Analysis of Docker Technology

Analysis of Docker Technology What is the technology? Docker is a software containerization platform. What does it do and how does it improve upon previous technologies? Docker allows users to run multiple different software packages, including multiple instances of the same piece of software within an isolated virtual container. The behaviour and features are similar to that of running a virtualized operating system, such as allowing isolation from the host machines operating system, the ability to run multiple instances of the same software package simultaneously and the storage of applications in a format that can be transferred between physical machines. Traditional virtualization hypervisors such Hyper-V, ESXi and Xen all rely on each virtualized instance to have their own complete operating system, drivers, libraries and software packages to be installed and running. Docker moves away from this method and instead provides an abstraction layer between the host operating systems kernel and the containerization application. The containerized applications are configured to share the same operating system and libraries. This removes the overhead of running multiple instances of these items reducing system resource utilization. In addition to the performance benefits, Docker maintains the security features provided by virtualization hypervisors. Docker containers are configured to use virtualized network interfaces allowing segregation, VLAN tagging and inter-container networking amongst other features. The Docker container files are self-contained allowing them to be transferred freely between different physical hardware without the need for reconfiguration. This has also led to multiple repositories of Docker containers to be created, allowing the public to upload and share pre-configured open-source software packages. How might it transform computers and devices using it? Tell us some scenarios. By converting from using a traditional virtualized operating based configuration, end users can increase the utilization by running more software on less physical hardware. This in turn will reduce hardware, energy and other related costs and improve efficiency when deploying new software instances. Web hosting services could increase the amount of services existing hardware could provide and increase efficiency when deploying new services. For example, each WordPress installation could be configured in individual containers while accessing a shared SQL database, rather than each installation requiring a full virtualized operating system to be deployed per instance. Software developers can also take advantage of Docker to assist with their development and deployment cycles. Software can be configured and optimized on developers local machines or development servers and be easily transferred to quality assurance teams and finally to production environments. Why is it interesting and important? Docker is an important step forward from traditional virtualization technology. The software has been developed under the open-source Apache License 2.0 allowing anyone to take part in development and to also freely use and modify any components for their own project both personal and commercial providing they follow the licensing requirements in their scenario. By consolidating existing infrastructure energy emissions will be reduced, reducing the carbon footprint of users. Other consumables used in certain operations can also be reduced, such as water in server farm cooling configurations and physical space used allowing more compact configurations. Management and maintenance of software packages can also be improved. If issues are found with particular software version updates, providing the previous container is kept the singular application can be rolled back rather than the entire operating system. What is the device? Ring an IoT connected doorbell What does it do? How would you use it? Tell us some scenarios. Ring is a doorbell with an integrated camera, microphone, speaker, motion sensor and is internet connected via WiFi. By connecting the doorbell to the internet it is able to alert the user via a smartphone app when the doorbell is rung or the motion sensor is triggered. The user can then check the video feed from the door, to determine who is at the door. In response, the user can then choose to activate the speaker function to speak with the person at the door using the smart device, similar to that of a traditional intercom system. The device also saves its video recordings to a cloud service allowing the footage to be viewed anywhere using a compatible smart device. The device can be used in a number of ways. If the user is expecting a parcel and is not at the address at the time of the delivery, they will be alerted on their smart device when the doorbell is rung. Once the user is alerted via their smart device, they can then activate the video feed to confirm who is at the door and then use the speaker to advise the courier to leave the parcel in a safe location. Home security can also be improved by using the device. The video recording functionality will be triggered with any motion near the front door, even if the doorbell is not rung. This footage will then be stored off-site via a cloud storage service. In the unfortunate event of a break in, the intruder will be unable to destroy the footage, which can then be used to assist authorities in subsequent investigations. In addition, some insurance providers may offer reduced insurance premiums when such devices are installed. Briefly outline the devices interesting software/hardware/networking. In what way does computer technology transform or realise the device? Ring is provided with a mobile application that allows the doorbell to be paired with the users iOS or Android based mobile device. The doorbell has an integrated WiFi adapter which is used to connected to the users home WiFi network to provide internet access to the device. This allows the doorbell to provide notifications to the smart device application regardless of if the user is at home on the same network or are located elsewhere, provided they have access to an internet connection. The doorbells integrated motion sensor and camera add further functionality previously not possible. The camera used has been selected for its low-light performance, in combination with infra-red LEDs to provide illumination to the recorded footage without any light being visible to the human eye. This enhances its ability to be an inconspicuous security device. Recorded footage is saved off-site using a cloud storage service. This is used by the mobile application to provide the user with the ability to watch footage while away from their local network and to provide an archive solution without requiring a large amount of local storage. Why is the device an interesting or important example of embodiment? As defined by Professor Tony Hey in his book The Computing Universe: A Journey through a Revolution Butler Lampsons third age of computing is about using computers for embodiment that is, using computers to interact with people in new and intelligent ways This is shown through the Ring doorbell, in the way it allows the user to connect with the outside world in a new way. It provides the user the ability The ring doorbell provides a new way for users to connect with the outside world. It removes the need for a person to be home to accept parcels, it tracks motion which can provide the user with a greater sense of security at home all through the adoption of technology. Week 2 What are the devices? Device 1: Smartwatch Device 2: PC Characterise the computing requirements of the two devices? Device 1: CPU A smartwatch requires a CPU(Central Processing Unit) to process all machine instructions provided by applications and the operating system. Most smartwatches use an ARM architecture CPU. Bluetooth Bluetooth is a networking protocol used for the smartwatch to communicate with the host device (usually a smartphone). NFC NFC (Near Field Communication) is a networking protocol used for communicating with external devices. This is commonly used in contactless payment systems GPS GPS (Global Positioning System) is geolocation system used to provide location data to the device. This is commonly used for maps and navigation systems Battery A custom made lithium-ion battery. Used to provide power to all the components in the device. To recharge the battery either a port is provided to connect the watch to a power source or wireless charging is implemented to provide from a wireless power source Display A display is used to provide visual interface for providing information to the user. Touch interface A touch interface (Also known as a digitizer) is used to allow the user to interact with the smartwatch by touching on the display. Touch screens are commonly used due to the limited space on a smartwatch for other methods of interfacing with the device, such as buttons. RAM RAM (Random Access Memory) is required for the CPU to store data while is processing instructions. RAM is volatile memory and is not used for persistent data storage. Persistent Storage Persistent storage is required to store the operating system, applications and user data. This is commonly a form of NAND flash memory due, as it offers compact storage with no moving parts which could be damaged in a device that is moved during operation. Speaker Speakers are used to provide aural feedback to the user. Microphone A Microphone is used to receive aural data from the users, for example a phone call will require the Sensors There are numerous sensors located on a smartwatch that each monitor a different function.Most smartwatches have an Accelerometer to monitor acceleration, a Barometer to measure atmospheric pressure, a Gyroscope to measure the angle of the device, a Heart Rate monitor to measure pulse and an ambient light sensor to determine the backlight of the screen. GPU The GPU (Graphics Processing Unit) is used to accelerate the creation of visual elements. This is commonly integrated as part of the CPU in smartwatches due to size constraints. WiFi WiF is a networking protocol used to transmit data in a local network. This is used in a smartwatch to provide network connectivity when the host device (e.g. smartphone) is not available. Device 2: CPU A PC requires a CPU(Central Processing Unit) to process all machine instructions provided by applications and the operating system. Most PCs use an x86 architecture CPU. RAM RAM (Random Access Memory) is required for the CPU to store data while is processing instructions. RAM is volatile memory and is not used for persistent data storage. Persistent Storage Persistent storage is required to store the operating system, applications and user data. This can be a mechanical hard disk drive, utilizing magnetic platters to store data or a solid state disk which uses NAND flash memory to store data. Network Adapter A network adapter is required to connect the PC to a local network. This can be achieved through a range of interfaces including a wired ethernet connection or a wireless WiFi connection. Some systems will have both options available. GPU The GPU (Graphics Processing Unit) is used to accelerate the creation of visual elements. This can either be integrated into the CPU or can be provided through a discrete graphics adapter, for enhanced performance. USB Ports Power supply A power supply is required to convert mains AC power into DC power required to power the individual PC components. Some PCs (such as laptop computers) may utilize a battery to provide an additional power source Video Ports Audio Ports C. Device 1 Device 2 CPU Physically bigger, more Powerful Can run hotter, active cooling x86 based Physically smaller, slower Must run cooler, no active Cooling Arm based STORAGE Space for multiple drives Mix of mechanical and solid state drives Raid capabilities Solid state storage Physical constraints Less storage NETWORK ADAPTORS Can use wireless or wired connections Must be wireless Wifi Nfc 2. Moores Law Why might Moores Law come to an end soon? Explain based on current technologies. Moores Law was originally conceived in 1965 when Intel co-founder Gordon Moore posted an article about microprocessors. In the article Moore observed that the number of transistors in integrated circuits doubles roughly every 12 months. After 10 years once more data had become available Moore updated his theory from 12 months to 24 months. Intels latest processors are built using a 14 nanometer manufacturing process, however production of Intels next generations of processors with 10 nanometer transistors has already been pushed back by a year. Intel have stated that this was not a one-off occurrence and that they are not able to continue to keep up with the rate they used to. This shows that Moores law is now coming to an end too. One main reason that Moores law slowing down and potentially coming to an end is that its not possible to continue to keep shrinking transistors, while maintaining a functional device at the rate that is required to continue improving at the rate theorized. As MOSFET transistors follows the principles of quantum mechanics, as the transistors shrinks it makes it harder to determine if it is in the 0 or 1 state. The electrons inside the transistor can travel through devices with little resistance, therefore as the transistors get smaller, the resistance also gets lower which eventually lead to quantum mechanical phenomenon described as tunnelling rendering MOSFET based transistors non-functional. https://www.technologyreview.com/s/601102/intel-puts-the-brakes-on-moores-law/ http://spectrum.ieee.org/semiconductors/devices/the-tunneling-transistor Discuss a new or future technology which might overcome these technological limitations. Instead of trying to find ways to prevent quantum tunneling in transistors, researchers are investigating a new transistor design called TFET or Tunneling Field Effect Transistors. This style of transistor is designed to manipulate when quantum tunneling occurs in a controlled manner. This allows for transistors to be produced at an even smaller scale than MOSFETS can be without quantum tunnelling becoming a negative side-effect. Another advantage of this technology is that has the potential to be implemented in place of MOSFETs without the need for technology that implements them to be completely redesigned due to the similarities between TFET and MOSFET transistors. http://berc.berkeley.edu/tunneling-field-effect-transistors-beyond-moores-law/ https://engineering.nd.edu/news-publications/pressreleases/more-energy-efficient-transistors-through-quantum-tunneling What might be the ramifications if Moores Law comes to an end or slows down? If Moores Law comes to an end or slows down, the rate at which processor performance improves will decrease. This would reduce the rate at which new technologies are developed and would slow innovation in field relying on technology. 3. Non Von Neumann Processors Investigate a non von Neuman processor such as a graphics processor, FPGA or signal processor. How and why is it different from a general purpose CPU such as you might find a phone or PC? An FPGA or Field-programmable gate array is a type of integrated circuit that can be digitally re-programmed after it has been manufactured, unlike for example, the logic within a microcontroller which is hardwired during manufacturing. This It allows the user to program custom digital circuits using hardware description language to suit their requirements. FGPAs are sold without any pre-programmed instructions and are instead sold based on the physical features of the FGPA such as how many logic gates or how much memory it has, making it a very flexible device. As FPGAs can be reprogrammed without any need to change the physical hardware, this lends them to being used heavily in development and prototyping environments. Developers can create and update the logic throughout the development process without the need to purchase new hardware each time a change needs to be made. This is different to hardware such as a x86 CPU which cannot be reprogrammed and only supports the provided instruction sets. http://download.springer.com.ezp01.library.qut.edu.au/static/pdf/116/bok%253A978-1-4302-6248-0.pdf?originUrl=http%3A%2F%2Flink.springer.com%2Fbook%2F10.1007%2F978-1-4302-6248-0token2=exp=1490752308~acl=%2Fstatic%2Fpdf%2F116%2Fbok%25253A978-1-4302-6248-0.pdf%3ForiginUrl%3Dhttp%253A%252F%252Flink.springer.com%252Fbook%252F10.1007%252F978-1-4302-6248-0*~hmac=b61cb59b461de816fe408c9ab730e0d9cd6ab12d55885171f66b3c880d9aafaa 3-5 Week 3 OS 1 IBMs z/OS IBM z/OS is a operating system designed to be run solely on IBM mainframe computers. Mainframe computers are large, high-end computers designed specifically for processing large amounts of data, often used by large organizations. IBM describe the key features of the z/OS operating system as its stability, security and high availability (IBM, 2014, para. 1). OS 2 Embedded Linux Embedded Linux is a term used to cover the Linux operating system being used on embedded computer systems. These embedded systems are generally very low-end computers, designed to run a very specific and minimal set of software that are then embedded inside another product, for example they can be found in some models of washing machine to offer further functionality. Linux is described as being flexible and open (Siever et al., 2003, p.1-3) which offers developers to ability to customize it to their exact needs and requirements. Comparison and contrasting Both of these operation systems are designed to run very specific types of workloads. The z/OS mainframe operating system is designed to process and analyse large data sets to provide in-depth insight on the data (IBM, 2015). The operating system is designed to handle very high performance workloads and to run as quick and efficiently as possible. Embedded Linux operating systems are designed to run a very specific workload such a smart TVs interface with as minimal overheads as possible due to the hardware restrictions of the low-power systems that are used in most Embedded Linux implementations (Simmonds, 2015, p.1-12). Both systems are designed to run specific processes, however the z/OS operating system is designed to run processes on high-end hardware on a large scale, whereas the Embedded Linux operating system is most commonly used on low performance hardware on a small scale. Open Source Software Security/Flexibility Open source software gives users the option to modify and adapt software to their needs. As the entire source code is publicly available and the software can be adapted, used within another software package or re-released as a different product, depending on the license type the original developer released the software under (Open Source Initiative, 2016). This also provides security to users, as they can audit the code themselves for security issues and if required patch the source code directly, rather than relying on a third party to find and resolve any potential issues. Cost Licenses for closed source commercial operating systems can range from a few hundred dollars up to thousands of dollars per installation (Microsoft, 2016). This can become very expensive for businesses that rely on a large amount of physical and virtualized operating systems. Open source software has no licensing costs associated with it, which can significantly reduce licensing costs, depending on the use case. This is also applicable to embedded platforms, which are generally designed to have a low cost per unit. Open source software can remove software and operating system licensing costs, helping to maintain a low cost per unit. Operating System Arch Linux a lightweight and flexible LinuxÂÂ ® distribution (Arch Linux, 2017) How are new features developed? New features developed in two main ways. The first of which is by the individual package developers, for example new features to the Netcat package will be developed by the Netcat developer community. Arch Linux package maintainers are then responsible for packaging new releases for the Arch Linux operating system and adding them to the Arch Linux package repository. The second way features are developed are by the Arch Linux developer team (Arch Linux, 2017). The features they develop range from developing and implementing software developed specifically for the operating system, to configuration and modification of third party packages and managing what packages are included and how they are used in the base operating system installation. How do new features make their way into a release? Arch Linux doesnt follow a traditional fixed release cycle, rather it employs a rolling release model (Arch Wiki, 2017) which allows individual components to be updated as soon as they are deemed ready. Packages are updated as soon as the maintainer has deemed the package stable and ready for release, after which it is upload and added to the repository. This model aims to remove the stagnation between fixed releases and instead aims to keep all at their latest releases. References: Arch Linux. (2017). A simple, lightweight distribution. Retrieved March 23, 2017, from https://www.archlinux.org/ Arch Linux. (2017). Arch Linux Developers. Retrieved March 23, 2017, from https://www.archlinux.org/people/developers/ Arch Wiki. (2017). Frequently asked questions. Retrieved March 23, 2017, from https://wiki.archlinux.org/index.php/Frequently_asked_questions IBM. (2014). Mainframe operating system: z/OS. Retrieved March 23, 2017, from https://www.ibm.com/support/knowledgecenter/zosbasics/com.ibm.zos.zmainframe/zconc_opsyszosintro.htm IBM. (2015). IBM z/OS Fueling the digital enterprise. Retrieved March 23, 2017, from https://www-01.ibm.com/common/ssi/cgi-bin/ssialias?subtype=cainfotype=ansupplier=897letternum=ENUS215-267 Microsoft. (2016). Pricing and licensing for Windows Server 2016. Retrieved March 23, 2017, from https://www.microsoft.com/en-au/cloud-platform/windows-server-pricing Open Source Initiative. (2016). Licenses and Standards. Retrieved March 23, 2017, from https://opensource.org/licenses Siever, E., Weber, A., Figgins, S. (2003). Linux in a nutshell (4th ed.) Sebastopol, CA: OReilly. Simmonds, C. (2015). Mastering embedded linux programming (1st ed.). GB: Packt Publishing. Week 4 Network 1 WiFi WiFi (also known as Wireless LAN or WLAN) is a network technology designed as a replacement to LAN cabling and is developed around the IEEE 802.11 specification. The IEEE 802.11 specification is the standard dictating the use of the 802.11 radio frequency that WiFi uses to transmit data wirelessly (Tjensvold, 2007). Within the 802.11 specification there are a range of protocols that have been developed, with the current standard being the 802.11ac revision. This specification has support for speeds over 1Gb/s, depending on the antenna configuration in use. The range of a WiFi signal is generally quite short at approximately 20-25 metres depending on obstructions. This makes it good for use in home and business environments where access points can be installed where WiFi signal is required, but makes it a poor choice for larger area networks, such as mobile phone data. WiFi power usage is split between the access point and the client receiving the data. The access point uses significa ntly more power to broadcast the signal than the client device needs to receive it (Zeng, 2014). The latency provided by modern WiFi specifications, such as the 802.11ac revision offers low latency communication between clients and access points. The exact latency the client will note, will be dependant on the band being used (either 2.4GHz or 5Ghz in the case of 802.11ac), obstructions and the amount of antenna in use on the access point. Security of WiFi networks is dependant on how they are configured. A basic home configuration using outdated security technologies such as WEP or WPA1 to authenticate users is at risk of unauthorized users gaining access to the network. WPA2 authentication offers a stronger level of security by implementing the AES-CCMP algorithm. WiFi networks can also be vulnerable to MITM (Man in the middle) attacks, where a potential attacker can attempt to spoof the WiFi network, which clients may unsuspectingly connect to which will then allow the attacker to see any traffic of the connected clients. The effectiveness of this type of attack can be counte racted by ensuring traffic is being transmitted over secure protocols such as HTTPS and SSH, which will render the intercepted data unreadable (Joshi, 2009). Network 2 Bluetooth 4 and Bluetooth Low Energy (BLE) Bluetooth 4 is a short range network technology developed by the Bluetooth Special Interest Group. Bluetooth 4 covers a range of specifications including Bluetooth low energy, Bluetooth High speed and Classic bluetooth. Bluetooth is used for short range personal area (PAN) and ad-hoc networks, primarily in portable devices such as smart phones. Bluetooth devices are classified into 3 classes, depending on the transmission power of the device and the intended usable range. Class 1 devices have 100 mW transmission power and are designed to be used at ranges of up to 100 meters, class 2 devices have 2.5 mW transmission power and are designed for use at up to 10 meters and class 3 devices have 1 mW of transmit power and are only usable at ranges of under 10 meters. Class 1 and 2 are the most commonly used types, with class 1 devices generally being used in desktops, laptops and other devices with a large battery or mains connected power supply. Class 2 devices are generally used in porta ble devices such as smart phones, IoT connected devices and wireless headsets. Class 2 still allows for a usable range while keeping power usage to a minimum (Wright, 2007). The Bluetooth specification has 4 different security modes in which devices can operate. The security mode in which the device will operate will be selected based on the Bluetooth standard in use on both devices. Bluetooth 2.1 and later devices have a mandatory requirement to use security mode 4, proving both devices support it. Service mode 4 forces encryption for all services, providing security for all communications except for service discovery (Padgette, 2012). Compare and contrast fibre optic and wireless technologies within the context of a National Broadband Network (NBN) for Australia. Fibre Optic (FTTP) The National Broadband Network (NBN) provides a range of connection types with fibre optic technology being utilised in multiple service types including fibre to the premises (FTTP), fibre to the node (FTTN) and fibre to the distribution point (FTTdp) (NBN, 2017). Fibre optic connections use a optical fibre cable that uses light to transmit data. This type of cable transmits data faster, further and with a lower latency than the traditional copper cable which transmits data by electrical impulses. As this technology relies on a physical connection to the premises it is not practical to utilize this technology for remote locations, however for areas with higher population densities supplying broadband via FTTP is more practical as the cost per premises is decreased and reduces load on wireless services. Fibre optic cable is not affected by signal degradation as significantly as copper cabling and is therefore able transmit data across long distances more effectively . As the cable transmits data by light pulses the cable is resistant to any noise and ground vibrations interrupting or degrading the signal. Fibre optic cable is also able to supply much higher bandwidth connections (Malaney, 2010), with NBN already offering 1Gbps products to service providers, although this product is not currently being on-sold to consumers due to factors including demand and pricing accordin

Society’s Reaction to Lgbt

Introduction to Sociology Social Issue #2: LGBT community Can you possibly eat be able to eat with both spoons: a paper on the LGBT community Imagine marching in your favourite deli, sitting on your most-loved spot and enjoying your coffee of choice but on a table in front of you rests a woman endeavouring to consume her breakfast using two spoons.And as that phenomena catches your attention, you’re there trying to fathom why on earth would she use two similar utensils whose functions do not seem to jive, why, given the presence of a fork, would she force herself to eat with two spoons, why would she not spare herself from the effort. Before I get censured by philosophical thinkers stating the possibility of actually eating with two spoons, the abovementioned metaphor introduces the issue on the lesbians, gays, bisexuals and transgender collectively known as the LGBT community.Just like grubbing with both spoons, the existence of the â€Å"third kind† is something we ar e not fully accustomed to, something that we perceive as atypical but despite given those we peacefully, I assume, coexist. They are everywhere; Tarzans turning into Janes and Janes turning into well†¦ Tarzans. As their existence raises the brows of so many Filipinos today; so much derision has been thrown to the society who’s only desire, in my opinion, is to set free from the being closeted and express themselves in a way, despite peculiar, that would embody their totality and true persona.Although already accepted in some countries (Argentina,  Belgium,  Canada,  Denmark, Iceland,  Netherlands,  Norway,  Portugal,  Spain,  South Africa,  Sweden, and some sub-national jurisdictions (parts of  Mexico  and the  United States), it is still vetoed, not even close to being fully tolerated, here in the Philippines; that no matter how the number of groups that support the LGBT spring up in the archipelago increase over time, our kababayans still recogn ize it in the wrong lenses.Reports conclude that 379,799 to 804,280 of the Filipino population is made up of the third kind and such number causes the Church to frantically fret; causes it to question how did it surface, nowadays even more blatantly, in a nation whose customs are deeply rooted in the Catholic faith – in a nation taught that in the creation of the Universe it only Adam and Eve, not an Adeve, who were formed.The last time I checked this is still a free world and the liberty of expression still applies so I personally believe that the society should pay more mind on the issues that actually deteriorate the nation; allot more attention to treacherous operations of the government, poverty resolution and other more meaningful agendas than LGBT scorning and leave the community whose sole wish is to cast their rainbow.All humans are entitled to choice, the power to manipulate what happens next†¦ I suggest sceptic faces choose to understand and respect the indivi duals who didn’t have a choice what they would be at birth. References http://en. wikipedia. org/wiki/Same-sex_marriage http://pinoylgbt. com/ http://en. wikipedia. org/wiki/LGBT_culture_in_the_Philippines http://en. wikipilipinas. org/index. php? title=Homosexuality_in_the_Philippines http://lagablab. wordpress. com/2006/09/15/gay-statistics-in-the-philippines-by-consensus/

The Role of Assesment in Higher Education

Table of Content NoTitlePage No 1Introduction 2Role of assessment in curriculum design , learning & teaching 3Assessment for learning v Assessment of Learning 4. Issues and concerns ? Abstract Assessment is an integral part of curriculum practice. The prime consideration of educational institutions are the outcomes of learning, the enhanced abilities students can demonstrate because of their increase in knowledge , able to adapt and understand to changes because of their university experiences.Our concern is how learning takes effect and how teaching and assessment affect the quality of learning in order for students to acquire the knowledge and competencies that is required for the work place. To acquire these industry relevant skills lecturers suggest assessment be integral to teaching and how learning activities are structured. Hence , this report reviews the role of assessment in curriculum design & change, it’s importance of continuous assessment for enhancing learning, c ommon assessment practices and it issues and concerns. 1. Introduction: In this report, literature researched was with regards to the role of assessment in curriculum design & change. Thus this report tries to answer the following questions in order to highlight the role of assessment in curriculum design, implementation and enhancement of learning. 1. What is curriculum and the role of assessment in curriculum development and enhancement? 2. What is Assessment of learning v Assessment for Learning and the practices in higher education 3.Issues and concerns on assessment in teaching and learning at institutions of higher learning? 2. Assessment as a part of curriculum practice Curriculum is a Latin word and it refers to a ‘course’ or a ‘track’ to be followed. In education, the focus is learning, then the most appropriate interpretation for the word curriculum is viewed as a course or ‘plan for learning’ (ef. Taba , 1962). (Howell and Evans, 199 5) defines curriculum as the ‘what’ of teaching. I would define curriculum as a course of study.Then the process of curriculum development can be seen in short where one develops a product, which involves an ongoing improvement. Curriculum development is a long cyclic process of research, designing, implementing and evaluating learning outcomes based on the interest, needs and capabilities of learners, and the many stakeholders, which directs enhancement. The literature review report is in relation to the role of assessment in curriculum development and enhancement of Teaching and Learning. What is Assessment?Assessment is any process that evaluates an individual’s knowledge, understanding and skills. Van den Akker (2003) defines assessment as an integral component of curriculum practice. Assessment gives feedback on curriculum delivery which indicates about student learning, the curriculum and the academic policies. Thus educators strongly believe that assessmen t and curriculum be integrated in the curriculum cycle. For example, Students achievement of knowledge and skills are determined by assessment.Lecturers manage teaching and assessment of student competence according to the level of the course, giving grades, guiding and counselling and so on. These can only be possible if there are effective assessment procedures in the curriculum administration and practice. â€Å"In 1995 the Assessment Forum of the American Association of Higher Education led by Thomas A. Angelo went through an interactive process to develop a definition of assessment. The end-result of that definition process is as follows:† â€Å"Assessment is an ongoing process aimed at understanding and improving student learning.It involves making our expectations explicit and public; setting appropriate criteria and high standards for learning quality; systematically gathering, analyzing, and interpreting evidence to determine how well performance matches those expec tations and standards; and using the resulting information to document, explain, and improve performance. When it is embedded effectively within larger institutional systems, assessment can help us focus our collective attention, examine our assumptions, and create a shared academic culture dedicated to assuring and improving the quality of higher education (Thomas A.Angelo, AAHE Bulletin, November 1995, p. 7)† In order to measure a student’s learning outcome, progression and competence attained, various types of information need to be gathered to determine the degree of student’s attainment in the learning outcomes for the curriculum. Various methods of formal and informal observation of students during their learning, examinations and quizzes, performance on assignments, projects and presentations are used to gather this information. Lecturers advise that there should be a plan for assessment at programme, course and lesson level, which is often overlooked.As P ratt (1998) stated, to make sure student achievements and grades reflect the learning outcomes established, assessments must be carefully planned, conducted, subject to continuous analysis, evaluation and enhancement. Learning outcomes (knowledge and competence of students), assessment, and teaching are all parts of an integrated whole. Assessment is believed to be essential to the teaching process in delivery and experience of the curriculum. But some students think of assessment as a form of control for lecturers. As (Pratt, 1998; Haladyna & Downing, 2004) stated when students progress from one semester to another they become displeased and suspicious about the assessment practices, and regarding them to be unfair and a means to demonstrate favouritism and punishment. † In institutions of higher learning, educators have the choice to choose the assessment types and practices. Since assessment results affect academic competence, educators are required to create a conducive le arning environment and make assessment integral to educational processes.In an encouraging learning environment a healthy dialogue takes place, trying out ideas, reflection, discussion, ask questions and enjoy the process of learning. (Pratt, 1998) Assessment is an important component and has several purposes. It directs the teaching process. Monitoring, discussion and observations in the classroom is also an important kind of assessment. This allows the instructor to gauge how well the lesson is going and whether learning is taking place with healthy discussion, participation and answering sessions (Nittko, 2004).Assessment helps in identifying learning difficulties, students’ strength and weakness. This then allows the instructor to set questions that can help build on the student’s weaknesses both formally and informally. Secondly assessment provides feedback on the learning. Information from assessment helps in programme evaluation (Pratt, 1998). Thirdly assessment declares ones achievement for various stakeholders like students, parents, the institution, prospective employers, the government sectors, accreditation body, and professional bodies.Assessment in the form of quizzes, tests, class projects, assignments and informal observations declare how well a student has achieved the learning outcomes and grade in his/her course, module or unit (Nittko, 2004). Besides, assessment points students to pedagogical priorities and directs students approach to experience course curriculum. Classroom questions test and examinations would indicate to students, important topics of the curriculum. Example, if questions are based on trivial information, then students focus would be at factual recall and knowledge.If tests require substantive knowledge and deep understanding then students change their perspective to curriculum. Assessment motivations, improves self image and a sense of self power of students. When assessment is well designed, it produces su ccess in learning; it motivates and stimulates student confidence and wanting to learn. Meherus and Lehman (1991) describes assessment as an important tool as it increases motivation towards their course, which establishes healthy study habits, which also provides feedback to lecturers to determine students’ strengths and weaknesses.Assessment gives lecturers an opinion on students’ learning. Assessment results enable the lecturer to provide further guidance about their learning. Therefore, lecturers in institutes of higher learning should be aware of the significant role of assessment in curriculum and thus have the skills and tools to effectively setup curriculum at programme level. 3, Assessment for Learning v Assessment to Learning What is Assessment for Learning? It could be defined as: †¢a form of positive formal feedback [ e. g. ecturers comment; self-assessment systems] †¢provides informal feedback [ e. g. dialogue teaching; peer interaction] †¢i t gives an opportunity to the student to try and apply knowledge, skills and their understanding †¢ assessment tasks that are relevant †¢it guides students to develop independence and †¢it has an appropriate balance between summative and formative assessment. There should be a balance between formative and summative assessments. Continuous assessment or assessment for learning is practiced less compared to summative assessment.As stated by Careless (2004), lecturers in institutions of higher learning tend to choose more for theoretical knowledge than for practical and procedural knowledge in assessing students. Such assessment focuses on theory and concepts really do not help students for the real world. This limits the students of skills that employers look for. Brown & Glaser (1999) states improving on assessment practice improves student learning. Further to that, standards of learning rose through ongoing assessment practice. It is noted that students’ beha viour and attitude towards learning changes, when assessment methods change.Students become more responsible and take ownership of their learning. But there are challenging problems with assessment for learning. Problems identified by Black and William (2004) with regards to assessment for learning in institutions of higher learning as: †¢Assessment methods used by lecturers are not effective to promote good learning †¢Grading practices gives rise to competition rather than self improvement and †¢Feedback on assessment if practiced, often has a negative impact on less performing students which makes them believe that they lack ability and thus are not able to learn.Diamond (1998) further goes to describe the basic problem with assessment practice in institutions of higher learning, as a mismatch between learning outcomes and the assessment methods and criteria used by lecturers to assess and grade their students. Frequently, learning outcomes are expected to demonstra te critical thinking and problem solving skills, but the assessment type used would most frequently focus on recalling and recognition of content learned. Assessment used for the purpose of promoting student learning is described as assessment for learning.Assessment used for accountability purpose, grading or certification is assessment of learning. Assessments that promote enhancement to learning is one where there is a continuous process of back and forth between the student and the lecturer which provides feedback on progression until the outcome is well met. This sort of assessment is called ‘assessment for learning’ when assessment evidence is used to adjust teaching to meet learners needs and difficulties (Black & William 1998). Assessment is part and parcel of learning. Assessment in fact, shapes learning.Much has been discussed and written that to enhance student learning, assessment has to be integrated with teaching (Wright, et. al, 1997). Gibbs and Simpson ( 2005) regards assessment for learning as a system which directs and controls student learning based on the power of summative assessment and grades in addition to providing feedback. Assessment and teaching has to be blended to contribute to the goal of improving learning. Good instructors do pay careful attention to assessment and teaching, and to have learning activities well structured.Despite this suggestion, lecturers in higher education do not practice the real importance of assessment. As Black & William (1998) says this could also be because lecturers are not well trained in this area. In most institutions of higher learning assessment is used to test knowledge and does not test the critical and problem solving skills. Example, multiple choice questions promote de-contextualised, rot learning and this narrows the curriculum to basic skills with low cognitive demands. In contrast to this, the industries demand for transferable skills like communication, information retrieval, critical thinking, problem solving.And because of this, institutions have fast inclined to formative, holistic form of assessment which is described as ‘authentic’ assessments. However, as Black & William (1998) argues that traditional form of assessment cannot be easily replaced because they are embedded in complex histories, culture and power relations of school societies. Shepard (2001) also suggested that conventional assessment method based on theories and psychometric principles conflicts with implications of assessment for learning which is based on cognitive and constructive learning standards.James (2003) findings indicate a number of major effects with assessment methods and students self-perception and confidence level. For many students, they were disappointed with feedback, on how to improve their level of competence, for others was the concern on how to achieve higher marks. Term exams were rarely discussed or available so that students could use them to improve their knowledge and skills. Assessment plays a significant role in implementing curriculum. There should be significant guiding principles for this to happen. James (2003) had put forth the following guiding principles for assessment for learning: †¢Ensure ssessment methods used promote and reward desired learning activities and outcomes. †¢Students have got clear instructions on assessment requirements. †¢Provide effective and timely feedback with comments on a continuous basis. The first principle is based on Bloom’s taxonomy, which is to recall and recognition, comprehension and application, critical thinking and problem solving. In his second principle (James: 65) states the following: â€Å"Assessment procedures in higher education are likely to become increasingly open to security to candidates, and to candidates appeals.The need for commonly agreed marking procedures and techniques is obvious, if collective responsibility for candidates is maint ained, full openness between colleagues and demonstrable internal consistency of courses and related assessment procedures are vital importance† There can be a problem in generalised good assessment practices for learning. Different subject discipline like Engineering versus psychology would have different pedagogic assumptions. So if general principles cover all subjects, the way in which they manifest may differ for different subjects (Black & William, 2004).Boud (1990) suggests alternate developments in student assessments in higher education, which is careful monitoring of assessment to see how relevant they are to the students. He also challenges that current assessment methods do not really prepare students to the real world. Meherns & Lehman, 1991 & Nitko 2004, state quality teaching and assessment are intertwined. They greatly improve students’ learning. Teaching will be effective when teaching activities, learning outcomes and assessment methods are well aligne d.As Nitko (2004) suggests 4 key questions lecturers got to ask themselves when preparing for teaching and to implement continuous assessment. †¢Is my lesson going well? Is there progression in student leaning? To align to these questions suggested assessment methods could be classroom observation during class activities, response to questions and students’ interactions. †¢How can I improve to make the learning activity better? Diagnosis types of errors made by students, identify students who are not participating and also at the assessment methods used. †¢What feedback to be given about the student’s learning?Assessment methods used are informal observation and encouragement, how well they have achieved the learning outcome, assignments, quiz and consultations. †¢Finally are the students ready to progress to the next level? Informal observation, checking and questioning students about their understanding of homework, test, quiz and grades obtained to decide on their progress to their next learning or do they require remedial instructions. Lecturers should use a variety of assessment methods to help student achieve the learning outcomes as stipulated in the course curriculum. In most cases lecturers generally use pen-and-paper achievement tests.Meherns & Lehman (1991) argue that classroom evaluation should not be restricted to pen-and-paper but other forms like observation techniques, checklists etc. Continuous assessment is practical for everyday classroom use. Test, presentations, projects, journal, collaborative works are some that could be used to assess students and lecturers their stand in relation to knowledge and skills. Smith (2003) and Shepard (2001) stated that assessment trends are moving away from traditional methods to a variety of new approaches. For instance, Observation is greatly used by experienced teachers to identify students’ progression or having difficulties.Portfolio or records of work are also another form of assessment practice. Portfolio is a kind of file where student’s written works are kept. Portfolios provide cumulative evidence of learning over time in much detail and substance than a mere list of scores. Self and peer assessment are also essential to learning. Students’ self-reflection and their understanding are used to inform for further teaching and areas the lecturer needs to spend more time and effort. Brookhart (2001), Shepard (2001), and Stiggins (1999, 2001) maintained that students should be actively involved in self-evaluation as a form of assessment.Their argument was that students need to monitor their own progress by applying ongoing feedback that is helpful in showing them how to meet the ultimate learning outcome. However, self-assessment is only possible when lecturers help students develop assessment skills, because it is difficult for students to think of their work in terms of learning outcomes (Black & William, 2004). Peer-assessm ent is also another important form of assessment. The learning task is placed in the hands of the students. While the lecturer is able to observe and reflect on what is happening and frame helpful interventions.The lecturer finds this form very helpful indeed. Misconceptions are highlighted and these are discussed when they go over the assessment. These forms of assessment require student active learning. As one student stated ‘after a student marking my assignment, I can now acknowledge my mistakes easier. I hope that it is not just me who learned from the work but the student who marked it also’ (Black & William, 2004:16). Feedback and comments to students about their learning is a good practice in assessment. Feedback should state ways for improvement.Grades or marks are not providing enough feedback to help improve student learning (Nitko, 2004). Feedback is effective when it provokes thinking in students. With regards to this, Back & William (2004) stated marks are likely to set comparison; while only feedback and comments help them to improve. Research studies on feedback showed 60% improvement on performance. Feedback with no comments was more of judgement or grade with no indication for improvement (Black & William, 2004) Hence it is important for the enhancement of student learning that lecturers emphasise on feedback and comment on assessed work of students in the learning process. . Issues and Concerns Staff One of the main concerns in assessment will be the lecturers. Especially here in Malaysia in the private sector , many lecturers lack the knowledge in assessment practices. Universities and college do not believe in investing in training. Another factor is lecturers have heavy teaching work load and large class sizes that formal assessment would be replace by mere test, assignment and examinations due to time constrains. Cost Costs to the faculty and institution are an important factor. Some form of assessment processes can be time consuming, involving student supervision in observation of activities.Time, of course, is money. Also investing in additional resources like technology increases cost. This does not enable the lecturers to use innovative methods of assessment. Standards To increase pass rates standards are compromised. Assessment requirements have placed more weightage on coursework, so student achievement has appeared to improve the assumption coursework is easier then exams. In some cases institutions do not have a quality system in place. Validity and reliability of assessment could be questionable. ConclusionAssessment is a vital component of curriculum practice that has important contribution for effective practice and operations of curriculum. Lecturers’ acknowledgement for continuous assessment practice has significance for students learning of knowledge and skill. Lecturers should set assessment tasks that are practically challenging, provide feedback as they assess and get students e ngaged in the assessment process. Finally lecturers should change their views and practices of assessment and be committed to prepare competent graduates with the knowledge and skill in their specific field of study for the market place. References Akker, Van Den. (2003). Curriculum landscapes and Trends (pp1-10). Curriculum Perspectives:An Introduction. Black,P and William. (1998). Assessment and Classroom learning. Assessment in Education 5(1) Black,P. ,and William,D. (2004). Inside the Black Box: Phi-Delta kappan, 86(1):9-21 Diamond, R. M. (1998). Designing and Assessing Courses and Curricula: A practical Guide. Sanfrancisco: Jossey-Bass Inc Boud, D. (1990). Assessment and the Promotion of Academic Values. Studies in Higher Education 15(5): 101-111 Gibbs, G. & Simpson, C. 2004-5) Conditions under which assessment supports students' learning. Learning and Teaching in Higher Education, 1 (1), 3-31. Brookhart,S. M. (2001). Successful students’ formative and summative use of a ssessment information. Assessment in education 8, 153-169 Brown S. And Glaser A. (1999). Assessment Matters in higher Education: choosing and Using Diverse approaches. Great Britain: St. Edmunds bury press Ltd, SRHE and Open University press Careless,D. (2004). Converting assessment into learning. Theoretical and pratical perspectives. Paper Presented at Chinese University of Hong Kong.Unpublished. Haladyna and Downing. (2004). Constructive irrelevant in high stakes testing. Educational measurement:Issue and practice 23(1), 17-27 James,D. (2003). Making the graduate. Perspectives on student experience of assessment in higher education. In Ann filer (2003). Assessment: Social practice and social product. London: Rutledge Meherens, W. A. , and Lehmann, J. I. (1991). Measurement and Evaluation in Education & Psychology (4th ed). Wadsworth: Thomson learning Nitko, A. J. (2004). Educational Assessment of Students (4th ed). Ohio: Merrill Prentice Hall Pratt,D. 1998). Curriculum planning: A handbook for professionals. London: Harcourt Brace College Publishers Smith, K. J. (2003). Reconsidering reliability in classroom assessment and grading. Educational measurement: Issue and practice 22(4), 26-3. Stiggins,R. J. (1992). Relevant classroom assessment training for teachers. Educational measurement: Issue and practice 1091), 7-12 Wright, et. al (1997). Teacher and classroom context effects on student achievement; Implication for teacher evaluation; Journal of personnel Evaluation in Education, 11,57-67.

Isomer Definition and Examples in Chemistry

An isomer is a chemical species with the same number and types of atoms as another chemical species but with distinct properties because the atoms are arranged into different chemical structures. When atoms can assume different configurations, the phenomenon is termed isomerism. There are several categories of isomers, including structural isomers, geometric isomers, optical isomers, and stereoisomers. Isomerization can occur spontaneously or not, depending on whether the bond energy of the configurations is comparable. Types of Isomers The two broad categories of isomers are structural isomers (also called constitutional isomers) and stereoisomers (also called spatial isomers). Structural Isomers: In this type of isomerism, the atoms and functional groups are joined differently. Structural isomers have different IUPAC names. An example is the position change seen in 1-fluoropropane and 2-fluoropropane. Types of structural isomerism include chain isomerism, where hydrocarbon chains have different degrees of branching; functional group isomerism, where a functional group may split into different ones; and skeletal isomerism, where the main carbon chain varies. Tautomers are structural isomers that can spontaneously convert between forms. An example is keto/enol tautomerism, in which a proton moves between a carbon and oxygen atom. Stereoisomers: The bond structure between atoms and functional groups is the same in stereoisomerism, but the geometrical positioning can change. This class of isomers includes enantiomers (or optical isomers), which are nonsuperimposable mirror images of each other, like left and right hands. Enantiomers always contain chiral centers. Enantiomers often display similar physical properties and chemical reactivities, although the molecules may be distinguished by how they polarize light. In biochemical reactions, enzymes usually react with one enantiomer in preference to the other. An example of a pair of enantiomers is (S)-()-lactic acid and (R)-(-)-lactic acid. Alternatively, stereoisomers may be diastereomers, which arent mirror images of each other. Diastereomers may contain chiral centers, but there are isomers without chiral centers and those that arent even chiral. An example of a pair of diastereomers is D-threose and D-erythrose. Diastereomers typically have different physical properties and reactivities from each other. Conformational Isomers (conformers): Conformation may be used to classify isomers. Conformers may be enantiomers, diastereomers, or rotamers. There are different systems used to identify stereoisomers, including cis-trans and E/Z. Isomer Examples Pentane, 2-methylbutane, and 2,2-dimethylpropane are structural isomers of each other. Importance of Isomerism Isomers are especially important in nutrition and medicine because enzymes tend to work on one isomer over another. The substituted xanthines are a good example of an isomer found in food and drugs. Theobromine, caffeine, and theophylline are isomers, differing in the placement of methyl groups. Another example of isomerism occurs in phenethylamine drugs. Phentermine is a nonchiral compound that can be used as an appetite suppressant yet doesnt act as a stimulant. Rearranging the same atoms yields dextromethamphetamine, a stimulant stronger than amphetamine. Nuclear Isomers Usually the term isomer refers to different arrangements of atoms in molecules; however, there are also nuclear isomers. A nuclear isomer or metastable state is an atom that has the same atomic number and mass number as another atom of that element yet has a different excitation state within the atomic nucleus.