direct action harmonizing to school board regulation.Basic rules of schoolroom clip direction allows us to acknowledge that allowing pupils take over lets them take the enterprise to be antiphonal to the schoolroom moral force in group activitiesThe instructor nevertheless must ever be the usher assisting the pupils to work through whatever jobs that that your estimation is low.In schoolrooms, the most prevailing positive effects are intrinsic pupil satisfaction ensuing from success, achievement, good classs, societal blessing and acknowledgment. This is why societal networking sites such as MySpace, Facebook and Twitter are every bit of import as they contribute widely to the whole construct of societal acknowledgment.While congratulations used efficaciously can increase a pupil ‘s assurance and therefore their public presentation it must be express ed in a genuineness, and must be hone in on a specific quality of a kid. Technology helps the kid to detect the quality that they may hold determined to be missingTechnology in our busy mundane lives help us to salvage clip. Can you conceive of a life without microwaves and autos. One in which we have to walk mundane to travel to our assorted finishs? This may look merely the impossible. While many may look to be against the usage of telecasting and the computing machine as primary agencies to replacing learning in the schoolroom this may non ever be a negative. The following shows us some grounds: Dorr ( 1992 ) indicates that most kids in the USA position less than 30 proceedingss of telecasting a hebdomad in school whereas their place telecastings are on about seven hours per twenty-four hours! Why is n't telecasting used more widely in instruction? The instructor plays the major function in make up one's minding what happens in the schoolroom, and every bit long as instructors experience trouble in previewing picture, obtaining equipment, integrating plans into the course of study, and associating telecasting programming to assessment activities, telecasting screening will go on to be comparatively rare in schoolrooms. It besides seems likely that the widespread public belief that telecasting has damaging effects on development, acquisition, and behaviour will go on to restrict telecasting integrating within most schoolrooms beyond that of a comparatively modest auxiliary function. aˆ? There is no conclusive grounds that telecasting stultifies the head. aˆ? There is no consistent grounds that telecasting additions either hyperactivity or passiveness in kids. aˆ? There is deficient grounds that telecasting sing displaces academic activities such as reading or prep and thereby has a negative impact on school accomplishment. The relationship between the sum of clip spent sing telecasting and achievement trial tonss is curvilineal with achievement lifting with 1-2 hours of telecasting per twenty-four hours, but falling with longer sing periods. aˆ? The research grounds indicates that sing force on telecasting is reasonably correlated with aggression in kids and striplings. aˆ? Most surveies show that there are no important differences in effectivity between unrecorded instructor presentations and pictures of instructor presentations. aˆ? Television is non widely in schoolrooms because instructors experience trouble in previewing picture, obtaining equipment, integrating plans into the course of study, and associating telecasting programming to assessment activities. The findings refering the impact of computer-based direction ( CBI ) in instruction can be summed up as: aˆ? Computers as coachs have positive effects on larning as measured by standardised accomplishment trials, are more motivative for pupils, are accepted by more instructors than other engineerings, and are widely supported by decision makers, parents, politicians, and the populace in general. aˆ? Students are able to finish a given set of educational aims in less clip with CBI than needed in more traditional attacks. aˆ? Limited research and rating surveies indicate that incorporate larning systems ( ILS ) are effectual signifiers of CBI which are rather likely to play an even larger function in schoolrooms in the foreseeable hereafter. aˆ? Intelligent tutoring system have non had important impact on mainstream instruction because of proficient troubles built-in in constructing pupil theoretical accounts and easing human-like communications. Overall, the differences that have been found between media and engineering as coachs and human instructors have been modest and inconsistent. It appears that the larger value of media and engineering as coachs remainders in their capacity to actuate pupils, addition equity of entree, and cut down the clip needed to carry through a given set of aims.Learning â€Å" With † Media and Technology. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Computer-based cognitive tools have been deliberately adapted or developed to work as rational spouses to enable and ease critical thought and higher order larning. Examples of cognitive tools include: databases, spreadsheets, semantic webs, adept systems, communications package such as teleconferencing plans, online collaborative cognition building environments, multimedia/hypermedia building package, and computing machine scheduling linguistic communications. In the cognitive tools attack, media and engineering are given straight to scholars to utilize for stand foring and showing what they know. Learners themselves function as interior decorators utilizing media and engineering as tools for analysing the universe, accessing and construing information, forming their personal cognition, and stand foring what they know to others The foundations for utilizing package as cognitive tools in instruction are: aˆ? Cognitive tools empower scholars to plan their ain representations of cognition instead than absorbing representations preconceived by others. aˆ? Cognitive tools can be used to back up the deep reflective thought that is necessary for meaningful acquisition. aˆ? Cognitive tools enable aware, disputing larning instead than the effortless acquisition promised but seldom realized by other instructional inventions. aˆ? Ideally, undertakings or jobs for the application of cognitive tools will be situated in realistic contexts with consequences that are personally meaningful for scholars. aˆ? Using multimedia building plans as cognitive tools engages many accomplishments in scholars such as: undertaking direction accomplishments, research accomplishments, organisation and representation accomplishments, presentation accomplishments, and contemplation accomplishments.â€Å" Learning From † and â€Å" Learning With † Media and Technology. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .There are two major attacks to utilizing media and engineering in schools: pupils can larn â€Å" from † media and engineering, and they can larn â€Å" with † media and engineering ( Jonassen & A ; Reeves, 1996 ) . Learning â€Å" from † media and engineering is frequently referred to in footings such as instructional telecasting, computer-based direction, or incorporate larning systems ( Hannafin, Hannafin, Hooper, Rieber, & A ; Kini, 1996 ; Seels, Berry, Fullerton, & A ; Horn, 1996 ) . Learnin g â€Å" with † engineering, less widespread than the â€Å" from † attack, is referred to in footings such as cognitive tools ( Jonassen & A ; Reeves, 1996 ) and constructivist acquisition environments ( Wilson, 1996 ) . Regardless of the attack, media and engineering have been introduced into schools because it is believed that they can hold positive effects on instruction and acquisition. The intent of this study is to sum up the grounds for the effectivity and impact of media and engineering in schools around the universe. ( A restriction of this study is that the huge bulk of the published research on the effectivity of media and engineering in schools was conducted in English-speaking states such as Australia, Canada, the United Kingdom, and the United States of America. ) Research surveies refering the impact of these different attacks will be presented in the following two subdivisions of this study. But first, it is necessary to clear up what is meant by the footings â€Å" media † and â€Å" engineering † within the context of instruction. regarded as incorrect ; medium is preferred. ( Berube, 1993, p. 846 )The Importance of Media and Technology in Education. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .One ground for the attending being paid to media and engineering in instruction reflects commercial or corporate involvements. Although printed stuff continues to be â€Å" the dominant medium format † in schools ( Molenda, Russell, & A ; Smaldino, 1998, p. 3 ) , a recent Presidential study in the USA recommends that â€Å" at least five per centum of all public K-12 educational disbursement in the United States ( or about $ 13 billion yearly in changeless 1996 dollars ) should be earmarked for technology-related outgos†¦ . † Still another ground for the focal point on media and instruction stems from crisp dissensions about the value of media and engineering in instruction. Enthusiastic indorsements of new media and engineerings in instruction are easy to happen in intelligence studies, political addresss, and other beginnings. Many of these announcements seem overly-optimistic if non inflated. See this quotation mark from Lewis Perelman ‘s 1993 book titled School ‘s Out: Because of the permeant and powerful impact of HL ( hyperlearning ) engineering, we now are sing the disruptive coming of an economic and societal transmutation more profound than the industrial revolution. The same engineering that is transforming work offers new larning systems to work out the jobs it creates. In the aftermath of the HL revolution, the engineering called â€Å" school † and the societal establishment normally thought of as â€Å" instruction † will be as disused and finally nonextant as the dinosaurs. ( p. 50 ) A typical illustration of this comes from the present Government of Trinidad and Tobago ‘d want to give free laptops to SEA pupils in the center of September 2010. However, despite such rhetoric and other, more conservative, optimism expressed in the popular imperativeness and authorities paperss, there are besides many sceptics and a few vocal critics of media and engineering in instruction. A recent screen narrative of The Atlantic Monthly entitled â€Å" The Computer Delusion † illustrates a critical position of engineering in instruction, get downing with this opening sentence: There is no good grounds that most utilizations of computing machines significantly better instruction and acquisition, yet school territories are cutting plans – music, art, physical instruction – that enrich kids ‘s lives to do room for this doubtful panacea, and the Clinton Administration has embraced the end of â€Å" computing machines in every schoolroom † with credulous and dearly-won enthusiasm. ( Oppenheimer, 1997, p. 45 ) . One would believe that the plans such as the Arts and the music will be what the pupils will most likely want to acquire involved with as these countries are more synergistic. Another popular belief is that telecasting screening is damaging to the academic accomplishment of school-age kids and teens. While some surveies have reported a negative correlativity between the sum of telecasting screening and scholastic public presentation, such statistics are susceptible to misunderstandings because of step ining variables such as intelligence and socioeconomic position ( Seels et al. , 1996 ) .Undoubtedly, the most widespread belief about telecasting is that it fosters force and aggressive behaviours among kids and striplings ( Winn,Research ConsequencesThe most positive research intelligence about larning â€Å" from † telecasting can be found in the schoolroom where 40 old ages of research show positive effects on larning from telecasting plans that are explicitly produced and used for instructional intents ( Dorr, 1992 ; Seels et al. , 1996 ) . In add-on, most surveies show that there are no important differences in effectivity between unrecorded inst ructor presentations and pictures of instructor presentations ( Seels et al. , 1996 ) . More significantly, there is strong grounds that telecasting is used most efficaciously when it is deliberately designed for instruction and when instructors are involved in its choice, use, and integrating into the course of study ( Johnson, 1987 ) . Historically, surveies of the large-scale executions of instructional telecasting have shown assortedFuture NeedsUnfortunately, there is a dearth of developmental research focused on how instructors might outdo usage telecasting in the schoolroom to heighten academic accomplishment. We know that motive is an of import factor in deriving the most from any educational experience, but we do n't cognize how instructors can efficaciously actuate pupils to go to to educational telecasting. We know that feedback refering the message received ( or non received ) from telecasting is of import, but we lack clear waies as to when and how instructors should supply that feedback. And even when recommendations for utilizing telecasting in the schoolroom do be ( Stone, 1997 ) , there is small grounds that these guidelines are built-in parts of the course of study in most teacher readying plans ( Waxman & A ; Bright, 1993 ) .Learning â€Å" from † Computers. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .The earliest signifiers of computer-based direction were to a great extent influenced by the behavioural psychological science of B.F. Skinner ( 1968 ) . These plans were basically automated signifiers of programmed direction. They presented information to the pupil in little sections, required the pupil to do open responses to the information as stimulation, and provided feedback to the pupil along withdifferential ramification to other sections of direction or to drill-and-practice modus operandis. Although this basic behavioural theoretical account continues to rule mainstream educational applications of computing machines such as incorporate larning systems ( Bailey, 1992 ) , interactivity in some of today ‘s most advanced applications, such as constructivist larning environments ( Wilson, 1996 ) , is based upon progresss in cognitive psychological science and constructivist teaching method ( Coley et al. , 1997 ) ( see Section Three of this study ) .Research ConsequencesThe good intelligence is that even with a chiefly behavioural teaching method, computing machines as coachs have positive effects on larning as measured by standardised accomplishment trials, are more motivative for pupils, are accepted by more instructors than other engineerings, and are widely supported by decision makers, parents, politicians, and the populace in general ( Coley et al. , 1997 ; President ‘s Committee of Advisors on Science and Technology, 1997 ) .Integrated Learning SystemsIntegrated larning systems ( ILS ) utilize computing machine webs to unite comprehensive educational â€Å" courseware † with centralised direction tools.. In a particular issue of Education Technology magazine devoted to ILS, Bailey ( 1992 ) asked two primary inquiries: â€Å" Why do they ( ILS ) continue to rule the school engineering market? Are they every bit effectual as the sellers claim? † ( p. 3 ) . Why are ILS so popular among pedagogues, at least those with the power to do buying determinations? Bailey ( 1993 ) and Becker ( 1992b ) depict some of the sensed advantages of incorporate larning systems that help to explicate why ILS dominate the school engineering market, Networking allows centralized direction by instructors and decision makers.The Effects of Learning with and of TechnologySalomon, Perkins, and Globerson ( 1991 ) make an of import differentiation between the effects of larning with and of engineering: First, we distinguish between two sorts of cognitive effects: Effectss with engineering obtained during rational partnership with it, and the effects of it in footings of the movable cognitive residue that this partnership leaves behind in the signifier of better command of accomplishments and schemes. ( p. 2 )Easy Learning?Cognitive tools are learner-controlled, non teacher-controlled or technology-driven. For illustration, when pupils build databases, they are besides building their ain conceptualisation of the organisation of a sphere of cognition. Cognitive tools are non designed to cut down information processing, that is, do a undertaking easier, ( Perkins, 1993 ) . The nature and beginning of the undertaking or job is paramount in applications of cognitive tools. Past failures of â€Å" tool † attacks to utilizing computing machines in instruction can be attributed mostly to the delegating of the tools to traditional academic undertakings set by instructors or the course of study. Cognitive tools are intended to be used by pupils to stand for cognition and work out jobs while prosecuting probes that are relevant to their ain lives. These probes are ideally situated within a constructivist larning environment ( Duffy, Lowyck, & A ; Jonassen, 1993 ) . Cognitive tools wo n't be effectual when used to back up teacher-controlled undertakings entirely.Multimedia as a Cognitive ToolAnother facet that we would look at is the usage of of multimedia building package Programs. Multimedia is the integrating of more than one medium into some signifier of communicating or experience delivered via a computing machine. Most frequently, multimedia refers to the integrating of media such as text, sound, artworks, life, picture, imagination, and spacial mold into a computing machine system ( von Wodtke, 1993 ) . Using comparatively cheap desktop computing machines, users are now able to capture sounds and picture, manipulate sound and images to accomplish particular effects, synthesise sound and picture, create sophisticated artworks including life, and incorporate them all into a individual multimedia presentation Multimedia presentations are prosecuting because they are multimodal. In other words, multimedia can excite more than one sense at a clip, and in making so, may be more eye-catching and attention-holding.In the cognitive tools attack, multimedia is non a signifier of direction to larn from, but instead a tool for building and larning with. Learners may make their ain multimedia cognition representations that reflect their ain positions on or understanding of thoughts. Or scholars may join forces with other scholars to develop a schoolroom or school multimedia cognition base.Research ConsequencesIdeally, undertakings or jobs for the application of multimedia building package as a cognitive tool should be situated in realistic contexts with consequences that are personally meaningful for scholars. Beichner ( 1994 ) studies on a undertaking where these conditions were met in a alone manner. The topics in this Carver, Lehrer, Connell, and Ericksen ( 1992 ) list some of the major thought accomplishments that scholars learn and use as multimedia interior decorators: Project Management Skills aˆ? Making a timeline for the completion of the undertaking. aˆ? Allocating resources and clip to different parts of the undertaking. aˆ? Delegating functions to team members. Research Skills aˆ? Determining the nature of the job and how research should be organized. aˆ? Presenting thoughtful inquiries about construction, theoretical accounts, instances, values, and functions. aˆ? Searching for information utilizing text, electronic, and pictural information beginnings. aˆ? Developing new information with interviews, questionnaires and other study methods. aˆ? Analyzing and construing all the information collected to place and construe forms. Organization and Representation Skills aˆ? Deciding how to section and sequence information to do it apprehensible. aˆ? Deciding how information will be represented ( text, images, films, sound, etc. ) . aˆ? Deciding how the information will be organized ( hierarchy, sequence ) and how it will be linked. Presentation Skills aˆ? Maping the design onto the presentation and implementing the thoughts in multimedia. aˆ? Attracting and keeping the involvements of the intended audiences. Contemplation Skills aˆ? Measuring the plan and the procedure used to make it. aˆ? Revising the design of the plan utilizing feedback. something â€Å" from † these communications. The instructional procedures built-in in the â€Å" from † attack to utilizing media and engineering in schools can be reduced to a series of simple stairss: 1 ) exposing pupils to messages encoded in media and delivered by engineering, 2 ) presuming that pupils perceive and encode these messages, 3 ) necessitating a response to bespeak that messages have been received, and 4 ) supplying feedback as to the adequateness of the response. Television and the computing machine are the two primary engineerings used in the â€Å" from † attack. The findings refering the impact of telecasting in instruction can be summed up as: aˆ? There is no conclusive grounds that telecasting stultifies the head. aˆ? There is no consistent grounds that telecasting additions either hyperactivity or passiveness in kids. aˆ? There is deficient grounds that telecasting sing displaces academic activities such as reading or prep and thereby has a negative impact on school accomplishment. The relationship between the sum of clip spent sing telecasting and achievement trial tonss is curvilineal with achievement lifting with 1-2 hours of telecasting per twenty-four hours, but falling with longer sing periods. aˆ? The preponderance of the research grounds indicates that sing force on telecasting is reasonably correlativeJournal of Research on Technology and EducationPractical Learning A Vital OpportunityBy Kate Shoesmith, Senior Manager for Policy & A ; Practice, City & A ; Guilds Centre for Skills DevelopmentEmbracing Technology in the Secondary School Curriculum: The Status in Two Eastern Secondary Schools.Karleen A Mason The Journal of Negro Education ; Winter 2007 ; Vol 76, No. 1 ; Academic Research Library pg. 5The Impact of Media and Technology in Schools A Research Report prepared for The Bertelsmann Foundation Thomas C. Reeves, Ph.D. The University of Georgia February 12, 1998Global Projects and Digital Tools that Make pupils Global scholars by Sheila Offman GershCultureQuest undertakings can be viewed at hypertext transfer protocol: //culturequest.us/sample_projects.htm, hypertext transfer protocol: //culturequest.us/teacherprojects.html, and hypertext transfer protocol: //tec hshowcase.googlepages.comTeachers mentoring other instructors: What to make and what to avoid when offering teacher supportby Christina Pomoni

Jay Gatsby the Tragic Hero Essay

The great flaw in Gatsby’s character is his excessive obsession. We find out towards the middle of the book Gatsby is obsessed with Daisy to the point that his life is ‘Daisy’. He throws extravagant parties in hopes her being there. He purchases a palace of a mansion simply because it is close to Daisy’s home. He makes a living only to prove himself worthy to Daisy. He lives for ‘Daisy’, but he does not live for the living Daisy. Gatsby is so infatuated with ‘Daisy’ that he is bent on the magnificent fantasy of a Daisy to which no human can compare. He chooses to remain loyal to the young Daisy of eighteen, who was â€Å"by far the most popular of all the young girls of Louisville†¦dressed in white, and had a little white roadster† (Fitzgerald 72-73). In the words of Fitzgerald: â€Å"No amount of fire or freshness can challenge what a man can store up in his ghostly heart† (93). This is very true, as the real Daisy served no other purpose to Gatsby than to bear a faint resemblance to the fantastical angle he had conjured out of his shattered dreams. Neither Gatsby nor anyone can gain anything from such a delusional happiness. Gatsby has many nemeses in the novel. George Wilson can be considered a nemesis because it is at his hands that Gatsby meets his death. Another rival of Gatsby’s is Tom Buchanan, our protagonist’s adversary in love who also had a hand in the hero’s downfall. In my opinion however, the arch-nemesis of Jay Gatsby is none other than Jay Gatsby. I believe Gatsby’s own actions and flaws in character have brought about his demise. Gatsby was the one who built his entire life gravitating around a single ideal of a girl he once loved. Gatsby was the one who took the initiative to meet Daisy. Gatsby was the one who, having already gained the affections of Daisy, pressed her, on page 126, to testify that she’s never loved Tom. In the words of Daisy, â€Å"you [Gatsby] want too much†¦I can’t help what’s past† (126). Indeed, Gatsby asked for too much, and in return, if not retribution, everything blew up in his face with nothing left b ut a dying dream. Gatsby’s ending in The Great Gatsby was certainly anything but happy. For one thing, he was murdered. On top of that however, lays an even crueller fact. That is, Daisy never called. Gatsby would have died just a little more at ease if he had known that the object of his fascinations for 4 long years  showed any hint of remorse that they may very likely be torn apart. She did not. Gatsby’s soul would have rested easier as well if the person for whom he died showed any sign of sorrow for his departure. She did not. Nor did any of his many acquaintances, save one, turn up to pay respects to the man whose generosity they had often molested. If this is not tragic, what is?Gatsby’s demise is so metaphorical and symbolic that it is hard to pinpoint exact what Fitzgerald was trying to say. Gatsby, a prosperous and extravagant self-made man, was killed by a downtrodden worker of the slums. Could this be alluding to a communist-style revolution? Daisy is quite similar to the American Dream, both being glorious and full of promises to he-who-wins-it. If Gatsby died in trying to get ‘Daisy’, is Fitzgerald denouncing the American Dream? There is, however, evidence that Fitzgerald still believes in the American Dream, as Daisy bears a few dissimilarities to it. That is, Daisy, in principal, is far more superficial, cursory, and lax than the â€Å"white picket fence† American Dream. Could Fitzgerald also have been trying to convey that the Dream has been perverted to such an extent that he-who pursues-it shall fail tragically, just as Gatsby had? The possibilities are endless, but one thing Fitzgerald was trying to express is certain: do not follow in the footsteps of Jay Gatsby, or we too will meet a tragic demise.

Scelidosaurus - Facts and Figures

Name: Scelidosaurus (Greek for rib of beef lizard); pronounced SKEH-lih-doe-SORE-us Habitat: Woodlands of western Europe and southern North America Historical Period: Early Jurassic (208-195 million years ago) Size and Weight: About 11 feet long and 500 pounds Diet: Plants Distinguishing Characteristics: Bony plates and spines on back; quadrupedal posture; horny beak About Scelidosaurus As dinosaurs go, Scelidosaurus has a fairly deep provenance, popping up in the fossil record at the start of the Jurassic period, 208 million years ago, and persisting for the next 10 or 15 million years. In fact, this plant-eater was so basal in its features that paleontologists speculate it may have given rise to the family of dinosaurs, the thyreophorans, or armor-bearers, that included both the ankylosaurs (typified by Ankylosaurus) and stegosaurs (typified by Stegosaurus) of the later Mesozoic Era. Certainly, Scelidosaurus was a well-armored beast, with three rows of bony scutes embedded in its skin and tough, knobby growths on its skull and tail. Whatever its place on the thyreophoran family tree, Scelidosaurus was also one of the first ornithischian (bird-hipped) dinosaurs, a family that included pretty much all of the highly specialized, herbivorous dinosaurs of the Jurassic and Cretaceous periods, with the exception of sauropods and titanosaurs. Some ornithischians were bipedal, some were quadrupedal, and some were capable of walking on both two and four legs; although its hind limbs were longer than its forelimbs, paleontologists speculate that Scelidosaurus was a devoted quadruped. Scelidosaurus has a complicated fossil history. The type specimen of this dinosaur was discovered in Lyme Regis, England, in the 1850s, and forwarded to the famous naturalist Richard Owen, who accidentally erected the genus name Scelidosaurus (rib of beef lizard) instead of the Greek construction he intended (lower hind limb lizard). Perhaps embarrassed by his mistake, Owen promptly forgot all about Scelidosaurus, even though its quadrupedal posture would otherwise have confirmed his early theories about dinosaurs. It was up to Richard Lydekker, a generation later, to pick up the Scelidosaurus baton, but this eminent scientist committed his own blunder, mixing up the bones of an additional fossil specimens with those of an unidentified theropod, or meat-eating dinosaur!