Colony Textile Mills Essay Example for Free

Colony Textile Mills Essay History Colony Group is one of the leading and oldest Textile Manufacturing group in Pakistan. The 1st industrial venture of the group was in cotton ginning sector back in 1881. Gradually the group diversified in to flour milling in the early 1900s. First textile spinning plant was put up in 1946 under the name of Colony Textile Mills Limited. The Group further ventured in to Banking, Insurance, Cement, and Power Generation Distribution. By 1952 Colony Textile Mills Limited was a composite textile plant with a 120,000 spindles, 1,500 looms, and fabric finishing capacity in excess of 150,000 meters per day. Nationalization of 1972 took most of the business away, leaving Textile and Insurance in the Group. Presently, there are two companies in the group, namely, Colony Textile Mills Limited (CTM) with about 195,000 Spindles, and Colony Industries (Pvt. ) Limited (CIL), consisting of 35,000 Spindles and 418 Air Jet Looms. Width | Looms| | 190cm| 180| 176 Cam +12 Dobby + 12 Crank (20 Looms with Batchers)| 210cm| 24| 24 Cam Looms (4 Looms with Batchers)| 280cm| 26| 20 Cam + 6 Dobby| 340cm| 188| 174 Cam + 14 Dobby| Competitive Dimensions CIL is a very strong and only group that has 418 Looms in same place. This helps in fulfilment of large orders at high speed. If the looms are installed at different locations large orders cannot be processed because of factors like communication barrier and increased cost of transportation etc. Another unique thing CIL has is the Automatic Drawing in machine. When order of new quality is received it needs to be designed for the loom to work on. If manually this process is done the time required to feed the new design in the loom would be around 16 hours. The time CIL takes to do the same task is just 2 hours with better efficiency. This automated machine is only available at CIL and increases order fulfilment speed. The power requirement for the setup of 418 looms, compressor fleets and other support functions is 8MW. The cost of power i. e. electricity is reduced to a greater extent by manufacturing through its own power generation system which produces 10MW through Natural gas. Moreover for an uninterrupted supply of electricity CIL has its own grid station. Similarly CIL’s own compressors fleet decreases the cost of raw material i. e. compressed air which prevents the machinery from heating up and maintain humidity and temperatures. Capacity Capacity or the production of looms greatly depends upon the quality of fabric. If fabric is of high quality production will be less. The reason behind this is high quality fabric uses fine threads. Production also depends upon the number of threads used in manufacturing. 6 million meters per month approx production has been recorded by CIL. Initially there were 120 looms at CIL. Capacity addition was done in March 2005 and 154 looms were added. Capacity addition for the 2nd time was done at the end of 3rd quarter by adding 144 looms making production capacity of 6. 0 million meters fabric per month. Core Services and Value Added Services The core service of CIL is grey fabric manufacturing. They don’t provide internal information of accounts, operations etc. to external people. However they provide samples to their clients which are sales support. Field support is also not easy in this weaving business but they do rectify the error within the specified time. Fail Safing techniques Automated motion sensors Automated motion sensors stop the process of creeling, sizing and weaving whenever a thread breaks down or any error appears in the process. This prevents errors from increasing. Online Inspection System Online Inspection system is a manual system by which errors can be checked by mills manager. The data is fed to the system by operators and is evaluated by mills manager for removal of errors. During Production Checks Technicians and operators are responsible for checking and removing the errors during production. After Production Checks Inspection and folding department rectifies error if it still exists before packing. After packing the order is randomly checked so that client gets error free order. Process Selection The type of processes they are using at the most basic level is Fabrication rocess that means Colony Industry converts their raw material i. e. raw yarn to grey fabric. Grey fabric is the form of fabric before printing or dying. This process of fabrication is termed as Weaving in the terminology of Textile business. Yarn flow is organized in the factory by process technology known as batch shop. Yarn is retrieved from yarn procurement department as the order is receive d for the production of grey fabric and then it is processed in the form of batches or order. Mill consists of 3 Units each having 2 Sheds which are control units. Hierarchy of authority is in Appendix. Each Unit is headed by Mills manger and so on. Production in charge are responsible for 60, senior technicians for 16 and Operators for 4-6 looms. Warping Creeling Quality Check Yarn High Spinning Mill Low Sizing Head Stock Warper Beams Drawing In Sizing Roll Inspection Bales Packaging Weaving Approve Pallets Disapprove Storage Treatable Treat Yes No Waste No Flow Chart Marketing department receives order and transfer production order to the mill. Mill staff plans the order and tells yarn procurement department for yarn purchase. This department purchases yarn from colony’s spinning mill and other spinning mills. The yarn is not stored at the mill but it is received from the source when needed. Once yarn is received by the mill it is sent to quality check department for inspection where yarn is weighed and tested for hair and tension. If the yarn is not approved, it is sent back to the source otherwise it is transferred to the next department. This yarn is in the form of spindles which is loaded on creeling machine manually. Then the process of warping starts in which these spindles are unrolled and rolled on the warping beams which are then transferred for sizing. In the process of sizing, starch and polyvinyl along with some other chemicals and water are cooked and applied to the yarn. This process makes yarn able to go through the next steps by increasing its strength and elasticity. After drying the yarn, ends are separated in a manner that they do not stick to each other. This dried yarn is rolled on temporary storage which has the size according to the width of the cloth known as sizing head stock. After the process of drawing in as explained previously, it is injected to the loom for the process of weaving. The temperature is controlled by a special system of compressor fleet. Once weaving is done, inspection of each inch of cloth is done for quality assurance where decision is made regarding acceptance, rejection and mending of cloth. After approval, it is sent for packing as mentioned in production order and if fabric is not approved, it is mended otherwise it is sent to the waste. Back Process: In Warping, the whole set-up is of Ben-Direct Benninger V 1080/2400. Colony Ind. has 6 Warping machines with the Creel Capacity of 1080 each. Each machine is with the electronic sensors for the tracing of broken ends. In Sizing, Colony has the Ben-Sizetech Zell KVE, Creel 32 WW/4000 machines. Colony has 4 Sizing machines, 3 with the Head Stock size of 4 meters. Total Creel Capacity ranges from 16 (1 m/c) to 28 (1 m/c) till 32 (2 m/c’s). The Sizing machine is with pre-wet technology with double dip sow-box. Colony has an additional facility of Beam Stacker which is not found anywhere else in Pakistan. Colony is equipped with 2 Beam Stacker from Formia Nova of Italy with total of 65 bars holding the capacity of 195 no of beams for Narrow 130 no of beams for Wider. DRAWING-IN Colony has the state of the art 2 Automatic Drawing-In machine which is found rare in Pakistan. One machine is from Staubli (Delta 110-4) which has the capacity of 150,000 ends/day filling with the speed of 140 threads/min. The 2nd machine is from ELM S. P. A (Super Vega) which has the 80 threads/min filling speed. Weaving Colony has the total production of 6. 00 million meters fabric/month with 418 looms all of Toyota JAT 710 in production. In the 190 cm section (Narrow looms), they have 180 looms, 24 with the batching motions. Folding machines has the total capacity of 25k/shift/machine. Rolling machine is with the production of 10000 meters fabric/shift/machine Quality Inspection/folding is the process for quality checks. In this process each inch of fabric is inspected. The quality of fabric depends upon the discretion of client and is checked according to the efficiency of loom stated in Production Order. Price also increases with the fineness of the fabric. During the process if any defect is found than it is decided according to the nature of the defect whether to allow it or treat the fabric. Then fabric is categorized into three grades A, B and C. A is finest category and is considered to be of export quality, while B and C are of lower quality. They follow 4 point system which allows maximum of 4 errors and is world wide accepted. Colony has fully equipped Quality Lab with all kind of testing equipments including the Uster Tester 4 for yarn checking. Quality Lab make sure that there is no compromise in the quality of the yarn used the fabric produced. The whole set-up has the check points from Quality Department from Back Process to Article, from Inspection to packing, thus resulting in the production of 1st class A-Grade fabric as committed. Colony has the Wrapping Reel from Mesdan Italy with the Model # S-389 A used for the making of lea. It follows the ASTM standard of D-1907-01. Auto Sorter is from Uster Switzerland with the Model PR 503 DR. Most Important machine in the Lab of colony is Uster UT -4 with the Model SE 400101-02100. Make of UT-4 is from Uster Switzerland for the checking of IPI’s in the yarn. For the checking of Hairiness in the yarn, colony has the Hairiness Tester from Zweigle Germany with the Model G-567. To check the Tear Strength of the fabric, colony has the Tear Strength Tester from Zweigle Germany with the model FX-3750. Their primary focus is quality because CIL is export based company. If quality is not up to the mark clients move to Bangladesh and China because they provide cheap products with low quality. Pakistani fabric is famous for its high quality and perfection. Recommendations: 1. Sales of local sector are dependent on few companies. The proportion of sales should be changed so that colony’s risk is minimized. This will also help in improving performance as it will result in sale increase. 2. Sale per order should be considered and goal should be â€Å"the more worth of order, higher should be the frequency of order. 3. Monitoring systems that allows online communication and control of looms should be installed to manage the system more accurately. 4. Employees should be decreased by bringing in automated creeling machine which reduces the time by automatically removing the spindles once the thread is removed from them. 5. Operations focus should be on wide looms as they have s aid that these wide looms have generated greater inflows. 6. Capacity addition should be kept in view as it has been around 3 years now before the last addition was made. 7. Training of employees by sending them to technical institutes abroad should be done as fail safing technique to reduce the chance of defect in the fabric. 8. Colony has fewer inflows in exports and greater in local therefore sales efforts should be engaged to increase local orders and increase inflows from exports. 9. Colony should use ingredient branding like they can market their cloth by informing clients about the brand of Looms Company have installed. 10. Operations policy should be made and reviewed continuously. Every employee should be involved in designing the policy. Appendix

evilmac womenmac Evil In Women and Its Effect on Macbeth :: Free Macbeth Essays

Evil In Women and Its Effect on Macbeth "...My thought, whose murder yet is but fantastical, Shakes so my single state of man that function Is smother'd in surmise, and nothing is But what is not." (1.3.140-143). Throughout Shakespeare's play, we see that Macbeth is the victim of evil seduction by women. In the above quote the evil is perpetrated by the witches. Lady Macbeth also plays a strong role in his moral corruption. "... the influence of Lady Macbeth (though she too has an inarticulate angel struggling against her own evil), and the instigation of a supernatural power all combine to crush his better nature." (Boyce 391). Macbeth would not have even thought of killing Duncan, if it were not for the influence of the witches and his wife. Historically, man has been corrupted by woman. Going back to the story of Adam and Eve, we see such an example. ".. she took of the fruit thereof, and she did eat it; and she gave it unto her husband..." (Genesis 3.6). Eve, out of fear, beguiled Adam. In Macbeth, Lady Macbeth and the witches, succumbing to greed, corrupted Macbeth. Lady Macbeth's actions parallel those of the witches. The witches planted the idea that Macbeth should become king. Lady Macbeth followed through with this idea by pushing Macbeth to kill Duncan. "... a very definition of the weird sisters - calling on them to unsex her to cram her with cruelty from top to toe..." (Bloom 29). This quote illustrates the connection between Lady Macbeth and the witches, showing us that they both participated in Macbeth's moral decline. Shakespeare, it seems, utilizes the symbol of the witches to portray the basic evil inherent in Lady Macbeth. One could not have worked without the other. If it were only the witches' prophecies, then Macbeth would surely not have murdered Duncan. It was because Lady Macbeth constantly harassed her husband, that he was driven to commit all this evil. "... her blood thickened, her milk changed to gaul - into the inhuman, the distortion of nature..." (Ludwyk 233). This illustrates the complete metamorphosis of Lady Macbeth from a loving, beautiful, caring, kind wife to a ruthless, nasty, shrew of a woman. The women in this play distort Macbeth's intuition so much that he thinks he is doing the right thing. "... his liberty of free choice is determined more and more by evil inclination and that he can not choose the better course..." (Bloom 55). Even after the deed is done, Lady Macbeth greets her husband and "... her greeting recalls the weird sisters.

Effects of Computer Technology as a Teaching Method

Effects of Using Instructional Technology in Colleges and Universities: What Controlled Evaluation Studies Say. This report and related issue briefs are available at:    © 2003 SRI International Early studies of effectiveness By 1991, this author’s research team at Michigan had carried out meta-analyses of findings from 121 controlled studies of teaching in colleges and universities (J. Kulik et al. , 1980; C.Kulik & Kulik, 1986; C. Kulik & Kulik, 1991). The studies contained results from a variety of computer applications in a number of different disciplines. Among the 121 studies were a substantial number on computer tutorials and computer simulations in science. The results from these early studies provide a good standard for gauging recent contributions of tutorials and simulations to science teaching, and are therefore reviewed here. Listed in the 1986 and 1991 reviews were achievement effect sizes from 37 studies of computer tutoring in college courses.Results of the se studies favored the computer-tutored students by a small amount. In 26 of the 37 studies, the tutorial group outperformed the control group; in the remaining 11 studies, the control group scores were higher. The effect sizes in the 37 studies were between –1. 20 and 1. 25. The median effect size was 0. 15. This effect is not large enough to be considered educationally meaningful. It suggests that computer-tutored students would perform at the 56th percentile on relevant achievement tests, whereas conventionally taught students would performat the 50th percentile.Results of computer tutoring in science courses were similar to results in nonscience areas. These reviews also contained findings from 13 studies of computer simulations in science. Results of these studies were favorable to the groups that worked with the computer simulations. In 11 of the 13 studies, the simulation group outperformed the control group, but in the remaining studies, the control group outscored th e simulation group. The effect sizes in the 13 studies were between –0. 14 and 1. 27. The median effect size was 0. 25. Effect sizes of 0. 25 and over are usually considered to be educationally meaningful.By this standard, the effects of computer simulations are just large enough to be judged as educationally meaningful. An effect size of 0. 25 suggests that students who worked with simulations would perform at the 60percentile on relevant achievement tests, whereas conventionally taught students would perform at the 50th percentile. Computer tutoring Seven studies of computer tutorials from the 1990s were identified for this literature review. The studies examined two kinds of instructional outcomes: student achievement and student attitudes (Table 7).Effects of computer tutorials on both outcomes were mixed. Large or moderate positive effects. The effects of computer tutoring were large and positive in two studies (Kitz & Thorpe, 1995; Vitale & Romance, 1992). Both of these studies examined effectiveness of videodisc software from Systems Impact Corporation. Conclusion It is clear that computers can contribute substantially to the improvement of college teaching. Evaluation studies of the past decade usually found that college courses taught with computer help were more effective than similar courses taught without such help.These recent studies produced far more favorable results than did studies of the 1960s, 1970s, and 1980s. In 119 studies carried out between 1967 and 1986, the median effect of instructional technology was to raise scores on examinations by 0. 30 standard deviations (C. Kulik & Kulik, 1986, 1991). In the 46 more recent studies reviewed in this report, the average effect of instructional technology was to raise student scores by 0. 46 standard deviations. Both gains are large enough to be considered educationally meaningful, but a gain of 0. 46 standard deviations on achievement tests is clearly a more important gain.There were clu es in the earlier reviews that computer applications were becoming increasingly effective as the years rolled on, but early reviewers did not chart the change in evaluation results over time (e. g. , C. Kulik & Kulik, 1986, 1991). Now, the time trend is impossible to ignore. Analysis of results in the earlier reviews shows that the median effect size was –0. 13 in 5 evaluation studies of instructional technology published during the 1960s, 0. 22 in 85 studies published during the 1970s, and 0. 35 in 35 studies published during the 1980s.This review found a median effect size of 0. 46 in 46 studies published during the 1990s. In other words, computer-based teaching was as likely to shortchange college students as to help them in the early years of the computer revolution, but today’s students are likely to gain substantial educational benefits when their teachers incorporate instructional technology into their courses. The effectiveness of computer applications in colle ge courses is not restricted to a single area. This review shows that computers have made significant contributions to a variety of instructional areas.Computer contributions were clear in mathematics courses, where computers are being used as algebra and calculus tools; in science courses, where older computer applications such as tutoring and simulation programs are being used along with such newer applications as computer animations; and in the field of language learning, where a diversity of computer approaches are now being tried. Of all the results reviewed in this report, the most notable came from studies of computer and calculator use in algebra and calculus courses. Twelve studies focused on this topic. Six of the 12 studies took place in algebra courses.The remaining six studies took place in calculus courses. In each of the studies, experimental group students used computers or graphing calculators while doing coursework, whereas control group students completed their co ursework without using such tools. In the typical study, computer and calculator use raised student scores on tests of conceptual understanding a total of 0. 88 standard deviations. This means that students who used computers and graphing calculators while studying algebra and calculus scored 0. 88 standard deviation units higher on conceptual tests than did students in the control group.If control group students scored at the 50th percentile on a conceptual test, scores of students using computers or calculators would be at the 80th percentile or above. Evaluations of educational innovations rarely report average effect sizes this high. 40 Results on computational exams, on the other hand, were strongly influenced by the conditions under which the exams were taken. In studies in which experimental group students were permitted to use computers or calculators on final exams, they outscored control group students by a large amount on computational items.In studies in which neither th e experimental group nor the control group was allowed to use computers and calculators on final exams, students in the experimental group performed computations about as well as students who learned in more traditional classes. Overall, these studies suggest that students who used calculators and computer tools when learning algebra and calculus did not suffer in their ability to solve computational problems with paper and pencil alone. Finally, a review of study results did not yield any definite conclusions about the effects of computer and calculator use on student attitudes toward mathematics.In two studies, mathematics attitudes were clearly higher in the experimental groups, but in three other studies, mathematics attitudes were not significantly different in the experimental and control groups. No definite conclusion about computer and calculator effects on attitudes can be drawn from such conflicting results. Studies of computer effects on science learning examined both old er and newer instructional approaches. The two older approaches still being evaluated during the 1990s were computer tutoring and computer simulations.The newer approach that was extensively evaluated during the 1990s was computer animation. Reviewed in this report were 7 studies of tutoring, 11 studies of simulations, and 9 studies of animations. The seven studies of tutorial instruction examined two kinds of instructional outcomes: student achievement and student attitudes. Effects of computer tutorials on student achievement were mixed. Four of the six studies of student learning reported significant positive effects of tutoring, and two studies reported trivial effects. The median effect size in the studies was 0. 33. Tutorial effects on attitudes were likewise mixed.One study reported strong positive effects of computer tutoring on student attitudes; one study reported a strong negative effect; and one study reported a nonsignificant positive effect. Eleven studies of computer simulations in science also presented a somewhat mixed picture of effectiveness. In 7 of the 11 studies, effects were large enough to be considered statistically significant and educationally meaningful, but in 2 other studies computer results were nonsignificant and in the remaining 2 studies results were significant and negative. Median effect size in the 11 studies from the past decade was 0. 9. While the most likely outcome of using simulations in teaching was an increase in student test performance, using simulations could also have a negative effect or no effect at all on student test scores. The studies suggest that computer simulations can be valuable tools for teachers, but teachers must use some care in deciding on how to use simulations and which simulations to use. Computer animation is the most recent addition to the science teacher’s toolkit, but this instructional innovation has already compiled a record of strong contributions to science instruction.In each of nine studies of computer animations, the group that viewed the animations outscored the control group, but the effects differed in size from small to large. In seven of the nine studies, the improvement was large enough to be considered educationally meaningful. The remaining two studies reported positive effects of animations, but the effects were not large enough to be considered practically important. The median effect of computer animations in the nine studies was to increase student scores on science tests by 0. 8 standard deviations. As a group, therefore, these studies suggest that animations can help students substantially in their attempts to understand scientific phenomena. Computer searches yielded a total of only seven controlled quantitative evaluations of computer-assisted language learning (CALL), and these studies were extremely varied in focus. 41 Each of the studies examined its own approach to improving language instruction with technology, and so the studies do not provide a sound basis for conclusions about CALL effects.Several years ago, Miech and his colleagues observed that the area of CALL lacks an agreedupon research agenda (Miech et al. , 1996). Their point seems to be as valid todayas it was when they first made it. Diverse though evaluations of CALL may be, they have yielded enough strong positive results to encourage CALL enthusiasts. In each of seven evaluations, CALL had at least a small positive effect on instructional outcomes, and in five of the seven studies, CALL effects were large enough to be considered educationally meaningful.The median effect of a CALL program in the seven studies was an increase in language test scores of 0. 60 standard deviations. This is a moderate to large improvement in student performance, equivalent to a jump in scores from the 50th to the 73rd percentile. These results suggest that a number of approaches to CALL may have positive results on student learning. Although the various approaches sti ll need in-depth examination, the future of CALL appears to be promising. Overall, computer-based teaching approaches have come a long way during the last four decades.Originally almost a hindrance to learning, computer-based instruction is now an important ingredient in many successful college courses. The growing effectiveness of instructional technology in college programs should not come as a great surprise. Computers have improved dramatically during the last three decades. They are faster, friendlier, and vastly more sophisticated in their operations than they were 35 years ago. In addition, many educators have become sophisticated designers of instructional software, and most college students have become proficient users of computing technology.Recent evaluation studies suggest that instructional technology can thrive in this climate and that computers—which have transformed society in so many ways—are also making college teaching more effective. The Effects of Computer Assisted Instructions in Teaching & Learning in Primary Education By Kara Schmidt, eHow Contributor Computer-assisted instruction provides another avenue to academic success. Computer-assisted instruction offers teachers and students another avenue to learn the required academic material. Educational computer programs are available online, at computer stores or through textbook companies.Stick with programs that are user-friendly and hold your students' attention. Make sure the programs are at the correct grade level. Decide if you want the computer program to supplement your lesson, practice basic skills, or assist in teaching a new concept and make sure it does just that. 1. Student Benefits Computer-assisted instruction provides differentiated lessons for varied levels of learning, including students with disabilities and gifted students. Students are able to work at their own pace while receiving instant feedback which enables them to self correct before moving on to th e next skill.If a student answers incorrectly, the computer programs will provide instructions to assist the student in correcting their work. The programs are interactive and students can work individually or in groups. This allows them to compete with their individual scores or the scores of the students within their group. Students also gain valuable computer skills which will continue to benefit them throughout life. 2. Teacher Benefits Teachers are better able to track their students' strengths and weaknesses through computer-assisted learning. Computer programs can enhance the essons and allow teachers to pick different levels of a program or different programs altogether for students who may be behind or students who are advanced. When students are learning and actively involved with learning, teachers will have less behavior problems in the classroom which in turn sets up a cycle for more learning to take place. Computer-assisted learning benefits teachers by allowing them t o work with small groups of children on a particular skill while the other students in the class are working on their computer program.The nature of the program allows the students to work independently; minimizing distraction to the teacher while she works with the other students. Disadvantages Computer programs can evaluate students' progress on many levels although it is the teacher's responsibility to make sure students develop critical thinking skills which are essential to solve problems encountered throughout life. Too much time spent learning through computer programs can also reduce time students spend interacting with each other and their teacher. This can result in less time for learning appropriate social skills.Computer-assisted learning can be a great asset to the classroom and curriculum as long as they are not overused. Too much of any mode of teaching can lead to boredom and frustration in the students. Use good judgment and find computer programs that enhance the l earning process. Sponsored Links * Bulk Email–Free Trialwww. iContact. com Email marketing to fit your needs. Start a Free 30-Day Trial Today. * Educational Technologywww. met. ubc. ca International Master's Program 100% Online – Apply Now * The Knowledge Engineerstheknowledgeengineers. om/ Leading digital training company, accelerate your digital knowledge * Search Cebu hotelsAgoda. com/Cebu_Hotels Instant confirmation. Trust Agoda. Save up to 75% Don't miss out! Related Searches: * Teaching Students * Teaching Career * Computer Technology * Video Teaching * Learning Online Read more:  The Effects of Computer Assisted Instructions in Teaching & Learning in Primary Education | eHow. com  http://www. ehow. com/list_7408273_effects-teaching-learning-primary-education. html#ixzz1qFW4xJoO Brief History of Computers in EducationComputers and related technologies are now in most of the schools in all around theworld. Advancements in technology are inevitably reflected in educational systems. In most of the developed countries education has been penetrated by informationtechnologies (IT); schools have computers, a large numbers of teachers usecomputers and new technologies while teaching, and more  over textbooks have someparts devoted to new  technologies. New technologies are integrated into disciplines and more disciplines are beinginfluenced by the new technologies in an integrated way.Most of the educators andresearchers try to use technologies in various subject matters, and this integrationchanges the nature, concepts and methods of work in each subject. For example, inmathematics education, the way of teaching and learning, the roles and functions of  the most concepts have changed with the use of  technology. 19Although the wide-spread interest in computers as an instructional tool did not occuruntil the 1980s, computers were first used in education and training at a much earlierdate.Much of the early work which computers introduced in education was done inthe 1950s by researchers at IBM, who developed the first Computer AssistedInstruction (CAI) author language and designed one of the first CAI programs to beused in public schools. Students followed the commands on the computer screenreceiving rewards for correct answers within the framework of behavioristapproaches. In 1959, PLATO, the first large-scale project for the use of computers ineducation was implemented by Donald Bitier at the University of Illinois (Carter,2003).Atkinson and Suppes’ (1959) work led to some earliest applications of  computers at both the public school and university levels during the 1960s. By theearly 1980s many educators were attracted to microcomputers because they wererelatively inexpensive, compact enough for desktop use, and could perform many of  the functions performed by the large computers that had preceded them. The dominant use of computer-based instruction in the 1980s was typified by theemploy of â€Å"beh avioral-based branching† software that based greatly on drill-andpractice to teach programmed content and/or skills.The  educational software that ranon the computers of the early 1980s were at first based on Skinner’s â€Å"methods of  branching†: first separating into small sections, rewarding combined responses, andteaching disconnected facts. Although the learning is passive where learners do notwork together with problems and content, research studies indicate that learner didadvantage from the technology when the learning objectives were behavioral. During the 1990s, computers eventually started to have a major impact oninstructional practices in schools.With the help of advances in technology andlearning, science researchers consider learning with technology as means forconstruction problem-solving skills and for achieving learner independence. Thecognitive approach to instructional technology emphasized â€Å"looking at how we knowrather than how we respond, and analyzing how we plan and strategize our thinking,remembering, understanding, and communicating† (Saettler, 1990, cited inhttp://www. ncrel. org/ tplan/cbtl/toc. htm,  2003). Besides,  students  would  also  tolearn through playing games and simple simulations with the help of cognitive 20school of thought.The worth of using a word processor has been discovered bywriting teachers and almost immediately students were using the advantages of wordprocessor by writing, deleting, formatting and revising with effortlessness. Othersubject matter teachers perceived the importance of the computer in creating a richlearning environment by using databases, spreadsheets, presentation, and researchtools. Since 1995, rapid advances in computer and other digital technology, as wellas the Internet, have led to a rapidly increasing interest in and use of these media forinstructional purposes (Reiser, 2001).Swiftly there was a volume of informationobtainable to students w ith a network of people all through the world that improvedcommunication and the exchange of thoughts. Additionally, distance educationcourses are offered and in this way students in geographically isolated schools haveextended learning opportunities in a diversity of  subject areas. For example in UnitedNations, Kalu (2006) states â€Å"the proportion of instructional rooms with Internetaccess increased from 51 percent in 1998 to 93 percent in 2003† (p. 3). Theoreticalexplanations could now be demonstrated and manipulated with the help of  technology innovations.A complete innovative learning environment becamepossible. Since the advent of the personal computers in the mid 1980s, computers have rapidlybecome one of the key instructional technologies used in both formal and informaleducation. The computer’s role has changed because of two factors: first, it canprovide rich learning experiences for students and secondly, computer givingstudents the power to manipula te depth and way of their learning. Furthermore,teachers can use the computer as an aid to manage classroom activities; it has amultitude of roles to play in the curriculum which can range from tutor to studenttools.

Dante s Journey Through The Inferno - 2415 Words

Dante’s Journey Through the Inferno The Divine Comedy depicts the journey through Hell and into Heaven lead by the Italian poet, Dante Alighieri. The Devine Comedy is an epic poem set in the year 1300 and it details Dante’s trip through the afterlife. His journey is prompted by a spiritual crisis in midlife when he finds himself lost in the woods. The woods that Dante finds himself lost in represents a personal sense of confusion and darkness. This is the kind of symbolism that is seen throughout Dante’s long journey. The two major themes portrayed in this Epic Poem are justice, sin and punishment as well as love; both spiritual and human. Some may argue that the theme of justice is too harshly portrayed in the Inferno and that it could also be taken quite literally. Dante especially uses his Divine Comedy as a vehicle for expressing his anger about the corrupt government of his native city, Florence. The poem is filled with inhabitants of Florence, Italy and the ancient world who appear sometimes in heaven or sometimes in Hell, depending on where Dante felt they would end up. One of the uses of the poem is its political and historical commentary. Dante was an extremely well educated man; he had full knowledge about the world. Dante then had intelligence, a wide range of knowledge and strong opinions which he was not afraid to express. He also had a deeply spiritual nature and longing for truth. The Devine Comedy is more than a tour through the world of the dead, it isShow MoreRelatedAnalysis Of Dante s The Of Hell 1621 Words   |  7 PagesDante’s description of Hell is a wonderful work of literature. Dante uses numerous literary techniques to describe his vision of Hell to the reader. In my opinion, one of the most affective techniqu es used by Dante is symbolism. It would be a very difficult task to compile a brief list of significant symbols from the Cantos that we read in class. Dante utilized many symbols throughout each canto. Some of the symbols that Dante used in Inferno are well defined and easy to interpret, while other symbolsRead MoreAnalysis Of Dante s The Of Hell 1573 Words   |  7 Pagesdescription of Hell is a wonderful work of literature. Dante uses numerous literary techniques to describe his envisionment of Hell to the reader. In my opinion, one of the most affective techniques used by Dante is symbolism. It would be a very difficult task to compile a brief list of significant symbols from the Cantos that we read in class. Dante utilized many symbols throughout each canto. Some of the symbols that Dante used in Inferno are well defined and easy to interpret, while other symbolsRead MoreEssay on Outside Influences on Dante’s Inferno 832 Words   |  4 PagesAnyone who has read Dante ’s Inferno is familiar with a certain main character, Virgil. 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