Online learning versus traditional classroom learning

Online learning versus traditional classroom learning Distance learning is a set of technologies that provide students with the basic delivery of study material, interactive communication between students and teachers in learning process, providing students with the possibility of independent work on development of study material, as well as in the learning process. Now the term distance learning has become synonymous with e-learning or online learning, meaning, in fact, not only learning via the Internet. Prerequisite for the emergence and subsequent development of distance learning was the expansion of the Internet technologies usage in all spheres of life and activities, including in education. Study of Internet technologies and software for the Internet is an indispensable part of any high school (and sometimes school) program. Over time, the Internet has become not only an object of study, but also turned into an environment where you can enjoy full training applicants. According to The Differences Between Online and Traditional Classroom Educations (2010), modern computer telecommunications are able to provide knowledge transfer and access to a variety of educational information on a par, and sometimes much more effective than traditional teaching tools. Experiments have confirmed that the quality and structure of training courses, as well as the quality of teaching in distance education is often much better than traditional forms of education. New electronic technologies such as interactive CDs CD-ROM, electronic bulletin boards, multimedia hypertext, accessible via the Internet, can not only ensure the active involvement of students in the learning process, but also allow you to manage this process in contrast from most traditional learning environments. The integration of sound, movement, image and text creates a new unusually rich in its capabilities learning environment with the development of which will increase and the degree of students inv olvement in the learning process. Interactive features used in the LMS programs and delivery systems allow the information to adjust and even stimulate feedback, dialogue, and provide ongoing support, which is impossible in most traditional systems of education. According to E-learning vs Traditional Classroom Instruction (2010), distance learning allows solve several problems inherent in traditional teaching methods. Its main advantage is in solving the problem of access to education, which means general availability of educational resources regardless of geographic location. In addition to the advantages of geographical freedom in choosing the place of study, will solve the problem of availability, remote technology has many other virtues. Pedagogical features of this technology include mainly independent work student at a convenient time for him. Thus, self-management training schedule makes it attractive for busy people who wish to obtain a second degree, or improve their skills. It should be mentioned that the same advantage is also a trap for those who believe that by studying distantly, you can work on educational material occasionally, from time to time. Typically, learning is constructed in such a way: the student periodically receives from the teachers assignment for the review of the theoretical material, passing the final test, based on the theory and also, perhaps, practical tasks. If the assignments and tests will not be delivered on time, the next stage lessons will not be sent to student. Besides that there are a number of distance learning advantages among them: Flexible schedule for student, it can even change the student himself, combining education with work and other activities, saving time on the road to the school or university. Typically, students are given the opportunity to communicate with an individual teacher or the author of the curriculum. Illustrations, diagrams, charts, presentations, online tests to increase the visibility of information, making learning fun. Often the cost of Internet education is much lower compared to full-time. There is also a unique proposition. Thus, the Internet University of Computer Science gives everyone a free education (choice of courses is also quite broad more than 180). Many institutions that provide services to distance education, after school has issued the relevant document. According to Somer Flaherty (2010), distance education (as, perhaps, any other) have its disadvantages: The choice of specialties as long as enough is extensive most of them are related to computer technology or commerce. If you are more receptive to hearing information, distance learning, you may find it boring and difficult. If you cannot change live communication with the teacher and other students to correspond via email, online education is hardly suiting you. Due to the fact that distance education is gaining momentum, it is not always compete with the traditional. In the distance learning student only uses Internet technology in all types of training activities. A user to login, get access to learning materials (sometimes after the payment of course). Modern technologies allow place not only textual information but also pictures, video and audio. All of this is provided with convenient navigation system on sections of the course. There is typically in distance learning when student receives not only the layout of educational materials, and testing, but also communication with the teacher and other students. According to Somer Flaherty (2010), distance learning can be group or individual. There is not entirely correct view that distance learning students are not available techniques and teaching methods of group learning that, say, the students, being away from each other, cannot fully communicate and engage in collaborative work. In fact, modern system to the proposed number of communication: the same forums and chat rooms have become an integral part of the methodology. Another important point in the organization learning process is a way student and teacher communicating each other. Such interaction is organized synchronously or asynchronously. The first method provides for communication of students and teachers in real time. Basically, this uses the internal chat systems of distance learning. Sometimes, the system also contains tools for video conferencing. Asynchronous learning is carried out when the student and the teacher cannot communicate in real time, and then up to the organized, mainly through e-mail correspondence. It should be noted that teachers consultations (both synchronous and asynchronous) is a prerequisite of successful distance learning course, and without it learning will not be complete. In my opinion distance learning system give equal opportunities to pupils, students, civil and military professionals, the unemployed in all regions of the country and abroad to realize their human right to education and information. This system can be most adequately and flexibly respond to the needs of society and ensure the implementation of the constitutional right to education of every citizen. I am very sympathetic to the fact that in the heart of distance learning is the student. Considering my experience I can say that most information is remembered by a student with self-learning, independently. I strongly believe that distant learning is the future of education system.

Physics of Projectile Motion in Computer Games :: physics video game computer

Introduction Physics define the rules by which we live our physical existence. Many of us go about our day to day lives without any true understanding of the Laws which govern how we interact with our surroundings. Physics is our way of making sense of the forces which act upon us and shape the way we accomplish even the most menial of tasks. From walking to driving to playing a game of catch, anyone can see physics in action. A computer game programmer must take a special look at the forces at work around us. The programmers who code flight simulators, first person shooters, and similar games, often need to model their virtual world as closely as possible to our own. In this project we will look at the first person combat simulator called "Tribesâ„ ¢", by Dynamix. We will focus mainly on projectile motion, but we will also discuss the challenges the programmers had in computing ranges for projectiles, friction, and momentum. Also touched on, will be how they succeeded and failed in their efforts. Challenges In Tribesâ„ ¢, the programmers had to create an environment for the players. The challenge is to model our real life Laws of physics as accurately as possible. However, programmers are not physicists and it would take a super computer to accurately model all physics in a real world environment. This environment includes a variable gravity. This was important to game play in that the programmers could now make different worlds for the players to fight in. A planet of different mass will obviously have a different gravity. The following equation shows the horizontal range of a projectile, R = (VÂ ²o / g) * sin(2Ø) (Halliday, et al 60-64). Where R is the range, Vo is the initial velocity, g is gravity, and Ø is the angle the projectile is fired at. It is easy to see from the equation that a change in gravity will affect the total horizontal range achievable by a projectile. An interesting note is that a 45 degree angle will provide the maximum horizontal range for the projecti le, no matter what the force of gravity is. (Assuming gravity does not equal zero). We are neglecting air resistance in our calculations, as did the makers of Tribesâ„ ¢. When the programmers did this however, they got some unexpected, yet fun results. While projectile motion was not affected greatly, a person flying in the game could reach insane speeds, as there was no terminal velocity.

Digital Fortress Chapter 29

Still unnerved from her encounter with Hale, Susan gazed out through the one-way glass of Node 3. The Crypto floor was empty. Hale was silent again, engrossed. She wished he would leave. She wondered if she should call Strathmore; the commander could simply kick Hale out-after all, it was Saturday. Susan knew, however, that if Hale got kicked out, he would immediately become suspicious. Once dismissed, he probably would start calling other cryptographers asking what they thought was going on. Susan decided it was better just to let Hale be. He would leave on his own soon enough. An unbreakable algorithm. She sighed, her thoughts returning to Digital Fortress. It amazed her that an algorithm like that could really be created-then again, the proof was right there in front of her; TRANSLTR appeared useless against it. Susan thought of Strathmore, nobly bearing the weight of this ordeal on his shoulders, doing what was necessary, staying cool in the face of disaster. Susan sometimes saw David in Strathmore. They had many of the same qualities-tenacity, dedication, intelligence. Sometimes Susan thought Strathmore would be lost without her; the purity of her love for cryptography seemed to be an emotional lifeline to Strathmore, lifting him from the sea of churning politics and reminding him of his early days as a code-breaker. Susan relied on Strathmore too; he was her shelter in a world of power-hungry men, nurturing her career, protecting her, and, as he often joked, making all her dreams come true. There was some truth to that, she thought. As unintentional as it may have been, the commander was the one who'd made the call that brought David Becker to the NSA that fateful afternoon. Her mind reeled back to him, and her eyes fell instinctively to the pull-slide beside her keyboard. There was a small fax taped there. The fax had been there for seven months. It was the only code Susan Fletcher had yet to break. It was from David. She read it for the five-hundredth time. PLEASE ACCEPT THIS HUMBLE FAX MY LOVE FOR YOU IS WITHOUT WAX. He'd sent it to her after a minor tiff. She'd begged him for months to tell her what it meant, but he had refused. Without wax. It was David's revenge. Susan had taught David a lot about code-breaking, and to keep him on his toes, she had taken to encoding all of her messages to him with some simple encryption scheme. Shopping lists, love notes-they were all encrypted. It was a game, and David had become quite a good cryptographer. Then he'd decided to return the favor. He'd started signing all his letters â€Å"Without wax, David.† Susan had over two dozen notes from David. They were all signed the same way. Without wax. Susan begged to know the hidden meaning, but David wasn't talking. Whenever she asked, he simply smiled and said, â€Å"You're the code-breaker.† The NSA's head cryptographer had tried everything-substitutions, cipher boxes, even anagrams. She'd run the letters â€Å"without wax† through her computer and asked for rearrangements of the letters into new phrases. All she'd gotten back was: taxi hut wow. It appeared Ensei Tankado was not the only one who could write unbreakable codes. Her thoughts were interrupted by the sound of the pneumatic doors hissing open. Strathmore strode in. â€Å"Susan, any word yet?† Strathmore saw Greg Hale and stopped short. â€Å"Well, good evening, Mr. Hale.† He frowned, his eyes narrowing. â€Å"On a Saturday, no less. To what do we owe the honor?† Hale smiled innocently. â€Å"Just making sure I pull my weight.† â€Å"I see.† Strathmore grunted, apparently weighing his options. After a moment, it seemed he too decided not to rock Hale's boat. He turned coolly to Susan. â€Å"Ms. Fletcher, could I speak to you for a moment? Outside?† Susan hesitated. â€Å"Ah†¦ yes, sir.† She shot an uneasy glance at her monitor and then across the room at Greg Hale. â€Å"Just a minute.† With a few quick keystrokes, she pulled up a program called ScreenLock. It was a privacy utility. Every terminal in Node 3 was equipped with it. Because the terminals stayed on around the clock, ScreenLock enabled cryptographers to leave their stations and know that nobody would tamper with their files. Susan entered her five-character privacy code, and her screen went black. It would remain that way until she returned and typed the proper sequence. Then she slipped on her shoes and followed the commander out. â€Å"What the hell is he doing here?† Strathmore demanded as soon as he and Susan were outside Node 3. â€Å"His usual,† Susan replied. â€Å"Nothing.† Strathmore looked concerned. â€Å"Has he said anything about TRANSLTR?† â€Å"No. But if he accesses the Run-Monitor and sees it registering seventeen hours, he'll have something to say all right.† Strathmore considered it. â€Å"There's no reason he'd access it.† Susan eyed the commander. â€Å"You want to send him home?† â€Å"No. We'll let him be.† Strathmore glanced over at the Sys-Sec office. â€Å"Has Chartrukian left yet?† â€Å"I don't know. I haven't seen him.† â€Å"Jesus.† Strathmore groaned. â€Å"This is a circus.† He ran a hand across the beard stubble that had darkened his face over the past thirty-six hours. â€Å"Any word yet on the tracer? I feel like I'm sitting on my hands up there.† â€Å"Not yet. Any word from David?† Strathmore shook his head. â€Å"I asked him not to call me until he has the ring.† Susan looked surprised. â€Å"Why not? What if he needs help?† Strathmore shrugged. â€Å"I can't help him from here-he's on his own. Besides, I'd rather not talk on unsecured lines just in case someone's listening.† Susan's eyes widened in concern. â€Å"What's that supposed to mean?† Strathmore immediately looked apologetic. He gave her a reassuring smile. â€Å"David's fine. I'm just being careful.† Thirty feet away from their conversation, hidden behind the one-way glass of Node 3, Greg Hale stood at Susan's terminal. Her screen was black. Hale glanced out at the commander and Susan. Then he reached for his wallet. He extracted a small index card and read it. Double-checking that Strathmore and Susan were still talking, Hale carefully typed five keystrokes on Susan's keyboard. A second later her monitor sprang to life. â€Å"Bingo.† He chuckled. Stealing the Node 3 privacy codes had been simple. In Node 3, every terminal had an identical detachable keyboard. Hale had simply taken his keyboard home one night and installed a chip that kept a record of every keystroke made on it. Then he had come in early, swapped his modified keyboard for someone else's, and waited. At the end of the day, he switched back and viewed the data recorded by the chip. Even though there were millions of keystrokes to sort through, finding the access code was simple; the first thing a cryptographer did every morning was type the privacy code that unlocked his terminal. This, of course, made Hale's job effortless-the privacy code always appeared as the first five characters on the list. It was ironic, Hale thought as he gazed at Susan's monitor. He'd stolen the privacy codes just for kicks. He was happy now he'd done it; the program on Susan's screen looked significant. Hale puzzled over it for a moment. It was written in LIMBO-not one of his specialties. Just by looking at it, though, Hale could tell one thing for certain-this was not a diagnostic. He could make sense of only two words. But they were enough. TRACER SEARCHING†¦ â€Å"Tracer?† he said aloud. â€Å"Searching for what?† Hale felt suddenly uneasy. He sat a moment studying Susan's screen. Then he made his decision. Hale understood enough about the LIMBO programming language to know that it borrowed heavily from two other languages-C and Pascal-both of which he knew cold. Glancing up to check that Strathmore and Susan were still talking outside, Hale improvised. He entered a few modified Pascal commands and hit return. The tracer's status window responded exactly as he had hoped. TRACER ABORT? He quickly typed: YES ARE YOU SURE? Again he typed: YES After a moment the computer beeped. TRACER ABORTED Hale smiled. The terminal had just sent a message telling Susan's tracer to self-destruct prematurely. Whatever she was looking for would have to wait. Mindful to leave no evidence, Hale expertly navigated his way into her system activity log and deleted all the commands he'd just typed. Then he reentered Susan's privacy code. The monitor went black. When Susan Fletcher returned to Node 3, Greg Hale was seated quietly at his terminal.

Racial Discrimination A Nation Of Our Nation, By Dr....

â€Å"Racism still occupies the throne of our nation,† Dr. Martin Luther King, Jr. pronounced just before his assassination. Almost fifty years later, we are still faced with the same unchanged threat that makes the words of Dr. King true. As individuals, communities, and a proud nation we have made an everlasting fingerprint for the children of our future, yet we lack the strength of acknowledgment to alter the course of racial discrimination and conquer prejudice. Has the formation of structural discrimination rooted itself too deeply into our subconscious that hope for rehabilitation seems unattainable? As a nation, we voted a man with a white mother from Kansas and a black father from Kenya as the first multiracial President of the United States. Racism has not been eradicated because of the racial background of President Barrack Obama and we have not accomplished victory because of his African decent because prejudice has been too deeply fixed within our society. Soc ial circumstance and the insinuation of race continue to change over time, precisely because race has become a social construct that serves political ends. The prior and present leaders of our nation organize, generate, and endorse the laws and public policy that ensure racism continues to maintain itself against people of color. Our historically racist foundation, the rising effects of structural discrimination, and the view of modernized racism all actively participate in shaping our structuralShow MoreRelatedAnalysis Of Martin Luther King Jr s I Have A Dream Speech1480 Words   |  6 PagesMovement, Martin Luther King Jr s I Have A Dream speech was broadcasted across the nation and heard by millions of Americans on August 28, 1963. Throughout the decades, many have promoted the importance of racial equality in America. Leaders such as William J. Clinton, Barack Obama, and George W. 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