Can Students Study Better Using A Tablet?

Can Students Study Better Using A Tablet? Can Students Study Better Using Digital Textbooks on a Tablet Than They Can By Using Books, Pens and Paper Nowadays young starts were easily adopting to the new technologies and implementing them in education, similarly do the students can studying better using digital textbooks on a tablets rather than using traditional method of reading textbooks, well in my opinion students has to adopt to the digital textbooks because it is very flexible and has many advantages like compact, take very less place to store and no wear and tears and so on where this all helps the students to be smart in the real world. Many people says that many of students were very much comfortable with the hard copies in my sense this is because eBooks may not be accessible in their places. There is absolutely no doubt the digital textbooks are cheaper. Students at the Stepinac college paid $700 for textbooks previously which year only $150 for having access to the digital library (by Theresa Walsh Giarrusso september 2013). Even Students are very attached to their mobile phones and tablets but they have not been enamoured to digital books even though the cost is low, since they are very much habituated to hard copies of text books. This method indirectly effects the environment. This results in deforestation and pollution. Although students in college today are very attached to their cellular devices, they have not really been enamoured associated with e-books. In 2010, digital books accounted for 3 percent associated with textbooks sales using the National Association associated with College Stores (By Bertha Coombs, CNBC.com-published on June 2011). Analysts say its because until now e-textbooks happen to be little more bit more than PDF replicates of physical textbooks, impractical for students whore accustomed to mentioning their paper copies since they study. Researchers at on the web education firm Xplana state the shift toward tablets in the year ahead wills certainly jumpstart demand for e-texbooks in the $8 billion Oughout. S. education publication market. iPads and other tablets will probably be in the possession around 20 percent of scholars by the fall of 2012, states that Xplana director associated with research Rob Reynolds. Thats an enormous impact. Its fastest developing technology tha t weve welcomed in education. Reynolds predicts electronic digital book sale growth in the higher education market will double over the next four many years to $1. 5 billion by 2015, and be the cause of 25 percent market share. A big jump in the amount of interactive texts available for the new supplement platforms next fall could also spur greater requirement. Text books are heavy and no longer necessary when the information can be downloaded. In classrooms in my area, iPads have been very successful. iPads are a recent some-what inexpensive tablet computer that became available in 2010. Apple company offers good education programs for universities. The weight with the textbooks in his or her backpacks would injure their backs overtime. Whereas an iPad is merely 1. 44 fat. The iPad can also have educational video games for the students to find out and entertain independently (article took in http://www.debate.org/opinions/should-kids-use-ipads-for-textbooks-in-school). While in many countries people still go with traditional method using the hard copies because the people were not well fascinated to technology. Due to this the children in some developing countries like India were facing the problem while carrying text books to the schools that their back bone were getting bent due to the over load of caring more books. Perhaps using the di gital books really gives a lot of advantages to the students like it occupies only small place to save thousands of text books and it is very easy to carry from one place to another. Using an ipad could help children look into the console and make children compose more. Scholars might not need to keep getting up to hone their pencils which diverts the educator and learners. The point when individuals have untidy penmanship, their work looks flawless and is not difficult to peruse on the ipad. When young children make use of iPads as well as notebooks theyre going to learn to make better do the job and stay cleverer. Many people argue that as compared with traditional method of reading, seating in front of tablets and ipads will create some health problem like eye strain and health hazard, and also it seems to be less concentrated while studying, but in my opinion digital books will make our work quick and easy I am sure that one can find a article in eBook quickly rather than using a textbook. Finally i would like to conclude that people has to update their habits as the technology changes this helps the students to be smart in the real world, thereby using ipads, tablets, and smartphones helps students to learn more faster within a less time and also they were eco friendly to environment. References : Bertha Coombs, CNBC.com-published on June 2011 http://usatoday30.usatoday.com/tech/news/2011-06-17-digital-textbooks_n.htm Theresa Walsh Giarrusso september 2013 http://blogs.ajc.com/momania/2013/09/18/paper-vs-digital-are-there-benefits-to-paper-textbooks-that-schools-are-missing/ http://www.debate.org/opinions/should-kids-use-ipads-for-textbooks-in-school NAME: ARGUMENTATIVE ESSAY PREWRITING ARGUMENT QUESTION: 1

Relflection Paper on Interpreter as an Gatekeeper in Medical Discourse

Reflection Paper of Critiquing Translating and Interpreting Presentation Name: Rizqi Fauziah Std Number: 0807532 Class: 7B The Interpreter as Institutional Gatekeeper: The Social-Linguistic Role of Interpreters in Spanish-English Medical Discourse This reflection essay will discuss the written report of the group presentation on chapter entitled The Interpreter as Institutional Gatekeeper: The Social-Linguistic Role of Interpreters in Spanish-English Medical Discourse written by Brad Davidson. This will include how to build group discussion, the material presented, class discussion, and the conclusion. The data are taken from the work of Baker (2010). A couple weeks before the presentation was held, the group which consists of four members started to discuss the material that will be presented. The discussion was conducted three times meetings. Each member of the group should read all the material before the first meeting was held. In the first meeting, the group divided the material to each member of the group, thus, every member would have more focus on the material given. The second meeting, we discussed our understanding on the each material given, then, we made power point slide presentation. In the last meetings, still, we shared our understanding about the topic and had a rehearsal presentation. This chapter talks about how the interpreter’s role is in medical discourse based on Brad Davidson’s study and detailed analysis entitled The Social-Linguistic Role of Interpreters in Spanish-English Medical Discourse. In the Davidson’s study, there were found examples of the way in which the interpreters tend to align themselves with the institutions and to strengthen institutional voice, often at the expense of the voice of participants (Baker, 2010). In this case, the institutional setting is hospital and participant is the patient. I’m interested in the quotation ‘interpreters are the most powerful people in medical conversation’ which is made by head of interpreting service at a major private U. S. hospital in May 1999. What I understand from this quotation is that the interpreters who have control in the conversation. They are as a key in conversation because they connect the doctor and the patient in order to gain the conversational goals. As mentioned by Davidson (Baker, 2010 p. 154): â€Å"Interpreter acts as he point of negotiation and exchange between the social context inhabited by the physician and the patient† Historically, most analysis has been based on oral model of translation which most analysis of interpretation has focused on monologues as suggested by Davidson in Baker (2010, p. 155). Furthermore, the interpreters are seen as conduits, not conversational participant. In contrast, rece ntly, the interpreters do not only conveying the message, but they shape and, and in some very real sense, create those messages in the name those for whom they speak (Baker, 2010 p. 56). Moreover, the interpreter is always placed in contested are between being provides of a service and being agent of authority and control (Baker,2010 p. 156). The structured interaction between the patients, the physician, and the interpreter is called medical discourse or medical interview. Davidson’s study of medical discourse was conducted at General Medicine Clinic (GMC) of Riverview General Hospital in spring and summer 1996. According to Davidson in Baker (2010), the data collection concerned on the way in which the hospital-based interpreters were used in clinic, the interpreter’s presence in helping to shape the course and content of interview and the way interpreter mediated the clash of goals between the achievement of institutional goals and goals held by the patient. The data are collected from observation of over 100 patients’ visits, 50 of which were observed and audio taped. The research questions that are asked by Davidson are: 1. What the role of interpreter within the goal-oriented? . What is the interpretative habit? And how does one engage in the practice of interpreting? 3. If the interpreters are not neutral, do they challenge the authority of the physician judge, and act as patients’ ambassadors, or do they reinforce the institutional authority of physician? During the study, Davidson said that the scarcity of time become the factor of the patient in medical intervie w. It is because the patients who used interpreter often were left alone for sometimes an hour while they waited for the interpreter to arrive (Baker, 2010 p. 60). Moreover, Davidson said that the interpreters are possibly conducted the interview with the patient before the physician arrived (Baker, 2010 p. 160). They took a charge of physician’s position by asking questions the patient about the illness before they convey it to the physician. This affects the process of elaborating a Chief Complaint from patient which becomes shorter. Besides, the interpreters also would occasionally go so far as to conduct the initial portions of the interviews itself. According to Davidson in Baker (2010, p. 64) the interferences of interpreter in medical interview create harms for the physician. For instance, in case of English-speaking physician who had a Spanish speaking patient, most the direct questions that directed to physician were answered by the interpreter. This treatment is app arently an attempt to keep the patient ‘on track’, but this makes a threat to the physician’s authority within the interview. This habitual action done by the interpreter might be viewed as a move to insulate the physician. Keeping the patient on track also led a loss of patient complaint in conversational. It affects that patient’s complain will left undiagnosed and untreated. In contrast with the patient without interpreting, their complaints were diagnosed and treated because there was no interference from the interpreter. In this case, the interpreter sometimes edited the wholesale complaint of the patient in order to keep the interview ‘on track’ and sometimes to protect the physician and the institution of hospital. However, this makes un-tracks the achievement of the institutional goals (diagnosis and treatment) of interview itself. After explaining the material, 3 classmates asked some questions. The first question came from Riska K. R who asked ‘ is there any justification for medical interpretation to have a tendency to support a medical institution instead of the patient? ’ we agreed to answer that yes, there is justification in which the interpreter supports the medical institution. It is because the role of the interpreter itself is as an institutional gatekeeper. The interpreters are paid by the hospital (the institution), thus, they support the institutional. The second question came from Rendriawan who asked ‘please explain the sentence â€Å"the interpreter also interpret selectively, and appear to do so in a patterned (non-random) fashioned† ‘. Then, we answered that the interpreter should filter what utterance that is told by the patient before we convey it to the doctor in order to protect the physician and the institution of the hospital from the critique of the patient. The last question is from Lalitya P who asked ‘are there any differences of the role of interpreter in colonial and post colonial codition? How the interpreter reacts in the interview? ’. we agreed to answer that yes, we think that there is difference in colonial and post colonial condition. For example in post colonial the interpreter is always placed in contested are between being providers of a service and being agents of authority and control. To sum up, the answer of research question has been answered in this study. The interpreters have a role as ‘advocates’ or ‘ambassadors’ for interpreted patients as suggested by Davidson (Baker, 2010 p. 172). Besides, they also act as informational gatekeepers who keep the interview ‘on track’ and the physician on schedule. The interpreters who attempt to keep the interview ‘on track’, sometimes, lead the habitual actions such as answering the patient’s questions which are directed to the doctor, editing the wholesale patient complaint in order to protect the institutional of the hospital, and etc. According to Davison in Baker (2010, p. 73) it can be outlined that interpreters are not, and cannot be ‘neutral’ machines of linguistic conversion. Moreover, it is because they are faced with the reality that linguistic systems are not ‘the same’ in how they convey information contextually. Besides, they are themselves also social agents and participant in the discourse. Davidson said in his article that the interpreters and the physicians at Riverview have to have training (Baker, 2010, p. 173) Bibliography Baker, M. (2010). Critical Reading In Traslation Studies . New York: Routledge. ‘

Topographic Maps

Topographic maps (often called topo maps for short) are large scale maps, often greater than 1:50,000, which means that one inch on the map equals 50,000 inches on the ground. Topographic maps show a wide range of human and physical features of the Earth. They are very detailed and are often produced on large sheets of paper. The First Topographic Map In the late 17th century, French finance minister Jean-Baptiste Colbert hired surveyor, astronomer, and physician Jean-Dominique Cassini for an ambitious project, the topographic mapping of France. Author John Noble Wilford says: He [Colbert] wanted the kind of maps that indicated man-made and natural features as determined by precise engineering surveys and measurements. They would portray the shapes and elevations of mountains, valleys, and plains; the network of streams and rivers; the location of cities, roads, political boundaries, and other works of man. After a century of work by Cassini, his son, grandson, and great-grandson, France was the proud owner of a complete set of topographic maps. It was the first country to produce such a prize. Topographic Mapping of the United States Since the 1600s, topographic mapping has become an integral part of a countrys cartography. These maps remain among the most valuable maps for government and the public alike. In the United States, the U.S. Geological Survey (USGS) is responsible for topographic mapping. There are over 54,000 quadrangles (map sheets) that cover every inch of the United States. The USGS primary scale for mapping topographic maps is 1:24,000, which means that one inch on the map equals 24,000 inches on the ground, the equivalent of 2000 feet. These quadrangles are called 7.5 minute quadrangles because they show an area that is 7.5 minutes of longitude wide by 7.5 minutes of latitude high. These paper sheets are approximately 29 inches high and 22 inches wide. Isolines Topographic maps use a wide variety of symbols to represent human and physical features. Among the most striking are the topo maps display of the topography or terrain of the area. Contour lines are used to represent elevation by connecting points of equal elevation. These imaginary lines do a nice job of representing the terrain. As with all isolines, when contour lines lie close together, they represent a steep slope; lines far apart represent a gradual slope. Contour Intervals Each quadrangle uses a contour interval (the distance in elevation between contour lines) appropriate for that area. While flat areas may be mapped with a five-foot contour interval, rugged terrain may have a 25-foot or more contour interval. Through the use of contour lines, an experienced topographic map reader can easily visualize the direction of stream flow and the shape of the terrain. Colors Most topographic maps are produced at a large enough scale to show individual buildings and all streets in cities. In urbanized areas, larger and specific important buildings are represented in black, and the urbanized area surrounding them is represented with red shading. Some topographic maps also include features in purple. These quadrangles have been revised solely through aerial photographs and not by the typical field checking that is involved with the production of a topographic map. These revisions are shown in purple on the map and can represent newly urbanized areas, new roads, and even new lakes. Topographic maps also use standardized cartographic conventions to represent additional features such as the color blue for water and green for forests. Coordinates Several different coordinate systems are shown on topographic maps. In addition to latitude and longitude, the base coordinates for the map, these maps show Universal Transverse Mercator  (UTM) grids, township and range, and other coordinate systems. Sources Campbell, John. Map Use and Analysis. William C. Brown Company, 1993. Monmonier, Mark. How to Lie With Maps. University of Chicago Press, 1991. Wilford, John Noble. The Mapmakers. Vintage Books, 2001.

Gender Bias Of Face Recognition - 744 Words

The ability of humans to recognise and remember faces is remarkable. Interestingly, there seem to be many factors that influence the performance of facial recognition, such as age, gender, race and even particular social or cultural groups that people belong to. This experiment explores whether there is gender bias in face recognition. Own-gender bias in facial recognition is the tendency to recognise individuals from one’s own gender better than individuals from the other gender (Herlitz Lovà ©n, 2013). Categorisation-Individuation model: (Herlitz Lovà ©n, 2013) Categorisation: classification of face according to shared group features Individuation: classification of faces according to individual features Individuation is more effective with faces you are most familiar with. Our perceptual expertise comes from early childhood caregivers, friendship groups, cultural representations etc. (Herlitz Lovà ©n, 2013) Categorisation is more effective when faces belong to a group you identify with. Out-group faces are processed categorically, whilst in-group faces are processed individually. In-groups can include gender, age, ethnicity, membership or organisations etc. (Wolff, Kemter, Schweinberger Wiese, 2014) Review relevant literature: theories past research, In the past, there has been evidence for bias in facial recognition for people that are similar to us in a certain way, whether it be race, age, or some other characteristic. For example, there is own-race bias,Show MoreRelatedNowadays The Study Of Emotion Is One Of The Most Complex1286 Words   |  6 Pagesin order to allow communication via external representation of internal emotional states. 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