The Optical Character Reader Essay Example for Free

The Optical Character Reader Essay The Optical Character Reader has traditionally been well-known in the area of scanning of handwritten documents (preprinted such as utility bills filled in with meter readings by human readers) and process the numbers or text from the scanning process into computer readable formats through software. The OCR is one of the best methods to use when there is a need for the capture of neat handwritten documents. SAT tests, electronic bill calculation and MCQ quizzes are part of the applications of the OCR. This paper will however, research the OCR comparing it with other available methods/devices for data capture and evaluate the usefulness of the OCR against them. THE RESEARCH GOCR: Historically, GOCR software has not been one of the toppers in this field. With high error rates in character recognition (98% for version 0.4), it is just worth giving a test try at most. Although the subsequent versions had those bugs fixed, the efficiency of GOCR has always been lower than the other OCR software.   GOCR works in two modes: reading off black text off white backgrounds as well as reading off white text off black backgrounds. The latter was however, more difficult to program for the developers and still has high margin of errors. Its ability to recognize handwritten characters with a lot of deviation is poor. Although much work has been done in the later versions to improve this, optical character recognition accuracy is still one of the biggest issues for GOCR. The GOCR has the highest number of characters recognized incorrectly. Therefore, â€Å"I†Ã¢â‚¬â„¢s are recognized wrongly as â€Å"l†Ã¢â‚¬â„¢s and â€Å"v†Ã¢â‚¬â„¢s are recognized as â€Å"u†Ã¢â‚¬â„¢s. GOCR is useful in situations where the handwriting is exceptionally neat or the document error rate is not a matter of concern (which of course will be a rare case). Also it should be noted that GOCR is open-source software. This means that GOCR code is readily available free of cost. Therefore, different versions floating around are actually revisions by different programmers on the basis of their knowledge. Thus, GOCR offers a few features that are unique: the ability to work with a different variety of formats of images (which is also found in others, but with one or two omissions). Tesseract OCR: One of the reviews of this software went like this: â€Å"It sounds like it Tesseract OCR I unusable at the current moment, but the developments made by Google in the subsequent versions leave a promising note for the future.† In short, Tesseract is one of those open source optical character reading software that is not considered to be one of the most efficient software suites. In fact, one of the drawbacks of Tesseract is the command line interface with the user. This seems most absurd for software that deals with pictures and graphics. However, the software is configured to accept picture or graphics from hardware and then automatically read it and transform it into text. This OCR software has yet to come to a more user friendly state for it to be more popular as well as efficient. The error rate of 25% is not very low. However, considering the interface, this is quite an achievement for developers who could not or simply did not want to make an interactive software to achieve 75% success in recognizing handwritten characters. The main aim of an OCR is to reduce the need for manual typing in either large volumes or in the case of transfer of data (programmers often use it as disaster recovery plans). Thus it is necessary that the software for OCR be fool-proof to high degree. It should provide accuracy, reliability as well as be able to work with deviations from normal. Both GOCR and Tesseract OCR are able to recognize characters in printed images and files, but the main problem arises in handwriting. Apart from that too, there are evident problems described above. Thus, the third software for comparison, Microsoft Document Imaging, coupled with Microsoft Word OCR capabilities overcomes these problems and provides a cost effective solution. It should be noted that this is not single software. Instead there are two complementary software working towards reaching the desired result. Microsoft Document Imaging with Microsoft Word OCR capability: This is without any doubt the strongest software suit available for the purpose of accurate and effective optical character recognition. Microsoft document Imaging provides the first process service: scanning the image and making it ready for the software by converting the physical input to a machine readable format. In the next step the scanned file is given to Microsoft Word. This has in-built OCR capabilities that are strong, efficient as well as user-friendly. The OCR recognizes the characters with up to a 98% accuracy level, allowing a very small room for errors. Apart from that, this software also provides the capability of recognizing handwritten characters to stay at par with the standard OCR software. It is an effective software solution with a powerful interface, speedy solution as well as a cost-effective solution. It has all the features that make it overcome the problems discussed in GOCR and Tesseract OCR.   Microsoft Document Imaging and Word complement each other perfectly and thus they are the choice of any OCR requiring scenario. The capability of this suite to handle images with accuracy and speed drives up its performance greatly. It is clear from the above comparisons done that the third option has the strongest and most cost effective benefits over the other software. It is quickest and the cheapest form of input of handwritten characters into the computer so that they can also be edited. It also provides the best recognition capability of deviating characters.

An Analysis of Shakespeares The Tempest Essay -- Tempest Essays

An Analysis of Shakespeare's The Tempest There are many ways of interpreting Shakespeare's The Tempest. A Post-Colonialist critic, such as Stephen Greenblatt, will look at the influence of historical and political implications of colonialism on the text. Along these lines, a Reader Response critic, such as Paul Yachnin, will look specifically at Shakespeare's audience and their concerns at the time in which the play was written. Very different from these approaches, a Psychological critic, such as Bernard Paris, will completely ignore what was in the author's and audience's minds, and look at the psyche of the main character in the play. Regardless of which critical approach is used to analyze the play, all interpretations should be considered objectively for they all provide a great deal of insight for studying the text. However, I believe that it is imperative to keep in mind that the story offered in The Tempest is told from the point of view of the main character, Prospero. This has a definite impact on the interpreta tions and their validity. According to Stephen Greenblatt the preoccupation with political power was not unfamiliar to Shakespeare and his audience. In his essay, "The Best Way to Kill Our Literary Inheritance Is to Turn It Into a Decorous Celebration of the New World Order," Greenblatt argues that recognizing the presence of issues such as colonialism and slavery in The Tempest will deepen the pleasure of the ordinary reader. He explains that it is very difficult to look at The Tempest without thinking about imperialism. The play, which is set on a mysterious island inhabited by natives and taken over by a European prince, is filled with allusions to the process of colonization. For example, one can f... ...rtin's, 2000. 119-20. Paris, Bernard. "The Tempest." Contexts for Criticism. 4th Ed. Donald Keesey. New York: McGraw-Hill Companies, Inc., 2003. 235-43. Shakespeare, William. "The Tempest." The Tempest: A Case Study in Critical Controversy. Ed. Gerald Graff and James Phelan. Boston/New York: Bedford/St. Martin's, 2000. 10-88. Vaughan, Alden T. "Shakespeare's Indian: The Americanization of Caliban." Shakespeare Quarterly 39.2 (Summer 1988): 137-153. Willis Deborah. "Shakespeare's Tempest and the Discourse of Colonialism." The Tempest: A Case Study in Critical Controversy. Ed. Gerald Graff and James Phelan. Boston/New York: Bedford/St. Martin's, 2000. 256-68. Yachnin, Paul. "Shakespeare and the Idea of Obedience: Gonzalo in The Tempest." Contexts for Criticism. 4th Ed. Donald Keesey. New York: McGraw-Hill Companies, Inc., 2003. 34-46.

Educational Technology Essay

Educational technology is the study and ethical practice of facilitating learning and improving performance by creating, using and managing appropriate technological processes and resources.† The term educational technology is often associated with, and encompasses, instructional theory and learning theory. While instructional technology is â€Å"the theory and practice of design, development, utilization, management, and evaluation of processes and resources for learning,† according to the Association for Educational Communications and Technology (AECT) Definitions and Terminology Committee,educational technology includes other systems used in the process of developing human capability. Educational technology includes, but is not limited to, software, hardware, as well as Internet applications, such as wikis and blogs, and activities. But there is still debate on what these terms mean.[3] Technology of education is most simply and comfortably defined as an array of tool s that might prove helpful in advancing student learning and may be measured in how and why individuals behave. Educational Technology relies on a broad definition of the word â€Å"technology.† Technology can refer to material objects of use to humanity, such as machines or hardware, but it can also encompass broader themes, including systems, methods of organization, and techniques. Some modern tools include but are not limited to overhead projectors, laptop computers, and calculators. Newer tools such as â€Å"smartphones† and games (both online and offline) are beginning to draw serious attention for their learning potential. Media psychology is the field of study that applies theories in human behavior to educational technology. Consider the Handbook of Human Performance Technology. The word technology for the sister fields of Educational and Human Performance Technology means â€Å"applied science.† In other words, any valid and reliable process or procedure that is derived from basic research using the â€Å"scientific method† is considered a â€Å"technology.† Educational or Human Performance Technology may be based purely on algorithmic or heuristic processes, but neither necessarily implies physical technology. The word technology comes from the Greek â€Å"techne† which means craft or art. Another word, â€Å"technique,† with the same origin, also may be used when considering the field Educational Technology. So Educational Technology may be extended to include the techniques of the educator. A classic example of an Educational Psychology text is Bloom’s 1956 book, Taxonomy of Educational Objectives.Bloom’s Taxonomy is helpful when designing learning activities to keep in mind what is expected of—and what are the learning goals for—learners. However, Bloom’s work does not explicitly deal with educational technology per se and is more concerned with pedagogical strategies. According to some, an Educational Technologist is someone who transforms basic educational and psychological research into an evidence-based applied science (or a technology) of learning or instruction. Educational Technologists typically have a graduate degree (Master’s, Doctorate, Ph.D., or D.Phil.) in a field related to educational psychology, educational media, experimental psychology, cognitive psychology or, more purely, in the fields of Educational, Instructional or Human Performance Technology orInstructional Systems Design. But few of those listed below as theorists would ever use the term â€Å"educational technologist† as a term to describe themselves, preferring terms such as â€Å"educator.†The transformation of educational technology from a cottage industry to a profession is discussed by Shurville, Browne, and Whitaker. Definition of terms Evaluation is a systematic determination of a subject’s merit, worth and significance, using criteria governed by a set of standards. It can assist an organization to assess any aim, realizable concept or proposal, or any alternative, to help in decision-making; or to ascertain the degree of achievement or value in regard to the aim and objectives and results of any such action that has been completed. Technology is the making, modification, usage, and knowledge of tools, machines, techniques, crafts, systems, methods of organization, in order to solve a problem, improve a preexisting solution to a problem, achieve a goal, handle an applied input/output relation or perform a specific function. It can also refer to the collection of such tools, machinery, modifications, arrangements and procedures. Technologies significantly affect human as well as other animal species’ ability to control and adapt to their natural environments. Educational technology is the use of technology to improve teaching and learning. the treatment of the process by which people learn, as a systematic process based on objectives, with strategies and systems to achieve them; a set of expensive tools sold to schools purporting to improve learning but not actually proven to do so information and communication technology (ICT), is often used as an extended synonym for information technology (IT), but is a more specific term that stresses the role of unified communications[1] and the integration oftelecommunications (telephone lines and wireless signals), computers as well as necessaryenterprise software, middleware, storage, and audio-visual systems, which enable users to access, store, transmit, and manipulate information. Classifications of Educational Technology When we hear the word technology today, we would immediately think of the mediated instructional materials particularly those, which are computer-based. But technology also includes the indigenous materials which have been used in the past and which have been proven as reliable. They have proven their worth especially to the teachers in the early days. According to the Equilibrium Theory of Education, the schools which are supposed to transmit accumulated knowledge and skills to students, that students are given balance of the old and new learning so that they will not lose track of the finest pedagogical culture which have been developed and accumulated all through the years. The classification of Educational Technology is divided into two which is the following: * Material Technology Material Technology is divided by two which is the lo-tech paper technology and the hi-tech mediated technology Lo-tech paper technology * It is also called traditional instructional materials; these are indigenous materials usually real objects or those that are made of paper and cardboards. They are still here to stay because not all schools are equipped with technology tools and not all teachers are ready to embrace modern technology. Hi-tech mediated technology * Often called as the mediated technology, it includes those, which are presented using media equipment or hardware. The most persuasive modern technology for teaching and learning in these contemporary times is the computer and its various applications. In fact all educational efforts are being geared toward its used. Its effectiveness in teaching and learning has been widely recognized. * Non-Material Technology This includes theories, laws, principles, methods and strategies of teaching. They evolved results of researches and studies in order to facilitate teaching and learning. Applications of Educational Technology A proper application of educational technology can result to improved sensation and perception that will lead to quality learning. Educational technology transcends geographical barriers, expose students to experiences beyond classroom, disseminate instruction across large areas and make education more accessible to more people. If Educational Technology is properly selected and used the students can do the following: * Arouse and sustain the interest and attention of the students. * Concretize concepts and ideas to promote meaningful learning. * Make learning more permanent by providing rich experiences. * Provide self-activities for independent learning. * Increase one’s vocabulary by eliminating verbalism * Promote continuity of thought * Increase the quality of learning while decreasing the time spent * Check student’s preparedness * Make learning more interactive * Choosing and applying educational technology . Evaluation in Educational Technology As education systems, in particular Technology Education, adapt to new expectations for secondary students entering an uncertain workforce, the time is appropriate to investigate the need for school facilities to meet these present demands and those that continue to change curricula. This study has been conducted in order to determine the facility requirements for the delivery of the evolving technology/manual arts curriculum in Queensland. A set of validated design criteria for evaluating technology education and vocational education settings was developed and trialed to assist the designer of such facilities to meet the needs of this area on schools designed in different eras from the 1960s to the present. A review of the published literature would indicate that little has been written on this aspect of facilities design. While related studies have been conducted in North America, they were not confined to the designing of the facilities and only had specific relevance in that coun try. An expert group consisting of prominent Queensland educators provided the impetus for developing the criteria which had been generated through a systematic search of the literature. The methodology utilised to involve the expert group was the Nominal Group Technique. After the criteria had been developed, they were validated by questionnaire through a 30% random sample of practicing heads of department across Queensland in both state and independent systems. A trial evaluation using current facilities was subsequently conducted to determine the effectiveness of the criteria in terms of teacher acceptability as well as establishing a pattern of needs for modification. Practitioners who use the facility for teaching technology education and/or vocational education could use the set of criteria to evaluate their facility in a similar manner to that of evaluating their students. Such evaluations could then become the basis for ffiture school planning and budgetary allocations as well as asset management of existing facilities. The study proved to be valuable as the validated criteria have the potential of being used as a tool by teachers to evaluate their facilities. At the systems level of operation, the criteria will provide assistance for designers, architects and teachers to prepare informal educational briefs. Such briefs would provide a consistent approach to the some times difficult task of clearly defining the function of a facility. The modem facility must meet the needs of current curriculum and be sufficiently flexible and adaptable to provide the educational requirements well into the twenty-first century. These developed criteria will gr eatly assist in this process. Overview It is a great honor for me to join in the celebration of the 100th birthday of National Taipei Teachers’ College. In the United States, this year is also the 100th anniversary of a famous march, the â€Å"Stars and Stripes Forever,† composed by the revered bandmaster, John Phillips Sousa in 1896. I learned this when I attended a band concert this fall, celebrating the 100th anniversary of the Department of Bands at Indiana University. During the concert I was thinking about what I might say today, and I realized that National Taipei Teacher’s College, the IU Department of Bands, and the â€Å"Stars and Stripes Forever† are all 100 years old this year. I plan to talk today on the topic: evaluation of use of information technology in education. First, I will discuss the use of information technology as a lever for change in educational systems and practice. Second, I will talk about the development of criteria for evaluating information technology systems in K-12 education. During 1993-95, I played a central role on a team of faculty and graduate students at Indiana University who helped develop these criteria for the National Study of School Evaluation. I will provide a brief overview of the criteria for use of information technology in K-12 education in the United States. Finally, I will share my personal philosophy on use of technology in education. Stability and Change in Education The publication of A Nation at Risk in 1983 helped to renew U.S. efforts to further improve public schooling. We have given names to these reform efforts such as: site-based management, school restructuring and educational systems design (cf. Banathy, 1991; Reigeluth, 1992; Frick, 1993). One difficulty in changing a system is that it tends to remain the same. Systems try to attain and maintain some level of stability (cf. Maccia & Maccia, 1975; 1966). The big challenge is: How can we overcome this stability in our education systems in order to make positive changes, without harming what is already good and should not be changed? One educator in Indiana has joked that the problem of getting our schools to change is like trying to change the direction of a big elephant going 100 miles per hour. Indicators of Quality Information Technology Systems in Education The National Study of School Evaluation recently published Technology: Indicators of Quality Information Technology Systems in K-12 Schools (NSSE, 1996). This publication provides: * a vision for student learning in technology through suggestions of performance indicators at the elementary, middle and high school levels, * indicators for judging how a school’s instructional system supports learning achievement in technology, and * indicators for evaluating how a school’s organizational system supports its vision. History of Educational Technology during ancient times There is no written evidence which can tell us exactly who has coined the phrase educational technology. Different educationists, scientists and philosophers at different time intervals have put forwarded different definitions of Educational Technology. Educational technology is a multifaceted and integrated process involving people, procedure, ideas, devices, and organization, where technology from different fields of science is borrowed as per the need and requirement of education for implementing, evaluating, and managing solutions to those problems involved in all aspects of human learning. Educational technology, broadly speaking, has passed through five stages. The first stage of educational technology is coupled with the use of aids like charts, maps, symbols, models, specimens and concrete materials. The term educational technology was used as synonyms to audio-visual aids. The second stage of educational technology is associated with the ‘electronic revolution’ with the introduction and establishment of sophisticated hardware and software. Use of various audio-visual aids like projector, magic lanterns, tape-recorder, radio and television brought a revolutionary change in the educational scenario. Accordingly, educational technology concept was taken in terms of these sophisticated instruments and equipments for effective presentation of instructional materials. The third stage of educational technology is linked with the development of mass media which in turn led to ‘communication revolution’ for instructional purposes. Computer-assisted Instruction (CAI) used for education since 1950s also became popular during this era. The fourth stage of educational technology is discernible by the individualized process of instruction. The invention of programmed learning and programmed instruction provided a new dimension to educational technology. A system of self-learning based on self-instructional materials and teaching machines emerged. The latest concept of educational technology is influenced by the concept of system engineering or system approach which focuses on language laboratories, teaching machines, programmed instruction, multimedia technologies and the use of the computer in instruction. According to it, educational technology is a systematic way of designing, carrying out and evaluating the total process of teaching and learning in terms of specific objectives based on research. Educational technology during the Stone Age, the Bronze Age, and the Iron Age Educational technology, despite the uncertainty of the origin of the term, can be traced back to the time of the three-age system periodization of human prehistory; namely the Stone Age, the Bronze Age, and the Iron Age. Duringthe Stone Age, ignition of fire by rubbing stones, manufacture of various handmade weapon and utensils from stones and clothing practice were some of the simple technological developments of utmost importance. A fraction of Stone Age people developed ocean-worthy outrigger canoe ship technology to migrate from one place to another across the Ocean, by which they developed their first informal education of knowledge of the ocean currents, weather conditions, sailing practice, astronavigation, and star maps. During the later Stone Age period (Neolithic period),for agricultural practice, polished stone tools were made from a variety of hard rocks largely by digging underground tunnels, w hich can be considered as the first steps in mining technology. The polished axes were so effective that even after appearance of bronze and iron; people used it for clearing forest and the establishment of crop farming. Although Stone Age cultures left no written records, but archaeological evidences proved their shift from nomadic life to agricultural settlement. Ancient tools conserved in different museums, cave paintings like Altamira Cave in Spain, and other prehistoric art, such as the Venus of Willendorf, Mother Goddess from Laussel, France etc. are some of the evidences in favour of their cultures. Neolithic Revolution of Stone Age resulted into the appearance of Bronze Age with development of agriculture, animal domestication, and the adoption of permanent settlements. For these practices Bronze Age people further developed metal smelting, with copper and later bronze, an alloy of tin and copper, being the materials of their choice. The Iron Age people replaced bronze and developed the knowledge of iron smelting technology to lower the cost of living since iron utensils were stronger and cheaper than bronze equivalents. In many Eurasian cultures, the Iron Age was the last period before the development of written scripts. Educational technology during the period of Ancient civilizations According to Paul Saettler, 2004, Educational technology can be traced back to the time when tribal priests systematized bodies of knowledge and ancient cultures invented pictographs or sign writing to record and transmit information. In every stage of human civilization, one can find an instructional technique or set of procedures intended to implement a particular culture which were also supported by number of investigations and evidences. The more advanced the culture, the more complex became the technology of instruction designed to reflect particular ways of individual and social behaviour intended to run an educated society. Over centuries, each significant shift in educational values, goals or objectives led to diverse technologies of instruction. The greatest advances in technology and engineering came with the rise of the ancient civilizations. These advances stimulated and educated other societies in the world to adopt new ways of living and governance. The Indus Valley Civilization was an early Bronze Age civilization which was located in the northwestern region of the Indian Subcontinent. The civilization was primarily flourished around the Indus River basin of the Indus and the Punjab region, extending upto the Ghaggar-Hakra River valley and the Ganges-Yamuna Doab, (most of the part is under today’s Pakistan and the western states of modern-day India as well as some part of the civilization extending upto southeastern Afghanistan, and the easternmost part of Balochistan, Iran). There is a long term controversy to be sure about the language that the Harappan people spoke. It is assumed that their writing was at least seems to be or a pictographic script. The script appears to have had about 400 basic signs, with lots of variations. People write their script with the direction generally from right to left. Most of the writing was found on seals and sealings which were probably used in trade and official & administrative work. Harappan people had the knowledge of the measuring tools of length, mass, and time. They were the first in the world to develop a system of uniform weights and measures. In a study carried out by P. N. Rao et al. in 2009, published in Science, computer scientists found that the Indus script’s pattern is closer to that of spoken words, which supported the proposed hypothesis that it codes for an as-yet-unknown language. According to the Chinese Civilization, some of the major techno-offerings from China include paper, early seismological detectors, toilet paper, matches, iron plough, the multi-tube seed drill, the suspension bridge, the wheelbarrow, the parachute, natural gas as fuel, the magnetic compass, the raised-relief map, the blast furnace, the propeller, the crossbow, the South Pointing Chariot, and gun powder. With the invent of paper they have given their first step towards developments of educational technology by further culturing different handmade products of paper as means of visual aids. Ancient Egyptian language was at one point one of the longest surviving and used languages in the world. Their script was made up of pictures of the real things like birds, animals, different tools, etc. These pictures are popularly called hieroglyph. Their language was made up of above 500 hieroglyphs which are known as hieroglyphics. On the stone monuments or tombs which were discovered and rescued latter on provides the evidence of existence of many forms of artistic hieroglyphics in ancient Egypt. Educational technology during Medieval and Modern Period Paper and the pulp papermaking process which was developed in China during the early 2nd century AD, was carried to the Middle East and was spread to Mediterranean by the Muslim conquests. Evidences support that a paper mill was also established in Sicily in the 12th century. The discovery of spinning wheel increased the productivity of thread making process to a great extent and when Lynn White added the spinning wheel with increasing supply of rags, this led to the production of cheap paper, which was a prime factor in the development of printing technology. The invention of the printing press was taken place in approximately 1450 AD, by Johannes Gutenburg, a German inventor. The invention of printing press was a prime developmental factor in the history of educational technology to convey the instruction as per the need of the complex and advanced-technology cultured society. In the pre-industrial phases, while industry was simply the handwork at artisan level, the instructional processes were relied heavily upon simple things like the slate, the horn book, the blackboard, and chalk. It was limited to a single text book with a few illustrations. Educational technology was considered synonymous to simple aids like charts and pictures. The year 1873 may be considered a landmark in the early history of technology of education or audio-visual education. An exhibition was held in Vienna at international level in which an American school won the admiration of the educators for the exhibition of maps, charts, textbooks and other equipments. Maria Montessori (1870-1952), internationally renowned child educator and the originator of Montessori Method exerted a dynamic impact on educational technology through her development of graded materials designed to provide for the proper sequencing of subject matter for each individual learner. Modern educational technology suggests many extension of Montessori’s idea of prepared child centered environment. In1833, Charles Babbage’s design of a general purpose computing device laid the foundation of the modern computer and in 1943, the first computing machine as per hi design was constructed by International Business Machines Corporation in USA. The Computer Assisted instruction (CAI) in which the computer functions essentially as a tutor as well as the Talking Type writer was developed by O.K. Moore in 1966. Since 1974, computers are interestingly used in education in schools, colleges and universities. In the beginning of the 19th century, there were noteworthy changes in the field of education. British Broadcasting Corporation (BBC), right from its start of school broadcasts in 1920 had maintained rapid pace in making sound contribution to formal education. In the USA, by 1952, 20 states had the provision for educational broadcasting. Parallel to this time about 98% of the schools in United Kingdom were equipped with radios and there were regular daily programmes. Sidney L. Pressey, a psychologist of Ohio state university developed a self-teaching machine called ‘Drum Tutor’ in 1920. Professor Skinner, however, in his famous article ‘Science of Learning and art of Teaching’ published in 1945 pleaded for the application of the knowledge derived from behavioral psychology to classroom procedures and suggested automated teaching devices as means of doing so. Although the first practical use of Regular television broadcasts was in Germany in 1929 and in 1936 the Olympic Games in Berlin were broadcasted through television stations in Berlin, Open circuit television began to be used primarily for broadcasting programmes for entertainment in 1950. Since 1960, television is used for educational purposes. In 1950, Brynmor, in England, used educational technological steps for the first time. It is to be cared that in 1960, as a result of industrial revolution in America and Russia, other countries also started progressing in the filed of educational technology. In this way, the beginning of educational technology took place in 1960 from America and Russia and now it has reached England, Europe and India. During the time of around 1950s, new technocracy was turning it attraction to educations when there was a steep shortage of teachers in America and therefore an urgent need of educational technology was felt. Dr. Alvin C. Eurich and a little later his associate, Dr. Alexander J. Stoddard introduced mass production technology in America. Team teaching had its origin in America in the mid of 1950’s and was first started in the year 1955 at Harvard University as a part of internship plan. In the year 1956, Benjamin Bloom from USA introduced the taxonomy of educational objectives through his publication, â€Å"The Taxonomy of Educational Objectives, The Classification of Educational Goals, Handbook I: Cognitive Domain†.

Marriage- Cause and Effect - 841 Words

The Cause and Effect of Marriage Growing up children are surrounded with a fairy tale life, the ‘happily ever after.’ As girls we are supposed to wait for our prince charming and he will love us forever; and for boys it is finding and rescuing a beautiful princess who can cook, clean, and is loved by all creatures. That is what marriage is based off of as a child, but that perspective changes once we get a small grasp of the concept of love and we really see what marriage is. Marriage is not something anyone goes into lightly and maybe our expectations of the fairy tale life are why divorce is so commonly sought. There are many reason whys people get married; for love, money, status or because it is the ‘right’ thing†¦show more content†¦Communication is important in all relationships regardless if the relationship is intended for love or other personal gains. Some males and females try to cash in by being greedy and choosing to get married for money; when they choose a partner that they can depend on for life. Most of victims are singers, self-employed businessmen/women, actresses, or elder rich singles. Although they may not be forced into the marriage, these wealthy persons are unaware of the ulterior motives of their partner. The effect of marrying only for love is the eventual unfold of the lies and deceits of the particular partner. Another effect is if that rich person loses their wealth, the outcome is all the same. Depending if the person lost wealth or the ‘victim’ finds out the true motive of the relationship they will most likely divorce this person and continue on their search for true love or money. Another reason why a couple would get married is because it is ‘the right thing to do’, which usually means that there is a child out of wedlock. The purpose of getting married for a child is so that the child will get the right idea; fall in love, get married, have a child. Another objective is that the couple who is not necessarily in love is trying to build love from this child/union. The outcome of this method is that the child ends up driving the couple apart, because of the demand and needs. The primary care taker cannot be solely committed to theirShow MoreRelatedCause And Effect Of A Marriage Fail?851 Words   |  4 PagesCause and effects of a marriage fail? â€Å"Two are better than one, because they have a good return for their labor. 10 If either of them falls down, one can help the other up. But pity anyone who falls and has no one to help them up. 11 Also, if two lie down together, they will keep warm. But how can one keep warm alone? 12 Though one may be overpowered, two can defend themselves...† (Ecclesistes, I 9-12) I am not marriage and what I think now could change when I would be on this situation, neverthelessRead MoreCauses of Divorce Essay886 Words   |  4 PagesCause and Effect of Divorce In today’s society, divorce is more the norm than ever before. Forty percent of all marriages end in divorce. Divorce defined by Webster is the action or an instance of legally dissolving a marriage. Divorce itself is both a cause and effect. There are many causes of divorce. Some of the causes happen more often than others. For instance, the most common causes of divorce are poor communication, financial problems such as lack of money, lack of commitment to marriageRead MoreThe Effects of Getting Married at a Young Age980 Words   |  4 PagesThe Negative Effects of Getting Married at a Young Age Marriage means sharing a life together, loving each other and the most important thing that couples should be aware of is the responsibility that comes with it. Early marriages are sometimes forced but young adults who are getting married out of choice should be informed of personal and health issues. Getting married at a young age has negative effects to it, for instance it can cause a quick divorce and that is because the couple might be immatureRead MoreDivorce And Its Effect On Children881 Words   |  4 Pagestoday, divorce is more the custom than it has ever been before. There are countless causes for divorce as there are people who split-up. There are numerous dynamics that subsidize to divorce, such as financial issues, substance abuse by a partner, irresponsibility of one or both parties, sexual carelessness, the effortlessness of receiving a divorce, and several other reasons. Divorce is the result of a marriage that is confronted with complications that appear undefeatabl e, an incapability to cooperateRead MoreEssay on Causes and Effects of Divorce620 Words   |  3 PagesCauses and Effects of Divorce Relationships are all about give and take, and to maintain them people must be willing to do the work. Today dissolution of marriage is being used as the easy way out when couples can no longer agree. Although people tend to think carefully before they get marriage, the rate of divorce continuously rise nowadays. There are three main causes of divorce: lack of communication, financial problems, and infidelity, which are explained throughout this essay. The first significantRead More Ending Marriages and the Effects Essay631 Words   |  3 PagesEnding Marriages and the Effects â€Å"Till death do us part†? Marriages are known to be a lifetime commitment towards love caring among people. However most marriages these days seem to be failing due to the increasing number of problems with the modern world. When these marriages end, the effects can be devastating. Why do people get married? Well it is a known tradition in humanity that a woman and man will come together and live their lives as one. The most important element that seemsRead MoreEssay on Main Causes of Divorce982 Words   |  4 Pages fifty percent of these couples cannot seem to fulfill their marriage vows. As a result, they choose to get a divorce. Divorce is very easy to do nowadays unlike the past. Statistics show that the four main causes of divorce are: financial difficulty, women are more independent, infidelity, and couples are getting married at a young age. 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It is an association that promotes a way of life, not causes; a harmony in living, not political faiths; a bilateral loyalty, not commercial or social projects.† (U.S. Supreme Court). Marriage has been defined as a religious legal commitment between a man and woman, as well as an expression of love. Homosexuals have not been allowed to partake in these commitments and the rising