What makes an effective learning environment in a Primary Classroom

What makes an effective learning environment in a Primary Classroom Education is the most important shared experience of our livesit is so important and so all pervasive that it is almost impossible to define (Aldrich, 1996) The role of the teacher is an ever changing one; however the proposed goals of teaching have always been the same in relation to bringing about intended learning goals from pupils of all abilities. Berliner (1978) suggests that the effective teacher is one who is able to demonstrate the ability to bring about intended learning goals, the two critical dimensions of effective teaching being intent and achievement. Without intent, the pupils achievements become random and accidental rather than controlled and predictable. The Oracle Study provided a framework for what its research concluded to be the traits of an effective teacher, a high number of interactions with pupils and higher level questioning required of pupils was just two of the behavioural patterns consistently displayed by effective teachers. Branching from the same study Rutter (1979) stated that for a teacher to be considered effective they should consistently give praise to pupils and hold them in high regards, which is especially important for younger pupils in terms of emotional development and self-efficacy. Rutter also pointed to the ability to provide stimulating educational programmes that would challenge pupils and which requires high expectations from them. Requiring high expectations from pupils is a theme that is common in the Hay Mcber Report (2000) which gives an insight on setting the attainment target high for the increase of motivation in pupils who may find their current level of work below their level. According to the report effective teachers set these high expectations of pupils and communicate them directly to the pupils in a clear and consistent manner so as to broaden their knowledge and interpretation of concepts. The teacher therefore must take into account the differentiation of a mixed ability group when setting such high standards so as to deal with the needs of the less able students, however the effective teacher must be relentless in their strive for high standards expected from all pupils regardless of differing and mixed ability. David Miliband MP during his role at the time as Minister for Schools stated that High expectation of every child, given practical form by high quality teaching based on a sound knowled ge and understanding of each childs needs. It is not individualised learning where pupils sit alone at a computer. Nor is it pupils left to their own devices which too often reinforces low aspirations. Setting such high expectations can also reverberate in a negative manner as it provides students with the need to compete with others in their class which will inevitably affect other pupils self esteem and create a competitive atmosphere in which some pupils will progress or fail under the pressure. Requiring such high expectations provides a counter-argument in relation to what Jean Piagets child development theories detailed. The basis of his philosophy was that all children are only capable to learn new concepts at set stages in which they reach at certain ages and that there are limits on their capacity to learn, meaning that pupils cannot be expected to conceptualize new ideas until they reach a certain stage as postulated by the theory of intellectual development. Alexander et al (1992) suggested that Piagetian theories about developmental ages and stages led to chronologically fixed notions of readiness which depressed expectations and discouraged teacher intervention. Jerome Bruner stated that it was possible for children to learn new concepts at any age in a suitable and intellectual manner. Unlike Piaget, Bruner postulated that learning derives from a pupils ability to actively engage with an interested adult through communication/speech and as such is renowned as a co nstructivist theorist. This model of learning takes a firm assumption that by using connected schemas, knowledge is gained, and that the child is an agent of their own learning. In contrast the transmission model oversees the teachers role as instructor in which the child is seen as a recipient of transmitted values from the teacher. The latter form of teaching is associated with more of a formal didactic model whilst the constructivist theory applies to a more open and active model of teaching. Although the latter theory may still be in its infancy it has proven challenging to develop any form of sustainable pedagogy deriving from its structure in which primary school teachers can use on a large class of 20-25 pupils. In relation to the former, Vygotsky has also given several applicable theories in connection to how children learn. Vygotsky (1978) first showed how speech can be a direct expression of thought, otherwise meaning that children at this particular age (3-7) find it help ful to develop conversational speech with themselves, what Vygotsky labelled as speech for oneself. Whilst Piagets view of this stage would be to explain the withering away and the progression of the next stage, Vygotsky suggested that this speech becomes internalised which develops into inner speech and lastly into internal thought. As Britton (1989) says, if speech in childhood lays the foundations for a lifetime of thinking the implication for pedagogy is enormous, and verbal communication should have a major role in classroom life, particularly at infant level. Vygotksy also postulated the theory involving the zone of proximal development. This refers to The gap that exists for children between what they can do alone and what they can do with help from someone more knowledgeable or skilled than themselves. Vygotsky emphasises the role of the social environment and how the role of the teacher is of vital importance, the effective teachers role to make the learning environment as interactive as possible and through language to lead children into new zones of proximal development (Edwards and Mercer 1989). The learning environment can also refer to the emotional environment that the school provides in ensuring that pupils feel valued and accepted for themselves, without this children will not feel sufficiently secure to take risks and make mistakes which are crucial in the creative process of learning, Mckellar (1957) explains that the arrangement of the physical space can aid concentration, create a mood conducive to creativity and increase motivation. In support of this Jean Piaget explains how interaction with the environment impacts upon progression in learning and it is only through individual interaction that progression will take place; he showed how it is the adults role to provide a stimulating environment and to identify the stage of development individual children have reached so that appropriate materials can be presented, rather than to actively intervene in the learning process. It is therefore the teachers responsibility to select a learning environment which will encour age curiosityto focus the pupils attention on enquiries which will lead to useful discovery (Learning styles and Inclusion p.98). The learning environment takes into account the people and the space in which pupils will progress and be nurtured, a purposeful learning environment is one in which children feel safe, cared for and relaxed. These similarities are summed up by the DFES who explained that an appropriate physical environment offers access to an outdoor as well as an indoor space and should provide a place where children have opportunities to explore, learn and develop with the support of sensitive and knowledgeable adults. Self-esteem can be a critical factor in determining how a child perceives themselves and others, high self-esteem can give a child a sense of security and competence and because esteem is all about perception it can change on a regular basis. The environment of the school and learning environment plays a pivotal role in harbouring self-esteem, the learni ng environment is a seriously underrated concept in the way it shapes pupils learning, for many pupils the learning environment is what is situated inside the classroom, however it can also refer to outside agents such as the library and the pupil home. In terms of behaviour in the classroom and the classroom environment, children cannot feel safe and secure if adults caring for them do not provide boundaries. Learning is thus considered to be significantly determined by an individuals self-esteem, self-belief, expectations and the quality of school-based relationships with adults and peers. These models support a transactional theory of learning as proposed by Vygotsky (1962) and implies that pupils and teachers need to develop appropriate affective, cognitive and social behaviours for effective learning to take place in school contexts. These boundaries that are to be provided take the shape of class rules which are to be enforced by the teacher and act as an important reminder to keep social contexts in order, however rules could hold a negative connotation as it creates a constricted feeling of powerlessness and conformity. The idea behind rules is to make the environment safe and consistent which is important in learning enviro nments. The teacher controls the flow of the classroom and will often use non-verbal language, even when not intentionally meaning to convey a message through non-verbal ways a smile to an individual pupil could increase their self-esteem more than that teacher will know, in contrast a fixed stare could have the desired effect on a misbehaving pupil and evoke a sense of shame. In contrast, the giving of rewards and punishments in a more physical manner can create a more conscious feeling within the pupils as it more obvious of how the teacher is reacting to their behaviour. Furthermore it is important to acknowledge that when discussing the behaviour that it does not simply apply to a pupil who is rated as good or bad but that it materializes into other concepts of a pupil who demonstrates being of a shy nature or who withdraws themselves from activities due to confidence issues. Teachers can sometimes contribute to the causes of bad behaviour. Unfairness, impatience and poor lesson preparation can create the conditions for resentment and discontent to occur. The end result is deterioration of the atmosphere, control problems and a negative impact on learning. When difficulties arise trainee and some experienced teachers tend to blame the children (Jacques 2007). Florian (2005) suggested that inclusive education is not a denial of individual difference, but it is an accommodation of it within the structures and processes that are available to all learners. Inclusion is an ever changing process rather than a sudden change and a process that will take time to achieve, all too often the term inclusion is often associated and linked with the term Special Educational Needs, however inclusion is a broad concept and takes into account not only pupils with special educational needs but those students with additional educational needs also, which may take into account pupils with social and economic issues and also pupils who exceed their set targets e.g. Gifted and Talented pupils. Great emphasis is placed on tailoring education to reflect childrens individual needs, interests and aptitudes. In order for children to thrive and to reach their full potential it is essential that they feel secure, valued and settled. Learning opportunities need to be pl anned that reflect the diverse learning needs of the pupils in the class. The national curriculum inclusion statement outlines how school will be able to alter the National Curriculum programme for the purpose of providing all students with substantial and suitably challenging work at each stage of learning. This statement acknowledges that schools have an accountability to ensure a broad and balanced curriculum is provided for all students. Although the National curriculum initially sets out a structure for teachers to enable them to know what pupils should know at each stage, all pupils need to experience success and achieve their individual potential. Pupils with learning difficulties are no exception, even though their individual potential may be different from others of the same age. Expecting all pupils always to do the same work means that some will find the task too easy, whereas for some the challenge will be about right. There will still be a significant group in any class that will not understand the task, and which will fail. If failure occurs regularly pupils stop caring and begin to lack motivation, become disillusioned and are more likely to be disruptive. It is a teachers responsibility to ensure that all pupils succeed, and a test of their professional skills is to modify activities and resources to that end. A childs sense of belonging in the school community is a vital element of inclusion; belonging is fostered by attitudes of staff and other pupils to individual difference and additional learning needs (Gray 2002). According to the DFES website a Pupils social development involves pupils acquiring an understanding of the responsibilities and rights of being members of families and communities and to work with others for the common good to display a sense of belonging and willingness to participate. They develop the knowledge, skills, understanding, qualities and attitudes they need to make an active contribution to the democratic process i n each of their communities. http://curriculum.qcda.gov.uk/key-stages-1-and-2/learning-across-the-curriculum/spiritual-moral-social-and-cultural-development/index.aspx. Published in 2005 the Every Child Matters paper documented 5 outcomes as being important to a childs well being in school and later in life. Two of the proposed headings were to Be Healthy and Enjoy and Achieve. These sums up of the true meaning of education, a child cannot learn to their potential unless they feel safe on an emotional and physical level and the effective teacher should ensure that every child reaches their full potential regardless of their ability in class.

Born on the Fourth of July

Born on The 4th of July is a film based on the true story of Ron Kovic, a young, naive man who went to Vietnam in the noble efforts of serving his country – once there, he was shot in the chest and was forever paralyzed. He returned to a United States which didn't believe in the war, and didn't believe in him. He soon grows embittered with life, losing his chances to be a man, condemned to a wheelchair for the rest of his life. He eventually joins the anti-war movement, gets thrown out of the Republican Convention where Richard Nixon is speaking, and finally is allowed to speak at the Democratic National Convention in 1976. The idyllic 1950's to the turbulent 1960's represented a dynamic shift in American culture. The end of World War II prompted a booming economy and the American dream of your own house with the white picket fence was born. Although the 50's were picturesque in some respect the end of WWII entrenched a deep fear of Communism. As America entered Vietnam the conservative ideals of the WWII generation clashed with the rising student and youth awareness. This movie represents a modern view of the Vietnam War era and the transformation that occurred throughout the country with varying degrees of historical accuracy. The opening scene of the movie pictures the mood of the country in the mid to late fifties. It romanticizes war with the parade scene and the kids playing army. This plays on the theme that some war is good, or at least justifiable. Kovic, the main character of the film, is a patriotic person wanting to serve his country and believing that Vietnam would be his chance. . The U. S. became polarized over the war. Many supporters of U. S. involvement argued for what was known as the domino theory, a theory that believed if one country fell to communism, then the bordering countries would be sure to fall as well, much like falling dominoes. This theory was largely held due to the fall of eastern Europe to communism and the Soviet sphere of influence following World War II. In the movie as Kovic and his friends discuss entertaining the Marines the ideas of containment and the domino theory are discussed. Kovic enlist and the Marines, where he fights on the front line of the Vietnam war. He is later shot and thus paralyzed from half of his body. Kovic spends months in a Veteran hospital in Brooklyn, NY. The conditions of this hospital are deplorable. Patients are left to lie in their own fecal matter while they are ignored and mistreated by the Doctors and Nurses. It is then that Kovic begins to see how Americans felt about the war he so proudly went into. By 1970 nearly 50,000 had already been killed and up to 200,000 wounded. Even though this number paled in comparison to the 100,000 South Vietnamese and more than 500,000 North Vietnamese who had died, many Americans thought the number far too high for the mere defense of a strip of jungle on the other side of the world. Morale had fallen to an all-time low both for the families at home and for the men in the field. Veterans’ protest groups such as the Vietnam Veterans Against the War became increasingly vocal, attacking U. S. policy after they came home. Kovic eventually joined this group emerging as a strong voice against the war. The neglect and resentment of veterans was an unfortunate social effect of the war. While after other wars, the soldiers were welcomed back with parades and open arms, the Vietnam veterans were shunned, demeaned and booed. This was accurately depicted in this movie when Kovic returns and is mistreated at the hospital, and during a Fourth of July Parade he is booded at. Since it was such an unpopular war, Americans held veterans responsible for the war, although many of them did not approve of the war either. The veterans' situation was a tough one, especially with little or no support. About 150,000 veterans came home wounded, or amputated, and at least 21,000 were permanently disabled, unable to work for the rest of their lives. Many developed illnesses after the war such as cancers liver disease and rashes, mostly due to exposure to Agent Orange. Having seen the horrors of Vietnam, many veterans were psychologically scarred. Nightmares, anxiety causing flashbacks, and fits of terror from loud noises were common behaviors reported amongst veterans. Approximately 830,000 survivors of Vietnam suffered mental and emotional disorders and showed symptoms of Post Traumatic Stress Disorder (PTSD) However many were unable to get the help they needed and deserved, because they were perceived as crazy and dangerous, and even deserving of their circumstance. Economic medical and educational aid was not made available to them right away, and many veterans felt abandoned by the country they served. In trying to deal with this situation, some veterans developed drug or alcohol habits and many felt driven to suicide. As the proud daughter of one of these Vietnam Veterans, I can tell you that this movie was difficult to watch at times. Growing up, most of my memories with my father are going to see him in the Veterans hospital. Therefore, I had the privilege of growing up around many Vietnam war Veterans. I saw firsthand the self medicating of drugs and alcohol. Many times when my sisters and I would visit my father, we never really knew who we were going to get, the fun loving father, or the drugged up father. As I got older my father slowly began to talk about his experiences in Vietnam. My father’s accounts of what happened during the war and after the war, are chilling. This movie accurately depicted many of them, as the stories my father has are not so different from many American Heroes that Served in the Vietnam War. References http://www.sparknotes.com/history/american/vietnamwar/section9.rhtml http://en.wikipedia.org/wiki/Opposition_to_the_U.S._involvement_in_the_Vietnam_War Born on the Fourth of July Born on The 4th of July is a film based on the true story of Ron Kovic, a young, naive man who went to Vietnam in the noble efforts of serving his country – once there, he was shot in the chest and was forever paralyzed. He returned to a United States which didn't believe in the war, and didn't believe in him. He soon grows embittered with life, losing his chances to be a man, condemned to a wheelchair for the rest of his life. He eventually joins the anti-war movement, gets thrown out of the Republican Convention where Richard Nixon is speaking, and finally is allowed to speak at the Democratic National Convention in 1976. The idyllic 1950's to the turbulent 1960's represented a dynamic shift in American culture. The end of World War II prompted a booming economy and the American dream of your own house with the white picket fence was born. Although the 50's were picturesque in some respect the end of WWII entrenched a deep fear of Communism. As America entered Vietnam the conservative ideals of the WWII generation clashed with the rising student and youth awareness. This movie represents a modern view of the Vietnam War era and the transformation that occurred throughout the country with varying degrees of historical accuracy. The opening scene of the movie pictures the mood of the country in the mid to late fifties. It romanticizes war with the parade scene and the kids playing army. This plays on the theme that some war is good, or at least justifiable. Kovic, the main character of the film, is a patriotic person wanting to serve his country and believing that Vietnam would be his chance. . The U. S. became polarized over the war. Many supporters of U. S. involvement argued for what was known as the domino theory, a theory that believed if one country fell to communism, then the bordering countries would be sure to fall as well, much like falling dominoes. This theory was largely held due to the fall of eastern Europe to communism and the Soviet sphere of influence following World War II. In the movie as Kovic and his friends discuss entertaining the Marines the ideas of containment and the domino theory are discussed. Kovic enlist and the Marines, where he fights on the front line of the Vietnam war. He is later shot and thus paralyzed from half of his body. Kovic spends months in a Veteran hospital in Brooklyn, NY. The conditions of this hospital are deplorable. Patients are left to lie in their own fecal matter while they are ignored and mistreated by the Doctors and Nurses. It is then that Kovic begins to see how Americans felt about the war he so proudly went into. By 1970 nearly 50,000 had already been killed and up to 200,000 wounded. Even though this number paled in comparison to the 100,000 South Vietnamese and more than 500,000 North Vietnamese who had died, many Americans thought the number far too high for the mere defense of a strip of jungle on the other side of the world. Morale had fallen to an all-time low both for the families at home and for the men in the field. Veterans’ protest groups such as the Vietnam Veterans Against the War became increasingly vocal, attacking U. S. policy after they came home. Kovic eventually joined this group emerging as a strong voice against the war. The neglect and resentment of veterans was an unfortunate social effect of the war. While after other wars, the soldiers were welcomed back with parades and open arms, the Vietnam veterans were shunned, demeaned and booed. This was accurately depicted in this movie when Kovic returns and is mistreated at the hospital, and during a Fourth of July Parade he is booded at. Since it was such an unpopular war, Americans held veterans responsible for the war, although many of them did not approve of the war either. The veterans' situation was a tough one, especially with little or no support. About 150,000 veterans came home wounded, or amputated, and at least 21,000 were permanently disabled, unable to work for the rest of their lives. Many developed illnesses after the war such as cancers liver disease and rashes, mostly due to exposure to Agent Orange. Having seen the horrors of Vietnam, many veterans were psychologically scarred. Nightmares, anxiety causing flashbacks, and fits of terror from loud noises were common behaviors reported amongst veterans. Approximately 830,000 survivors of Vietnam suffered mental and emotional disorders and showed symptoms of Post Traumatic Stress Disorder (PTSD) However many were unable to get the help they needed and deserved, because they were perceived as crazy and dangerous, and even deserving of their circumstance. Economic medical and educational aid was not made available to them right away, and many veterans felt abandoned by the country they served. In trying to deal with this situation, some veterans developed drug or alcohol habits and many felt driven to suicide. As the proud daughter of one of these Vietnam Veterans, I can tell you that this movie was difficult to watch at times. Growing up, most of my memories with my father are going to see him in the Veterans hospital. Therefore, I had the privilege of growing up around many Vietnam war Veterans. I saw firsthand the self medicating of drugs and alcohol. Many times when my sisters and I would visit my father, we never really knew who we were going to get, the fun loving father, or the drugged up father. As I got older my father slowly began to talk about his experiences in Vietnam. My father’s accounts of what happened during the war and after the war, are chilling. This movie accurately depicted many of them, as the stories my father has are not so different from many American Heroes that Served in the Vietnam War. References http://www.sparknotes.com/history/american/vietnamwar/section9.rhtml http://en.wikipedia.org/wiki/Opposition_to_the_U.S._involvement_in_the_Vietnam_War

Mobile Phones Essay

A mobile operating system, also referred to as mobile OS, is the operating system that operates a smartphone, tablet, PDA, or other digital mobile devices. Modern mobile operating systems combine the features of a personal computer operating system with touchscreen, cellular, Bluetooth, WiFi, GPS mobile navigation, camera, video camera,speech recognition, voice recorder, music player, Near field communication, personal digital assistant (PDA), and other features. History Main article: Smartphone Mobile operating system milestones mirror the development of mobile phones and smartphones: ââ€" ª 1979–1992 Mobile phones have embedded systems to control operation. ââ€" ª 1993 The first smartphone, the IBM Simon, had a touchscreen, email, and PDA features. ââ€" ª 1996 Palm Pilot 1000 personal digital assistant is introduced with the Palm OS mobile operating system. ââ€" ª 1996 First Windows CE Handheld PC devices are introduced. ââ€" ª 1999 Nokia S40 OS was officially introduced with the launch of the Nokia 7110 ââ€" ª 2000 Symbian became the first modern mobile OS on a smartphone with the launch of the Ericsson R380. ââ€" ª 2001 The Kyocera 6035 is the first smartphone with Palm OS. ââ€" ª 2002 Microsoft’s first Windows CE (Pocket PC) smartphones are introduced. ââ€" ª 2002 BlackBerry releases its first smartphone. ââ€" ª 2005 Nokia introduced Maemo OS on the first internet tablet N770. ââ€" ª 2007 Apple iPhone with iOS introduced as an iPhone, â€Å"mobile phone† and â€Å"internet communicator.†[1] ââ€" ª 2007 Open Handset Alliance (OHA) formed by Google, HTC, Sony, Dell, Intel, Motorola, Samsung, LG, etc.[2] ââ€" ª 2008 OHA releases Android 1.0 with the HTC Dream (T-Mobile G1) as the first Android phone. ââ€" ª 2009 Palm introduced webOS with the Palm Pre. By 2012 webOS devices were no longer sold. ââ€" ª 2009 Samsung announces the Bada OS with the introduction of the Samsung S8500. ââ€" ª 2010 Windows Phone OS phones are released but are not compatible with the previous Windows Mobile OS. ââ€" ª 2011 The MeeGo the first mobile Linux, combined Maemo and Moblin, was introduced with Nokia N9 in effect of cooperation of Nokia, Intel and Linux Foundation ââ€" ª In September 2011 Samsung, Intel and the Linux Foundation announced that their efforts will shift from Bada, MeeGo to Tizen during 2011 and 2012. ââ€" ª In October 2011 the Mer project was announced, centered around an ultra-portable Linux + HTML5/QML/JS Core for building products with, derived from the MeeGo codebase. ââ€" ª 2012 The Lenovo K800 will be the first Intel powered smartphone (Android OS).[3] ââ€" ª Common software platforms ââ€" ª See also: Comparison of Android devices, List of BlackBerry products, List of iOS devices, Comparison of Symbian devices, and List of Windows Phone devices ââ€" ª The most common mobile operating systems are: ââ€" ª Android from Google Inc.[4] (free and open source)[5] ââ€" ª The Galaxy Nexus running Android 4.0.1 ââ€" ª Android was developed by a small startup company that was purchased by Google Inc. in 2005, and Google continues to update the software. Android is a Linux-derived OS backed by Google, along with major hardware and software developers (such as Intel, HTC, ARM, Samsung, Motorola and eBay, to name a few), that form the Open Handset Alliance.[6] Released on November 5th 2007, the OS received praise from a number of developers upon its introduction.[7] Android releases prior to 2.0 (1.0, 1.5, 1.6) were used exclusively on mobile phones. Most Android phones, and some Android tablets, now use a 2.x release. Android 3.0 was a tablet-oriented release and does not officially run on mobile phones. The current Android version is 4.1. Android releases are nicknamed after sweets or dessert items like Cupcake (1.5), Frozen Yogurt (2.2), Honeycomb (3.0), Ice Cream Sandwich (4.0) and Jelly Bean (4.1). Most major mobile service providers carry an Android device. Since the HTC Dream was introduced, there has been an explosion in the number of devices that carry Android OS. From Q2 of 2009 to the second quarter of 2010, Android’s worldwide market share rose 850% from 1.8% to 17.2%. On 15 November 2011, Android reached 52.5% of the global smartphone market share.[8] ââ€" ª The Apple iPad tablet computer uses a version of iOS. ââ€" ª bada from Samsung Electronics (closed source, proprietary) ââ€" ª This is a mobile operating system being developed by Samsung Electronics. Samsung claims that bada will rapidly replace its proprietary feature phone platform, converting feature phones to smartphones.The name ‘bada’ is derived from ë °â€Ã«â€¹ ¤, the Korean word for ocean or sea. The first device to run bada is called ‘Wave’ and was unveiled to the public at Mobile World Congress 2010. The Wave is a fully touchscreen running the new mobile operating system. With the phone, Samsung also released an app store, called Samsung Apps, to the public. It has close to 3000[9] mobile applications. ââ€" ª Samsung has said that they don’t see Bada as a smartphone operating system, but as an OS with a kernel configurable architecture, which allows the use of either a proprietary real-time operating system, or the Linux kernel. Though Samsung plans to install bada on many phones, the company still has a large lineup of Android phones. ââ€" ª BlackBerry OS from RIM (closed source, proprietary) ââ€" ª This OS is focused on easy operation and was originally designed for business. Recently it has seen a surge in third-party applications and has been improved to offer full multimedia support. Currently Blackberry’s App World has over 50,000 downloadable applications. RIM’s future strategy will focus on the newly acquired QNX, having already launched the BlackBerry PlayBook tablet running a version of QNX and expecting the first QNX smartphones in early 2012.[10] ââ€" ª iOS from Apple Inc.[4] (closed source, proprietary, on top of open source Darwin core OS) ââ€" ª The Apple iPhone, iPod Touch, iPad, and second-generation Apple TV all use an operating system called iOS, which is derived fromMac OS X. Native third party applications were not officially supported until the release of iOS 2.0 on July 11th 2008. Before this, â€Å"jailbreaking† allowed third party applications to be installed, and this method is still available. Currently all iOS devices are developed by Apple and manufactured by Foxconn or another of Apple’s partners. ââ€" ª S40 (Series40) from Nokia (closed source, proprietary) ââ€" ª Nokia uses S40 OS in their low end phones (aka feature phones). Over the years over 150 phone models have been developed running S40 OS.[11] Since the introduction of S40 OS it has evolved from monochrome low resolution UI to full touch 256k color UI. ââ€" ª Symbian OS from Nokia and Accenture[4] (open public license) ââ€" ª Symbian has the largest smartphone share in most markets worldwide, but lags behind other companies in the relatively small but highly visible North American market.[12] This matches the success of Nokia in all markets except Japan. In Japan Symbian is strong due to a relationship with NTT DoCoMo, with only one of the 44 Symbian handsets released in Japan coming from Nokia.[13] It has been used by many major handset manufacturers, including BenQ, Fujitsu, LG, Mitsubishi, Motorola, Nokia, Samsung, Sharp, andSony Ericsson. Current Symbian-based devices are being made by Fujitsu, Nokia, Samsung, Sharp, and Sony Ericsson. Prior to 2009 Symbian supported multiple user interfaces, i.e. UIQ from UIQ Technologies, S60 from Nokia, and MOAP from NTT DOCOMO. As part of the formation of the Symbian OS in 2009 these three UIs were merged into a single OS which is now fully open source. Recently, though shipments of Symbian devices have increased, the operating system’s worldwide market share has declined from over 50% to just over 40% from 2009 to 2010. Nokia handed the development of Symbian to Accenture, which will continue to support the OS until 2016.[14] ââ€" ª The Palm Pre running HP (formerly Palm)webOS. HP purchased Palm in 2010. ââ€" ª Windows Phone from Microsoft (closed source, proprietary) ââ€" ª On February 15th, 2010, Microsoft unveiled its next-generation mobile OS, Windows Phone. The new mobile OS includes a completely new over-hauled UI inspired by Microsoft’s â€Å"Metro Design Language†. It includes full integration of Microsoft services such as Windows Live, Zune, Xbox Live and Bing, but also integrates with many other non-Microsoft services such as Facebook andGoogle accounts. The new software platform has received some positive reception from the technology press.

Marriage Between Tony And Donna - 926 Words

Answer: The marriage between tony and Donna was voidable. Tony would [not] be guilty of bigamy, if either Tony or Donna takes action by filing of a Complaint for Annulment (Massachusetts General Laws Chapter 207, Section 14) that the marriage should be voided for two reasons: 1) The marriage between Tony and Donna was fraudulent; 2) Parties were minor when they misrepresented their ages by producing a computer forged birth certificates to obtain the marriage license without their parents’ consent or approval. However, if Tony or Donna fails to file a Complaint for Annulment promptly, and maintains their marriage status until Donna becomes the age or majority (adulthood), the marriage automatically becomes valid. Question #2. Do you believe that there are some circumstances under which a minor should be allowed to marry without parental consent? Answer: It should be depended on various factors, e.g. age, educational level, family/cultural background, level of maturity, life experience, employment/work experience, ability of being independent, self-sustainment. I personally have experienced of working with uderaged pregnancy, having children, child support and level of maturity, in terms of responsibility and self-sustainability. Generally, minors from working class, immigrants, newcomers, tend to sustain and survive better than minors from middle class or well-off families. Minors may be allowed to marry [only] with all the conditions are met: 1) the minor isShow MoreRelatedPornography And Its Effect On Society1785 Words   |  8 PagesPornography pg 118 p 1.) Some become addicted to the things that they cannot have. The men no longer want the average looking girls but the women with big cleavage, small waist and a large rear. In pornographic videos there is never a connection between sex and love which messes up their portrayal of love and when to give themselves to their significant other. It is so easy for adolescents to access Pornographic videos or sites. With so many videos that give them the belief that they can have coitusRead MoreSex Tourism Essay4993 Words   |  20 Pagesglobalization. For example, internet marriages, mobile chatting, commercial complexes which provides the opportunity for both the sexes to meet. As lot of dating are taken place in the coffee shops, internet cafes and modern commercial malls. Moreover in the recent trend s tourism trips and travels have opened the new door for sex tourism who like travelling around the world especially in search of sexual exploitation which is also leading to the mixed or external marriages concluded by both male and femaleRead MoreEnglish: Past Tense and Verb Tense Exercise7200 Words   |  29 Pagesthat I am too slow. I (do) my best to keep up with him, but he is younger and stronger than I am. Maybe, I am just feeling sorry for myself because I am getting old. Right now, Liam (sit) with the owner of the inn. They (discuss) the differences between life in England and life in Nepal. I (know, not) the real name of the owner, but everybody (call, just) him Tam. Tam (speak) English very well and he (try) to teach Liam some words in Nepali. Every time Tam (say) a new word, Liam (try) to repeat itRead MoreBusiness Journalism in India26104 Words   |  105 Pagesto whatever we want. It gives investors a range of options and market, a depth unlike other Asian markets. * 2. Profits and Returns. On the back of the ad and pay revenues, operating margins for a bulk of the listed ME have risen anywhere between 15 to 100% over the last 3 years. * 3. ME liberalization began in 2003. Regulation freed publishing to get institutional money. DTH licenses were issued. Add radio and multiplex sector and media sector was free to talk to the investors. As aRead MoreOne Significant Change That Has Occurred in the World Between 1900 and 2005. Explain the Impact This Change Has Made on Our Lives and Why It Is an Important Change.163893 Words   |  656 Pagesof the world’s human population for the first time in history. He gives considerable attention to changes in city planning, patterns of urban growth, and important differences between industrialized Europe and North America and the developing world, as well as the contrasts in urban design and living conditions between different sorts of political regimes— communist, capitalist, colonial, and fascist. Particularly revealing are Spodek’s discussions of the influence of prominent urban plannersRead MoreStephen P. Robbins Timothy A. Judge (2011) Organizational Behaviour 15th Edition New Jersey: Prentice Hall393164 Words   |  1573 PagesPerception? 166 Factors That Influence Perception 167 165 Person Perception: Making Judgments About Others 168 Attribution Theory 168 †¢ Common Shortcuts in Judging Others 170 †¢ Specific Applications of Shortcuts in Organizations 173 The Link Between Perception and Individual Decision Making 174 Decision Making in Organizations 175 The Rational Model, Bounded Rationality, and Intuition 175 †¢ Common Biases and Errors in Decision Making 177 Influences on Decision Making: Individual Differences andRead MoreCrossing the Chasm76808 Words   |  308 PagesCrossing the Chasm. The chasm represents the gulf between two distinct marketplaces for technology products—the first, an early market dominated by early adopters and insiders who are quick to appreciate the nature and benefits of the new development, and the second a mainstream market representing â€Å"the rest of us,† people who want the benefits of new technology but who do not want to â€Å"experience† it in all its gory details. The transition between these two markets is anything but smooth. IndeedRead MoreProject Managment Case Studies214937 Words   |  860 Pagesat all levels of management as well as at the worker level. The changes may require that workers give up their comfort zones and seek out new social groups. tive Lakes Automotive is a Detroit-based tier-one supplier to the auto industry. Between 1995 and 1999, Lakes Automotive installed a project management methodology based on nine life-cycle phases. All 60,000 employees worldwide accepted the methodology and used it. Management was pleased with the results. Also, Lakes Automotive s customer