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School

Why I Decided to Go Back to School

Why I decided to return to school The Purpose of my essay is to give my readers some high in sight on a few different challenges in my life that helped motivate me upon my return to school. I am a single 45 year old divorced woman with six children. I needed a good paying job and a college education to be able to continue supporting my family. I am also the youngest child of four and the light of my mother’s eyes. I was once married to my children’s father for 20 years. My ex-husband was always the bread winner for our family, so I had no worries. He worked for the park district in the city where we lived.
I was going to school full time and taking care of the children. My two oldest children are boys and they are grown men now 25 years old and the youngest son is 22 years old. They both are out on their own and the oldest son has two children. A boy and a girl, their names are Ryan Jr. and my granddaughters name is Savannah. All of my children are the light of my life, as well as my grandchildren. I was 25 years old when I got married to my ex-husband. We had been together 5 years prior to getting married. He was the light of my life, the sun in the morning to me, so to speak.
I was a full time student and my husband at the time was a foreman. I went to college after I had graduated from high school. However, I dropped out of college because I met my now ex-husband and we moved out of town to New Orleans, LA. We lived there for about a year and I got pregnant and I had my first son down in New Orleans. I was so excited about our first son. Everything seemed to be going just fine. Then three years later I became pregnant again and this time it was my second child (son). Again, we were very excited for the birth of our second son. As happy as we both were, things seemed to be changing before my very eyes.

As time passed, I would say after about five years, we decided to get married. After marrying, we decided to move back to Illinois so we could be closer to our families. At the time that seemed perfect, since we were having children and we were starting to need sitters and just the support from our families. So, we packed up the kids and moved back to Illinois. Once there, we got settled in and we began looking for jobs. We bought our first house and then we both got great jobs. I was a teacher assistant and my husband got on as a foreman at the park district. My mother babysat for us and everything seemed to be oming together as we had planned. We had been home in Illinois about six months and everything that was good began to turn bad. My great life was turning for the worse all before my eyes. My husband was starting to abuse me physically and he had also started cheating on me. Well, he had promised to never do it again and I wanted to believe him, not to mention I wanted to keep my family intact. I was brought up that family was everything, and a family that prays together stays together. My parents had been married 45 years and it was just unheard of where I come from.
Time had passed on (7 years to be exact) and things had gotten better for us and we talked about expanding our family some more and that is what we did. I became pregnant in 1997 with our first daughter, Maurice. I named her after her dad. Crazy, I know but I did it with no remorse at all. Then, a year later I was pregnant with our fourth daughter, Mauriah. Everything was back in full swing again, I and Maurice were happy as ever and we had our four children that we were blessed with. I was working full time and so was Maurice, so we really didn’t have a care in the world, so I thought.
As time passed, Maurice had got a raise and a higher position at his job. All had been going well, and then I found out again I was pregnant with another girl. I was a bit surprised because the other children had pretty much been planned, but now we were on our fifth child and the raise my husband had received was now starting to leave with all of our children. It didn’t matter because we had fought bigger storms than that and managed to make it through. I loved my husband and what he wanted pretty much made sure that I complied with it. Our family was expanding and I was happy and I felt great about it.
Then sure enough, two years later I had my sixth child. It was another girl and that was my true blessing, because I wasn’t ready for her and I had considered having an abortion. I asked Maurice to take me to get an abortion in St. Louis because I was so far along I had to go out of state to where they could meet my needs. We arrived at the clinic and I just couldn’t do it. I had prayed about it and I just could not go through with the abortion. I’m glad that I didn’t, she is just amazing to me. However, things were starting to change all over again for my husband and myself.
Maurice was back to his old tricks of physically abusing me and cheating. I was home with the kids one day and one of his mistresses had come by our house looking for him. I was livid and mentally crushed after the lady had told me she was sleeping with my husband. When Maurice came home I told him what had happened and of course he wormed his way out of it again. I knew he was lying but I also had six kids and was working full time. I would have to be a millionaire to try to keep up the way I was accustomed to living. Not to mention I wanted to keep my family together.
I was mentally sickened with all of the mental and physical things that I was being put through by the man I trusted with my life. I depended on him to be the best husband and father that he could be. However, he let me down. He then apologized for the millionth time and he got me back by telling me that I could quit my job and go back to school. That was my Maurice’s way of making up to me since he had cheated and abused me when I had been nothing but good to him. In the mist of me getting emotionally tied into more of the lies and deceit, I turned in my two week notice.
Things seemed to be okay at least I was getting the opportunity to get my degree like I had always wanted to do. Maurice tricked me back into his good graces and all was well between the two of us. About a year later history began to repeat itself. I was going to a junior college in my hometown and I started hearing rumors again about my husband and I was a full time student and full time mother. I had tons of homework to do on top of my normal duties as a wife and mother. I was literally mentally exhausted from the rumors, homework, kids, no good husband and my mother was diagnosed with breast cancer.
I had hit rock bottom, I really didn’t think I was going to make it mentally. I was trying to be strong because I didn’t want my children to know that their father was up to his old tricks again, but all along I was the only one in denial. I had later found out that they knew anyway, just because it was a small town. My mother and father were my support system and I didn’t have anyone else I could depend on. Then shortly after my mother was diagnosed with breast cancer, my father took ill and we found out he had cancer as well.
I was going crazy, because we were such a close knit family. My father was in the last stages of cancer and he took chemo but it didn’t help. It was too far gone and it spread very fast and in a matter of months we lost my father. I was devastated and my mother was in chemo still and my husband was not there for me. I prayed about my situation and filed for divorce. I didn’t know what I was going to do for money and I had just lost my father also. I felt doomed and so alone. Before the divorce was final my husband made one last attempt to get me back.
However, I was done so I refused to even consider taking him back. I had to think about my children and what message I was sending them. Finally, I divorced my husband and I had nowhere to turn. I thought about my children first and my mother second and right then and there I knew if I wanted to keep up with the life style I had been accustomed to then and now, I needed an education. I decided to work full time and go back to school and get my education. I made a promise to my kids, mother and self that I would get my degree in education if that was the last thing that I did.
I want to be able to give my children everything that they need and I would like to be able to financially take care of my mother. My mother has been my anchor from day one and she never once complained. The least I can do is please her along with myself and get my degree. I am the baby of four and everyone has their degree except me, and my mother told me that would be gift enough to see her baby graduate from college. Then I knew I had no other choice, so I prayed about my final decision and here I stand. God saw fit for me to continue my education in spite of and he made a way out of no way.
I had to hit rock bottom mentally and physically for me to get myself together. It was all worth it in the end, because I have a piece of mind and I am at peace with myself. I heard about Ashford from a friend in another state and I am now a full time student at Ashford University. I just hope that my misery can be someone else’s ministry, and to let the world know that if GOD can bring me through the storm he can bring anyone through it. Look at GOD, isn’t he awesome! And these are the few different reasons why I chose to go back to school.

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School

The Importance Of A Safe And Healthy School Education Essay

For more than twenty old ages, research workers and pedagogues have indicated the importance of a safe and healthy school environment in furthering academic accomplishment ( Luiselli, Putnam, Handler, & A ; Feinberg, 2005 ; Hymel, Schonert-Reichl, & A ; Miller, 2006 ) . Schools are the most important socialisation force next to the household and it is in school where kids form relationships which influence societal and academic results ( Wentzel & A ; Looney, 2007 ) . It has been suggested in assorted surveies that a supportive and caring school environment optimizes the academic results of pupils ( Nakamoto, 2008 ; Beran, 2003 ) . Caring and supportive school environments can merely happen when the socialisation experiences and relationships of pupils feature credence, tolerance, and regard from both instructors and co-students.
To kids, friendly relationships are considered a important facet of development. As they mature and develop, kids are encouraged and expected to hold friends to give them a sense of credence and belonging. Without these equal dealingss, kids become vulnerable to adjustment troubles which can ensue to low self-esteem, anxiousness, solitariness, and depression. Unfortunately, non all kids are able to hold healthy equal dealingss in the class of their academic experience. The absence of equal dealingss or holding debatable equal dealingss makes kids susceptible to victimization. Children who are frequently bullied in school are those who have few friends. They are prone to Acts of the Apostless of bullying or aggression from their equals. The deficiency of equal support and a safe school environment consequences to depression, anxiousness, and in utmost instances, self-destruction ( Rigby, 2000 ) .
Bullying as a serious national issue emerged after the Columbine shots in 1999. Since so, strong-arming has become a critical populace policy issue and to day of the month, 43 provinces have adopted antibullying Torahs to protect and safeguard the rights of kids from aggressive and violent Acts of the Apostless of their equals ( Anti-Defamation League [ ADL ] , 2010 ) . In the yesteryear, the job of intimidation was an unfastened secret that was seldom discussed, much less addressed by school functionaries and the community. Educators and parents by and large regarded it as a “ rite of transition ” which kids necessarily undergo as portion of the socialisation procedure. Public functionaries and school governments have lobbied for steps to advance safe and healthy school environments and there have been consequences from some intercessions to cut down intimidation. However, strong-arming remains a outstanding issue until today. Recently, the instance of the college fresher Tyler Clementi who was cyberbullied until he jumped off the George Washington Bridge and high school pupil Phoebe Prince who committed self-destruction after being infinitely bullied by her equals in a Massachusetts public school has confirmed that the battle to set an terminal to victimization in schools has a long manner to travel.

Bullying is a chronic job in American schools. Nine out of 10 simple pupils have been bullied by their equals, harmonizing to a simple questionnaire developed by research workers at Lucile Packard Children ‘s Hospital ( 2007 ) and the Stanford University School of Medicine ( Medical News Today, 2007 ) . In the last 15 old ages, much attending has been placed on the issue of strong-arming in schools both in the United States and in other parts of the universe. States like Norway, Sweden, Japan, and Australia have been at the centre of attending on issues related to strong-arming ( Green, 2007 ) . In the United States, many believe that intimidation is nil more than a childhood rite. School intimidation is now accepted as a type of ill will that can hold durable mental effects for pupils that are both victims and culprits ( Green, 2007 ) . Clearly, school intimidation has become a prevailing quandary that interrupts the societal dealingss between pupils, detracts from the positive quality of schoolroom experiences, and hinders pupils ‘ chances to larn.
Bullying is a menace non merely to a safe and healthy school environment but to kids ‘s academic results every bit good. Ideally, schools provide a wider societal context for kids to develop from their early socialisation experiences within the place. As a effect, kids ‘s societal and emotional experience influences their cognitive development. Furthermore, schools allow pupils to see and larn new things which are critical to their rational development. If the school does non supply such an environment, kids may see societal and rational troubles ( Eccles et al. , 1999 ) . What raises serious concern among the educational community is the determination that intimidation may hold a negative influence in academic accomplishment of pupils. Ecological theoretical accounts of school accomplishment suggest that school results of kids are influenced by the quality of interactions they have with equals, parents, instructors, and other persons ( Broussard & A ; Garrison, 2004 ) . Hence, the chronic job of intimidation may discourage kids from experience their full rational development. Childs who are often victimized by their equals whether physically, verbally, or psychologically may endure from larning disengagement low anticipation of success, and accordingly, execute ill on school assignment and accomplishment trials.
Particularly relevant to the present survey is research showing important links between school intimidation and academic public presentation ( e.g. , Buhs, Ladd, & A ; Herald, 2006 ; Juvonen, Nishina, & A ; Graham, 2000 ; Schwartz, Farver, Chang, & A ; Lee-Shin, 2002 ) . Students who are victimized by equals are likely to show hapless academic public presentation ( Buhs et al. , 2006 ; Juvonen et al. , 2000 ; Konishi & A ; Li, 2006 ; Nishina, Juvonen, & A ; Witkow, 2005 ; Schwartz et al. , 2002 ; Schwartz, Gorman, Nakamoto, & A ; Toblin, 2005 ) , as are kids who bully others ( Pereira, Mendonca, Neto, Valente, & A ; Smith, 2004 ) , consistent with statements that childrenaˆYs societal experiences at school impact their academic public presentation ( see Hymel et al. , 2006 ; Weissberg & A ; Durlak, 2005 ) . Not all surveies have demonstrated such associations, nevertheless. Hanish and Guerra ( 2002 ) failed to happen a relationship between equal victimization and accomplishment and Woods and Wolke ( 2004 ) found that accomplishment was significantly linked to relational but non direct signifiers of victimization.
Since the 1970s, the public schools in America have been placed under the microscope and answerability in all countries has been demanded. Parents are familiar with issues of proving and installation safety, but an extra country that has been brought to the head of the state ‘s attending is that of pupil safety. One specific country of important concern has been the issue of strong-arming and the deductions that student behavior can hold on the safety and security of all pupils. Teachers understand the degrees of influence and acknowledge the power of the household, the community, and the popular civilization to act upon behaviour. What they frequently do non understand is the extent or bound of their domain of influence. When instructors are asked to place hazard factors for the development of intimidation, they by and large rank the household and cultural factors such as telecasting movies, and pop music as holding the strongest impact on kids ‘s development of strong-arming behaviours. When instructors are asked to bespeak which factors they can act upon, they recognize for the most portion, that their influence is limited to the schoolroom and school environment. Teachers are encouraged to concentrate their energy and resources on altering the countries within their domain of influence, that is, the schoolroom and the school.
A figure of factors have been identified as lending to pupils sense of safety and belonging at school, but less research has examined the grade to which these factors really impact school public presentation. The present survey examined the function of two school clime factors in footings of their consequence on pupil accomplishment in math and reading.
Although enlightening, these surveies focus merely on the person or pupil degree, non taking into history the school degree bunch of pupils. There is a famine of research sing the impact of strong-arming at the school degree in relation to academic public presentation. At the school degree, both strong-arming and teacher-student dealingss are, in kernel, facets of school clime that reflect an overall degree of tolerance for negative interpersonal interactions. As such, both represent school-level factors that can impact academic public presentation. To our cognition, there are no empirical surveies analyzing relationships between school clime, as reflected in reported intimidation and teacher-student dealingss, and single studentsaˆY accomplishment. Consequently, in the present survey, we assessed the linkage between academic accomplishment and intimidation at the school degree utilizing a multilevel analysis technique that allowed us to besides see the possible buffering consequence of positive teacher-student dealingss.
Specifically, the present survey addressed: ( a ) whether studentsaˆY academic public presentation is related to the schoolaˆYs strong-arming clime ( e.g. , Do pupils in schools that have a batch of strong-arming demonstrate poorer academic public presentation? ) , and ( B ) whether student-teacher connection influences the bullying-achievement relationship ( e.g. , Do pupils who enjoy positive connection with instructors show positive academic accomplishment despite high degrees of strong-arming in their schools? ) . Sexual activity differences were besides explored.
Statement of the Problem
The job of intimidation has existed since the beginning of clip. The issue of pupil safety in schools as it relates to school-yard intimidation, nevertheless, was brought to the head of the American populace with the calamities at Columbine, Jonesboro, Conyers, and Paducah. The job continues and has been aggravated by the coming of the cyber strong-arming possible. Young people ‘s lives have been impacted for their full hereafter by apparently mindless childhood Acts of the Apostless. Small research exists today on the perceptual experience of public school decision makers in Missouri with respect to strong-arming being a job in their school. In order to turn to the job of the school-yard bully, we must foremost analyze the attitudes and head sets of the work forces and adult females in charge of educating and protecting our immature people during the school twenty-four hours. Before realistic stairss can be taken by decision makers in battling school toughs, one must first understand and acknowledge that intimidation is a job. Research reveals that there are so physical, psychological, and emotional jobs exhibited by the victims of strong-arming while go toing school, but old research has made a weak effort to decently link the emotions of the victims with the ability to larn while at school. ( Kumpulainen, K. , & A ; Rasanen, E. , 2000 ) Although intimidation is an age old job in America, gender besides plays a major function in the types and features of strong-arming at school ( Crick & A ; Grotpeter, 1995 ) . Female and male striplings have a inclination to move and respond otherwise under the force per unit area of a school bully. Traditional signifiers of intimidation still take topographic point throughout schoolrooms and play evidences of American public schools, but in today ‘s universe we are now threatened with an even more powerful and perchance more psychologically detrimental signifier of intimidation, which is normally referred to as “ cyber intimidation ” .
Purpose of the Study
This qualitative instance survey research is an scrutiny of the perceptual experiences of school staff on intimidation and its impact on academic accomplishment. The participants of this survey will include 10 simple class instructors and 5 counsel counsellors of schools belonging to the South Georgia School District. Participants will be chosen through random sampling. Informant interviews will be the primary informations assemblage method to be triangulated with secondary informations beginnings such as school records, studies, accomplishment trials, and other pertinent paperss which may be used to verify and supplement the literature reappraisal for a more thorough treatment of the findings. Data will be analyzed through the qualitative content analysis method.
Research Questions
The cardinal inquiry addressed in this survey is: How does the school staff perceive intimidation and its relationship with academic accomplishment in simple class pupils? The undermentioned research inquiries guide this thesis:
Q1. How do instructors and school psychologists of a South Georgia School District define intimidation?
Q2. From the point of position of school staff, what types of intimidation behaviours are prevailing in their several schools?
Q3. How does strong-arming act upon the academic results of both bully and victim?
Q4. What are their functions and competences in turn toing intimidation in the school environment?
Q5. How can instructors and decision makers help turn to school intimidation?
Restrictions and Boundary lines
This research narrowly evaluates the perceptual experiences of school staff from public simple schools within the South George School District. This research specifically addresses the factors that contribute to strong-arming inside the school premises, the type of strong-arming the instructors observed, and most significantly how intimidation affected the academic public presentation of the victims and culprits.
Definition of Key Footings
School Achievement is a pupil ‘s comprehension of peculiar information and proficiency with specific accomplishments.
Bully refers to person who uses physical or verbal aggression on something of a regular footing against other immature people. Normally, toughs are found to be stronger, bigger, and more aggressive than their equals and victims.
Strong-arming refers to Acts of the Apostless which are comprised of direct behaviours such as tease, teasing, endangering, striking, and stealing that are initiated by one or more pupils against a victim. In add-on to direct onslaughts, intimidation may besides be more indirect by doing a pupil to be socially isolated through knowing exclusion.
Victim of strong-arming are typically dying, insecure, cautious, and suffer from low self-pride, seldom supporting themselves or revenging when confronted by pupils who bully them. They may miss societal accomplishments and friends, and they are frequently socially isolated.
Victimization
School Staff
Importance of the Study
The intent of this survey was to find if there was a perceptual experience that existed or did non be within the ranks of Missouri public school decision makers and pupils of Missouri public schools refering the country of strong-arming among adolescent-age kids. If is the survey revealed that strong-arming in fact existed in public schools in Missouri, what was the impact for the victims of such Acts of the Apostless on their academic accomplishment? If intimidation is determined as a job in schools, do male and female striplings prosecute in strong-arming every bit and by utilizing the same methods? Another cardinal constituent of this survey is to place what, if any, schools policies presently are in topographic point in public schools in Missouri and the possible demand to make and follow extra policies in order to protect the victims of strong-arming. Although this survey could be viewed as a qualitative survey, the research worker has chosen to analyse the informations and develop decisions based on the responses of perceptual experiences, academic accomplishment, and policies that are presently found in the questionnaires and studies. This was a descriptive research with the intent of puting a foundation for farther research in specific countries identified as holding possible important impact on pupil public presentation and educator-preparation plans. The end of the survey is to offer through empirical observation researched, educated suggestions and replies sing what and how to make and implement policies covering with all signifiers of intimidation. It is the purpose of the research worker that this information, one time analyzed and dissected, will be a meaningful tool to any school territory in the province of Missouri and around the United States in the country of school policies. It is the premiss of the research worker that this survey will cast new visible radiation on the issues of electronic devices, their usage at school, and the impact that those devices have on the acquisition procedure.

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School

School Uuniforms

The years that we are in primary school is the time that we as teenagers start discovering ourselves and realize our uniqueness. With this natural fact, it is not surprising that practically every teenager nowadays attempts to stand out in the crowd as much as possible.
Our appearance, clothes and style is one of best and easiest ways to express ourselves, and it definitely helps people reach an understanding of who we really are, and why. However, there has been an ongoing debate on whether school uniforms should be completely abolished in all schools, both private and public, or, on the contrary, uniforms should become a compulsory addition to all middle-level educational institutions.
Despite the friction between the pros and cons, I personally stick to the idea that school uniforms should be introduced in all public and private schools, as wearing school uniforms does not make unfair comparisons between student’s incomes in terms of clothing and that it aids students in developing their inner qualities instead of focusing on the outer aspects of themselves in the crucial earlier years of their lives. Firstly High schools are stressful enough as it is with school work and studying, but add being bullied because of your appearance and it could become overbearing.

Uniforms help students in school academically and socially. It can be beneficial to parents as well; they do not have to spend as much money on school apparel. On the other hand, many people disagree with having school uniforms, saying that it doesn’t give the student the right to express their individuality. However, I think uniforms build a sense of discipline and unity and are the appropriate attire to be worn in school. That is why I strongly believe uniforms should be enforced in every school whether public or private. It can be difficult for students to “fit in” with their peers.
Because of their appearance, social situation or financial background, students can be discriminated and even bullied up to the point where they do not want to attend school anymore. Uniforms establish the unity of the whole school, making everyone equal. “It feels great wearing a uniform. It makes me feel like I am part of something,” says Malika a 15 year-old attending Thomas Brown York High School. Deciding on what clothes to wear to school can be stressful in the mornings. Uniforms get rid of that hassle, of waking up earlier to pick your outfit for the day.
You’re ready to go as soon as you put your uniform on. Also, students carry themselves differently when they are wearing uniforms. They take school more seriously by dressing more professionally. Uniforms are also less inexpensive. As a result, Parents gain immensely by buying uniforms than individual clothing for each school year. Statistics show schools that have established the school uniform had a 52% increase in student attendance and a whopping 78% jump in passing grades. Teachers say their students are more focused and productive in class.
This shows how uniforms can help students achieve their potential in the classroom by helping them concentrate more on their school work than their clothes. It prevents bullying and violence. It helps create a more educative and welcoming environment to students by showing equality and unity to the whole student body. The over-all idea is that uniforms are easy and efficient. Secondly School uniforms have been around just as long as schools themselves, and they play a much bigger role in education than most people think. Uniforms have been proven to promote learning and help kids stay focused in school.
Many people believe putting on a uniform resembles a parent putting on a suit, and getting ready for work. This makes the students take a more serious interest in the work they are doing at school. Also, it has been proven that wearing uniforms provides less of a distraction than fashionable clothes create. With uniforms, there is absolutely no controversy over who has the newest, coolest clothes in school. Many students of public schools believe that school uniforms should not be introduced because it is restraining people’s freedom of expression and does not create diversity.
One example how uniforms restrict learners are that “without the outlet of expression in their clothes, students may turn to inappropriate hair styles, jewelry, or makeup” . So by restricting students of their clothing choice, they will still find a way to show their personality in their hair, jewelry, and hairstyles. Soon schools will start regulating those as well and boom! The school controls everything that is offered to a child. A second supporting example as to why uniforms are an awful proposal are because uniforms may not be comfortable for all students nd they can not wear their uniforms outside of school, and thus, there is the double cost of both uniforms and casual wardrobe (Public School Uniforms). In school, if a child is trying to learn, but is not comfortable with the uniforms’ fabric, it would cause a great burden and distraction to one’s learning. Also many families are struggling in today’s economy and are trying to save as much money as they can. Having to pay for regular clothes and uniforms start to add up to the family’s expenses. A third example would be that uniforms create a false sense of security.
According to Rashida Khilawala, “if the student gets used to being respected for their mind and not looks, the “outside world” could come as quite a surprise to them”(Khilawala). Face the truth; the “real” world can be an ugly place to live. Even if uniforms decrease violence and everyone is treated equal, the outside world does not run as orderly and smoothly as it would in a school. Of course all parents want to protect their child from any harm, but by fooling them into a safe environment, they are put at more risk then ever. Theses are some facts as to why; many children and teens are against uniforms in public schools.

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School

The Digital middletown schools project: A glance to the future

1. SUMMARY OF PAPER:
This article reports on the deployment of a high-bandwidth wireless network for content distribution to two schools. The project, titled Digital Middletown, builds upon the sociological distance high bandwidth wireless technology will make content such as high definition media files, synchronous educational process delivered over long distance high-bandwidth wireless technologies. The project investigates how the availability of a high bandwidth (30 Mbps) wireless network impacts the delivery deployment of a high-bandwidth wireless network allows for schools staff in two elementary schools.
Project Description

The Digital Middletown Project builds upon the sociological Middletown. This report addresses the school network delivery installation of a wireless, high bandwidth network to two elementary schools. Children with broadband at home report that such high speeds for children ages 6-17 with a home broadband connection, 66% broadband for their children’s improved academics due to its high-quality online educational content that is widely available and meets the highest standards of educational
Goals of Digital Middletown
The goals of Digital Middletown centered on two domains of application: education and community. This report addresses the school network delivery typology. These goals included:
Installation of a wireless, high bandwidth network to two elementary schools.
Testing the value, impact, and educational potential of content using the network.
Facilitating collaboration between K-12 teachers and Ball State University faculty in the development of new digital teaching resources and the customizing of available resources.
Defining new educational content models and practices based on the application of digital animation or interactivity.
Broadband Access:
It include data management, online and technology-based assessments, e-learning, and accessing high-quality digital content, maintain computer networks, maximize educational uptime, and plan preparation
Network Infrastructure
The Digital Middletown Project (DMP) connects two area public elementary schools and a surrounding neighborhood to Ball State University’s data at 24 Mbps full duplex.

Participating schools

a) Mitchell Elementary School
The school received a 60Mbps (30 Mbps symmetrical) half-duplex wireless backbone connection to Ball State University’s data network. Within Mitchell Elementary School, data supplement the wired connections; four “access points” were installed throughout the school. The access points provided all wireless connected devices the ability university. This school was connected with a 24 Mbps (12 Mbps symmetrical) half-duplex wireless backbone connection to the data network (a network switch provided 10/100 Mbps data connections).
b) Cowan Elementary School.
The wireless point-to-point connection from the fire department to Cowan Elementary School is a 20 Mbps half-duplex link. Within Cowan Elementary School, data equipment was installed, providing 10/100 Mbps wired data connections and three access points were installed. The access points provided all wireless connected devices.
Provided Content
A regular and high-definition movies, games, and regular and high-definition United Streaming digital library of over 40,000 standards-based video. Teachers and students download or stream the United Streaming also includes curriculum lesson plans and student activity guides. The transmission of high quality IP as video, wireless access point feature sets. Reliable transmission of a high bandwidth, saturating video stream can be available for point-to-point wireless trunks, it is not generally available.
2. CRITIQUE:
Abstract Depiction
The summary provided at the end of the article depicts all the contents of the article and it also describes the future needs of the latest technology for cheaper and more efficient way. The article reports on the deployment of a high-bandwidth wireless network for content distribution to two schools and there is no part of research oriented activity.
Literature Review
The literature review mentioned in the article is not sufficient to describe the rational of the installation of broadband facility. The article describes that “According to the Corporation for Public Broadcasting (CPB, 2003), home broadband use has increased in the past two years (2001-2003), from 10% to 37% with the average household income of a broadband family being $72,000. Children with broadband at home report that such high speeds affect both their online and offline activities, including schoolwork.” There is shown this project as a need to better understand the practical and realizable potential for the increased bandwidth that may soon become available to our schools to enhance the educational process and to develop the appropriate tools and infrastructure to support this. Seventy-two percent (72%) of small schools— those with fewer than 300 students—had high-speed access, compared to 85 % of all schools. Most of these small schools are in rural areas (National Center for Educational Statistics, 2001). In February 2004, the Pew Internet and American Life Project released a report that outlined how broadband adoption is growing in urban, suburban, and rural areas, though larger percentages for urban and suburban than rural users. Between 2000 and 2003, the study found that while the number of home broadband users grew from 8% to 36% of the online population in urban communities, and from 7% to 32% in suburban communities, the number of home broadband users in rural communities only grew from 3% to 19%.
Technical Terminologies
The terms used in the article are not well defined as it should be so that a layman also understands, if this scenario is analysis in context to decision making its terminologies needs more elaboration to describe all the benefits of the project. For example the vey important term broadband must be define and should present a comparison with its alternate technology.
Strengths and Limitations
The strength of the studies can not be assess unless there is comparative data provision however the limitations of the article contents are that this describes the feasibility of a pilot project for small project area and there is suggestion to adopt the same technology for other educational system if this pilot project succeeded.
There is mentioned that the United States Congress’ Web-Based Education Commission’s seven areas for action related to improving learning in web environments (2001) include:
Broadband access. Powerful new Internet resources, especially broadband access, that are widely and equitably available and affordable for all learners.
Professional development. Continuous, relevant training and support for educators and administrators at all levels.
Research and development. New research on how people learn in the
Internet age
Quality of content. High-quality online educational content that is widely available and meets the highest standards of educational excellence.
Regulations and e-learning. Relief from outdated regulations that impede instructional innovation in favor of approaches that embrace anytime, anywhere, any pace learning.
Privacy and protection. Safeguards to protect online learners and ensure their privacy, especially young children.
Funding. Sustained funding—through traditional and new sources—that is adequate to the challenges at hand.
The above mentioned seven priority areas are not fully or partially achieved in the proposed roadmap of the technology. The project must be introduced in component wise according to the need basis and priority areas. There is lack in describing the project in context to needs and its fulfillment factor.
Bridging the Gaps
There are some gaps to create a link between the technology and its users. The literature review consulted in this regards is used as a link between the users and the technology need. On the contrary this link may be bridge by the future demands of the users and its needs for the inclusion in the academic opportunity. The second gape is the financial and time based feasibility which would be the primary step for the initiation of the installation of the broadband technology.
Project Scope
The project scope as a pilot project is not sufficient, this must be done under different available facilities in different towns and different intellectual approaches of the users. As the technology output is fully dependent on the strengths of the users therefore this important factor must be included for to define the scope area of the project.
Data Sets
The datasets used in this article are based on the literature review results and there are different parameters of the proposed project, the reason for this is that it is based on the development action rather than a research based activity.
Analysis Technique
The analysis technique is not deployed very well the main reason for this is the gaps between the users and the technology success.
3. CONCLUSION:
As a conclusion it is can be strongly said that such kind of projects always plays a good development approach but its future success can be ensure by the lessons learned through the past projects of the same nature. The feasibility, comparative analysis of the available parallel technologies, defining project scope, setting of the success parameters and social adoptability of the technology are the main wings of the proposed study. These wings are not defined well and there is no systematical approach to define the problem and proposing the solution.
The most relevant literature review and most recent technology are two parallel subjects which set the success of the plan and prove to be helpful to adopt most economical and satisfaction of the end user. These are the guidelines which are missed and because of this no solid decision can be taken as a national decision. This limitation of this article makes it as non professional approach to the objectives of the main studies.