Education in the Information Age.

The life in the information age education is simply amazing. Many people know life in the information age as "rapid development of technology in everyday life." The information age simply allowed schools to use information and communication technology when necessary. ICT is an important part of school life in these modern times. I can not remember the day that I have not used a computer for my business or just use some of the sources of information and communications technology for research purposes. Information and Communication Technology has not only us in our profession school but also helped to create new resources helped.















 
BBC Bitesize is online assessment tool developed by the British Association of Broadcasting (BBC). It is free to use and its main objective is to help students review and prepare for the upcoming exams. BBC Bitesize helps students review or overcome difficult issues in a number of different ways. Such forms include things such as games, competitions, message boards and forums / audio monitoring. This is very good because it can help any student, regardless of their learning style like. This is one of the advantages of the site, but there are others like her extremely easy to use and also very effective, however, there is an important contribution to the disadvantage of the BBC Bitesize, which is that it is only for students up to GCSE level, so you're in higher education is united, PE BBC Bitesize is useless in practice because it does not cover the issues. Another disadvantage is that students may find boring / tedious to use as you follow the regular pattern developed.

Life in the Information Age, blog Applied Technolog

Life in the Information Age, blog Applied Technology

 The information age also have an impact on teaching and learning. With the advancement of technology and computer software, most forms of education involving computer and information technology and communications, are taught information technology and computing topics in schools. However, there are flaws in computer technology in schools and increasing popular cause problems for teachers and examiners.
An example of the technology used in education to be a program (virtual learning environment) VLE. VLE-based programs on the Internet that provide resources for teachers and schools to use the software. The program includes all aspects of the school VLE, ​​including testing, evaluation and performed in a chapter / homework. VLE system used by the school is easily accessible from other computers that allow students to determine any necessary educational materials. There are many different systems VLE VLE Although the frog is an example of the high school-based VLE.

 

 

 

 

A screenshot showing homework set using the frog VLE system

 

 

 

 

 

 

 

interactive whiteboard is another example of how the information age has affected education today. The Council is composed of the Board and a display device connected to your computer in the master. This allows the teacher to teach as it appears on a computer screen through a projector on the plate. The Council is also interactive with a stylus or finger, allowing students to interact with lesson activity. The statistics also show the success of the slate in the classroom, which contain a high percentage of schools with interactive whiteboards.Another way to be a record of e-learning. This record was previously in paper records of the audience of students in the class. Now, programs like The Sims allows teachers to use the registry database to record the students present. When you are taken Date Sims and teachers pressing certain keys to mark the status of student attendance. Sims also operates a database for student information, especially for the public.

 

The logo of the SIMS registration system

As being the use of other forms of electronic record in schools. Barcode and magnetic cards also record student attendance. Scanners to identify a unique code for each attendance records of students in general.
Schools are also trying to maintain "daily" with the current technology available in the world. An example of this is that Apple's iPad will be for students. Although the new idea a bit, it seems that success in areas such as Europe and America. This is due to the ease of use and accessibility that the iPad can do this. However, some argue that desktop PCs are better for tasks such as writing documents and programs such as JavaScript and Flash can not be used on the iPad. Some people also prefer to maintain the traditional methods of teaching students in the classroom.
In general, the possibility of splitting protector discs in schools of opinion. While some schools have the opportunity to continue with the modern era, will not other schools student iPads as successful and to continue to continue as usual in terms of teaching.
In some cases, the development of information technology so popular is taught topics centered on information and communication technology even in primary schools. Teach students the basics of the lessons of programs such as Word and editor. Students are also taught to use the Internet and search online.
Determination
Determining tariffs
Act
Create, prove or identification of something or someone.
Recognize or distinguish that particular person or thing is the same appearance or perceived.
Considering or have two or more identical objects, usually when they are not.
"I went the traditional concept of the image to determine, at least since the Renaissance, semi-representation."
Be [person] according to the way of feeling or thinking of another or others.
"Years ago, publishers personal was very noticeable that have been identified, and police say it is difficult to identify the perpetrators of the damage ,. and asked the bus passengers to identify themselves."
In fact, it reduced to one thing [several others that the reason for such different arrests.
"And select the watch among the stolen items recovered by police. Javi is can quickly identify because it is the only one bearing the mane"

A screenshot showing a homework report using Microsoft Word

After primary education, ICT and other forms of the subject become even more important as in many schools, as IT is sometimes a compulsory subject at GCSE level. Other types of IT such as Applied ICT are also available at secondary schools for students. The availability of the IT subjects is due to many jobs requiring IT skills from their employees.

Some of these jobs are also looking for computing skills instead. This causes a problem for some schools as students are only taught the basics of computing. This is because ICT, IT and Applied ICT all focus on other aspects of computers and IT. To solve this problem, some schools have bought back the computing subject as part of the school curriculum.

The Raspberry Pi single board computer can be used to teach computing and computer science in schools

However, the increasing use of computer technology has caused some problems for schools and education. One example of these disadvantages would be the increase of plagiarism used in some students work. When asked to complete a classwork/homework task, some students used ‘copy and paste’ to move sections of information from websites to a document. However, the accessibility of the internet today allows student to copy information without permission.

Another problem with computer technology would be handwriting. Some people say that the use of computers in schools has decreased the quality in student handwriting. Because of this, some examiners are looking towards an increase in online exams in which handwriting would not be an issue. This would also benefit the students as some might prefer to type instead of write in their exams.

An example of students taking an online exam

Five Keys to Ensuring Sustainability of High-Impact, Scalable MNCH Programs

Impact. Scale. Sustainability. As public health professionals, we are dedicated to high-impact and high-coverage interventions that significantly improve the health of large human populations. We also hope that the benefits become part of the timeless fabric of their families, communities, and the health system.

This triple expectation—impact, scale, and sustainability—has accompanied global health for decades and especially during the last  generation. In 1990, Dr. Thomas Bossert reported that, among five US government-funded health programs in Africa and Central America, a project’s capacity to show results was the most important factor to ensure the sustainability of its benefits.

Recently, the Friedman School of Nutrition Science and Policy at Tufts University, as part of the US Agency for International Development (USAID)-funded FANTA III project, investigated the factors which enabled post-project sustainability (up to three years after project end) among USAID-funded food assistance projects in Kenya, Honduras, Bolivia, and India. These projects included maternal, newborn and child health (MNCH) interventions, such as maternal and child health, nutrition and water, sanitation and hygiene. Tufts found three factors critical to sustainability: (1) a sustained source of resources, (2) sustained technical and managerial capacity, and (3) sustained motivation (of beneficiaries and service providers). Linkages to governmental organizations and/or other entities, was considered a fourth factor that is central to sustainability in many circumstances. A gradual process of exit also contributed to sustainability.

WHAT DO THESE SUSTAINABILITY FINDINGS MEAN FOR GLOBAL HIGH-IMPACT, SCALABLE MNCH PROGRAMS?

1. Results—and their measurement—matter. Host country governments and private providers appreciate significant impacts on lives saves and cases of disease prevented which are achieved at high coverage, quick speed, and at reasonable cost.  MNCH programs must include a strategy to ensure accurate, complete, and timely collection; processing; and reporting of health information needed to reach a determination of program success. In Rwanda, MSH is assisting government stakeholders with the timely and accurate periodic reporting of its hundreds of health facilities into the web-based DHIS2 software. MSH is also assisting these stakeholders to produce easy-to-analyze reports and scorecards which will help local and national managers see the fruits of their work and also make programs decisions to improve it. This assistance has resulted in better decisions and improved allocation of local resources, which helps ensure better care for mothers, newborns, and children.
   
2. Sustainable resources are required. Additional personnel, medicines and commodities, equipment and health infrastructure are needed (in most cases) to continue tangible benefits to a lot of people after a donor-funded MNCH project ends. User fees have the net effect of limiting access to health care. Therefore, projects need to engage national and subnational government, the private sector, and international donors to facilitate other types of sustainable funding (e.g. government taxation, commercial credits or microloans to private providers, health insurance) for the resources needed. In addition, MNCH projects should also support health leaders and managers to ensure the adequate deployment and use of these resources, and to report these findings to their key stakeholders. In Nigeria, MSH was successful in engaging the state governments of Niger, Kwara, and Sokoto to increase their domestic funding for prevention of mother-to-child transmission (PMTCT) of HIV and other HIV programs by $2.5 million. Thus, this initiative helped in the sustainability of initially funded USAID programs.
   
3. Capacity building is a winner. It pays off to enhance local technical and management capacity during the project life, e.g., leadership, management and governance, quality improvement, pharmaceutical management, health information systems, human resource management, fundraising and financial management. The challenge is to identify, for each specific setting, the key topics and the best methods to provide training, supervision and technical assistance in a cost-effective way. Thus, this capacity building can be easily replicated by the institution sustaining the benefits of the MNCH program. Participatory planning at the local level, online training, mobile technology, and integrated supportive supervision are all steps in the right direction. In Afghanistan, MSH and other development partners assisted in the creation of provincial schools for the 18-month pre-service training of locally recruited community midwives. Studies by Dr. Linda Bartlett from Johns Hopkins University show that in provinces benefitting from these schools, approximately 90 percent of graduates worked in their assigned places and they contributed to a 39-percent increase in ANC and a 63-percent increase in delivery by a skilled attendant.
   
4. Motivated health leaders, managers, and providers make a difference. Results-based funding—the provision of financial and material incentives to health workers if they meet agreed targets—is now commonplace. Project activities should facilitate communication and feedback between patients and providers. Social accountability can play a role here. Monitoring the behavior of health providers by population can provide an avenue for communication and feedback. Ultimately, all health providers hope to do their best for their patients; and all satisfied patients will duly thank their health provider and return to them if help is needed again.
   
   In the Kasai Oriental Province of Democratic Republic of the Congo, MSH assisted local health providers to increase the access and quality of their maternal health services. In addition to facilitating training and supervision opportunities, plus providing material resources for the operation of the facilities, MSH and the government also implemented a performance-based funding activity. Through the latter, high-performing facilities received a periodic cash incentive if they met previously agreed targets of coverage and quality. In the first two years, maternal health indicators increased by 50 percent from baseline values (e.g. 54 percent of pregnant women had four antenatal care visits as compared with a baseline of 20 percent). With donor support, the government is planning to roll out a similar experience in other parts of the country.
   
5. Develop linkages. In MNCH projects, the most important linkages to develop and strengthen are: (a) the provision of a continuum of care, i.e. from the family and community health worker up to the referral hospital, (b) between communities and formal health services, and (c) between government and private health services. Sometimes we forget that these linkages need to work in both ways to be effective and sustainable, e.g., the community health worker receives training, supervision and supplies from the health facility, while referring patients and providing periodic information on his or her health production and epidemiological findings to the health facility.
   
   In Madagascar, MSH supports local networks of more than 2,000 community volunteers who assist women or children (according to the volunteers’ government accreditation) with education and referral services. In a single quarter (October to December 2015), these volunteers referred to health facilities approximately 12,000 sick pregnant women, newborns, and children. In addition, nearly 6,500 pregnant women were referred by these volunteers to health facilities for antenatal care. Volunteers regularly meet with the facility staff to exchange information on the referred patients and to follow up in the community the patients discharged by the health facility (watch video).

Global health programs provide significant and sustained health benefits to the most vulnerable populations, including women, newborns, and children, in some of the most hard to reach, and conflict-ridden regions. We owe it to beneficiaries to help ensure that MNCH programs continue to make the most impact to the most people for many generations to come.

Health Systems Strengthening

What is Health Systems Strengthening?

Well-functioning health systems deliver the quality health care people need, when they need it, where they need it, and at prices they can afford. Strengthening health systems, however, is challenging given their complexity.

USAID captured this challenge in its definition of health systems strengthening: “A process that concentrates on ensuring that people and institutions, both public and private, undertake core functions of the health system (governance, financing, service delivery, health workforce, information, and medicines/vaccines/other technologies) in a mutually enhancing way, to improve health outcomes, protect citizens from catastrophic financial loss and impoverishment due to illness, and ensure consumer satisfaction, in an equitable, efficient and sustainable manner.”

As this definition implies, health systems encompass many subsystems, such as human resources, information systems, health finance, and health governance, all of which can be weakened by different types of constraints. For instance, health care may cost too much, causing people to delay seeking care or forgo it altogether. A country’s health budget may not cover all its population’s health needs, especially services for tuberculosis, HIV/AIDS, malaria, maternal and child health, reproductive health, and other priority issues. As a result, a country’s health outcomes may suffer.

To strengthen health systems and expand access to priority health services, USAID has supported a variety of global and bilateral health systems strengthening projects since 1989. They include Health Systems 20/20 and now the Health Finance and Governance (HFG) Project. HFG is designed to fundamentally strengthen health systems, with a focus on improving the health financing and governance functions, so the systems more efficiently and equitably deliver the life-saving health services that people, especially children, women, and poor and vulnerable populations, need.

 We will not be successful in our efforts to end deaths from AIDS, malaria and tuberculosis unless we do more to improve the health systems around the world.

President Barack Obama, 2009

The HFG team views health systems strengthening as a nonlinear process that demands holistic systems thinking rather than a traditional, vertical approach. The holistic approach pays attention to how individual components of the overall system and subsystems interact and affect one another. Working simultaneously on multiple components of the system, such as governance and financing, yields greater impact than addressing an individual constraint. Effective interventions should target constraints that will have maximum benefit across multiple health programs.

Put another way, supporting the health system refers to any activity that improves services, from upgrading facilities and equipment to distributing mosquito nets. In contrast, strengthening the health system requires more comprehensive changes to policies and regulations, financing mechanisms, organizational structures, and relationships across the entire system. Both supporting and strengthening efforts are important and necessary, and the balance between them should be driven by a country’s context and priorities. Above all, country ownership is essential to building a health system’s sustainability and its ability to promote universal health coverage

Health Systems Strengthening (HSS)

Health Systems Strengthening (HSS) Key Points: PEPFAR is implementing new tools to help country teams strategically plan, support and document contributions to strengthening country health systems. As part of the GHI and increased multilateral engagement, PEPFAR will integrate and link health systems activities to leverage global action on this issue. In order to develop skills necessary to engage in strategic HSS planning and implementation, PEPFAR must support additional training for both partner government personnel and PEPFAR employees. In its next phase, PEPFAR is emphasizing the strategic planning and implementation of its prevention, care, and treatment activities with consideration for their country-level health systems impacts. PEPFAR is working with partner countries to expand understanding of each health system at the national, provincial, district, and community level. PEPFAR, through the GHI and increased multilateral engagement, will work to develop universally accepted and harmonized indicators for HSS. In addition, PEPFAR is supporting countries in expanding their own mechanisms for data collection to measure the most important health services and health outcomes in a country.

WHO has identified six core health systems functions: service delivery; human resources for health; medical products, vaccines and technologies; information; governance; and finance. PEPFAR is assisting countries to improve health systems in these six core areas while achieving significant HIV/AIDS prevention, care, and treatment outcomes. A health system encompasses the individuals, organizations and processes - from the national government to the private sector to community based organizations - focusing primarily on ensuring health outcomes. Examples of how PEPFAR has contributed to these six building blocks include the following. These represent a small sample of PEPFAR's larger health systems impacts:

As part of broad global investments in HIV/AIDS, PEPFAR has contributed to improvements of larger health systems, with impacts on maternal and child health.10 However, PEPFAR has not had a strategic vision or plan to incorporate a health systems lens into its programming. In the first phase of PEPFAR, health systems activities were largely ad hoc, varied across countries, and did not always factor in an intervention's impact on the country's broader health system. In 2009 PEPFAR developed a strategic framework tool for HSS. This tool is designed to help country teams plan HSS activities. Such planning can maximize the positive impacts of prevention, care, and treatment activities and identify opportunities to leverage and partner with other health and development programs. Through this framework, PEPFAR programs can identify: Focused investments needed to achieve prevention, care, and treatment objectives; Intentional spillovers or collateral benefits - primarily HIV-related work that benefits other parts of the health system at low additional cost; and Targeted leveraging with other donors or USG programs, allowing PEPFAR and other health and development partners to jointly support programs that broadly benefit the health system. In its next phase, PEPFAR is emphasizing the strategic planning and implementation of its prevention, care, and treatment activities with consideration for their countrylevel health systems impacts. To enable country health systems to respond to both HIV/AIDS and broader health needs, PEPFAR is engaging in the following activities: Supporting strong government leadership of health systems, which is integral to sustainability Health systems are strongest where governments have leadership and technical skills to address health system weaknesses. While a network of public and private partners deliver services, governments play the lead role in overseeing health systems among multiple actors at national, district, and community levels. In collaboration with other USG programs and international donors, PEPFAR supports governments to identify opportunities for HSS within their HIV and broader health sector plans. By working with governments, PEPFAR can create technical capacity necessary to engage, coordinate and oversee the multisectoral activities falling within the six building blocks. PEPFAR will provide mentoring and technical assistance to government employees and promote the involvement of a multisectoral country response in addressing a country's health needs. Expanding efforts to partner with multilateral organizations on this issue Organizations such as the Global Fund, the Global AIDS Vaccine Initiative (GAVI), the World Bank, WHO, and the International Health Partnership Plus (IHP+) are expanding HSS activities. Heightened donor interest provides PEPFAR with an opportunity to work in partnership and strengthen health systems at the country and regional level. As part of larger efforts, PEPFAR can work with countries to leverage additional donor resources and coordinate activities to realize a broader impact on an overall health system. As part of the GHI, PEPFAR will explore opportunities for joint programming and increased coordination around implementation and evaluation of health systems activities. Including considerations of health systems dynamics in work to define, map, and implement plans to address country-level need With its focus on rapid scale-up during the first five years of PEPFAR, the program sometimes established parallel health systems within a country, rather than strengthening the complex health systems that exist in each country. The process of assessing a health system itself can be a skill- and relationship-building tool with ministries, civil society, the private sector, and donor community counterparts. PEPFAR is working with partner governments to expand understanding of each health system at the national, provincial, district, and community level. Through this engagement, PEPFAR is supporting creation of new, or review of existing, health systems assessments that contribute to overall country HIV/AIDS plans. Developing good indicators to track progress with health systems strengthening The challenge in health systems lies in identifying impact. It is difficult to determine exactly which health systems parameters are most closely associated with positive health outcomes, which interventions are most effective at improving health system performance, and which measures most effectively track progress. Setting appropriate targets, developing sound indicators, and monitoring change can be particularly challenging. PEPFAR, in collaboration with the GHI and other donors, will work to develop universally accepted and harmonized indicators for HSS. In addition, PEPFAR is supporting countries in expanding their own mechanisms for data collection to measure the most important health services and health outcomes in a country.

Moving Forward with Health Systems Strengthening Years 1-2 - Work with countries to identify how HIV/AIDS activities can contribute to broader HSS efforts. Support both headquarters and country teams to obtain the skills necessary to carry out programming with a HSS perspective, and provide the technical assistance necessary to increase these skills in partner countries. Increase multilateral engagement around accomplishing HSS HIV/AIDS activities. Continue efforts to identify internationally accepted indicators for HSS. Support policy change needed to attain HSS goals defined in Partnership Frameworks. Years 3-5 - Implement harmonized HSS indicators within PEPFAR programming. Expand and coordinate, as appropriate, multilateral efforts to support HSS. Strengthen country governance and financing of the health system to advance the goals of country ownership and sustainability.

Health Systems Strengthening

URC’s work strengthens the performance and interconnectedness of the six health system building blocks identified by the World Health Organization: service delivery, health workforce, strategic information, commodities, health financing, and leadership and governance. We provide high-quality technical assistance that focuses on national priorities and maximizes the effectiveness of a country’s resources.

URC's health systems strengthening work emphasizes a systematic, evidence-based approach designed to bring about significant improvement in:

• Patient and population health outcomes, particularly among the poor
• Efficiency and effectiveness of systems and processes of care
• Social responsiveness and accountability

Through continuous quality improvement and innovation and close, supportive relationships with a country’s Ministry of Health, we build institutional, programmatic, and financial capacities for a high-performing health sector that adapts to changing situations. We also design context-specific health communication and behavior change strategies to bolster our systems strengthening work at the individual, family, and community levels.

Supporting our health systems strengthening approach, we use evidence-based approaches to improve health worker performance and engagement and employ our global One Health strategy to expand interdisciplinary collaboration for all aspects of health care.

One growing area for capacity building is mobile technology. URC is applying mHealth technology to strengthen service delivery and supervision systems—enabling real-time communication among health care providers, tools for decision-support, and streamlined referrals and recordkeeping.

Teaching Health Education in School

Many parents are keenly interested in the basic academic education of their youngsters—reading, writing, and arithmetic—but are not nearly as conscientious in finding out about the other learning that goes on in the classroom. A comprehensive health education pro­gram is an important part of the curriculum in most school districts. Starting in kindergarten and continuing through high school, it pro­vides an introduction to the human body and to factors that prevent illness and promote or damage health.

The middle years of childhood are extremely sensitive times for a number of health issues, especially when it comes to adopting health behavior that can have lifelong consequences. Your youngster might be exposed to a variety of health themes in school: nutrition, disease prevention, physical growth and development, reproduction, mental health, drug and alcohol abuse prevention, consumer health, and safety (cross­ing streets, riding bikes, first aid, the Heimlich maneuver). The goal of this ed­ucation is not only to increase your child's health knowledge and to create positive attitudes toward his own well-being but also to promote healthy be­havior. By going beyond simply increasing knowledge, schools are asking for more involvement on the part of students than in many other subject areas. Children are being taught life skills, not merely academic skills.

It is easy to underestimate the importance of this health education for your child. Before long he will be approaching puberty and adolescence and facing many choices about his behavior that, if he chooses inappropriately, could im­pair his health and even lead to his death. These choices revolve around alco­hol, tobacco, and other drug use; sexual behavior (abstinence, prevention of pregnancy and sexually transmitted diseases); driving; risk-taking behavior; and stress management. Most experts concur that education about issues like alcohol abuse is most effective if it begins at least two years before the behav­ior is likely to start. This means that children seven and eight years old are not too young to learn about the dangers of tobacco, alcohol, and other drugs, and that sexuality education also needs to be part of the experience of elementary-school-age children. At the same time, positive health behavior can also be learned during the middle years of childhood. Your child's well-being as an adult can be influenced by the lifelong exercise and nutrition habits that he adopts now.

Health education programs are most effective if parents are involved. Par­ents can complement and reinforce what children are learning in school dur­ing conversations and activities at home. The schools can provide basic information about implementing healthy decisions—for instance, how and why to say no to alcohol use. But you should be a co-educator, particularly in those areas where family values are especially important—for example, sexu­ality, AIDS prevention, and tobacco, alcohol, and other drug use.

Many parents feel ill-equipped to talk to their child about puberty, repro­duction, sex, and sexually transmitted diseases. But you need to recognize just how important your role is. With sexual topics—as well as with many other ar­eas of health—you can build on the general information taught at school and, in a dialogue with your youngster, put it into a moral context. Remember, you are the expert on your child, your family, and your family's values.

Education seminars and education support groups for parents on issues of health and parenting may be part of the health promotion program at your school. If they are not offered, you should encourage their development. Many parents find it valuable to discuss mutual problems and share solutions with other parents. Although some parents have difficulty attending evening meet­ings, school districts are finding other ways to reach out to parents—for in­stance, through educational TV broadcasts with call-in capacities, Saturday morning breakfast meetings, and activities for parents and children together, or­ganized to promote good health (a walk/run, a dance, a heart-healthy luncheon).

In addition to providing education at home on health matters, become an advocate in your school district for appropriate classroom education about puberty, reproduction, AIDS, alcohol and other substance abuse, and other relevant issues. The content of health education programs is often decided at the community level, so make your voice heard.

As important as the content of a health curriculum may be, other factors are powerful in shaping your child's attitudes toward his well-being. Examine whether other aspects of the school day reinforce what your youngster is be­ing taught in the classroom. For example, is the school cafeteria serving low-fat meals that support the good nutritional decisions encouraged by you and the teachers? Is there a strong physical education program that emphasizes the value of fitness and offers each child thirty minutes of vigorous activity at least three times a week? Does the school district support staff-wellness programs so that teachers can be actively involved in maintaining their own health and thus be more excited about conveying health information to their students?

In addition to school and home, your pediatrician is another health educator for you and your child. Since your child's doctor knows your family, he or she can provide clear, personalized health information and advice. For in­stance, the pediatrician can talk with your child about the child's personal growth patterns during puberty, relate them to the size and shape of other family members, and answer questions specific to your youngster's own de­velopmental sequence and rate.

For most school-related health concerns, your pediatrician can provide you with specific advice and tailored guidance. You and your pediatrician may also consult with the school staff on how to deal most effectively with school time management of your child's health problem.